Our Voice Our Schools Our Children Monday Morning

Our Voice. Our Schools. Our Children Monday Morning Message 08/27 -09/07 Reading and ELA, 9 -12

Assessments ▪ Achieve 3000 Level. Set ▪ District Baseline Assessments ▪ Diagnostic Assessment of Reading (DAR)

Primary Standards and Objectives Grade 9: Analyze how complex characters develop and impact the text (RL. 1. 3). Determine meaning of words and phrases (RL. 2. 4). Analyze an author's choices regarding structure (RL. 2. 5). Grade 10: Text Structure (RL. 2. 5). Analyze the Impact of Word Choice (RL. 2. 4). Determine a theme of a text (RL. 1. 2).

Primary Standard and Objectives Grade 11: Support inferences with textual evidence (RI. 1. 1). Analyze and compare themes, central ideas and topics (RL. 1. 2). Analyze language (RL. 2. 4). Understand connotative meaning (RL. 2. 4). Understand figurative meaning (RL. 2. 4). Analyze and evaluate an argument (RI. 2. 5). Analyze point of view (RI. 2. 6). Grade 12: Cite textual evidence (RL. 1. 1). Analyze the impact of author’s choices regarding how to relate elements of a story (RL. 1. 3). Determine figurative meaning (RL. 2. 4). Draw evidence from literary or informational texts to support analysis, reflection, and research (W. 3. 9).

Instructional “Look Fors” ▪ Whole Group: ▪ Literary and Informational text 9 th grade – The Odyssey ▪ Literary and Informational text 10 th grade – Animal Farm ▪ Literary and Informational text 11 th grade – The Namesake ▪ Literary and Informational text 12 th grade – The Canterbury Tales ▪ Rotations: ▪ Teacher-led: Differentiate instruction based on students’ needs identified from FSA Reporting Categories or assignments provided in class. Teachers may use Aligned Articles, Common. Lit, or HMH online resources to plan lessons. ▪ Independent Reading: Complete an Achieve 3000 article connected to the core text, or continue to read the selection from whole group. ▪ Independent Work: Complete questions for the assigned reading.

Reading Instructional “Look Fors”

Instructional “Look Fors” Enrichment Reading 9 ▪ Whole Group: ▪ Book, Head, Heart, Literature Circles, OR Socratic Seminar protocols. ▪ Allow for students to discuss ▪ Ask questions to extend student discourse ▪ Address any misconceptions ▪ Rotations: ▪ Teacher-led: Administer DAR and data chats ▪ Independent Reading: Read Bronx Masquerade and take notes to prepare for discussion for the "Book, Head, Heart" activity, Literature Circles, OR Socratic Seminar. ▪ Independent Work: Answer higher order thinking questions or complete an activity in Achieve 3000.

Next ACT: September 8 Next SAT: October 6 Instructional “Look Fors” for ACT/SAT ▪ Whole Group: Triumph College Admissions ▪ Triumph College Prep Teacher’s Guide for the SAT Lessons 2, 3, 4, and 5 ▪ Rotations: ▪ Teacher-led: differentiate instruction based on students’ needs using the SAT practice book once students have finished testing. ▪ Independent Work: Students should continue with completing the “Worked Example”. ▪ Technology: Students should identify their four weakest skills for each area and begin addressing one based on the practice exam results (when appropriate). ▪ Independent Reading: ▪ A Lesson Before Dying (11 th grade) ▪ Unspeakable Crime (12 th grade)

▪ Material Requests Administrative Updates ▪ Regional Support ▪ Achieve 3000 Access Issues ▪ Nikki Bailey at baileys 7@duvalschools. org 1. 2. 3. 4. 5. 6. First name Last name Title E-mail address School Name School Number

▪ Fall Catalog Offerings ▪ Course: FSA Writing Scoring for Secondary Teachers SRN: 2018013030501 for September 12, 8: 30 -11: 00 AM ▪ Course: Writing Implications in the Secondary Classroom SRN: 2018013030601 for September 12, 12: 00 -3: 30 PM Professional Learning Opportunities ▪ Virtual Sessions ▪ Virtual Offerings

If Everyone is moving forward together, then - Henry Ford success takes care of itself Closing Message Kimberly Seibert masonk@duvalschools. org Timothy Williams williamst 16@duvalschools. org