SSK Unit 4.2 Planning Guide

HISD PLANNING GUIDEEnglish Language Arts Grade 7SUMMER SCHOOLTexas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening,speaking, reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parentaldenials for Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writingsamples – one narrative about a past event, two academic (from science, social studies, or mathematics), and twoothers.Instructional ConsiderationsThis Curriculum Unit Planning Guide is designed to support HISD teachers in planning daily lessons that meet the needsof students based on data generated during the school year. Teachers should utilize data to individualize instruction andto select focus genres and objectives. To ensure effective planning and instruction, refer to the components outlined bythe Houston ISD Instructional Practice Rubric.The Everyday excELLence Literacy Routines offer further support for ELLs through a range of research-basedinstructional routines and practices.VocabularyPrerequisitesStudents should possess basic dictionary skills and be able to note new or unfamiliar words independently whenlistening to or reading selections and to initiate further inquiry into their meaning(s).Background Knowledge for TeacherReview terms throughout the unit. Continue to have students record terms in their Vocabulary Notebooks and utilizeMarzano’s Six-Step Process for vocabulary retention. Use Think-Alouds to model vocabulary integration and use ofstrategies. See ELA Best Practices MS in Resources.This unit concentrates on the use of context clues. Review context clues and assist students in using context clues todiscover the author’s intended meaning. See Resources for opportunities within Literature Grade 7 to integrate contextclues into the reading selections. (ELA.7.2B)ReadingInstructional Accommodations for Diverse Learners Build ELLs’ speaking skills and academic vocabulary use by incorporating Think-Pair-Shares andTiered Response Stems. These help lower affective filters and provide opportunities for ELLs to work withpeers in a non-threatening environment. See Seidlitz’s Navigating the ELPS in the English Language Artsand Reading Classroom in Resources. (ELPS C.3e)PrerequisitesStudents should have prior knowledge relating to purposes for reading.Background Knowledge for TeacherThis unit builds knowledge of active reading through the reading of memoirs, personal narratives, and poetry. SeeLiterature Grade 7 in Resources for a list of selections.Remind students to preview texts, make predictions, and set purposes for reading selected texts. Review predicting.Have students continually form predictions as they read. Continue using mentor texts to model connecting, visualizing,and questioning a text through Think-Alouds. This method illustrates the process good readers go through as they read.Be sure to use cues where appropriate. See Best Practices Toolkit in Resources. (ELA.7.Fig19A)Emphasize the importance of activating prior knowledge to aid in comprehension. Explain that active readers thinkabout what they know about a text before they begin reading. Use an anticipation guide to activate prior knowledge.See Anticipation Guide in Instructional Strategies. (ELA.7.Fig19C)Continue to have students record their thoughts and notes on their reading in a Literacy Notebook. Literacy Notebooksare used to collect information and monitor reading comprehension. See ELA Best Practices MS in Resources. - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting Standard© Houston ISD Curriculum2012 – 2013Page 3 of 8