Key Ideas

Module	Lesson Title	Instructional Objective	Reading/ Writing Connection Lesson	Lesson Summary	TEK	Resources
Reading	Active Reading	(Comprehension) Students will practice several active reading strategies.	None	Students practice three active reading strategies, noting their thoughts, comments, and questions as they read.	Figure: 19 TAC 110.30(b)	Paris, Lipson, & Wixson, 1983; Texas Reading Initiative, 2000; (1) Vaughn, S., Gersten, R., & Chard, D. J. (2000). The Underlying Message in LD Intervention Research: Findings from Research Syntheses. Exceptional Children, 67, 99-?
Reading	Character Map	(Comprehension) Students will describe the way an author portrays a character in a text.	Writing: SLATE	Students complete a Semantic-Map-like graphic organizer that identifies and maps each of a character's traits in different featured categories.	110.31.b(5)(B)	Searchlight (SL): link
Reading	Click and Clunk	(Comprehension) Students will use the Click and Clunk strategy to monitor their reading comprehension.	Writing: Targeted Editing	Click and Clunk is a self-monitoring word identification or comprehension strategy that provides students with fix-up strategies that help them identify or understand an unknown word or sentence.	Figure: 19 TAC 110.30(b)(English I)	Article by Dr. Vaughn (saved in reading server), White resource book
Reading	Conflict Resolution	(Comprehension) Students will track the development and resolution of a conflict in literature.	Writing: Creating Conflict	The Conflict Resolution lesson utilizes a graphic organizer to assist students in outlining the arc of the plot of a story.	110.31.b(5)A	Siemmao, A. (2011). Examining Plot Conflict through a Comparison/ Contrast Essay. Retrieved April 2, 2012 from link
Reading	Get the Gist	(Comprehension) Students will identify the main idea of paragraphs or short sections of text.	Writing: Color-Coding, Connections	During reading, students often need help identifying the main idea of a paragraph or passage. Get the Gist provides teachers with a procedure they can share with their students.	110.31.b(9)(A), Figure 19, English 1	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Preview	(Comprehension) Students will improve reading comprehension by previewing text.	Writing: Prompt-Think-Thesis	Previewing text can be used with expository and narrative text to access or build prior knowledge about the reading's subject matter.	110.31.b(9)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Visualizing (Comprehension)	Students will use visualizing to increase comprehension and engagement as they read.	Writing: Show Me	Visualizing while reading helps students maintain engagement while reading and increases comprehension.	Figure: 19 TAC 110.30(b)	K. Beers When Kids Can't Read; (Harvey & Goudvis 2000)
Reading	Context Clues	(Vocabulary) Students will learn to find and interpret context clues to help determine the meaning of unfamiliar words.	None	Students will learn to recognize and use signal words to interpret context clues.	110.31.b(1)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Denotation and Connotation	(Vocabulary) Students will identify denotation and positive or negative connotation of specified words.	None	Students will learn to recognize both the denotation and connotation of words.	English I 1(B)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Word Map	(Vocabulary) Students will learn key vocabulary using Word Maps.	Writing: Denotation and Connotation	Word cards are used to help students deeply understand the meaning of a word.	110.31.b(1)(A)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	HINTS	(Word Identification) Students will identify multisyllabic words using letter-sound correspondence and structural analysis.	None	Students learn the steps of the HINTS mnemonic to identify unknown words that contain affixes.	110.31b(1)(A)	Searchlight (SL): link
Reading	SPLIT	(Word Identification) Students will use their knowledge of syllable types and the SPLIT strategy to identify unknown multisyllabic words.	None	Students learn the steps of the SPLIT mnemonic and their knowledge of syllable patterns to identify unknown multisyllabic words.	110.31b(1)(A)	Searchlight (SL): link
Reading	Syllable Patterns	(Word Identification) Students will be able to identify the six syllable patterns.	None	Students use CO3VF to learn the six syllable patterns and the letter-sound correspondences they represent in order to use the SPLIT strategy to identify unknown multisyllabic words.	110.31b(1)(A)	Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in Inclusive Classrooms. Boston, MA: Pearson Education, Inc.; link
Writing	Creating Conflict	(Prewriting) Students will use the components of plot to develop the conflict in a concise short story.	Reading: Conflict Resolution	Students outline a plot for a creative story by considering character and conflict, and by using a plot diagram.	110.31.b(14)(A)Schulze, P. (2007).	Teaching plot structure through short stories. Retrieved April 2, 2012 from link
Writing	Prompt-Think-Thesis	(Prewriting) Students will analyze an essay prompt, define and think about key terms, and write a thesis statement for an essay.	Reading: Preview	Students analyze an expository prompt, and write a thesis statement in response.	110.31.b.15.E, 110.31.b.16.A	Bowers, K. (2008). Essay Apprentice Essay Writing System (Secondary Solutions LLC Teacher Guide). Somerset, KY: Secondary Solutions LLC." (pp. 80-82)
Writing	R-BITs	(Prewriting) Students will generate two topic sentences to support a thesis and two supporting details for each of those topic sentences.	None	Students use the R-BITS mnemonic to develop an outline for their writing.	110.31.b.15.A	DeLaPaz, S. & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63(2), 167-181.; Bowers, K. (2008). Essay Apprentice Essay Writing System (Secondary Solutions LLC Teacher Guide). Somerset, KY: Secondary Solutions LLC. (pp. 72); Tyner, T. (2007). Writing Voyage: A Process Approach to Basic Writing. Boston, MA: Thomson Higher Education.(pp. 70-72) link
Writing	SLATE	(Prewriting) Students will develop a character for a literary composition by identifying key traits and details that will demonstrate those traits.	Reading: Character Map	Students will use the SLATE acronym to plan characterization for their own story.	110.31.b(14)(A)	J. Lewis, Essential questions in adolescent literacy: Teachers and researchers describe what works in classrooms (pp. 101-131). New York: The Guildford Press
Writing	Connections	(Prewriting/Revising) Students will write an effective transition sentence to join two paragraphs	Reading: Get the Gist	Students learn characteristics of transition sentences, and identify the best transition sentence for two paragraphs, given four options, in preparation for revising transitions in their own writing.	110.31.b(15)(A)	Tyner, T. (2007). Writing Voyage: A Process Approach to Basic Writing. Boston, MA: Thomson Higher Education.(pp.119)
Writing	Conclusions	(Drafting) Students will examine model writing to identify three possible strategies for drafting effective conclusions.	None	Students evaluate model conclusions in preparation for revising conclusions in their own writing.	110.31.b(15)(A)	Bowers, K. (2008). Essay Apprentice Essay Writing System (Secondary Solutions LLC Teacher Guide). Somerset, KY: Secondary Solutions LLC." (pp. 88-89)
Writing	Color-Coding	(Revising) Students will organize topically related sentences to form paragraphs.	Reading: Get the Gist	Students highlight a rough draft of their own writing by topic, and analyze the results for organizational problems.	110.31.b.15.A	Tyner, T. (2007). Writing Voyage: A Process Approach to Basic Writing. Boston, MA: Thomson Higher Education. (pp.106-115)
Writing	Comma Splices	(Revising) Students will correct comma splices using a comma plus a “FANBOYS” word or by replacing the comma with a period and capitalizing the second sentence.	N/A	Students revise comma splices using FANBOYS conjunctions, or by adding a period and capital letter.	English I 17(C), 18(B)	Jeff Anderson, Mechanically Inclined
Writing	Hooks	(Revising) Students will identify four different types of “hooks” for an expository composition, and revise an introduction to add a hook.	None	Students evaluate introductory paragraphs to write the missing hook, practicing all four types, in preparation for revising introductions in their own writing.	English I (15) A	Patel, N. (2005). Survival Guide: Writing a Personal Narrative. Retrieved April 9, 2012 from link
Writing	Peer Conferencing for Revision	(Revising) Students will learn to provide specific feedback on their peers’ writing as part of the revising process.	None	Students share a previously written composition in a small group and tell their peers “one thing they liked” and “one thing they want to know more about.”	110.31.b(13)	Carroll and Wilson, Acts of Teaching
Writing	Show-Me	(Revising) Students will revise a literary composition to replace telling information with more compelling showing details.	Reading: Visualizing	Students will practice replacing "telling information" with descriptive detail.	110.31.b(14)(A)	Holmes, K. P. (2003). Show, Don’t Tell: The Importance of Explicit Prewriting Instruction. Clearing House, 76(5), 241.
Writing	Targeted Editing	(Editing) Students will learn a routine for editing each other’s papers for specific errors and will be able to edit for correct use of common homophones.	Reading: Click and Clunk	Students work in rotating pairs to edit their papers for specific error types, one at a time.	110.31.b.17, 110.31.b.18, 110.31.b.19	Carroll and Wilson, Acts of Teaching

Standards

Each lesson is designed to support a TEKS objective associated directly or indirectly with English I. Some lessons teach prerequisite skills that are often lacking among students with learning disabilities and other struggling students.

Module/Lesson	Supported TEKS
Reading Module
Active Reading	Figure: 19 TAC 110.30(b)
Character Map	110.31.b(5)(B)
Click and Clunk	English I (Figure: 19) TAC 110.30(b)
Conflict Resolution	110.31.b(5)A
Denotation and Connotation	English I 1(B)
Context Clues	English I (1)
Get the Gist	110.31.b(9)(A), Figure 19, English 1
HINTS	English I (1)(A)
Preview	110.31.b(9)
SPLIT	English I 1(A)
Syllable Patterns	110.31.b(1)(A)
Visualizing	Figure: 19 TAC 110.30(b)
Word Map	English I (1)A
Writing Module
Color Coding	English I 15(A)
Comma Splices	English I 17(C), 18(B)
Conclusions	English I 15(A)
Connections	110.31.b.13.B
Creating Conflict	110.31.b(14)(A)
Hooks	English I (15) A
Peer Conferencing	English I (13)
Prompt-Think-Thesis	English I 15(E), English I 16(A)
R-BIT	English I 15(A)
Show Me	110.31.b(14)(A)
SLATE	110.31.b(14)(A)
Targeted Editing	English I (17), (18), (19)

Scaffolding

Operational Definitions for Types of Scaffolds

Teacher/Peer Scaffolding: Increased support when new concepts are introduced. Support is gradually faded as students gain proficiency.

Engages students’ prior experiences/preconceptions during instructional exchange.
Addresses prerequisite skills or background knowledge during instructional exchange.
Previews new skills during an instructional exchange.
Teach student to ask and answer questions during instructional exchange.
Applies cognitive strategy instruction (e.g., meta-cognitive questions).
Alerts the learner that the instruction is moving to a new idea during instructional change (e.g., cueing).
Moves instructional conversation from teacher-student to student-student.
Presses student for explanation (e.g., why did you….) during an instructional exchange.
Asks follow-up questions that help provide continuity and extend the language arts discussion.
Use stories (context) to help students understand the concept being taught.
Explicitly models their (teacher’s) own thinking during an instructional episode or problem-solving situation.
Telling and repeating: Direct teacher tell/student restate of answer or explanation of answer
Broken down/leading questions or hints to more explicitly guide student to answers.
Who/What/When/Why/How questions

Content Scaffolding: Easier concepts/skills are introduced first. Increasingly difficult concepts are slowly and gradually introduced.

Change the way in which the content is delivered (e.g., the lesson introduces five broad types of context clues, but the teacher focuses on one at a time).
Downward change in the rigor of the content being taught (e.g., the lesson indicates that students should work with a specific vocabulary word, but the teacher chooses an easier word from the passage).
Upward change in the rigor of the content being taught (e.g., the teacher substitutes a more complex text than the one included with the lesson).
Revert to teaching pre-requisite skills in lieu of lesson content (all or part of the lesson).
Extends the existing lesson to include enrichment (as a part of the lesson time).

Task Scaffolding: Building from easier to more difficult task and questioning strategies.

Provides task or discussion format that students can follow when they discuss text in small groups.
Moves instructional task from teacher centered to student centered.
Moves instructional tasks from student centered to teacher centered.
Provide explicit task-based connections to students’ background knowledge and life experiences.
Break down task into small steps; reduces the step size, or jump from one idea to the next, for the learner.
Addition of formative assessment into task- increased/differed questioning/use of white boards for choral responses, and so forth.

Material Scaffolding: Any change (deletion, addition, substitution) of materials made for any part of the lesson by the teacher. Offering a variety of materials to support student thinking.

Games and puzzles
Manipulatives
Word wall
Computers
Workbooks/worksheets
Whiteboard or equivalent
Document Projector
Visuals – with print
Visuals – without print
Graphic organizers
Pencils, no erasers (for formative assessment)
Highlighter

Welcome

The English I support modules are intended to provide support to students with learning disabilities (LD) and their teachers to be successful learning and teaching the English I TEKS objectives. As noted by English I teachers in focus group meetings, many if not most students with LD lack many of the prerequisite skills needed to do well in their English I classes. The lessons cited below are designed to support the English I TEKS by teaching students strategies at their performance levels and then applying them to the instructional content being taught as part of the day’s or week’s lessons. We refer to the lessons as “Escalator Lessons” because they are intended to help students with LD bridge the gap between their current performance levels and the demands of the classroom activities. Notice that, in many instances, reading and writing lessons connect, that is, they are related in the language arts content they cover.

For reading, the lessons focus on Word Identification, Vocabulary, and Comprehension, the three main areas identified by teachers as being key weaknesses for a number of their lower functioning students, especially those with LD. Writing lessons focus on the four initial stages of the writing process: Prewriting, Drafting, Revising, and Editing.

Module	Lesson Title	Instructional Objective	Reading/ Writing Connection Lesson	Lesson Summary	TEK	Resources
Reading	Active Reading	(Comprehension) Students will practice several active reading strategies.	None	Students practice three active reading strategies, noting their thoughts, comments, and questions as they read.	Figure: 19 TAC 110.30(b)	Paris, Lipson, & Wixson, 1983; Texas Reading Initiative, 2000; (1) Vaughn, S., Gersten, R., & Chard, D. J. (2000). The Underlying Message in LD Intervention Research: Findings from Research Syntheses. Exceptional Children, 67, 99-?
Reading	Character Map	(Comprehension) Students will describe the way an author portrays a character in a text.	Writing: SLATE	Students complete a Semantic-Map-like graphic organizer that identifies and maps each of a character's traits in different featured categories.	110.31.b(5)(B)	Searchlight (SL): link
Reading	Click and Clunk	(Comprehension) Students will use the Click and Clunk strategy to monitor their reading comprehension.	Writing: Targeted Editing	Click and Clunk is a self-monitoring word identification or comprehension strategy that provides students with fix-up strategies that help them identify or understand an unknown word or sentence.	Figure: 19 TAC 110.30(b)(English I)	Article by Dr. Vaughn (saved in reading server), White resource book
Reading	Conflict Resolution	(Comprehension) Students will track the development and resolution of a conflict in literature.	Writing: Creating Conflict	The Conflict Resolution lesson utilizes a graphic organizer to assist students in outlining the arc of the plot of a story.	110.31.b(5)A	Siemmao, A. (2011). Examining Plot Conflict through a Comparison/ Contrast Essay. Retrieved April 2, 2012 from link
Reading	Get the Gist	(Comprehension) Students will identify the main idea of paragraphs or short sections of text.	Writing: Color-Coding, Connections	During reading, students often need help identifying the main idea of a paragraph or passage. Get the Gist provides teachers with a procedure they can share with their students.	110.31.b(9)(A), Figure 19, English 1	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Preview	(Comprehension) Students will improve reading comprehension by previewing text.	Writing: Prompt-Think-Thesis	Previewing text can be used with expository and narrative text to access or build prior knowledge about the reading's subject matter.	110.31.b(9)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Visualizing(Comprehension)	Students will use visualizing to increase comprehension and engagement as they read.	Writing: Show Me	Visualizing while reading helps students maintain engagement while reading and increases comprehension.	Figure: 19 TAC 110.30(b)	K. Beers When Kids Can't Read; (Harvey & Goudvis 2000)
Reading	Context Clues	(Vocabulary) Students will learn to find and interpret context clues to help determine the meaning of unfamiliar words.	None	Students will learn to recognize and use signal words to interpret context clues.	110.31.b(1)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Denotation and Connotation	(Vocabulary) Students will identify denotation and positive or negative connotation of specified words.	None	Students will learn to recognize both the denotation and connotation of words.	English I 1(B)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	Word Map	(Vocabulary) Students will learn key vocabulary using Word Maps.	Writing: Denotation and Connotation	Word cards are used to help students deeply understand the meaning of a word.	110.31.b(1)(A)	Effective Instruction for Middle School Students with Reading Difficulties (EI): link
Reading	HINTS	(Word Identification) Students will identify multisyllabic words using letter-sound correspondence and structural analysis.	None	Students learn the steps of the HINTS mnemonic to identify unknown words that contain affixes.	110.31b(1)(A)	Searchlight (SL): link
Reading	SPLIT	(Word Identification) Students will use their knowledge of syllable types and the SPLIT strategy to identify unknown multisyllabic words.	None	Students learn the steps of the SPLIT mnemonic and their knowledge of syllable patterns to identify unknown multisyllabic words.	110.31b(1)(A)	Searchlight (SL): link
Reading	Syllable Patterns	(Word Identification) Students will be able to identify the six syllable patterns.	None	Students use CO3VF to learn the six syllable patterns and the letter-sound correspondences they represent in order to use the SPLIT strategy to identify unknown multisyllabic words.	110.31b(1)(A)	Bryant, D. P., Smith, D. D., & Bryant, B. R. (2008). Teaching Students with Special Needs in Inclusive Classrooms. Boston, MA: Pearson Education, Inc.; link
Writing	Creating Conflict	(Prewriting) Students will use the components of plot to develop the conflict in a concise short story.	Reading: Conflict Resolution	Students outline a plot for a creative story by considering character and conflict, and by using a plot diagram.	110.31.b(14)(A)Schulze, P. (2007).	Teaching plot structure through short stories. Retrieved April 2, 2012 from link
Writing	Prompt-Think-Thesis	(Prewriting) Students will analyze an essay prompt, define and think about key terms, and write a thesis statement for an essay.	Reading: Preview	Students analyze an expository prompt, and write a thesis statement in response.	110.31.b.15.E, 110.31.b.16.A	Bowers, K. (2008). Essay Apprentice Essay Writing System (Secondary Solutions LLC Teacher Guide). Somerset, KY: Secondary Solutions LLC." (pp. 80-82)
Writing	R-BITs	(Prewriting) Students will generate two topic sentences to support a thesis and two supporting details for each of those topic sentences.	None	Students use the R-BITS mnemonic to develop an outline for their writing.	110.31.b.15.A	DeLaPaz, S. & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63(2), 167-181.; Bowers, K. (2008). Essay Apprentice Essay Writing System (Secondary Solutions LLC Teacher Guide). Somerset, KY: Secondary Solutions LLC. (pp. 72); Tyner, T. (2007). Writing Voyage: A Process Approach to Basic Writing. Boston, MA: Thomson Higher Education.(pp. 70-72) link
Writing	SLATE	(Prewriting) Students will develop a character for a literary composition by identifying key traits and details that will demonstrate those traits.	Reading: Character Map	Students will use the SLATE acronym to plan characterization for their own story.	110.31.b(14)(A)	J. Lewis, Essential questions in adolescent literacy: Teachers and researchers describe what works in classrooms (pp. 101-131). New York: The Guildford Press
Writing	Connections	(Prewriting/Revising) Students will write an effective transition sentence to join two paragraphs	Reading: Get the Gist	Students learn characteristics of transition sentences, and identify the best transition sentence for two paragraphs, given four options, in preparation for revising transitions in their own writing.	110.31.b(15)(A)	Tyner, T. (2007). Writing Voyage: A Process Approach to Basic Writing. Boston, MA: Thomson Higher Education.(pp.119)
Writing	Conclusions	(Drafting) Students will examine model writing to identify three possible strategies for drafting effective conclusions.	None	Students evaluate model conclusions in preparation for revising conclusions in their own writing.	110.31.b(15)(A)	Bowers, K. (2008). Essay Apprentice Essay Writing System (Secondary Solutions LLC Teacher Guide). Somerset, KY: Secondary Solutions LLC." (pp. 88-89)
Writing	Color-Coding	(Revising) Students will organize topically related sentences to form paragraphs.	Reading: Get the Gist	Students highlight a rough draft of their own writing by topic, and analyze the results for organizational problems.	110.31.b.15.A	Tyner, T. (2007). Writing Voyage: A Process Approach to Basic Writing. Boston, MA: Thomson Higher Education. (pp.106-115)
Writing	Comma Splices	(Revising) Students will correct comma splices using a comma plus a “FANBOYS” word or by replacing the comma with a period and capitalizing the second sentence.	N/A	Students revise comma splices using FANBOYS conjunctions, or by adding a period and capital letter.	English I 17(C), 18(B)	Jeff Anderson, Mechanically Inclined
Writing	Hooks	(Revising) Students will identify four different types of “hooks” for an expository composition, and revise an introduction to add a hook.	None	Students evaluate introductory paragraphs to write the missing hook, practicing all four types, in preparation for revising introductions in their own writing.	English I (15) A	Patel, N. (2005). Survival Guide: Writing a Personal Narrative. Retrieved April 9, 2012 from link
Writing	Peer Conferencing for Revision	(Revising) Students will learn to provide specific feedback on their peers’ writing as part of the revising process.	None	Students share a previously written composition in a small group and tell their peers “one thing they liked” and “one thing they want to know more about.”	110.31.b(13)	Carroll and Wilson, Acts of Teaching
Writing	Show-Me	(Revising) Students will revise a literary composition to replace telling information with more compelling showing details.	Reading: Visualizing	Students will practice replacing "telling information" with descriptive detail.	110.31.b(14)(A)	Holmes, K. P. (2003). Show, Don’t Tell: The Importance of Explicit Prewriting Instruction. Clearing House, 76(5), 241.
Writing	Targeted Editing	(Editing) Students will learn a routine for editing each other’s papers for specific errors and will be able to edit for correct use of common homophones.	Reading: Click and Clunk	Students work in rotating pairs to edit their papers for specific error types, one at a time.	110.31.b.17, 110.31.b.18, 110.31.b.19	Carroll and Wilson, Acts of Teaching

Vocabulary

Reading Module

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Lesson	Vocabulary	Vocabulary Reviewed
Active Reading	active reading strategies: strategies used during reading to improve comprehension and engagement	connection: a causal or logical linkage predict: to declare or indicate in advance based on observation, experience, or scientific reason
Character Map	trait: a characteristic that contributes to a character’s personality the way an author portrays a character characterization: the way an author portrays a character SLATE: an acronym to help students remember methods of characterization: Says, Looks like, Acts, Thinks, Effect on others	character: any representation of an individual in a dramatic or narrative work. portray: to describe in words or make a picture of
Click and Clunk	click and clunk: A during-reading strategy in which students use context clues and word parts to help clarify meaning. click: words or ideas that students understand while they are reading clunk: words or ideas that students do not understand while they are reading fix-up strategies: the four specific during-reading strategies of “Click and Clunk” that students use to clarify the meanings of their clunks	context clues: clues in the words and phrases that come before and/or after an unknown word, and that can help you identify the unknown word’s meaning
Conflict Resolution	conflict: a struggle between two forces plot diagram: a graphic organizer that outlines the development and resolution of a story	climax: the point in a play, novel, short story, or narrative poem when the action is the most intense and the problem is thereafter resolved exposition: events that will happen that set up the main conflict falling action: that which happens after the climax plot: the plan or main story in a movie or literary work resolution: how loose ends in a story are wrapped up rising action: the part of the story that builds up to the the part of the story that builds up to the climax
Context Clues	context clues: clues in the words and phrases coming before and/or after an unknown word that can help you identify the unknown word’s meaning	Synonym: a word that means the same as another word Antonym: a word that means the opposite of another word
Denotation and Connotation	denotation: the dictionary definition of a word. connotation: an idea or feeling that is associated with a word in addition to its literal meaning.	convey: communicate or make known implied: expressed, stated, or indicated indirectly
Get the Gist	Get the Gist: a during-reading strategy in which students identify the main idea of short sections of text gist statement: a summary of about 10 words or fewer that identifies the most important “who” or “what” of a text, and the most important information about that “who” or “what”	main idea: the most important or central thought of a paragraph or larger section of text summary: a shortened version of a text that highlights its key points
HINTS	prefix: a word part added to the beginning of a word suffix: a word part added to the end of a word base word: the main part of a word to which prefixes and suffixes are attached	vowel: a, e, i, o, u and sometimes y consonant: all letters that are not vowels
Preview	previewing: the process of identifying big ideas and making predictions about the content of a text	headings: titles or topics that stand at the top or beginning of a paragraph, letter, or chapter subheadings: the secondary headings or titles labeling a subsection of a printed work captions: an explanatory comment or designation that accompanies a picture or illustration
SPLIT	syllable: a unit of spoken language that has one uninterrupted sound, or “beat”	consonant: all letters that are not vowels vowel: a, e, i, o, u and sometimes y
Syllable Patterns	syllable: a unit of spoken language that has one uninterrupted sound, or “beat”	consonant: all letters that are not vowels vowel: a, e, i, o, u and sometimes y
Visualizing	visualizing: an active reading strategy in which readers create images in their minds that go beyond any imagery in the text	imagery: The use of vivid or figurative language to represent objects, actions, or ideas
Word Map	context clues: clues in the words and phrases that come before and/or after an unknown word, and that can help you identify the unknown word’s meaning assuaged: made less intense	antonym: a word of opposite meaning parts of speech: traditional grammar classifications for the categories into which words are classified according to their functions in sentences: the verb, the noun, the pronoun, the adjective, the adverb, the preposition, the conjunction, and the interjection. prefix: a letter or group of letters attached to the beginning of a word that contributes to its meaning. root: the form of a word after all affixes are removed suffix: word part added to the end of a word synonym: one of two or more words that have the same or nearly the same meaning

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Writing Module

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Lesson	Vocabulary	Vocabulary Reviewed
Color Coding	topic: the main subject of a sentence or paragraph key: a space in which to record the topic that each color represents freewriting: writing without focusing on organization or mechanics elaborate: add more detail about a topic redundancy: repeated ideas	conclusion: the final section of a composition, which connects the ideas in the essay with the world outside the essay introduction: the first paragraph of a composition that catches the reader’s interest and includes the thesis
Comma Splice	comma splice: an error in which two independent clauses are joined by a comma with no connecting word FANBOYS: a mnemonic tool for remembering the conjunctions for, and, nor, but, or, yet, so	subject: the main noun or pronoun verb: an action or state of being
Conclusions	conclusion: the final section of a composition, which connects the ideas in the essay with the world outside the essay	thesis: the writer’s opinion about the topic and the main idea of the essay
Connections	transition sentence: a sentence that connects two paragraphs by joining the main idea of one paragraph with the main idea of the next paragraph	gist: the main idea of a paragraph
Creating Conflict	conflict: a struggle between two forces	climax: the point in a play, novel, short story, or narrative poem when the action is the most intense and the problem is thereafter resolved exposition: events that will happen that set up the main conflict falling action: that which happens after the climax fiction: a story about imaginary events. plot: the plan or main story in a movie or literary work resolution: how loose ends in a story are wrapped up rising action: the part of the story that builds up to the climax
HOOKS	introduction: the first paragraph of a composition that catches the reader’s interest and includes the thesis hook: the opening sentence of an introduction that catches the reader’s interest, also known as a lead transition: a sentence that connects the ideas in your hook with the ideas in the last part of the introduction thesis statement: an explanation of the topic or purpose of the composition	thesis: the writer’s opinion about the topic and the main idea of the essay thought-provoking observation: something the writer knows or has seen that would make the reader think about the topic
Peer Conferencing	peer conference: students share their writing with each other in pairs or a small group, and give and receive feedback feedback: a response to a piece of writing that can help the writer make improvements	revising: a writing stage in which the writer looks over a manuscript again in order to correct or improve it
Prompt-Think-Thesis	thesis: the writer’s opinion about the topic and the main idea of the essay key words: the important ideas in the essay prompt that the composition must address	essay prompt: the essay question or assigned writing topic
R-BIT	thesis: the writer’s opinion about the topic and the main idea of the essay reasons: why the writer believes that thesis to be true BITs of proof: details and examples that support the reasons	essay prompt: the essay question or assigned writing to
Show Me	details: descriptive information about a person, place, thing, event, or idea in a story showing details: details that draw the reader in by using vivid or graphic descriptions telling information: writing without detailed description that states information	graphic: marked by clear lifelike or realistic description vivid: producing a strong or clear impression on the senses
SLATE	trait: a characteristic that contributes to a character’s personality characterization: the way an author portrays a character SLATE: an acronym to help students remember methods of characterization: Says, Looks like, Acts, Thinks, Effect on others	character: any representation of an individual in a dramatic or narrative work. portray: to describe in words or make a picture of
Targeted Editing	editing: reading in order to find errors and mark corrections	homophones: words that have the same pronunciation but different meanings and spellings