Reading Comprehension

Vocabulary

1a-b

2a-c

4a-d

5a-b

Common Core
-Identifyng main idea,
identifying supporting details,
authors' purpose, authors' tone
and mood, point of view,
inferring, summarizing, text
structure, explicit and implicit
details, sequencing, activating,
activating prior knowledge,
predicting, synthesizing, and
Essential Elements integrating multiple texts.

Self-Monitoring Reading
Strategies (AKA Study
Skills)

CC.9-10.L.1,
CC.9-10.L.2,
CC.9-10.L.3, 3a
CC.9-10.L.4,
CC.9-10.L.5,

-Affixes, prefixes, suffixes,

Greek roots, Latin roots, context
clues, parts of speech, content
jargon/academic jargon, and
homophones/homonyms.

Voice, style,
grammar/punctuation,
structure (unity, order,
cohesion), transitional
words and phrases.

-KWL, annotations, graphic

organizers, guided reading,
think alouds, rereading, text
connections, questioning the
text and author, chunking, and
GRR.

Word wall, Frayer model,

previewing vocabulary, common
roots/suffixes/prefixes logs,
creating visuals, context clues,
vocabulary paragraphs,
vocabulary charts, cloze
readings, mystery passages...

Daily Oral Language, Peer Cornell notes, chapter

editing, 6 Traits writing,
outlines (for text books),
Graphic organizers, models annotating, flash cards,
and exemplars, ghost
writing, quick writes

ACT Reading, IRIs, and

PARCC

PPVT, Curriculum-specific
vocabulary assessment

ACT Writing, AP Exam, and Screencast or Google Voice

the Parcc writing
recordings of Think-aloud
assessment
readings by students,
reading comprehension QRI
Questions

-High interest texts, group

work/projects, whole class

Candy. Lots of candy.

Engaging, relevant, and

controversial topics

Strategies

Assessment
Motivation

Writing (DR. B SAYS WE

NEED WRITING-- PUT
SYN

Organization, time
management, self-reflection,
active listening, note taking,
effective grouping/peer
work, question
breakdown/analysis....

Career and college prep,

GPA goals, I'm not sure

discussions, technology,
manipulatives, and games.

Time

Technology

Or, maybe a personal dictionary

that students keep of Mastery
Words, with rewards at certain
benchmarks for number of
words mastered
30

Video clips, audio, online

presentation tools, digital
books,
Using texts
that are above or
below the readers'
instructional level
Using only
fiction text,
All direct
instruction.

Common Errors

READING COMPREHENSION

20
Google Voice, Vocaroo,
personal dictionary on Google
Sheets, Google Slides
Not focusing on
academic vocabulary
that can be reinforced
through cross-curricular
use
Selected by
teacher instead of
driven by students
needs / gaps

what I'm typing...

30

20

Google docs, Google Voice, To do lists (Google Keep),

Read&Write For Google
Diigo, Google Voice,
Extension, Speak It App
Screencastify
No choice
in content
Little variety
in style or mode of
writing
Assignment
s dont allow for
student voice or
opinion

Little to no
modeling or direct
instruction in how or
when to make use
of these strategies
Too little
practice
Blanket
application of
strategies (i.e., no
personalization of
strategy use,)
No recordkeeping of which
strategies students
do and dont make
use of / find
personally useful.

VOCABULARY

WRITING

STUDY SKILLS