Q2 Grade-Level Literacy Team Collaboration

7th Literacy Team Quarter 2 Collaboration

Unit 1 Priorities

Reading

Writing

● Theme, development of different characters’ POV, how characters impact each other

What literacy skills are being taught and practiced this week?

● Annotations ● Theme analysis ● Perspective

What are our team-wide expectations and goals for student reading during lessons?

Consider ways to scale up these expectations over the course of the quarter.

● Reading – Shared reading/Control the Game; moving to Close Reading with Brown Girl Dreaming Semester 2 ● SS – Shared reading/Control the game with emphasis on reading first with no annotation; THEN Close Reading with specific annotations ● Writing – Teacher read-aloud with some students reading with zero annotations on first read; working through it together

What content/topics are students learning about this week?

● Analyzing argumentative writing (5 para) ● Acknowledging the alternate POV

Social Studies

● Analyzing impact of a religious leader’s journey, comparing/ contrasting religion, impact on traditions in West Africa ● Annotations ● Showing negative or positive impacts ● Annotating for historical context (teaching it as setting) ● Perspective (How does the author’s background impact his/her ideas?) ● Integrating evidence and paraphrasing

Ideas for Future Collaboration ● How does the author’s background impact his/her ideas? ● Use transition words toolkit when writing ● Writing -- Argumentativ e Graphic Organizer

● So far, not much independent or shoulder partner reading because text vocabulary is too difficult. ● Two-part annotations with an underlined detail

What are our team-wide expectations and goals for student writing this week?

Consider ways to scale up these expectations over the course of the quarter.

● Answers: 1 sentence with 2 independent clauses joined by a transition word that shows the conditions or reasons for the statement (shows the “Why?”) ● Citations: Two citations (ACCE); Use a transition word (from toolkit) that introduces evidence, for introducing second citation use a transition word that compares/contrasts/adds on, only cite key phrases and paraphrase the rest of the details (SS cites using AP Style, ELA using MLA). ● Explanations: 2 sentences or 2 independent clauses joined by a transition word, start with a transition word that shows the effect (Therefore; For this reason) ● Calling these body paragraphs, NOT ACE/ACCE.

What are our team-wide expectations and goals for student discussion this week?

Consider ways to scale up these expectations over the course of the quarter.

● Most common: “No teacher give away” type of discussion; teacher as facilitator. ● Reading class filters in mini discussions throughout unit (mini SS) and SS to cap each unit. ● Reading class SS building up to “role cards” in semester 2.