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Middle-school students must be able to write explanatory/informational, argument, and narrative genre pieces and respond to literature, both for standardized tests and, more importantly, real-world writing. With a balanced literacy approach, Wolfe provides core instruction, teaching strategies, and mini-lessons on these text types, each of which can be delivered in a four- to six-week time period. Each mini-lesson includes applicable Common Core Standards, materials lists, overviews, planning tips, procedures (including modeling, guided practice, and independent practice opportunities), reading connections, formative assessments, and reproducible graphic organizers for scaffolding. Prerequisite skill overviews and rubrics—both analytic for formative assessments and holistic for summative assessments—are also provided for each genre unit to simplify your teaching and ensure student success.
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Hillary Wolfe began her career as a journalist and advertising copywriter before earning multiple- and single-subject teaching credentials. As a published author, she brought a writer’s perspective to reading instruction, which served her well as a reading and writing resource specialist (elementary) and literacy teacher (high school). Her students’ high pass rates on state tests earned her the position of Intervention Coordinator for an urban high school, where she built a program that helped more than 1,000 students raise their scores in reading, writing, and math. Her work was documented in School Library Journal (2008). She has published articles on education as a columnist and correspondent for local and national newspapers and magazines as well as authored Writing Strategies for the Common Core: Integrating Reading Comprehension into the Writing Process (3-5 and 6-8). Hillary Wolfe rejoined the publishing world as an editor and curriculum writer, working on more than 40 professional books and curriculum resources and earning Distinguished Achievement awards from the AEP. As an Academic Officer, Hillary provided ELA coaching and professional development, and coordinated CCSS program implementations in districts around the country and internationally (in American Samoa). She also presented at national conferences on how to incorporate literacy skills into content-area instruction. She earned her master’s degree in educational leadership from California State Polytechnic University, Pomona, and currently works as a district coordinator for curriculum, instruction, and assessment.
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