Pw Impact Pacing Guide
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This document provides a suggested 45-minute-per-day pacing guide for completing a unit from the PWImpact! curriculum over the course of 14 days. Each day focuses on different reading comprehension, vocabulary development, and writing activities related to high-interest articles, technical extensions, and assessments included in the unit. The guide uses Unit 1, "Ready or Not" as an example and provides detailed suggestions for activities and tasks to be completed each day.
Pw Impact Pacing Guide
- 1. PWImpact! Pacing Guide–45 Minutes/Day When using PWImpact! in 45-minute-per-day intervals, it may take a few weeks to fully complete a unit. If you are targeting specific skills in your classroom, you might focus on specific parts of a unit or deviate from the pacing guide to meet your students’ particular needs. You may use this pacing guide as an example of one possible way to teach a PWImpact! unit. This guide uses Unit 1, “Ready or Not,” as an example. Day 1 HighInterest Before Reading Strategies • Familiarize yourself and your students with the unit topic by visiting the sites provided in the beginning of the Reading Instructional Guide (p. 1). Use one article to model effective habits of readers through a Read Aloud/Think Aloud. • Administer the Vocabulary Assessment (p. 21) as a pre-assessment to aid in progress monitoring. • Look with students at the vocabulary (p. 1), including phonics and word meanings, of unfamiliar words used in the High-Interest Article. The Syllable Guide (p. iii) may be used to help students determine the meanings of word parts. • Have students complete the Anticipation Guide (p. 1), working alone or in groups. • Use the Starter Questions (p. 2) to have small-group or whole-class discussion and make a prediction about the article. Day 2 During Reading Activities/HighInterest Article • Have students skim the article (p. 3) and circle words they don’t know. They may then decode and find the meanings of unfamiliar words. • Have students skim the Comprehension Questions (p. 5). Students underline important phrases/words from the questions to set their purpose for reading and to activate background knowledge. • Have students read the article, making marginal notes as they read. • Have students monitor their understanding and return to sections they are unsure of.
- 2. • If needed, students may individually read the article again, or the article may be read aloud by the class, modeling effective reading habits. • Have students complete the Reading Strategy Sheet (p. 7), working alone or with a partner. Day 3 High Interest Reading Comprehension Questions/After Reading Strategies • Discuss and complete High-Interest Reading Comprehension multiple-choice questions (p. 5) as a class and come to a group consensus on the answers. • Lead a class discussion on the answers. • Have individual students record answers on the Reading Assessment Answer Document (p. vi). Future sets of comprehension questions can be used as progress monitoring pieces for reading benchmarks. • Have students answer the discussion starter questions (p. 2) in groups or as a class. These questions can be used for brief or in-depth discussions. You may choose to assign different groups to delve into each question. Day 4 Interpreting the Data • Part I o Have students use the table to answer questions 15-17 (p. 8). o Next, familiarize students with the Interpreting the Data short- and extended- response rubrics in the back of the book (p. 239). o After students understand the rubrics, have them answer the short-response question 18 in Part I (p. 9). • Part II o Have students work individually or in groups to compare real-life leaders to fictional ones. They should choose one type of political figure and then find examples of minority and female fictional characters. o Aid them in modeling their table (p. 9) after the example in Section I (p. 8).
- 3. o Next, have students use the Internet to research real-life minorities and female people who have held their chosen political position. o Aid them in designing a compare/contrast table (p. 10) using this collected data and the data in Table 1. o Have students individually answer question 21 (p. 10). Day 5 Interpreting the Data/Reflect and Respond • Give students the opportunity to review any parts of the Interpreting the Data that they didn’t fully understand. It may even be necessary to re-work some of the sections for better understanding. • Students complete Reflect and Respond (p. 11), using the character education rubric (p. 240) as a guide to what is expected. • Discuss Reflect and Respond answers as a class. Day 6 Technical Before Reading Strategies • Look with students at the vocabulary (p. 12), including phonics and word meanings, of unfamiliar words used in the Technical Extension. The Syllable Guide (p. iii) may be used to help students determine the meanings of word parts. • Working individually or in groups, students should complete the Graphic Organizer (p. 12) to activate background knowledge. • Create Starter Questions and make a prediction and a learning goal for the article (p. 13). This activity is meant to activate background knowledge and set a purpose for reading. • Have students discuss Starter Questions to hypothesize about the focus of the article. • Preview the Technical Extension (p. 14).
- 4. Day 7 Technical Extension/Comprehension Questions • Have students individually read the Technical Extension, using effective reading strategies. • Have students complete During Reading Activities (p. v). • Have students write answers to and discuss Discussion Starter Questions (p. 13) to determine understanding. • Have students individually complete Technical Reading Comprehension multiple-choice questions (p. 16). Day 8 Class Discussion of Comprehension Questions/Technical Writing Prompt • Students may finish any remaining Technical Reading Comprehension questions and/or return to the text to review any questions they didn’t understand. • The class may discuss any multiple-choice questions for which there are questions, and individual students can use the Reading Assessment Answer Document (p. viii) to progress monitor reading benchmarks. • Have students complete the Technical Writing Prompt (p. 18), using the technical writing rubric (p. 240) as a guide for expectations. Day 9 Vocational Extension • Have students individually read the Vocational Extension (p. 19) using effective reading strategies. • Have students answer Looking Forward and Ethical Dilemma (p. 20) using the character education rubric (p. 240) as a guide. • A class discussion may take place after students have individually written their answers.
- 5. Day 10 Unit Vocabulary Assessment • Have students complete the Unit Vocabulary Assessment (p. 21) to monitor individual progress. • Students may reference the Reading Instructional Guides and articles to focus on any words missed. • Introduce the Authentic Assessment (p. 22) and then preview what is expected in the rubric (p. 23). Day 11–14 Authentic Assessment • Go through the requirements of the Authentic Assessment as a class, making sure students have a clear understanding. • Have students read again and discuss the expectations of the rubric (p. 23) by which they will be graded. • Next, allow students to choose their focus in the Authentic Assessment and carry out the research and writing as it applies to what they have chosen. • The Authentic Assessment may be as simple or as complex as meets the needs and time frame of your classroom.