Billie Rengo­Grantsburg School District 2013

Middle School Book Study­Spring 2013An Inquiry Based Approach to Reading Workshop: Meeting the Needs of All Students

Purpose:* to differentiate learning for all students (including the most capable)* to prepare students with Common Core skills* to teach students to think critically, to question, and be active and responsible in own learning* prepare students for new Smarter Balanced Assessment* prepare students for real world work experiences now demanding collaboration and teamwork* create authentic learning experiences for students* enhance achievement

5 Meeting dates lasting 3:35­4:15 each timeWork/collaboration time is built into our scheduleThere may be the need of additional work outside of our meeting dates depending upon thedesires and needs of your group.

Day 1 Introduction to the inquiry processForm inquiry groupsGroup generates questions about reader’sworkshop.(Groups should generate 3 questions basedon the following: 1. Definition question. 2. Whydoes it matter? (consequence question)3. What can be done? (action question)

Day 2 Researching the answerGraphic organizers shared with class forkeeping track of thinkingIntroduction to text codes for annotationIntroduction to research notebooksDiscussion of group behavior/collaborationground rulesResearch time

Day 3 Discussion of internet safety and maximizingthe use of the web for helpful resourcesReflecting on inquiry process and replanningif necessaryChecking our sources mini­lessonResearch/conferring time

Day 4

Day 4 (cont.)

Introduction to response options­ways to takethe learning publicGroup decides on a response option

Billie Rengo­Grantsburg School District 2013

Day 5 Groups share projectsTools for evaluation are discussed

Print Resources:A variety of print and web based resources will be available for your inquiry project.

Allen, P. A., & Miller, D. (2009). Conferring, the keystone of reader's workshop. StenhousePub.

Bennett, S. (2007). That workshop book: New systems and structures for classrooms that read, write, and think. Portsmouth, NH: Heinemann.

Boushey, G., & Moser, J. (2009). The cafe book, engaging all students in daily literacyassessment & instruction. Portland, Maine: Stenhouse Pub.Boushey, G., & Moser, J. (2006). The daily 5, fostering literacy independence in theelementary grades. (1 ed.). Portland, ME: Stenhouse Pub.Calkins, L. (2010). A guide to the reading workshop. Portsmouth, NH: firsthand.Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers, grades 3­6, teachingcomprehension, genre, and content literacy. Portsmouth, NH: HeinemannEducational Books.Harvey, S., & Daniels, H. (2009). Comprehension & collaboration, inquiry circles inaction. Portsmouth, NH: Heinemann Educational Books.Harvey, S., & Goudvis, A. (2007). Strategies that work, teaching comprehension for

understanding and engagement. (2nd ed ed.). Chicago: Stenhouse Pub.Hindley, J. (1996). In the company of children. Stenhouse Publishers.Miller, D. (2009). The book whisperer. San Francisco: John Wiley & Sons.Serafini, F. (2002). The reading workshop, creating space for readers. Heinemann

Educational Books.Serafini, F. (2004). Lessons in comprehension explicit instruction in the readingworkshop. Portsmouth, NH: Heinemann.

Web Resources:www.thedailycafe.comTwitterPinterest

Billie Rengo­Grantsburg School District 2013

Name ________________________________________Date____________________________

Activating and Building Background Knowledge

What We Think We Know What We Learned

*Taken from “Comprehension & Collaboration” by Harvey and Daniels p. 116

Billie Rengo­Grantsburg School District 2013

Mini­Research Projects...What question do we need answered?

?_______________________________________________________________?

Source Notes

BookTitle:____________________________________________

Author:______________________

Publishing Company:______________________

City:______________________

Year: Pages Used:

________________ __________

Website

URL:____________________________________________

Author:______________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page: ________

*Taken from “Comprehension & Collaboration” by Harvey and Daniels p. 162

Billie Rengo­Grantsburg School District 2013

Name____________________________________Date________________________

Listen to Your Inner Voice

Directions: After reading a portion of text, stop and record your inner conversation on asticky note. Place it in the correct column.

What the text is about... What it makes me think about...

*Taken from “Comprehension & Collaboration” by Harvey and Daniels p. 162

Billie Rengo­Grantsburg School District 2013

Leaving Tracks of your Thinking: Annotating Text

Text Codes for Annotation

Text Codes

for something known

L for new learning

? or Q for a question

?? for confusion for important information

! for exciting or surprising information

R for a connection (Reminds me...)

*Taken from “Comprehension & Collaboration” by Harvey and Daniels p. 120

Billie Rengo­Grantsburg School District 2013

Common Core State StandardsCorrelation

A great deal of CCSS are addressed throughout the inquiry process as students developresearch topics, evaluate sources, summarize information, collaborate, and finally presenttheir findings. Technology standards are integrated throughout. Additional content areastandards would apply based on the nature of the inquiry topic.

Grade Standard Description

4 CCSS.ELA­Literacy.RI.4.1reading

Refer to details and examples ina text when explaining what thetext says explicitly and whendrawing inferences from the text.

4 CCSS.ELA­Literacy.RI.4.2reading

Determine the main idea of a textand explain how it is supportedby key details; summarize thetext.

4 CCSS.ELA­Literacy.RI.4.4reading

Determine the meaning ofgeneral academic anddomain­specific words or phrasesin a text relevant to a grade 4topic or subject area.

4 CCSS.ELA­Literacy.RI.4.7reading

Interpret information presentedvisually, orally, or quantitatively(e.g., in charts, graphs,diagrams, time lines, animations,or interactive elements on Webpages) and explain how theinformation contributes to anunderstanding of the text inwhich it appears.

4 CCSS.ELA­Literacy.RI.4.9reading

Integrate information from twotexts on the same topic in orderto write or speak about thesubject knowledgeably.

4 CCSS.ELA­Literacy.RI.4.10reading

By the end of year, read andcomprehend informational texts,including history/social studies,science, and technical texts, inthe grades 4–5 text complexityband proficiently, with scaffoldingas needed at the high end of therange.

Billie Rengo­Grantsburg School District 2013

4 CCSS.ELA­Literacy.W.4.2awriting

Introduce a topic clearly andgroup related information inparagraphs and sections; includeformatting (e.g., headings),illustrations, and multimediawhen useful to aidingcomprehension.

4 CCSS.ELA­Literacy.W.4.2bwriting

Develop the topic with facts,definitions, concrete details,quotations, or other informationand examples related to thetopic.

4 CCSS.ELA­Literacy.W.4.2dwriting

Use precise language anddomain­specific vocabulary toinform about or explain the topic.

4 CCSS.ELA­Literacy.W.4.4writing

Produce clear and coherentwriting in which the developmentand organization are appropriateto task, purpose, and audience.(Grade­specific expectations forwriting types are defined instandards 1–3 above.)

4 CCSS.ELA­Literacy.W.4.6writing

With some guidance and supportfrom adults, use technology,including the Internet, to produceand publish writing as well as tointeract and collaborate withothers; demonstrate sufficientcommand of keyboarding skillsto type a minimum of one page ina single sitting.

4 CCSS.ELA­Literacy.W.4.10writing

Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for arange of discipline­specific tasks,purposes, and audiences.

4 CCSS.ELA­Literacy.SL.4.1speaking and listening

Engage effectively in a rangeof collaborative discussions(one­on­one, in groups, andteacher­led) with diversepartners on grade 4 topicsand texts, building on others’ideas and expressing theirown clearly.

Billie Rengo­Grantsburg School District 2013

4 CCSS.ELA­Literacy.SL.4.1aspeaking and listening

Come to discussions prepared,having read or studied requiredmaterial; explicitly draw on thatpreparation and other informationknown about the topic to exploreideas under discussion.

4

4

CCSS.ELA­Literacy.SL.4.1bspeaking and listening

CCSS.ELA­Literacy.SL.4.1cspeaking and listening

Follow agreed­upon rules fordiscussions and carry outassigned roles.Pose and respond to specificquestions to clarify or follow upon information, and makecomments that contribute to thediscussion and link to theremarks of others.

4 .ELA­Literacy.SL.4.1dspeaking and listening

Review the key ideas expressedand explain their own ideas andunderstanding in light of thediscussion.

4 CCSS.ELA­Literacy.SL.4.4speaking and listening

Report on a topic or text, tell astory, or recount an experiencein an organized manner, usingappropriate facts and relevant,descriptive details to supportmain ideas or themes; speakclearly at an understandablepace.

4 CCSS.ELA­Literacy.SL.4.5speaking and listening

Add audio recordings and visualdisplays to presentations whenappropriate to enhance thedevelopment of main ideas orthemes.

5 CCSS.ELA­Literacy.RI.5.2reading

Determine two or more mainideas of a text and explain howthey are supported by keydetails; summarize the text

5 CCSS.ELA­Literacy.RI.5.6reading

Analyze multiple accounts of thesame event or topic, notingimportant similarities anddifferences in the point of viewthey represent.

Billie Rengo­Grantsburg School District 2013

5 CCSS.ELA­Literacy.RI.5.6reading

Draw on information from multipleprint or digital sources,demonstrating the ability tolocate an answer to a questionquickly or to solve a problemefficiently.

5 CCSS.ELA­Literacy.RI.5.9reading

Integrate information from severaltexts on the same topic in orderto write or speak about thesubject knowledgeably.

5 CCSS.ELA­Literacy.RI.5.10reading

By the end of the year, read andcomprehend informational texts,including history/social studies,science, and technical texts, atthe high end of the grades 4–5text complexity bandindependently and proficiently.

5 CCSS.ELA­Literacy.W.5.2writing

Write informative/explanatorytexts to examine a topic andconvey ideas and informationclearly.

5 CCSS.ELA­Literacy.W.5.2awriting

Introduce a topic clearly, providea general observation and focus,and group related informationlogically; include formatting (e.g.,headings), illustrations, andmultimedia when useful to aidingcomprehension.

5 CCSS.ELA­Literacy.W.5.2bwriting

Develop the topic with facts,definitions, concrete details,quotations, or other informationand examples related to thetopic.

5 CCSS.ELA­Literacy.W.5.4writing

Produce clear and coherentwriting in which the developmentand organization are appropriateto task, purpose, and audience.(Grade­specific expectations forwriting types are defined instandards 1–3 above.)

5 CCSS.ELA­Literacy.W.5.6writing

With some guidance and supportfrom adults, use technology,including the Internet, to produceand publish writing as well as tointeract and collaborate withothers; demonstrate sufficient

Billie Rengo­Grantsburg School District 2013

command of keyboarding skillsto type a minimum of two pagesin a single sitting.

5 CCSS.ELA­Literacy.W.5.7writing

Conduct short research projectsthat use several sources to buildknowledge through investigationof different aspects of a topic.

5 CCSS.ELA­Literacy.W.5.10writing

Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for arange of discipline­specific tasks,purposes, and audiences.

CCSS.ELA­Literacy.SL.5.1speaking and listening

Engage effectively in a range ofcollaborative discussions(one­on­one, in groups, andteacher­led) with diverse partnerson grade 5 topics and texts,building on others’ ideas andexpressing their own clearly.

5 CCSS.ELA­Literacy.SL.5.1aspeaking and listening

Come to discussions prepared,having read or studied requiredmaterial; explicitly draw on thatpreparation and other informationknown about the topic to exploreideas under discussion.

5 CCSS.ELA­Literacy.SL.5.1bspeaking and listening

Follow agreed­upon rules fordiscussions and carry outassigned roles.

5 CCSS.ELA­Literacy.SL.5.1cspeaking and listening

Pose and respond to specificquestions by making commentsthat contribute to the discussionand elaborate on the remarks ofothers.

5 CCSS.ELA­Literacy.SL.5.1dspeaking and listening

Review the key ideas expressedand draw conclusions in light ofinformation and knowledgegained from the discussions.

Billie Rengo­Grantsburg School District 2013

5 CCSS.ELA­Literacy.SL.5.2speaking and listening

Summarize a written text readaloud or information presented indiverse media and formats,including visually, quantitatively,and orally.

5 CCSS.ELA­Literacy.SL.5.4speaking and listening

Report on a topic or text orpresent an opinion, sequencingideas logically and usingappropriate facts and relevant,descriptive details to supportmain ideas or themes; speakclearly at an understandablepace.

5 CCSS.ELA­Literacy.SL.5.6speaking and listening

Adapt speech to a variety ofcontexts and tasks, using formalEnglish when appropriate to taskand situation.

6 CCSS.ELA­Literacy.RI.6.2reading

Determine a central idea of a textand how it is conveyed throughparticular details; provide asummary of the text distinct frompersonal opinions or judgments.

6 CCSS.ELA­Literacy.RI.6.4reading

Determine the meaning of wordsand phrases as they are used ina text, including figurative,connotative, and technicalmeanings.

6 CCSS.ELA­Literacy.RI.6.7reading

Integrate information presented indifferent media or formats (e.g.,visually, quantitatively) as well asin words to develop a coherentunderstanding of a topic or issue.

6 CCSS.ELA­Literacy.RI.6.8reading

Trace and evaluate the argumentand specific claims in a text,distinguishing claims that aresupported by reasons andevidence from claims that arenot.

6 CCSS.ELA­Literacy.RI.6.9reading

Compare and contrast oneauthor’s presentation of eventswith that of another (e.g., amemoir written by and abiography on the same person).

6 CCSS.ELA­Literacy.RI.6.10reading

By the end of the year, read andcomprehend literary nonfiction in

Billie Rengo­Grantsburg School District 2013

the grades 6–8 text complexityband proficiently, with scaffoldingas needed at the high end of therange.

6 CCSS.ELA­Literacy.W.6.1writing

Write arguments to supportclaims with clear reasons andrelevant evidence.

6 CCSS.ELA­Literacy.W.6.1awriting

Introduce claim(s) and organizethe reasons and evidence clearly.

6 CCSS.ELA­Literacy.W.6.1bwriting

Support claim(s) with clearreasons and relevant evidence,using credible sources anddemonstrating an understandingof the topic or text.

6 CCSS.ELA­Literacy.W.6.1dwriting

Establish and maintain a formalstyle.

6 CCSS.ELA­Literacy.W.6.2writing

Write informative/explanatorytexts to examine a topic andconvey ideas, concepts, andinformation through the selection,organization, and analysis ofrelevant content.

6 CCSS.ELA­Literacy.W.6.2awriting

Introduce a topic; organize ideas,concepts, and information, usingstrategies such as definition,classification,comparison/contrast, andcause/effect; include formatting(e.g., headings), graphics (e.g.,charts, tables), and multimediawhen useful to aidingcomprehension.

6 CCSS.ELA­Literacy.W.6.2bwriting

Develop the topic with relevantfacts, definitions, concretedetails, quotations, or otherinformation and examples.

6 CCSS.ELA­Literacy.W.6.2dwriting

Use precise language anddomain­specific vocabulary toinform about or explain the topic.

6 CCSS.ELA­Literacy.W.6.2ewriting

Establish and maintain a formalstyle.

Billie Rengo­Grantsburg School District 2013

6 CCSS.ELA­Literacy.W.6.4writing

Produce clear and coherentwriting in which the development,organization, and style areappropriate to task, purpose, andaudience. (Grade­specificexpectations for writing types aredefined in standards 1–3 above.)

6 CCSS.ELA­Literacy.W.6.6writing

Use technology, including theInternet, to produce and publishwriting as well as to interact andcollaborate with others;demonstrate sufficient commandof keyboarding skills to type aminimum of three pages in asingle sitting.

CCSS.ELA­Literacy.W.6.7Conduct short research projectsto answer a question, drawing onseveral sources and refocusingthe inquiry when appropriate.

6 CCSS.ELA­Literacy.W.6.8writing

Gather relevant information frommultiple print and digital sources;assess the credibility of eachsource; and quote or paraphrasethe data and conclusions ofothers while avoiding plagiarismand providing basic bibliographicinformation for sources.

6 CCSS.ELA­Literacy.W.6.9writing

Draw evidence from literary orinformational texts to supportanalysis, reflection, andresearch.

6 CCSS.ELA­Literacy.W.6.9bwriting

Apply grade 6 Reading standardsto literary nonfiction (e.g., “Traceand evaluate the argument andspecific claims in a text,distinguishing claims that aresupported by reasons andevidence from claims that arenot”).

6 CCSS.ELA­Literacy.W.6.10writing

Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for a

Billie Rengo­Grantsburg School District 2013

range of discipline­specific tasks,purposes, and audiences.

6 CCSS.ELA­Literacy.SL.6.1aspeaking and listening

Engage effectively in a range ofcollaborative discussions(one­on­one, in groups, andteacher­led) with diverse partnerson grade 6 topics, texts, andissues, building on others’ ideasand expressing their own clearly.

6 CCSS.ELA­Literacy.SL.6.1aspeaking and listening

Come to discussions prepared,having read or studied requiredmaterial; explicitly draw on thatpreparation by referring toevidence on the topic, text, orissue to probe and reflect onideas under discussion.

6 CCSS.ELA­Literacy.SL.6.1bspeaking and listening

Follow rules for collegialdiscussions, set specific goalsand deadlines, and defineindividual roles as needed.

6 CCSS.ELA­Literacy.SL.6.1cspeaking and listening

Pose and respond to specificquestions with elaboration anddetail by making comments thatcontribute to the topic, text, orissue under discussion.

6 CCSS.ELA­Literacy.SL.6.4speaking and listening

Present claims and findings,sequencing ideas logically andusing pertinent descriptions,facts, and details to accentuatemain ideas or themes; useappropriate eye contact,adequate volume, and clearpronunciation.

6 CCSS.ELA­Literacy.SL.6.5speaking and listening

Include multimedia components(e.g., graphics, images, music,sound) and visual displays inpresentations to clarifyinformation.

6 CCSS.ELA­Literacy.SL.6.6speaking and listening

Adapt speech to a variety ofcontexts and tasks,demonstrating command offormal English when indicated orappropriate. (See grade 6Language standards 1 and 3 here

Billie Rengo­Grantsburg School District 2013

for specific expectations.)

7 CCSS.ELA­Literacy.RI.7.8reading

Trace and evaluate the argumentand specific claims in a text,assessing whether the reasoningis sound and the evidence isrelevant and sufficient to supportthe claims.

7 CCSS.ELA­Literacy.RI.7.9reading

Analyze how two or more authorswriting about the same topicshape their presentations of keyinformation by emphasizingdifferent evidence or advancingdifferent interpretations of facts.

7 CCSS.ELA­Literacy.RI.7.10reading

By the end of the year, read andcomprehend literary nonfiction inthe grades 6–8 text complexityband proficiently, with scaffoldingas needed at the high end of therange.

7 CCSS.ELA­Literacy.W.7.1writing

Write arguments to supportclaims with clear reasons andrelevant evidence.

7 CCSS.ELA­Literacy.W.7.1bwriting

Support claim(s) with logicalreasoning and relevant evidence,using accurate, credible sourcesand demonstrating anunderstanding of the topic ortext.

7 CCSS.ELA­Literacy.W.7.1dCCSS.ELA­Literacy.W.7.2e

writing

Establish and maintain a formalstyle.

7 CCSS.ELA­Literacy.W.7.2awriting

Introduce a topic clearly,previewing what is to follow;organize ideas, concepts, andinformation, using strategiessuch as definition, classification,comparison/contrast, andcause/effect; include formatting(e.g., headings), graphics (e.g.,charts, tables), and multimediawhen useful to aiding

Billie Rengo­Grantsburg School District 2013

comprehension.

7 CCSS.ELA­Literacy.W.7.b2writing

Develop the topic with relevantfacts, definitions, concretedetails, quotations, or otherinformation and examples.

7 CCSS.ELA­Literacy.W.7.4writing

Produce clear and coherentwriting in which the development,organization, and style areappropriate to task, purpose, andaudience. (Grade­specificexpectations for writing types aredefined in standards 1–3 above.)

7 CCSS.ELA­Literacy.W.7.6writing

Use technology, including theInternet, to produce and publishwriting and link to and citesources as well as to interactand collaborate with others,including linking to and citingsources.

7 CCSS.ELA­Literacy.W.7.7writing

Conduct short research projectsto answer a question, drawing onseveral sources and generatingadditional related, focusedquestions for further research andinvestigation.

7 CCSS.ELA­Literacy.W.7.8writing

Gather relevant information frommultiple print and digital sources,using search terms effectively;assess the credibility andaccuracy of each source; andquote or paraphrase the data andconclusions of others whileavoiding plagiarism and followinga standard format for citation.

7 CCSS.ELA­Literacy.W.7.9writing

Draw evidence from literary orinformational texts to supportanalysis, reflection, andresearch.

7 CCSS.ELA­Literacy.W.7.9bwriting

Apply grade 7 Reading standardsto literary nonfiction (e.g. “Traceand evaluate the argument andspecific claims in a text,assessing whether the reasoning

Billie Rengo­Grantsburg School District 2013

is sound and the evidence isrelevant and sufficient to supportthe claims”).

7 CCSS.ELA­Literacy.W.7.01writing

Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for arange of discipline­specific tasks,purposes, and audiences.

7 CCSS.ELA­Literacy.SL.7.1speaking and listening

Engage effectively in a range ofcollaborative discussions(one­on­one, in groups, andteacher­led) with diverse partnerson grade 7 topics, texts, andissues, building on others’ ideasand expressing their own clearly.

7 CCSS.ELA­Literacy.SL.7.1aspeaking and listening

Come to discussions prepared,having read or researchedmaterial under study; explicitlydraw on that preparation byreferring to evidence on the topic,text, or issue to probe and reflecton ideas under discussion.

7 CCSS.ELA­Literacy.SL.7.1bspeaking and listening

Follow rules for collegialdiscussions, track progresstoward specific goals anddeadlines, and define individualroles as needed.

7 CCSS.ELA­Literacy.SL.7.1cspeaking and listening

Pose questions that elicitelaboration and respond toothers’ questions and commentswith relevant observations andideas that bring the discussionback on topic as needed.

7 CCSS.ELA­Literacy.SL.7.1dspeaking and listening

Acknowledge new informationexpressed by others and, whenwarranted, modify their ownviews.

7 CCSS.ELA­Literacy.SL.7.4speaking and listening

Present claims and findings,emphasizing salient points in afocused, coherent manner withpertinent descriptions, facts,

Billie Rengo­Grantsburg School District 2013

details, and examples; useappropriate eye contact,adequate volume, and clearpronunciation.

7 CCSS.ELA­Literacy.SL.7.5speaking and listening

Include multimedia componentsand visual displays inpresentations to clarify claimsand findings and emphasizesalient points.

8 CCSS.ELA­Literacy.RI.8.2reading

Determine a central idea of a textand analyze its development overthe course of the text, includingits relationship to supportingideas; provide an objectivesummary of the text.

8 CCSS.ELA­Literacy.RI.8.9reading

Analyze a case in which two ormore texts provide conflictinginformation on the same topicand identify where the textsdisagree on matters of fact orinterpretation.

8 CCSS.ELA­Literacy.RI.8.01reading

By the end of the year, read andcomprehend literary nonfiction atthe high end of the grades 6–8text complexity bandindependently and proficiently.

8 CCSS.ELA­Literacy.W.8.1reading

Write arguments to supportclaims with clear reasons andrelevant evidence

8 CCSS.ELA­Literacy.W.8.b1 Support claim(s) with logicalreasoning and relevant evidence,using accurate, credible sourcesand demonstrating anunderstanding of the topic ortext.

8 CCSS.ELA­Literacy.W.8.1dCCSS.ELA­Literacy.W.8.2e

reading

Establish and maintain a formalstyle.

8 CCSS.ELA­Literacy.W.8.2reading

Write informative/explanatorytexts to examine a topic andconvey ideas, concepts, andinformation through the selection,organization, and analysis ofrelevant content.

Billie Rengo­Grantsburg School District 2013

8 CCSS.ELA­Literacy.W.8.2areading

Introduce a topic clearly,previewing what is to follow;organize ideas, concepts, andinformation into broadercategories; include formatting(e.g., headings), graphics (e.g.,charts, tables), and multimediawhen useful to aidingcomprehension.

8 CCSS.ELA­Literacy.W.8.2breading

Develop the topic with relevant,well­chosen facts, definitions,concrete details, quotations, orother information and examples.

8 CCSS.ELA­Literacy.W.8.2dreading

Use precise language anddomain­specific vocabulary toinform about or explain the topic.

8 CCSS.ELA­Literacy.W.8.4reading

Produce clear and coherentwriting in which the development,organization, and style areappropriate to task, purpose, andaudience. (Grade­specificexpectations for writing types aredefined in standards 1–3 above.)

8 CCSS.ELA­Literacy.W.8.6 Use technology, including theInternet, to produce and publishwriting and present therelationships between informationand ideas efficiently as well as tointeract and collaborate withothers.

8 CCSS.ELA­Literacy.W.8.7writing

Conduct short research projectsto answer a question (including aself­generated question), drawingon several sources andgenerating additional related,focused questions that allow formultiple avenues of exploration.

8 CCSS.ELA­Literacy.W.8.8writing

Gather relevant information frommultiple print and digital sources,using search terms effectively;assess the credibility andaccuracy of each source; andquote or paraphrase the data andconclusions of others whileavoiding plagiarism and following

Billie Rengo­Grantsburg School District 2013

a standard format for citation.

8 CCSS.ELA­Literacy.W.8.9writing

Draw evidence from literary orinformational texts to supportanalysis, reflection, andresearch.

8 CCSS.ELA­Literacy.W.8.9bwriting

Apply grade 8 Reading standardsto literary nonfiction (e.g.,“Delineate and evaluate theargument and specific claims ina text, assessing whether thereasoning is sound and theevidence is relevant andsufficient; recognize whenirrelevant evidence isintroduced”).

8 CCSS.ELA­Literacy.W.8.10 Write routinely over extendedtime frames (time for research,reflection, and revision) andshorter time frames (a singlesitting or a day or two) for arange of discipline­specific tasks,purposes, and audiences.

8 CCSS.ELA­Literacy.SL.8.1speaking and listening

Engage effectively in a range ofcollaborative discussions(one­on­one, in groups, andteacher­led) with diverse partnerson grade 8 topics, texts, andissues, building on others’ ideasand expressing their own clearly.

8 CCSS.ELA­Literacy.SL.8.1aspeaking and listening

Come to discussions prepared,having read or researchedmaterial under study; explicitlydraw on that preparation byreferring to evidence on the topic,text, or issue to probe and reflecton ideas under discussion.

8 CCSS.ELA­Literacy.SL.8.1bspeaking and listening

Follow rules for collegialdiscussions anddecision­making, track progresstoward specific goals anddeadlines, and define individualroles as needed.

8 CCSS.ELA­Literacy.SL.8.1c Pose questions that connect the

Billie Rengo­Grantsburg School District 2013

speaking and listening ideas of several speakers andrespond to others’ questions andcomments with relevantevidence, observations, andideas.

8 CCSS.ELA­Literacy.SL.8.1d.speaking and listening

Acknowledge new informationexpressed by others, and, whenwarranted, qualify or justify theirown views in light of the evidencepresented

8 CCSS.ELA­Literacy.SL.8.4speaking and listening

Present claims and findings,emphasizing salient points in afocused, coherent manner withrelevant evidence, sound validreasoning, and well­chosendetails; use appropriate eyecontact, adequate volume, andclear pronunciation.

8 CCSS.ELA­Literacy.SL.8.5speaking and listening

Integrate multimedia and visualdisplays into presentations toclarify information, strengthenclaims and evidence, and addinterest.