To download a copy of the MS Strategies for Success Framework, click here.
To download a print friendly copy of the Middle School Item Specifications with Question Stems, 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 Middle School Strategies for Success Framework

PWImpact Benchmark Focus Strategies

NGSSS Benchmark Focus

Content Focus

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Resource

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Vocabulary


LA.678.1.6.3
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)
LA.678.1.6.7
Identify and understand the meaning of conceptually advanced
prefixes, suffixes and root words.
Analyze word structure(e.g. affixes, root
words)
Conception of DefinitionFrayer Model
Structural Analysis
Semantic Features
LA.678.1.6.8
Identify advanced word/phrase relationships and their meanings.
Analyze words/phrasesWord relationships
Analyzing Words and Phrases
LA.678.1.6.9
Determine the correct meaning of words with multiple
meanings in context.
Multiple meanings
Conception of DefinitionKIM
VIS/NVI
Vocabulary Continuum
LA.678.1.6.11
Identify the meaning of words and phrases derived from Greek
and Latin mythology and identify frequently used words
from other languages.
Analyze words/phrases
derived from Latin, Greek, or Other Languages

Reading Applications
Model Lesson 1

LA.678.1.7.2
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)
Author's Point of View
Author's Purpose
2 Column Notes
Perspective Entries
QAR
Margin Notes
Text Coding
Selective Underlining
LA.678.1.7.3
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
Predictions
Main Idea Paragraphs
Main Idea Details and Facts
One-Sentence Summaries
T-Chart
2 Column Notes
Conclusion-Proof
QAR
Read and Say Something
LA.678.1.7.4
Identify cause and effect relationships in text.
Cause and Effect
Cause and Effect
Graphic Organizers
LA.678.1.7.5
Analyze a variety of text structures (compare/contrast,
cause/effect, chronological, argument/support), text features
(main/sub-headings) and explain their impact on meaning in text.
Text Structures/OrganizationalPatterns (e.g., comparison/
contrast, cause/effect,
chronological order,
argument/support,
definition/ explanation,
question/answer,
listing/description)
Patterns of Organization
Graphic Organizers
LA.678.1.7.7
Compare and contrast elementsin multiple texts (e.g., setting,
characters, problems).
Compare (similarities within/across texts)Contrast (differences within/
across texts)
Compare and Contrast
Graphic Organizers
Literary Analysis (Literary Fiction/Nonfiction)


LA.678.2.1.2
Locate and analyze elements of Plot: Setting, Plot, characters,
rising/falling action, conflict/resolution, exposition, and theme in a
variety of fiction.
Theme
Character Development (e.g.,
protagonist/ antagonist)
Character
Point of View
Setting
Plot Development
Conflict (e.g., internal or external)
Resolution
Story Map
Power Thinking
QAR
RAFT
ABC Brainstorming
Carousel
Gallery Walk
Character Map
LA.6.2.1.7
Locate and analyze an author’s use of allusions and descriptive,
idiomatic, and figurative language in a variety of literary text,
identifying how word choice sets the author’s tone and advances
the work’s theme.
Descriptive Language (e.g., tone,irony, mood,imagery, alliteration, onomatopoeia, allusion,
satire)

Figurative Language (e.g., simile, metaphor,
symbolism, personification, hyperbole, pun)
Picture NotesRead-Recall-Check- Summarize
One-Sentence Summaries
Power Thinking
ABC Brainstorming
Carousel
Gallery Walk
LA.78.2.1.7
Locate and analyze an author’s use of allusions and descriptive,
idiomatic, and figurative language in a variety of literary text,
identifying how word choice is used to appeal to the reader’s
senses and emotions, providing evidence from the text to
support the analysis.
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
Informational Text/Research Process


LA.678.2.2.1
Locate, use, and analyze specific information from
Organizational Text Features (e.g. headings, subheadings,
titles, bold/italicized text, illustrations, text boxes).

Graphic OrganizersCornell Notes
Power Notes
Semantic Features Analysis
LA.678.6.1.1
Explain how text features aid reader’s understanding
(Charts, graphs, boxes, maps, diagrams, captions,
Sub-headings, titles, illustrations, etc.)

Graphic OrganizersCornell Notes
Power Notes
Semantic Features Analysis
LA.6.6.2.2
Collect, evaluate, and summarize information from
multiple sources. Paraphrase ideas and details.
Synthesize information (within/across texts)Analyze and Evaluate Information
(within/across texts)
Determine the Validity and Reliability of
Information (within/across texts)
Conclusions and Inferences
Quote Finder
Spool Paper
Power Notes
T-Chart
Conclusion/Proof
LA.78.6.2.2
Assess, organize, and check validity and reliability of
information in text (primary and secondary sources).

Validity and Accuracy of Information
Validity and Reliability

Middle School Strategies for Success Framework

Extended Block Instruction PWImpact w/ REWARDS
Single Block Instruction PWImpact

MSImpact1.jpg

MSImpact2.jpg
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MSImpact3.jpg


Time
2012-13 MIDDLE SCHOOL PRESCRIPTION FOR SUCCESS FRAMEWORK
INSTRUCTIONAL DESIGN ALIGNED TO COMMON CORE STATE STANDARDS
Single Block 1 or
Double Block 2
6TH - PWIMPACT 6.1 7TH - PWIMPACT 7.1 8TH - PWIMPACT 8.1
PACING GUIDE

(FOR SINGLE BLOCK OR 2ND BLOCK OF DOUBLE BLOCK IF USING REWARDS)
Pacing for PWImpact Books 6.1, 7.1 or 8.1:
· PWImpact units should be completed in sequence at a brisk and engaging instructional pace, providing time for differentiated instruction and reteaching to mastery.
· PWIMpact instructions without additional extension activities may take about 3 weeks. Critical Thinking Lesson Plans as posted on Teengagement, BEEP, and CAB for each unit are written for about 13-15 days of instruction.
· PWImpact instruction with extension activities such as close reading and rereading, research process model, novel/genre study and literature circles, the Comprehension Instructional Sequence (CIS), authentic assessment, daily writing to text, and differentiated instruction for reteaching, remediation and enrichment) may take 4 -5 weeks for one unit.
· Instruction during District assessment periods (e.g. FAIR, BAT) may take longer.
· Given these parameters, students should complete at least 2 to 2 ½ units per quarter or 8 -10 units during the year.
MATERIALS:
PWImpact Book 6.1 - 6th Grade PWImpact Book 7.1 - 7th Grade PWImpact Book 8.1 - 8th Grade

Online Resources
· Broward’s Impact website, Teengagement http://browardschools.teengagement.com/
User Name & Password: See Reading Coach – BCPS Teachers only
· 2012-13 Impact Conference in CAB
· BEEP Teacher Portal at http://beep.browardschools.com/ > Teacher Portal > Online Textbooks > Impact
Explicit Initial Instruction and Modeling

20-40 min


Instructional Shifts

Aligned to the CCSS and NGSSS
· Read-aloud/Think-aloud
· Predicting and Previewing
· Text Dependent Questions
· Close Reading and Rereading
· Marking the Text/Text Coding
· Text Evident Writing
· Research Process Model
· Graphic Organizers
· Comprehension Instructional Sequence (CIS)
· Self-selected independent reading/literature circles
Broward’s PWImpact Teengagement Portal
http://browardschools.teengagement.com/

Springboard Learning Strategies
http://static.dpsk12.org/gems/montbello/LearningStrategies.pdf

Content Area Literacy Guide Strategies:
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
TEACHERS:
· Teachers facilitate instruction with complex, grade level texts reflecting a balance of informational (65%) and literary (35%) texts to build students’ knowledge in science, social studies, the arts and literature.
· Teachers identify the sections of the text that will present the greatest difficulty and craft questions that support students in mastering these sections. These could be sections with difficult syntax, particularly dense information, tricky transitions, or places that offer a variety of possible inferences.
· Teachers are patient, create more time and space in the curriculum for close and careful reading and model relevant and rigorous instruction that does not over scaffold, but challenges students to persevere when reading complex texts.
· Teachers provide appropriate and necessary scaffolding and supports such as modeling, guided practice, interactive read aloud, literature circles, and small group instruction so that students reading below grade level can access complex, grade-level texts.
· Teachers apply the Gradual Release method by starting with explicit instruction and modeling (I Do), followed collaboration and practice (We Do), with the goal of student independence and application of skills and knowledge to the text. (You Do).
STUDENTS:
· Students read texts reflecting different genres and types across informational as well as literary texts to build knowledge by making connections between the texts and previously learned material.
· Students use background knowledge and experiences to illuminate reading but do not use them to replace close and attentive reading of the texts themselves
· Students persevere with challenging, complex literary and informational texts by reading and rereading the text closely to comprehend what it says explicitly as well as make logical inferences from it.
· Students seek guidance to solve literacy problems from teachers and peers but not for answers or solutions.
Time
2012-13 MIDDLE SCHOOL PRESCRIPTION FOR SUCCESS FRAMEWORK
INSTRUCTIONAL DESIGN ALIGNED TO COMMON CORE STATE STANDARDS
Single Block 1 or
Double Block 2
6TH - PWIMPACT 6.1 7TH - PWIMPACT 7.1 8TH - PWIMPACT 8.1
Vocabulary Routines

5-15 min
Word Study:

· QHT - Question – Heard - Teach
· Diffusing - replacing unfamiliar words w/ familiar ones
· Word Maps such as Frayer Models
· Academic and content-specific vocabulary
· Word wall activities and strategies
· Focused word study (context clues, morphology, multiple meanings)

TEACHERS:

· Teachers focus strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”), word roots and affixes, and words with multiple meaning to help students independently access more complex texts.
Springboard Learning Strategies
http://static.dpsk12.org/gems/montbello/LearningStrategies.pdf

Vocabulogic
http://vocablog-plc.blogspot.com/

Word Generation:
http://wg.serpmedia.org/
Differentiated Instruction/
Independent Practice

20-40 min


Instructional Shifts

Aligned to the CCSS and NGSSS
Differentiated Instruction/Independent Practice:

· Reading strategy instruction, application, and feedback
· Differentiated groups, cooperative learning, literacy circles, supplemental instruction, and/or re-teaching
· Student selected texts for independent reading (pairs/individual; novel/genre study, literature circles)
· Reading logs, journals, text talk, book passes, discussions, and/or collaborative projects
· Informal and formal assessments
· Timed readings/fluency practice (as needed)
· Progress monitoring and authentic assessments
· Text-evident writing
· Clipboard cruising/teacher-student conferencing
Broward’s PWImpact Teengagement Portal
http://browardschools.teengagement.com/


Springboard Learning Strategies
http://static.dpsk12.org/gems/montbello/LearningStrategies.pdf


Springboard Strategies to Check for Understanding
http://daretodifferentiate.wikispaces.com/file/view/SB_eNewsNov_Chart.pdf

Content Area Literacy Guide Strategies:
http://beep.browardschools.com/ssoPortal/pdf/Reading_Resources/Content_Area_Literacy_Guide.pdf
TEACHERS:
Teachers facilitate rich and rigorous conversations with questions that are dependent on a common text that can only be answered by reading or rereading the text to find evidence that supports arguments and claims. Teachers probe students when they make claims by asking, "How do you know?” and “Where in the text does it prove this?
STUDENTS:
Students participate in rich and rigorous conversations that are dependent on a common text, and develop habits for making evidentiary arguments to support conclusions drawn from the text before voicing their opinions, appraisals, or interpretations.
Post Reading/
Assessment/
Review and Wrap Up


Instructional Shifts

Aligned to the CCSS and NGSSS
Post Reading/Assessment/Review:

· Journals, literacy learning logs, summary statements, RAFT, “tickets out the door,” literacy projects, etc.
· Text-evident/text-validated writing
· Relevant and authentic text connections
· Graphic organizers with paraphrase/“gist”/summary statements
· Authentic Assessments
· Assignments/homework/independent practice
· Self-selected independent reading and literature circles
TEACHERS:

· Teachers ensure that students write to text everyday, using evidence to inform, make an argument, or present research from critical inquiry rather than writing personal narratives or other forms of decontextualized prompts.
· Teachers model instruction to help students develop skills through written communications that respond to and synthesize the ideas, events, facts, and arguments presented in the texts they read.
STUDENTS:
Students write using evidence to inform, make arguments, and research critical inquiries that respond to the ideas, events, facts, and claims presented in the texts they read.
Time
2012-13 MIDDLE SCHOOL PRESCRIPTION FOR SUCCESS FRAMEWORK
INSTRUCTIONAL DESIGN ALIGNED TO COMMON CORE STATE STANDARDS
Single Block 1 or
Double Block 2
6TH - PWIMPACT 6.1 7TH - PWIMPACT 7.1 8TH - PWIMPACT 8.1
ASSESSMENTS
Assessments for PWImpact 6.1, 7.1, and 8.1
· PWImpact Pre-Test (6th grade has an alternate pre-test)
· Reading Assessment (RAAD) - High Interest Article
· Interpreting the Data - Rubric
· Writing to Text – Rubric for Short/Extended Response
· Reading Assessment (RAAD) - Technical Article
· Technical Writing Prompt – Rubric
· Writing to Text – Looking Forward/Ethical Dilemma
· Authentic Assessment
· Comprehension Instructional Sequence (CIS)
· Vocabulary Notebooks
· Speaking and Listening activities
· PWImpact Post-Test
Additional Progress Monitoring
· Clipboard Cruising - teacher anecdotal records on students’ independent reading, writing process, conference notes
· Scaffolded Discussion Templates from the FAIR Toolkit (not more than once every 4 -6 weeks)

Formal Assessments:
· Progress Monitoring using the FAIR or FORF
· Grade Level Lexiled Passages (GLLP) & NAEP Fluency Rubric
· BATs & BAT Minis (per school/district schedule)
· FAIR
· FCAT