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Grade 12
Core Literacy Curriculum: Grade 12
Universal Expectations for the MPS Grade 12 Classroom Environment
• Organized for whole and small group instruction and independent work
• Classroom arrangement emphasizes student interactions, in addition to teacher-directed interactions
• Teacher encourages productive, accountable talk by having areas and times available for students to work together
• Smooth efficient transitions between activities
• All students have access to district-adopted resources
• Classroom library is well-stocked with age-appropriate fiction and nonfiction materials written on a variety of reading levels
• Books are arranged by themes, types of writing, or other common organizational structure. Resources are labeled to allow
students easy access to maintain and use library independently. Books are arranged attractively and invitingly
• Display of recent student work/projects with accompanying written explanation
• Display of signs, labels for each item and quotations
• Posted directions for activities or use of equipment
• Materials/tools for recording language, including pencils, pens, markers, paper, charts, logs, writers’ notebooks, books,
computers, etc.
• Work stations or space for reading, writing, researching, and listening activities
• Reference materials related to literature or content area units/topics
• Audiovisual/technology equipment and materials available for student use
Grade 12: RtI Tier 1 (Core)
Grade 12: RtI Tier 1 (Core)
District Literacy Programs and Assessments
Summative:
• End of unit tests
• Evidence in language arts portfolio per Common Course
Plan – English 12
• Assessing Comprehension and Communication in English
State to State (ACCESS) for English Language Learners
Language Standards
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a. Apply the understanding that usage is a matter of convention, can change over time,
and is sometimes contested.
b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-
Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Observe hyphenation conventions.
b. Spell correctly.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different
contexts, to make effective choices for meaning and style, and to comprehend more fully Language
when reading or listening. Strategies/Approaches:
a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for Think, Pair, Share (Lyman,
guidance as needed; apply an understanding of syntax to the study of complex texts Language: 1981)
when reading. Think, Ink, Pair, Share
Vocabulary Acquisition and Use (Billmeyer, 2003)
4. Determine or clarify the meaning of unknown and multiple-meaning words and Looping (Elbow, 1998)
phrases based on grades 11-12 reading and content, choosing flexibly from a range of Accurate use of conventions in Collaborative Learning (Johnson
strategies. writing and speaking and Johnson, 1999)
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s Reciprocal Teaching (Palincsar,
position or function in a sentence) as a clue to the meaning of a word or phrase. 1994)
b. Indentify and correctly use patterns of word changes that indicate different meanings • MPS Writing Rubrics – Discussion Webs (Alvermann,
or parts of speech (e.g., conceive, conception, conceivable). Conventions 1991)
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, Reflection Journal (Zemelman,
thesauruses), both print and digital, to find the pronunciation of a word or determine or Daniels, and Hyde; 1993)
clarify its precise meaning, its part of speech, its etymology, or its standard usage. Language: MPS Vocabulary List for Grade
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by Appropriate use of on-level Twelve – English language arts
checking the inferred meaning in context or in a dictionary). vocabulary Marzano - Six Step Process
5. Demonstrate understanding of figurative language, word relationships, and nuances in (2004)
word meanings. • MPS Language Rubrics Frayer Model (Frayer, Frederick,
a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role and Kausmeither, 1969; Buehl,
in the text. 2001)
b. Analyze nuances in the meaning of words with similar denotations. Talk Aloud (Baumann and
6. Acquire and use accurately general academic and domain-specific words and phrases, Schmitt, 1986)
sufficient for reading, writing, speaking, and listening at the college and career level; Explicit Modeling (Roehler and
demonstrate independence in gathering vocabulary knowledge when considering a word Duffy, 1991)
or phrase important to comprehension or expression. Implicit Modeling (Roehler and
Duffy, 1991)
Read Aloud (Allen, 2000)
Think Aloud (Clark, 1984;
Meichenbaum, 1985)
Analogies (Buehl and Hein,
1991)
Word Consciousness (Scott and
Nagy, 2004)
Word Study (Allen, 2007):
• Word Posters
• Word Maps
• Possible Sentences
• Dramatizing Words
• Word Sorts
• Word Chains
• Semantic Feature
Analysis
Block Structure and Instructional Methods
Instructional Groupings:
Whole Group: Strategic, Explicit Instruction
Small Group: Teacher-Guided Instruction, Literacy Work Stations,
Universal Approaches, Skills, and Strategies
and Integrated Literacy Work Stations – Application and Practice
Whole Group: Sharing and Wrap Up
Elements of Effective Adolescent Literacy Program (Biancarosa and Snow,
Introduction (5 minutes) 2004)
Goal = Connect • Direct, explicit comprehension instruction
• Effective instructional principles embedded in content
• Motivation and self-directed learning
The teacher will:
• Text-based collaborative learning
• Strategic tutoring
• Articulate learning intention for the lesson and discuss purposes behind them (what
• Diverse texts
we are doing and why).
• Intensive writing
• Ask students to demonstrate their understanding of the learning intention in
• A technology component
written, visual, and/or oral form.
• Ongoing formative instruction
• Extended time for literacy
Whole Group Focus Lesson with Explicit Instruction (10 minutes)
• Professional development
Goal = Build • Ongoing summative assessment of students and programs
• Teacher teams
The teacher will:
Strategies for Assessment For Learning (Stiggins, Arter, Chappuis and
• Introduce the lesson. Chappuis, 2004)
• Explain the goal of the lessons’ reading or writing strategies or skills foci through • Provide a clear and understandable vision of the learning target
direct instruction, active engagement, and shared reading. • Use examples of strong and weak work
• Co-create, with students, anchor charts with visuals to use as resources during • Offer regular descriptive feedback
independent work and as artifacts of learning. Topics include: close reading, • Teach students to self-assess and set goals
Socratic Seminar, quick writes, dialectical journals, marking texts, self-editing and • Design lessons to focus on one aspect of quality at a time
peer editing, jigsaw, and role playing; reading and writing genre features; • Teach students focused revision
comprehension strategies; vocabulary, fluency, and word studies; grammar studies • Engage students in self-reflection, and let them keep track of and
through mentor texts and student work to illustrate teaching points; grammar and share their learning
language usage practice linked to authentic student writing.
• Ask students to record learning in learning logs. Design Units to Focus on Understanding (Wiggins and McTighe, 2004)
• Provide additional information and/or clarification to enhance understanding and • Communicate intended enduring understandings
support transfer by asking students to engage in accountable talk during lessons • Articulate big ideas
through Think-Pair-Share, Think-Write-Pair-Share, Turn and Talk, and other • Design engaging and relevant essential questions
cooperative learning activities. • Adopt, adapt, or create authentic performance tasks; strategically
• Ask students to reflect on and summarize their learning then discuss how they will employ other balanced assessment evidence
apply the content of the lesson. • Construct engaging and effective aligned learning experiences