i

In-Depth Seminar

Day 1—Morning Keynote

Day 2—Morning Keynote

Day 3—Morning Keynote

Day 1—Morning Breakout

Day 2—Morning Breakout

Day 3—In-Depth Seminar

Are the Kids Learningand How Do We Know?

Data-Based Decision Makingin High-Performing Teams

Janel Keating

Janel K

eatingJanel

Keating

Janel K

eatingJanel

Keating

Janel K

eatingJanel

Keating

1

Are the Kids Learning             and How Do We Know?Data‐Based Decision Making in High‐Performing Teams

Janel Keating

Promises to Keep

Think about it! Each day parents send to us the most precious thing in their lives—their children! Here’s what they want us to promise them in return:• We will keep them safe.• We will make them feel special.• And, we will ensure that they learn!

© Keating 2018. SolutionTree.comDo not duplicate.

2

TIER 1PLC

All StudentsCore Instruction

(Grade‐Level Standards, Adopted Resources)

TIER 2RTI

Core Instruction PLUSResearch‐Based Curriculum, Bucket‐Filling Skill Work

TIER 3RTI

Core Instruction PLUSResearch‐Based  

Curriculum, Bucket‐Filling Skill Work,Increase Time and 

Intensity,Adjust Group Size

Master ScheduleIn‐Class Grouping, DI,Pull Out/Title, LAPAdult Resources

Master SchedulePull Out/Title, LAP, Sp. Ed., Adult Resources

Interventions in the CoreBlocked to Class, Intervention Period, DI, Team Skill Groups,Push In

All Data Sources From Tier 1In‐Program Assessments From Research‐Based CurriculumProgress Monitored 2X/month

All Data Sources From Tier 1 and 2Progress Monitored Weekly

PreassessmentsQuick Checks, FormativeSummative, End of UnitBenchmark Data

Interventions in the Core

Four Questions to Guide PLCs1. What do we expect students to learn? 

CCSS, essential outcomes, power standards, learning targets, pacing, clarifying standards, what standards look like in student work and rigor

2. How will we know if they learn it?Common assessments, quick checks for understanding, benchmark assessments, Smarter Balanced, PARCC, results analysis

3. How do we respond when students experience difficulty learning? Differentiated instruction, interventions in the core, POI, RTI, and PBIS

4. How do we respond when students do learn? Differentiated instruction and rigor

(Eaker & Keating, Every School, Every Team, Every Classroom, 2011) 

How long are we going to wait for kids to struggle before we get organized to better meet their needs?

Wilkeson kindergarten success story!

Same kids at Wilkeson, entering first grade

What does the first benchmark 

assessment tell us?

© Keating 2018. SolutionTree.comDo not duplicate.

3

Student

Any child…State Assessments

Previous year’s scoresBenchmark Assessments

Previous year’s benchmark scores for Fall, Winter and Spring

Current year’s benchmark scores for Fall

Common Assessments

What is the purpose of an external check?

What is the purpose of an internal check?

Why Formative Assessments?

“There is strong and rigorous evidence that improving formative assessment can raise standards of pupils’ performance. There have been few initiatives in education with such a strong body of evidence to support a claim to raise standards.”

—Black & Wiliam, “The Formative Purpose,” in Total Coherence Between Classroom Assessment 

and Accountability (1998)

“Formative assessments are one of the most powerful weapons in a teacher’s arsenal. An effective standards‐based, formative assessment program can help to dramatically enhance student achievement throughout the K–12 system.”

—Marzano, Classroom Assessment       and Grading That Work (2006)

© Keating 2018. SolutionTree.comDo not duplicate.

4

“Assessments for learning, … when done well, is one of the most powerful, high‐leverage strategies for improving student learning that we know of. Educators collectively at the district and school levels should become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement.”

—Fullan, Leadership and Sustainability:      Systems Thinkers in Action (2005)

Daily Formative Assessment

Regardless of the strategy, the key element is “How does what I learn from these daily formative assessments drive my subsequent instruction?”

Football and Drama

• What is the purpose of a scrimmage or a dressrehearsal?

• What would you want kids to know and do?• Under what conditions would you want thecoach or drama teacher to conduct a scrimmageor dress rehearsal?

• What would the coach or drama teacher do withthe information?

Douglas B. Reeves (Accountability for Learning, 2004) suggests that educators emulate their most successful colleagues in music and physical education by providing feedback in real time.

We know that a basketball coach does not provide hints on an effective jump shot nine weeks after a flubbed attempt. Nor does a great music teacher mention the improper position of a violinist’s left hand weeks after noticing the mistake.

Instead, coaches and musicians provide precise and immediate feedback. 

© Keating 2018. SolutionTree.comDo not duplicate.

5

Formative Evaluation = .90

Medium

HighLow

Negative

The Effectiveness of Providing Formative Evaluation

Homework = .29

Effectiveness of Homework

Negative

Low

Medium

High

Repeating Process for Each Unit

• Identify standards.• Write learning targets.• Create the assessment.• Give the assessment.• Analyze the assessment.• Look at data and student work.• Apply interventions and extensions.• Repeat …

Time and Support

Plans to provide students with additional time and support must be:• Written, systematic, schoolwide• Within the school day• Timely• Directional (rather than invitational)

© Keating 2018. SolutionTree.comDo not duplicate.

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© White River School District 2018. SolutionTree.comDo not duplicate.

19

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© White River School District 2018. SolutionTree.comDo not duplicate.

20

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ing

- Non

e re

quire

d

Form

ativ

e A

sses

smen

ts (T

eam

Gen

erat

ed)

Form

ativ

e - S

leep

Form

ativ

e - S

leep

Goo

bric

Post

-Ass

essm

ents

- O

ptio

nal

Info

rmat

iona

l – A

wes

ome

Anim

al H

omes

Lite

rary

– A

ll in

a W

eek

& C

ompu

ters

vs.

Bo

oks

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

3 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

21

WR

SD C

CSS

Uni

t Tem

plat

e

Wha

t are

you

r lea

rnin

g ta

rget

s th

at m

ove

your

lear

ners

from

the

stan

dard

from

the

grad

e be

fore

to th

e st

anda

rd th

ey n

eed

as th

ey e

xit y

our g

rade

leve

l? D

OK

? 3.

RI.3

- D

escr

ibe

the

rela

tions

hip

betw

een

a se

ries

of h

isto

rical

eve

nts,

sci

entif

ic id

eas

or

conc

epts

, or s

teps

in te

chni

cal p

roce

dure

s in

a te

xt, u

sing

lang

uage

that

per

tain

s to

tim

e,

sequ

ence

, and

cau

se/e

ffect

. 2.

W.5 -W

ith g

uida

nce

and

s upp

ort f

rom

adu

lts a

nd p

eers

, foc

us o

n a

topi

c an

d st

reng

then

w

ritin

g as

nee

ded

by re

visi

ng a

nd e

ditin

g.

Wha

t are

you

r lea

rnin

g ta

rget

s th

at m

ove

your

lear

ners

from

the

stan

dard

from

the

grad

e be

fore

to th

e st

anda

rd th

ey n

eed

as th

ey e

xit y

our g

rade

leve

l? D

OK

? 3.

W.5 –

With

gui

danc

e an

d su

ppor

t fro

m p

eers

and

adu

lts d

evel

op a

nd s

treng

then

writ

ing

as

need

ed b

y pl

anni

ng, r

evis

ing,

and

edi

ting.

2.

SL.4

- Te

ll a

stor

y or

reco

unt a

n ex

perie

nce

with

app

ropr

iate

fact

s an

d re

leva

nt, d

escr

iptiv

e de

tails

, spe

akin

g au

dibl

y in

coh

eren

t sen

tenc

es.

Wha

t are

you

r lea

rnin

g ta

rget

s th

at m

ove

your

lear

ners

from

the

stan

dard

from

the

grad

e be

fore

to th

e st

anda

rd th

ey n

eed

as th

ey e

xit y

our g

rade

leve

l? D

OK

? 3.

SL.4

– R

epor

t on

a to

pic

or te

xt, t

ell a

sto

ry, o

r rec

ount

an

expe

rienc

e w

ith a

ppro

pria

te fa

cts

and

rele

vant

, des

crip

tive

deta

ils, s

peak

ing

clea

rly a

t an

unde

rsta

ndab

le p

ace.

Writ

ing

– N

one

requ

ired

due

to S

BA

KEY

AC

AD

EMIC

VO

CA

BU

LAR

Y

reco

unt

deta

il pr

oced

ure

auth

or’s

poi

nt o

f vie

w

key

even

ts

cent

ral

mes

sage

/less

on/m

oral

m

ain

idea

pa

ssag

e co

nclu

sion

/con

clud

e di

alog

ue

caus

e/ef

fect

se

quen

ce

evid

ence

In

fer/i

nfer

ence

st

anza

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

4 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

22

WR

SD C

CSS

Uni

t Tem

plat

e

Team

SM

AR

T G

oal

On-

goin

g In

stru

ctio

n

Rea

ding

O

ngoi

ng:

●G

reen

Sec

tion

of Im

agin

e It

(Rea

ding

Fo

unda

tiona

l Ski

lls)

●Vo

cabu

lary

(RL.

4 an

d L.

4)

●Fl

uenc

y (R

F.4)

●

Com

preh

ensi

on/T

ext C

ompl

exity

(R

LI.1

0)

●C

LOSE

Rea

ding

and

Tex

t D

epen

dent

Que

stio

ns (R

LI.1

)

Writ

ing

and

Lang

uage

O

ngoi

ng:

●L

- Lan

guag

e ●

W.4

- o

rgan

izat

ion

and

purp

ose

●W

.5 –

revi

sion

and

edi

ting

●W

.6 –

tech

nolo

gy in

writ

ing

Inte

rim B

lock

Pra

ctic

e (u

nit 3

or 4

) -

sugg

estio

ns fo

r ins

truct

ion

and

prac

tice

- NO

T as

sess

men

t ●

Edit

and

Rev

ise

Was

hing

ton

Com

preh

ensi

ve A

sses

smen

t Pr

ogra

m

Plea

se d

iscu

ss w

ith y

our p

rinci

pal b

efor

e us

ing

thes

e.

Spea

king

and

Lis

teni

ng

Ong

oing

: ●

Enga

ge e

ffect

ivel

y in

a ra

nge

of

colla

bora

tive

disc

ussi

ons

(one

-on-

one,

in

gro

ups,

and

teac

her-l

ed) w

ith d

iver

se

partn

ers

on g

rade

3 to

pics

and

text

s,

build

ing

on o

ther

s’ id

eas

and

expr

essi

ng th

eir o

wn

clea

rly.(3

. SL.

1)

Inte

rim B

lock

Pra

ctic

e (u

nit 3

or 4

) - s

ugge

stio

ns fo

r ins

truct

ion

and

prac

tice

- NO

T as

sess

men

t ●

List

enin

g W

ashi

ngto

n C

ompr

ehen

sive

Ass

essm

ent

Prog

ram

Pl

ease

dis

cuss

with

you

r prin

cipa

l bef

ore

usin

g.

Diff

eren

tiate

d D

aily

Les

sons

Rea

ding

R

eadi

ng

Lit L

og #

1 - M

FD

●“D

rago

n of

Dea

th v

isua

lizat

ion

(dra

w

and

labe

l with

text

bas

ed e

vide

nce)

an

d Ti

er II

voc

ab le

sson

. SB

AC

form

at –

My

illust

ratio

n is

a g

ood

illust

ratio

n fo

r the

text

. O

ne re

ason

Writ

ing

and

Lang

uage

C

onve

ntio

ns P

rogr

essi

on D

ocum

ent

Elab

orat

ion

Info

rmat

ion

Nar

rativ

e Pr

ewrit

e O

rgan

izer

s In

form

ativ

e Pr

ewrit

e O

rgan

izer

s O

pini

on P

rew

rite

Org

aniz

ers

Con

vent

ions

Pro

gres

sion

Doc

umen

t

Spea

king

and

Lis

teni

ng

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

5 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

23

WR

SD C

CSS

Uni

t Tem

plat

e

is…

.Num

erou

s po

ems

are

in th

e lit

lo

g so

this

type

of l

esso

n ca

n be

re

peat

ed a

s ne

eded

for s

trugg

ling

lear

ners

in s

mal

l gro

up in

terv

entio

n or

as

a fu

ll gr

oup

as n

eede

d.

●C

ause

and

Effe

ct –

You

Tube

Vid

eo –

re

view

from

pre

viou

s un

it ●

Rea

dwor

ks C

ause

and

effe

ct le

sson

1

– W

hen

I Gro

w U

p si

gnal

wor

ds

I ca

n e

xpla

in h

ow

ch

arac

ters

’ act

ion

s ca

use

on

e ev

ent

to le

ad t

o a

no

ther

(ca

use

an

d

effe

ct).

●

Rea

dwor

ks C

ause

and

Effe

ct le

sson

2

– T

wo

Way

s to

Cou

nt to

Ten

Fi

ndin

g th

e ef

fect

(in

fron

t of l

it lo

g)

●R

eadw

orks

Cau

se a

nd E

ffect

less

on

3 –

The

Pla

nets

by

Gai

l Gib

bons

C

ause

and

effe

ct (S

ee u

nit 4

sha

re

fold

er fo

r les

sons

) (in

fron

t of l

it lo

g)

I ca

n re

coun

t a c

hapt

er fr

om m

y re

adin

g.

I ca

n se

quen

ce im

port

ant e

vent

s to

sho

w

stor

y cl

imax

. ●

Rea

d al

oud

to c

lass

and

reco

unt t

he

mid

dle.

Mod

el fi

rst a

nd s

how

a

stro

ng e

xam

ple.

●

Rea

d al

oud

to a

nd le

t ki d

s he

lp.

Use

a

stro

ng e

x ●

Rea

d al

oud

a st

ory

and

have

them

al

l sha

re d

etai

ls.

Rec

ord

on a

cha

rt.

Dis

cuss

and

rule

out

the

ones

that

ar

en’t

KEY

idea

s. (

“Doe

s it

effe

ct th

e ov

eral

l pro

blem

s of

the

stor

y?”

●·

R

esea

rch

wri

tin

g –

take

th

e re

sear

ch

lear

nin

g fr

om

Tit

anic

an

d c

reat

e a

rese

arch

pro

ject

in G

oo

gle

Pres

enta

tio

n o

r

Pow

erp

oin

t to

tea

ch a

n a

ud

ien

ce a

bo

ut

you

r

top

ic.

●·

M

ini l

esso

n o

n B

iblio

grap

hy

– al

read

y

crea

ted

an

d f

orm

atte

d f

or

kid

s to

ad

d t

o

thei

r p

roje

ct, j

ust

bu

ildin

g u

nd

erst

and

ing

●Yo

u A

ssig

nm

ent –

Yo

u h

ave

bee

n a

sked

by

a

bo

ok

com

pan

y to

wri

te c

om

pu

ter

bo

ok

for

you

nge

r ki

ds

abo

ut

Tita

nic

. Yo

ur

job

is t

o

pu

blis

h y

ou

r b

oo

k in

clu

din

g w

hat

yo

u

lear

ned

. Th

e b

oo

k sh

ou

ld b

e en

tert

ain

ing

and

info

rmat

ion

al.

●H

isto

rica

l fic

tio

n –

ch

arac

ter

on

th

e Ti

tan

ic –

com

ple

te a

fic

tio

nal

pas

sen

ger

bio

. K

no

w

use

th

is in

form

atio

n t

o c

reat

e a

sto

ry a

bo

ut

this

fic

tio

nal

ch

arac

ter

and

th

eir

voya

ge

abo

ard

th

e T i

tan

ic

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

6 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

24

WR

SD C

CSS

Uni

t Tem

plat

e

“Doe

s it

influ

ence

the

next

par

t of t

he

stor

y?”)

Hav

e a

conv

ersa

tion

of w

hy it

’s a

key

det

ail.

I ca

n dr

aw a

con

clus

ion

abou

t my

read

ing

and

supp

ort i

t with

det

ails

. ●

My

Fath

er’s

Dra

gon

nove

l stu

dy –

th

is w

ill be

a fu

ll cl

ass

nove

l. T

he li

t lo

g is

set

up

with

que

stio

ns fo

r kid

s to

use

at t

he e

nd o

f eac

h ch

apte

r in

SBAC

ste

m q

uest

ion

form

at.

Con

side

r usi

ng a

mix

of i

ndiv

idua

l re

adin

g tim

e, p

art n

er a

nd s

mal

l gr

oup

read

ing

to m

eet t

he n

eeds

of

all l

earn

ers.

I

can

exp

lain

ho

w c

har

acte

rs’ a

ctio

ns

cau

se

on

e ev

ent

to le

ad t

o a

no

ther

(ca

use

an

d

effe

ct).

●

“Wha

t if”

page

afte

r eve

ry c

hapt

er,

(or w

hen

need

ed) t

o fo

cus

on

char

acte

rs p

erso

nalit

ies

and

how

th

ey in

fluen

ce th

e se

quen

ce o

f ev

ents

.

I can

an

alyz

e th

e re

lati

on

ship

bet

wee

n t

wo

char

acte

rs in

a s

tory

.

I can

dra

w a

co

ncl

usi

on

ab

ou

t th

e

rela

tio

nsh

ip b

etw

een

tw

o c

har

acte

rs in

a

sto

ry b

ased

on

th

eir

acti

on

s.

●C

hara

cter

rela

tions

hip

wor

k. U

se tw

o ch

arac

ters

in M

FD a

nd fi

ll ou

t or

gani

zer.

Do

toge

ther

firs

t and

di

scus

s. M

ove

to in

depe

nden

t.

Cha

ract

er R

elat

ions

hip

Org

aniz

er

Cha

ract

er R

elat

ions

hips

Org

aniz

er

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

7 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

25

WR

SD C

CSS

Uni

t Tem

plat

e

●

Rea

d W

orks

pas

sage

s ·

Vo

cabu

lary

wor

k co

nnec

ted

to th

e bo

ok

thro

ugho

ut th

e un

it. S

ee u

nit 4

sha

re fo

lder

●

Begi

nnin

g w

ith c

hapt

er 3

kid

s w

ill be

cr

eatin

g a

setti

ng m

ap a

nd p

uttin

g ite

ms

from

the

stor

y on

to th

eir m

aps

usin

g th

e fu

nctio

nal/p

roce

dura

l di

rect

ions

at t

he e

nd o

f eac

h se

t of

ques

tions

in th

e lit

log.

●

Betw

een

ch.8

and

9 c

ompl

ete

the

less

on o

n se

quen

cing

eve

nts

and

stor

y cl

imax

. ●

Rea

dwor

ks -

“Loo

k W

ho’s

Tal

king

” –

read

ing

pass

age

and

ques

tions

●

Cha

ract

er w

ork

– R

eadw

orks

Le

sson

s –

Lon

Po P

o (S

ee u

nit 4

sh

are

fold

ers

for l

esso

ns)

Lit L

og #

2 –

Res

earc

h Pr

ojec

t Ti

tani

c on

line

Tita

nic

Tita

nic

Goo

gle

Pres

enta

tion

- Bl

ank

·

In

trodu

ce th

e to

pic

with

the

shor

t arti

cle

“Nig

htm

are

at S

ea” –

gui

ded

CLO

SE

read

ing

and

conv

ersa

tion

– w

hat q

uest

ions

do

you

hav

e af

ter r

eadi

ng th

is?

Kids

ge

nera

te q

uest

ion

indi

vidu

ally

, and

sha

re in

sm

all g

roup

s –

use

line

of li

sten

ing

and

lear

ning

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

8 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

26

WR

SD C

CSS

Uni

t Tem

plat

e

·

Ta

ke q

uest

ions

for p

revi

ous

day

and

look

for s

imila

r que

stio

ns to

gro

up to

geth

er.

Wha

t are

the

mai

n id

eas?

o A

bout

the

Ship

o A

bout

the

Peop

le o

n Bo

ard

o A

bout

the

Wre

ck

o A

bout

Dis

cove

ring

the

Wre

ck

o B

eyon

d th

e W

reck

·

Th

ese

will

now

bec

ome

ther

e re

sear

ch

two

– co

lum

n no

tes

for r

eadi

ng –

Cor

nell

Not

e Te

mpl

ate

·

O

ver v

ario

us d

ays…

kid

s co

mpl

ete

rese

arch

usi

ng a

var

iety

of s

ourc

es

incl

udin

g, b

ooks

, arti

cles

, web

site

s an

d vi

deo

Poss

ible

reso

urce

s:

Artic

les

·

“W

ill th

e Ti

tani

c II

Sail

in 2

016?

” C

ompu

ter B

ased

(See

Uni

t 4 F

olde

r) ·

R

eliv

ing

the

Sink

ing

of th

e tit

anic

101

Ye

ars

Late

r ·

Ti

tani

c In

tera

ctiv

e –

His

tory

.com

·

H

ere.

The

re, E

very

whe

re T

itani

c’s

100

Year

s Th

en a

nd N

ow

-A-Z

Boo

ks o

n Ti

tani

c “L

o st a

nd F

ound

”

Inte

rven

tion

Plan

Inte

nsiv

e

Stra

tegi

c

Goo

d to

Go

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

9 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

27

WR

SD C

CSS

Uni

t Tem

plat

e

Scie

nce

Uni

t: Pl

ants

: Pl

ant u

nit

Apr

il 11

-15

Rea

ding

: ●

Poem

s: V

isua

lizat

ion

and

draw

ing

base

d of

f of k

ey d

etai

ls.

Labe

l with

text

bas

ed e

vide

nce.

Use

wor

ds fo

r Tie

r 2 v

ocab

ular

y●

Star

t My

Fath

er’s

Dra

gon;

Intro

duct

ion,

Cha

pter

s 1

and

2 an

d qu

estio

ns fr

om L

it Lo

g. D

o ch

arac

ter r

elat

ions

hip

orga

nize

r with

Mom

and

cat.

Cha

ract

er R

elat

ions

hip

Gra

phic

Org

aniz

erW

ritin

g:

●Pe

rform

ance

Tas

k fro

m U

nit 3

Apr

il 18

-22

Rea

ding

: ●

My

Fath

er’s

Dra

gon

chap

ters

3-5

and

que

stio

ns in

lit l

og.

Star

t map

with

cha

pter

3.

●C

hara

cter

Rel

atio

nshi

p G

raph

ic O

rgan

izer

with

Elm

er a

nd C

atW

ritin

g:

●In

form

atio

nal E

ssay

revi

ew; U

se th

e m

ultip

le c

opie

s w

e ha

ve o

f inf

orm

atio

nal t

exts

. D

o a

stro

ng e

xam

ple

first

day

: Rea

d, d

ecid

e on

mai

nid

ea; f

ill ou

t pla

nner

. Th

en in

par

tner

s, a

llow

kid

s to

cho

ose

a bo

ok o

f the

ir ch

oice

, rea

d it,

dec

ide

mai

n id

ea, f

ill ou

t pla

nner

toge

ther

.Th

en th

ey w

ill ea

ch w

rite

thei

r ow

n (fr

om th

e pl

anne

r) in

form

atio

nal e

ssay

. Typ

e an

d pr

int.

Apr

il 25

-29

Rea

ding

: ●

My

Fath

er’s

Dra

gon

chap

ters

6-9

and

que

stio

ns in

lit l

og.

Wor

k on

map

thro

ugho

ut.

●An

alyz

e ch

arac

ter u

sing

org

aniz

er in

Lit

Log

●W

HAT

IF p

age

in li

t log

; Foc

us o

n ta

king

the

char

acte

rs p

oint

of v

iew

and

cha

nges

in th

e st

ory

if th

ings

wer

e di

ffere

nt.

Writ

ing:

●

New

info

rmat

iona

l pie

ce.

Giv

e ch

oice

of t

opic

? A

nim

als?

Get

che

cker

boar

d bo

oks

from

libr

ary.

Als

o, u

se p

erso

nal n

on-fi

ctio

n bo

oks

and

from

pub

lic li

brar

y. T

hey

coul

d us

e tw

o so

urce

s. F

ill ou

t an

essa

y or

gani

zer.

●St

art d

rafti

ng.

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

Pa

ge 1

0 of

10

© White River School District 2018. SolutionTree.comDo not duplicate.

28

Diffe

rent

iate

d or

Dai

ly L

esso

ns: D

evel

oped

by

Build

ing

Team

s

Read

ing

Writ

ing

Ong

oing

: •

Gree

n Se

ctio

n of

Imag

ine

It •

Tier

2 v

ocab

ular

y w

ork

usin

g lit

erat

ure

of te

ache

r’s c

hoic

e fr

om th

e un

it an

d gr

ade

leve

l voc

abul

ary

book

s Da

ily L

earn

ing:

•

Mod

el u

sing

non-

fictio

n fe

atur

e w

ith d

iagr

ams a

nd c

lose

-ups

incl

udin

g en

trie

s in

lit lo

g.

• Le

arn

abou

t non

-fict

ion

feat

ures

. Thi

s les

son

will

take

mul

tiple

day

s. A

var

iety

of n

on-fi

ctio

n te

xts a

t var

ied

read

ing

leve

ls w

ill b

e ne

eded

. Loo

k ov

er th

e bo

oks y

ou se

lect

to m

ake

sure

the

feat

ures

the

kids

stud

y ar

e in

clud

ed in

boo

ks fr

om w

hich

they

will

wor

k. (S

ee li

t log

for t

he c

ompl

ete

list o

f fea

ture

s on

whi

ch k

ids w

ill

wor

k). T

hese

less

ons c

an b

e do

ne in

com

bina

tion

with

less

ons t

hat f

ollo

w to

save

tim

e.

• Sm

art W

ords

Sci

ence

Rea

der A

nim

al S

et b

y Sc

hola

stic

, alo

ng w

ith o

ther

ani

mal

info

rmat

iona

l tex

t, is

a gr

eat

optio

n.

• Re

adin

g Pr

oced

ures

Les

sons

: Clo

se re

ad w

ith a

pro

cedu

re o

f you

r cho

ice

or o

ne li

sted

bel

ow. W

hat a

re th

e pa

rts?

How

are

they

arr

ange

d? W

hat c

omes

bef

ore?

Wha

t com

es a

fter

? Ho

w c

ould

the

proc

edur

e be

writ

ten

in a

par

agra

ph w

ith tr

ansit

ions

? o

“H

ere

Com

es th

e Su

n” (s

hort

func

tiona

l sel

ectio

n)

o

“How

to M

ake

an E

ggsh

ell C

halk

” o

“P

eanu

t But

ter F

udge

” (s

hort

func

tiona

l sel

ectio

n)

o

Up G

oes a

Sky

scra

per (

Gail

Gibb

ons,

Scho

last

ic, 1

986)

•

Opt

ion:

Writ

e pr

oced

ure

for s

omet

hing

they

kno

w h

ow to

do

(Sch

olas

tic).

• Dr

awin

g Co

nclu

sions

: Com

plet

e dr

awin

g co

nclu

sions

and

mak

ing

infe

renc

es in

form

atio

n ch

art (

see

stud

ent l

it lo

g) a

nd d

raw

ing

conc

lusio

n Po

wer

Poin

t. •

Draw

ing

Conc

lusio

ns: M

odel

less

on w

ith b

ox g

raph

ic o

rgan

izer (

two

to c

hoos

e fr

om in

lit l

og) a

nd T

he M

ary

Cele

ste,

Roa

noke

, Fly

Aw

ay H

ome,

The

Str

ange

r, I A

m th

e Do

g I A

m th

e Ca

t, or

a re

ad-a

loud

of y

our c

hoic

e.

• Th

e W

reck

of t

he Z

ephy

r, ol

d re

adin

g se

ries,

dra

win

g co

nclu

sions

gra

phic

org

anize

r •

Revi

ew st

uden

t str

ong

wor

k ex

ampl

es a

nd re

peat

as n

eede

d. R

eadi

ng m

ater

ials

from

whi

ch to

cho

ose

incl

ude

Read

wor

ks, “

In M

emor

y of

Dr.

King

,” “

Savi

ng th

e An

imal

s,”

and

so o

n.

o

Wha

t con

clus

ion

can

be d

raw

n ab

out M

LK’s

impa

ct o

n ci

vil r

ight

s?

o

Wha

t con

clus

ion

can

be d

raw

n ab

out t

he st

uden

ts a

t Pub

lic S

choo

l 48?

•

Draw

ing

Conc

lusio

ns: “

The

Case

of t

he M

issin

g M

asco

t” P

ower

Poin

t •

Mod

el L

esso

n Ca

use

and

Effe

ct: I

f You

Giv

e a

Mou

se a

Coo

kie,

Jim

my

Boa’

s Birt

hday

, or r

ead-

alou

d of

you

r ch

oice

. Rea

d an

d di

scus

s with

som

e st

rong

exa

mpl

es o

n flo

w c

hart

. •

Tom

orro

w’s

Alph

abet

: Rea

d an

d w

rite

activ

ity fo

r cau

se a

nd e

ffect

. •

Imag

ine

It, U

nit 5

Les

son

4, “

The

Disa

ppea

ring

Isla

nd”;

Imag

ine

It, U

nit 5

Les

son

5, “

The

Hous

e on

Map

le

Stre

et”;

Imag

ine

It, U

nit 5

Les

son

3, “

Eart

hqua

kes”

: Use

one

, som

e, o

r all

for c

ause

and

effe

ct p

ract

ice.

•

Extr

a Pr

actic

e: W

hat I

s the

Cau

se?

Find

the

Effe

ct; S

uper

Tea

cher

•

Tim

elin

es a

nd B

iogr

aphi

es: F

ind

and

reco

rd im

port

ant e

vent

s; se

quen

ce e

vent

s on

a tim

elin

e; w

rite

a pa

ragr

aph

with

tran

sitio

ns to

supp

ort t

imel

ine

from

not

es ta

ken

usin

g tw

o-co

lum

n no

tes,

rese

arch

ing

mai

n id

eas a

bout

the

topi

c (p

erso

n) o

f you

r cho

ice.

Daily

Lea

rnin

g:•

Intr

o: Y

ou T

ube

vide

os, s

ee e

mai

l, an

d He

y, Li

ttle

An

t. •

Writ

e yo

ur o

wn

fact

or o

pini

on w

hen

give

n a

topi

c (o

bjec

t dra

w a

ctiv

ity).

• Co

mpl

ete

supe

r tea

cher

wor

kshe

ets.

•

Iden

tify

fact

or o

pini

on in

read

ing

sele

ctio

ns:

grap

hic

orga

nize

rs, f

act-

or-o

pini

on tr

ee d

iagr

am, o

r tw

o co

lum

ns o

f fac

t and

opi

nion

. •

Read

“Ju

nk F

ood

Atta

ck”

and

“Jun

k Fo

od B

attle

s” a

t re

adw

orks

.org

—sh

ort p

assa

ges c

onne

cted

to fa

ct

and

opin

ion.

•

Smar

t Exc

hang

e (S

mar

tboa

rd a

ctiv

ities

) •

Com

plet

e “I

mag

ine

It,”

Uni

t 5 L

esso

n 3,

“E

arth

quak

es”

(fact

and

opi

nion

). •

SU, L

esso

n 9-

2 Fa

ct (E

vide

nce)

vs.

Opi

nion

. Pul

l op

inio

n w

ritin

g sa

mpl

es fr

om o

ther

sour

ces.

•

Writ

e op

inio

n se

nten

ces i

n w

ritin

g jo

urna

ls an

d le

arn

that

an

“I”

stat

emen

t bec

omes

par

t of t

opic

pa

ragr

aph.

•

SU, L

esso

n 9-

1 O

pini

on W

ritin

g W

ords

. See

opi

nion

w

ritin

g sig

nal w

ord

list.

• Re

ad a

rtic

les,

“Why

Cat

s Mak

e …

” “W

hy D

ogs M

ake

…,”

leav

ing

a tr

ail o

f you

r thi

nkin

g.

• Fo

rm o

pini

on a

nd tw

o co

lum

n no

tes f

rom

art

icle

. •

Natio

nal G

eogr

aphi

c Rea

ders

: Cat

s vs.

Dogs

, tex

t fe

atur

es. R

ead

spec

ific

sect

ions

to b

eef u

p no

tes.

Te

ache

r mod

els w

ith o

ne se

ctio

n.

• Se

lect

two

idea

s or c

laim

s fro

m n

otes

and

com

plet

e op

inio

n es

say

follo

win

g di

rect

ion

and

prom

pt.

• Re

ad, t

ake

note

s, d

raft,

revi

se a

nd e

dit,

hold

a

conf

eren

ce, a

nd p

ublis

h ov

er a

five

-day

per

iod.

•

Self-

asse

ss a

nd p

eer-

asse

ss u

sing

dist

rict-

deve

lope

d ki

d fr

iend

ly ru

bric

. •

Revi

ew te

ache

r fee

dbac

k.

© White River School District 2018. SolutionTree.comDo not duplicate.

29

• An

othe

r opt

ion

for r

esea

rch

and

text

feat

ures

is th

e co

ntin

ent p

oste

r pro

ject

. See

old

non

-fict

ion

feat

ure

mat

eria

ls fo

r inf

orm

atio

n (n

ot in

lit l

og).

• M

olly

’s Pi

lgrim

: Int

rodu

ce c

onte

nt v

ocab

ular

y an

d pa

rtne

r-re

ad fi

rst h

alf o

f boo

k.

• M

olly

’s Pi

lgrim

: Rev

iew

voc

abul

ary

and

read

seco

nd h

alf o

f boo

k w

ith c

ause

and

effe

ct re

view

. •

Read

wor

ks: C

ompl

ete

“The

Chi

mps

Cha

mp”

cha

ract

er a

naly

sis a

nd le

arn

Tier

2 v

ocab

ular

y.

• M

olly

’s Pi

lgrim

: Rer

ead

as n

eces

sary

for e

vide

nce

to su

ppor

t cha

ract

er id

ea a

nd c

laim

. •

Char

acte

r Exp

lana

tory

Par

agra

ph: M

odel

with

an

MM

teac

her o

f the

kid

s’ c

hoic

e.

• M

olly

’s Pi

lgrim

: Cha

ract

er e

xpos

itory

par

agra

ph fo

r Eliz

abet

h or

Mol

ly p

rew

rite

and

para

grap

h •

Wha

t If …

: How

mig

ht th

e st

ory

be d

iffer

ent?

Sup

ply

kids

with

opt

ions

for t

he c

hara

cter

s fro

m M

olly

’s Pi

lgrim

to

act

in a

diff

eren

t way

to d

iscus

s and

writ

e ab

out h

ow th

is w

ould

effe

ct th

e st

ory

in a

diff

eren

t way

. Exa

mpl

e:

Wha

t if E

lizab

eth

had

smile

d at

Mol

ly th

e fir

st ti

me

they

met

? W

hat i

f Mol

ly’s

mot

her h

ad le

t Mol

ly st

ay h

ome

from

scho

ol?

• Ad

ditio

nal m

ater

ials

to u

se a

s nee

ded:

The

Mat

chbo

x Di

ary

and

Read

wor

ks, “

A Ra

lly A

gain

st P

over

ty”

In

terv

entio

n Pl

an: D

evel

oped

by

Build

ing

Team

s

Inte

nsiv

e St

rate

gic

Good

to G

o Tw

o gr

oups

Re

adin

g m

aste

ry A

(tw

o gr

oups

) Co

rrec

tive

read

ing

A Le

vel 1

non

-fict

ion:

non

-fict

ion

feat

ures

and

in

depe

nden

t rea

ding

(cho

osin

g a

topi

c)

Two

grou

ps

Corr

ectiv

e re

adin

g B1

(tw

o gr

oups

) Co

rrec

tive

read

ing

B2

Flue

ncy

goal

wor

k us

ing

pre-

teac

h of

cl

assr

oom

CO

RE m

ater

ials

Leve

l 1 a

nd 2

non

-fict

ion:

feat

ures

and

in

depe

nden

t rea

ding

(cho

osin

g a

topi

c)

Thre

e cl

assr

oom

gro

ups:

wor

king

on

pers

onal

ized

read

ing

goal

s •

Flue

ncy

• M

otiv

atio

n •

Com

preh

ensio

n

Enric

hmen

t con

nect

ed to

cor

e le

sson

s Tw

een

trib

une:

clo

se re

adin

g Pr

oced

ure

writ

ing:

Goo

gle

Docs

Ha

nnah

’s Jo

urna

l: no

vel s

tudy

Bi

ogra

phy

rese

arch

and

tim

elin

e

Kim

Bai

ley,

Cap

istra

no S

choo

l Dist

rict

Adap

ted

by L

aurie

Rob

inso

n-Sa

mm

ons,

201

4 Ad

apte

d by

WRS

D, 2

015

© White River School District 2018. SolutionTree.comDo not duplicate.

30

Linear Equations and Systems (8.EE.C)

Over the next month, you’ll be studying equations, graphs, problem solving, and real-world scenarios that involve one to two data sets. While our data will grow at a constant rate, in high school you’ll study data that grows in other ways. For example, the population of a large city may grow exponentially.

Essential Questions Concept: How can I interpret solutions to linear equations and systems?

Skill: How can I solve linear equations and systems?

Application: How can I solve real-world problems involving linear data?

Learning Targets Task 1 Task 2 Task 3 I can solve equations that have integers. This means I can write out precise steps such as the distributive property, combining like terms, or inverse operations. I can also interpret my solution contextually. (DOK 1, 2)

I can solve equations with rational coefficients. This means I can extend my previous work to equations that have fractions or decimals. (DOK 1, 2)

I can predict an equation’s type or number of solutions. This means I can think strategically about an equation. Without solving it, I can determine whether the solution would be positive, negative, zero, or not exist. (DOK 3)

I can create equations that have infinitely many, one, or no solution(s). This means I can fill in missing numbers to make the two sides of an equation always, sometimes, or never equal. If I solve an equation that ends up with two identical or equal sides, I can also interpret the result. (DOK 2)

I can analyze graphs of systems. This means I can locate a point of intersection and explain what its coordinates mean. Moreover, I can make real-world decisions based on which line is higher on the graph. (DOK 2, 3)

I can solve a system by graphing. This means I can use y = mx + b, or evaluate functions, to draw precise lines that intersect. I can also interpret my solution contextually. (DOK 1, 2)

I can create graphs that have one, zero, or infinitely many solutions. This means I can use geo-boards to build lines that are intersecting, parallel, or collinear. Then I can describe my lines with equations. (DOK 3)

I can model real-world scenarios with mathematics. This means I can solve problems by drawing diagrams, collecting data in tables, analyzing graphs, or transforming given information into equations. (DOK 2, 3)

Vocabulary to Master coefficient constant distribute infinitely-many interpretlike terms linear point of intersection precise slope

slope-intercept form solution standard form system y-intercept

© White River School District 2018. SolutionTree.comDo not duplicate.

31

Just the Way We Do Things Around Here By Tracy Nelson

This is just what you will see from kindergarten through the high school. See the example below. We looked at our TACA form from the previous school year and were reminded that problem solving was strong, but fluency wasn’t as strong. Only 79 percent of students met standard. This reminded us to increase focus on fluency for this school year. Our reflection from the previous year also reminded us that we wanted to beef up the work we did with kids on constructing an understanding of division and the relationship it has to multiplication. We then look at the CCSS, which was new to us last year, and know we need to not only work on the array model in multiplication and division, but clearly connect this to area for kids. It is then time to start revising and improving our unit plan from the year before—work in progress, continuous improvement, and fine-tuning. We set our new SMART goal for the unit based on the success and challenges kids had from the year before. You will see problem solving and conceptual work was set a bit higher than comprehension. We know this is a different group of kids with whom we are working, but we have seen improvement over time (multiple years) by setting goals this way. We have districtwide common pre- and summative assessments, so we quickly review these and also look at our team-developed formative assessment to remind ourselves how we are asking kids to demonstrate what they are learning related to standards. Next our team looks at daily lesson, differentiation, homework, and intervention. We revise and plan what we think kids need to be successful. Along the way we might need to tweak and change our thinking because the data looks different than what we expected, but proactive planning helps us save time during the unit. You can see all of this pre-planning on the unit plan, including predicted intervention needs. After the pre-assessment when we look at kid-by-kid data, we sometimes find we need to change instructional focus. They either know more on a subject than we expected—great news—or they are struggling with an area on which we will now need to spend more time. There are often those kids who are really lacking even the prerequisite skills needed for the unit. These kids will need reteach or preteach of skills to be more successful during CORE instruction. Our team plans this learning for our intervention block time. We build time for classroom instruction, checks for understanding, and differentiation and monitor and adjust based on learner needs in each classroom.

© White River School District 2018. SolutionTree.comDo not duplicate.

32

Common formative data is brought to the table to help us make next-step decisions. Does our data tell us all or most kids need more work? If so, back to the classroom we go for more CORE instruction after talking about techniques we haven’t tried yet. Are many kids good to go? If so, let’s plan Walk-to-Math intervention time that allows us to skill-group kids, making the intensive group really small with the most support. Teachers on our team work with groups with whom they have had success. For example, if we have a team member that has had great success moving kids forward in CORE, that teacher will most likely work with the more intensive learners. After intervention, whatever that might look like, including another check for understanding, our team reviews for the assessment with the kids and gives kids the summative assessment, including an advanced section for kids that were at standard on the pre-. All kids need the opportunity to demonstrate how their learning has grown. Celebration time, fingers crossed, hopefully—kids get a chance to celebrate growth throughout the unit, and the team brings data to the table to share and reflect on. What was the overall percentage of kids meeting standard? What did the class-by-class data tell us? If a team member had great success, what were they doing? What are our kid-by-kid celebrations? Who still needs support, and how will we provide this? You can also see on the TACA, there is a list of kids with specific needs for continued instruction. All of this thinking ends up on our new TACA form. We had 85 percent meet standard on the conceptual work and 84 percent meet standard on fluency, but our biggest celebration was connected to the amount of learners that moved out of the intensive category—YEAH!!! Our TACA and unit plan will be ready to revisit the following year to get us going once again.

© White River School District 2018. SolutionTree.comDo not duplicate.

33

Analyzing Common Assessment

Grade Level: □ Pre-assessment □ Quarter 3 Subject Area: □ Mid-assessment □ Quarter 4 Teacher/Team: □ Post-assessment

Name of Assessment: Power Standard(s) or Learning Targets Measured:

Questions Responses

What areas did our students do well on this assessment?

What instructional strategies helped our students do well?

What skill deficiencies do we see?

What patterns do we see in the mistakes, and what do they tell us?

Which students did not master essential standards and will need additional time and support? What intervention will be provided to address unlearned skills?

Do we need to tweak or improve this assessment?

* Please complete one form in third quarter and one form in fourth quarter and keep them in your PLC binder.

REPRODUCIBLE

© White River School District 2018. SolutionTree.comReproducible.

34

Getting the Most Out of Common Assessments By Mike Mattos (2009)

Like most schools that begin implementing PLC practices, the faculty at Pioneer Middle School learned about the importance of common formative assessments and decided that we would utilize this powerful tool to help us focus on learning. Unfortunately, as time progressed, our departmental teams experienced varied levels of success; some teams felt they gained significant benefits from their common assessments, while other teams were far less enthusiastic with their results. As principal, my first thought was to question whether every team was truly using common assessments, or were they just “going through the motions” to appease me. After asking these questions at a faculty meeting, I was pleased to find that every team was frequently administering common assessments—in fact, every team said they also use our site assessment software, which produces powerful reports to analyze the results. At this point, I was perplexed … if every team was giving common assessments and had access to the same types of disaggregated results, then why were our teams experiencing such varied outcomes? Upon further consideration, I realized that I was asking the wrong question; that is, it was not a question of, “Are we giving common assessments?” but “What are we doing with our common assessment data?” When we discussed this question, we found great differences from team to team, with some teams digging deeply into their common assessment data, and other teams doing almost nothing with the information. Based upon this revelation, we discussed why we give common assessments, and determined that common assessments provide essential learning information that enabled each team to:

• Identify specifically which students did not demonstrate mastery of essential standard(s): Because we give common assessments to measure student mastery of essential standard(s), common assessments should identify students who need additional help and support. Additionally, if an assessment measures more than one essential standard, then the test results must provide more than an overall score for each student, but also delineate specifically which standards each student did not pass.

• Identify effective instructional practices: Because our teachers have autonomy in how they

teach essential standards, it is vital that common assessment data help validate which practices were effective. This can be done best when common assessment results are displayed in such a way that allows each teacher to compare their students’ results to other teachers who teach the same course.

• Identify patterns in student mistakes: Besides using common assessment results to identify

best instructional practices, these data should also be used to determine ineffective

© Mattos 2009. allthingsplc.infoDo not duplicate.

35

instructional practices. When analyzing the types of mistakes that failing students make, patterns emerge that can point to weaknesses or gaps in the initial instruction.

• Measure the accuracy of the assessment: Through a careful item analysis of the assessment, a

team can determine the validity of each test question. Over time, this will build a team’s capacity to create better assessments.

• Plan and target interventions: The ultimate goal of any PLC is to ensure high levels of learning

for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.

Once we realized that giving common assessments is not an “end” in itself, but instead a “means” to better measure our teaching and student learning, we decided that whenever a team reviews common assessment data, they would ask the following guiding questions:

• Specifically which students did not demonstrate mastery? • Which instructional practices proved to be most effective? • What patterns can we identify from the student mistakes? • How can we improve this assessment? • What interventions are needed to provide failed students additional time and support?

By asking these questions, we believe that we can get the most out of our common assessments, which in turn, allows us to give the most to our students. In the end, we learned from this experience that the power of common assessment comes not from giving them, but from what we do with them after we give them! Pioneer is one of eight schools in the nation featured in the video The Power of Professional Learning Communities at Work: Bringing the Big Ideas to Life. Pioneer’s standardized test scores rank first of all the middle schools in Orange County and in the top one percent for the state of California. Additionally, Pioneer was named a California Distinguished School in 2003 and 2007, and is currently a state nominee for National Blue Ribbon recognition.

—Mattos, “Getting the Most Out of Common Assessments,”

allthingsplc.info (2009)

© Mattos 2009. allthingsplc.infoDo not duplicate.

36

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© White River School District 2018. SolutionTree.comDo not duplicate.

37

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© White River School District 2018. SolutionTree.comDo not duplicate.

38

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© White River School District 2018. SolutionTree.comDo not duplicate.

39

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© White River School District 2018. SolutionTree.comDo not duplicate.

40

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, or f

eelin

gs) a

nd

expl

ain

how

thei

r act

ions

con

tribu

te to

the

sequ

ence

of e

vent

s.

3.R

I.3 -

Des

crib

e th

e re

latio

nshi

p be

twee

n a

serie

s of

his

toric

al e

vent

s, s

cien

tific

idea

s or

co

ncep

ts, o

r ste

ps in

tech

nica

l pro

c edu

res

in

a te

xt, u

sing

lang

uage

that

per

tain

s to

tim

e,

sequ

ence

, and

cau

se/e

ffect

.

●3.

L.1

- Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h gr

amm

ar a

nd u

sage

whe

n w

ritin

g or

sp

eaki

ng.

●3.

L.2

- Dem

onst

rate

com

man

d of

the

conv

entio

ns o

f sta

ndar

d En

glis

h ca

pita

lizat

ion,

pun

ctua

tion,

and

sp

ellin

g w

hen

writ

ing.

LEA

RN

ING

PR

OG

RES

SIO

N

Gra

de B

elow

Gra

de A

bove

2.R

L.2 - R

ecou

nt s

torie

s, in

clud

ing

fabl

es a

nd fo

lkta

les

from

div

erse

cu

lture

s, a

nd d

eter

min

e th

eir c

entra

l mes

sage

, les

son,

or m

oral

. 2.

RI.2

- Ide

ntify

the

mai

n to

pic

of a

mul

tipar

agra

ph te

xt a

s w

ell a

s th

e fo

cus

of s

peci

fic p

arag

raph

s w

ithin

the

text

. 2.

RL.

3 -D

escr

ibe

how

cha

ract

ers

in a

sto

ry re

spon

d to

maj

or e

vent

s an

d ch

alle

nges

. 2.

RI.3

-D

escr

ibe

the

conn

ectio

n be

twee

n a

serie

s o f

his

toric

al e

vent

s,

scie

ntifi

c id

eas

or c

once

pts,

or s

teps

in te

chni

cal p

roce

dure

s in

a te

xt.

2.W

.5 -W

ith g

uida

nce

and

supp

ort f

rom

adu

lts a

nd p

eers

, foc

us o

n a

topi

c an

d st

reng

then

writ

ing

as n

eede

d by

revi

sing

and

edi

ting.

2.

SL.4

- Te

ll a

stor

y or

reco

unt a

n ex

perie

nce

with

app

ropr

iate

fact

s an

d re

leva

nt, d

escr

iptiv

e de

tails

, spe

akin

g au

dibl

y in

coh

eren

t sen

tenc

es.

4.R

L.2

-Det

erm

ine

a th

eme

of a

sto

ry, d

ram

a, o

r poe

m fr

om d

etai

ls in

the

text

; sum

mar

ize

the

text

. 4.

RI.2

- D

eter

min

e th

e m

ain

idea

of a

text

and

exp

lain

how

it is

sup

porte

d by

key

det

ails

; sum

mar

ize

the

text

. 4.

RL.

3 -D

escr

ibe

in d

epth

a c

hara

cter

, set

ting,

or e

vent

in a

sto

ry o

r dr

ama,

dra

win

g on

spe

cific

det

ails

in th

e te

xt (e

.g.,

a ch

arac

ter’s

thou

ghts

, w

ords

, or a

ctio

ns).

4.R

I.3 -

Expl

ain

even

ts, p

roce

dure

s, id

eas,

or c

once

pts

in a

his

toric

al,

scie

ntifi

c, o

r tec

hnic

al te

xt, i

nclu

ding

wha

t hap

pene

d an

d w

hy, b

ased

on

spec

ific

info

rmat

ion

in th

e te

xt.

4.W

.5 -

With

gui

danc

e an

d su

ppor

t fro

m p

eers

and

adu

lts, d

evel

op a

nd

stre

ngth

en w

ritin

g as

nee

ded

by p

lann

ing,

revi

sing

, and

edi

ting.

4.

SL.4 -

Rep

ort o

n a

topi

c or

text

, tel

l a s

tory

, or r

ecou

nt a

n ex

perie

nce

in

an o

rgan

ized

man

ner,

usin

g ap

prop

r iate

fact

s an

d re

leva

nt, d

escr

iptiv

e de

tails

to s

uppo

rt m

ain

idea

s or

them

es; s

peak

cle

arly

at a

n un

ders

tand

able

pac

e Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

2 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

41

/ WR

SD C

CSS

Uni

t Tem

plat

e

Com

mon

Cor

e Es

sent

ial E

lem

ents -N

one

for t

his

unit

ELL

Lear

ning

Sup

port

En

glis

h La

ngua

ge P

rofic

ienc

y (E

LP) -

Ful

l Doc

umen

t EL

P Po

wer

Sta

ndar

ds U

nit 4

H

ow to

use

the

docu

men

t

STU

DEN

T-FR

IEN

DLY

LEA

RN

ING

TA

RG

ETS

Rea

ding

Lite

ratu

re:

2.R

L.2 - R

ecou

nt s

torie

s, in

clud

ing

fabl

es a

nd fo

lkta

les

from

div

erse

cul

ture

s, a

nd d

eter

min

e th

eir c

entra

l mes

sage

, les

son,

or m

oral

●

I ca

n re

coun

t a c

hapt

er fr

om m

y re

adin

g.

● I

can

sequ

ence

impo

rtant

eve

nts

to s

how

sto

ry c

limax

. ●

I can

det

erm

ine

the

less

on le

arne

d/ce

ntra

l mes

sage

/ or m

oral

●

I can

mak

e a

clai

m a

nd p

rovi

de e

vide

nce

to a

nsw

er a

que

stio

n on

ex

rep.

Que

s tio

ns

● I

can

draw

a c

oncl

usio

n ab

out m

y re

adin

g an

d su

ppor

t it w

ith d

etai

ls.

●I c

an d

istin

guis

h th

e po

int o

f vie

w o

f the

nar

rato

r fro

m th

ose

of th

e ch

arac

ters

●

I can

clo

se re

ad to

vis

ualiz

e th

e pi

ctur

e th

e w

riter

is tr

ying

to m

ake

in m

y he

ad.

3.R

L.2 - R

ecou

nt s

torie

s, in

clud

ing

fabl

es, f

olkt

ales

, and

myt

hs fr

om d

iver

se c

ultu

res;

de

term

ine

the

cent

ral m

essa

ge, l

esso

n, o

r mor

al a

nd e

xpla

in h

ow it

is c

onve

yed

thro

ugh

key

deta

ils in

the

text

. 2.

RL.

3 - D

escr

ibe

how

cha

ract

ers

in a

sto

ry re

spon

d to

maj

or e

vent

s an

d ch

alle

nges

. ●

I can

exp

lain

ho

w a

ch

arac

ter’

s m

oti

vati

on

s le

ad t

o a

ctio

ns.

(b

ecau

se _

___

felt

___

_

they

did

___

___

● I

can

exp

lain

ho

w c

har

acte

rs’ a

ctio

ns

cau

se o

ne

even

t to

lead

to

an

oth

er (

cau

se a

nd

effe

ct).

3.R

L.3

- Des

crib

e ch

arac

ters

in a

sto

ry (e

.g.,

thei

r tra

its, m

otiv

atio

ns, o

r fee

lings

) and

exp

lain

ho

w th

eir a

ctio

ns c

ontri

bute

to th

e se

quen

ce o

f eve

nts.

R

eadi

ng In

form

atio

nal:

ASS

ESSM

ENTS

AN

D E

VID

ENC

E Pl

ease

read

: W

hite

Riv

er S

choo

l Dis

trict

Ass

essm

ent

Gui

delin

es

Supp

ortin

g Le

arne

rs w

ith S

peci

al N

eeds

- As

sess

men

t Acc

omm

odat

ion

Opt

ions

Pr

e-A

sses

smen

ts

Rea

ding

- Te

am G

ener

ated

Writ

ing

- Non

e re

quire

d

Form

ativ

e A

sses

smen

ts (T

eam

G

ener

ated

)

Form

ativ

e A

sses

smen

ts (T

eam

G

ener

ated

)

Post

-Ass

essm

ents

Opt

iona

l

Info

rmat

iona

l – A

wes

ome

Anim

al H

omes

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

3 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

42

/ WR

SD C

CSS

Uni

t Tem

plat

e

2.R

I.2 -

Iden

tify

the

mai

n to

pic

of a

mul

tipar

agra

ph te

xt a

s w

ell a

s th

e fo

cus

of s

peci

fic

para

grap

hs w

ithin

the

text

. 2.

RI.3

-Des

crib

e th

e co

nnec

tion

betw

een

a se

ries

of h

isto

rical

eve

nts,

sci

entif

ic id

eas

or

conc

epts

, or s

teps

in te

chni

cal p

roce

dure

s in

a te

xt.

●I c

an a

sk a

nd a

nsw

er q

uest

ions

on

a to

pic.

●

I can

see

how

que

stio

ns re

late

to e

ach

othe

r and

mai

n id

eas.

●

I ca

n re

ad a

var

iety

of s

ourc

es to

find

det

ails

(evi

denc

e) th

at s

uppo

rt m

y m

ain

idea

s.

●I c

an o

rgan

ize

my

note

s by

reco

rdin

g de

tails

that

fit t

he m

ain

idea

s.

3.R

I.2 -

Det

erm

ine

the

mai

n id

ea o

f a te

xt; r

ecou

nt th

e ke

y de

tails

and

exp

lain

how

they

su

ppor

t the

mai

n id

ea

3.R

I.3 -

Des

crib

e th

e re

latio

nshi

p be

twee

n a

serie

s of

his

toric

al e

vent

s, s

cien

tific

idea

s or

co

ncep

ts, o

r ste

ps in

tech

nica

l pro

cedu

res

in a

text

, usi

ng la

ngua

ge th

at p

erta

ins

to ti

me,

se

quen

ce, a

nd c

ause

/effe

ct.

2.W

.5 -W

ith g

uida

nce

and

supp

ort f

rom

adu

lts a

nd p

eers

, foc

us o

n a

topi

c an

d st

reng

then

w

ritin

g as

nee

ded

by re

visi

ng a

nd e

ditin

g.

●I c

an t

ell t

he

dif

fere

nce

bet

wee

n t

he

thre

e m

od

es o

f w

riti

ng.

●I c

an p

rod

uce

an

org

aniz

er f

or

each

mo

de

of

wri

tin

g.

●I c

an c

on

stru

ct a

dra

ft in

eac

h m

od

e o

f w

riti

ng.

●I c

an u

se tr

ansi

tions

wor

ds th

at fi

ts m

y m

ode

of w

ritin

g.

●I c

an w

rite

a co

nclu

sion

that

fits

my

mod

e of

writ

ing.

●

I can

reco

gniz

e ho

w w

riter

s cr

eate

vis

ualiz

ing

with

thei

r wor

ds.

Res

earc

h P

roje

ct

●I c

an s

elec

t a

top

ic t

o le

arn

mo

re a

bo

ut

bas

ed o

n m

y in

tere

st a

nd

qu

esti

on

s.

●I c

an c

on

du

ct s

ho

rt r

esea

rch

pro

ject

s b

ased

on

fo

cuse

d q

ues

tio

ns

fro

m m

ult

iple

sou

rces

.

●I c

an g

ath

er r

elev

ant

info

rmat

ion

fro

m m

ult

iple

pri

nt

and

dig

ital

so

urc

es, a

nd

inte

grat

e th

e in

form

atio

n w

hile

avo

idin

g p

lagi

aris

m.

●I c

an p

lan

my

writ

ing

usin

g a

grap

hic

orga

nize

r. ●

I can

use

my

grap

hic

orga

nize

r to

writ

e an

org

aniz

ed p

iece

of w

ritin

g.

●I c

an re

vise

my

writ

ing

to a

dd b

ette

r tra

nsiti

ons,

ela

bora

te d

etai

ls, a

nd m

ake

my

mes

sage

mor

e cl

ear.

I can

edi

t my

writ

ing

for c

onve

ntio

ns.

Lite

rary

– A

ll in

a W

eek

& C

ompu

ters

vs.

Bo

oks

Writ

ing

– N

one

requ

ired’

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

4 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

43

/ WR

SD C

CSS

Uni

t Tem

plat

e

●I c

an u

se a

n re

visi

ng c

heck

list w

ith a

par

tner

to g

et fe

edba

ck a

nd a

ct o

n th

e fe

edba

ck.

●I c

an ty

pe (p

ublis

h) m

y w

ritin

g on

the

com

pute

r. ●

I can

refle

ct a

s m

y gr

owth

as

a w

riter

and

set

goa

ls fo

r my

writ

ing

next

yea

r.

3.W

.5 –

With

gui

danc

e an

d su

ppor

t fro

m p

eers

and

adu

lts d

evel

op a

nd s

treng

then

writ

ing

as

need

ed b

y pl

anni

ng, r

evis

ing,

and

edi

ting.

2.

SL.4

- Te

ll a

stor

y or

reco

unt a

n ex

perie

nce

with

app

ropr

iate

fact

s an

d re

leva

nt, d

escr

iptiv

e de

tails

, spe

akin

g au

dibl

y in

coh

eren

t sen

tenc

es.

●I c

an re

sear

ch re

coun

t an

expe

rienc

e w

ith a

ppro

pria

te fa

cts

and

spea

k cl

early

abo

ut

the

expe

rienc

e to

an

audi

ence

.

●I c

an li

sten

to fe

llow

stu

dent

s pr

esen

tatio

ns a

nd re

coun

t app

ropr

iate

fact

s an

d de

tails

. 3.

SL.4

– R

epor

t on

a to

pic

or te

xt, t

ell a

sto

ry, o

r rec

ount

an

expe

rienc

e w

ith a

ppro

pria

te

fact

s an

d re

leva

nt, d

escr

iptiv

e de

tails

, spe

akin

g cl

early

at a

n un

ders

tand

able

pac

e.

KEY

AC

AD

EMIC

VO

CA

BU

LAR

Y

reco

unt

deta

il pr

oced

ure

auth

or’s

poi

nt o

f vie

w

key

even

ts

cent

ral

mes

sage

/less

on/m

oral

m

ain

idea

pa

ssag

e co

nclu

sion

/con

clud

e di

alog

ue

caus

e/ef

fect

se

quen

ce

evid

ence

In

fer/i

nfer

ence

st

anza

Team

SM

AR

T G

oal

Stud

ents

will

be

able

to

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

5 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

44

/ WR

SD C

CSS

Uni

t Tem

plat

e

On-

goin

g In

stru

ctio

n

Rea

ding

O

ngoi

ng:

●G

reen

Sec

tion

of Im

agin

e It

(Rea

ding

Fo

unda

tiona

l Ski

lls)

●Vo

cabu

lary

(RL.

4 an

d L.

4)

●Fl

uenc

y (R

F.4)

●

Com

preh

ensi

on/T

ext C

ompl

exity

(R

LI.1

0)

●C

LOSE

Rea

ding

and

Tex

t Dep

ende

nt

Que

stio

ns (R

LI.1

) ●

Text

Fea

ture

s (R

I.4)

●I c

an u

se t

ext

feat

ure

s to

nar

row

my

sear

ch.

Writ

ing

and

Lang

uage

O

ngoi

ng:

●L

- Lan

guag

e ●

W.4

- o

rgan

izat

ion

and

purp

ose

●W

.5 –

revi

sion

and

edi

ting

●W

.6 –

tech

nolo

gy in

writ

ing

Spea

king

and

Lis

teni

ng

Ong

oing

: ●

Enga

ge e

ffect

ivel

y in

a ra

nge

of

colla

bora

tive

disc

ussi

ons

(one

-on-

one,

in g

roup

s, a

nd

teac

her-l

ed) w

ith d

iver

se p

artn

ers

on

grad

e 3

topi

cs a

nd te

xts,

bui

ldin

g on

ot

hers

’ ide

as a

nd e

xpre

ssin

g th

eir

own

clea

rly.(3

. SL.

1)

Diff

eren

tiate

d D

aily

Les

sons

Poss

ible

Res

ourc

es :

Con

vent

ions

Pro

gres

sion

Doc

umen

t El

abor

atio

n In

form

atio

n N

arra

tive

Prew

rite

Org

aniz

ers

Info

rmat

ive

Prew

rite

Org

aniz

ers

Opi

nion

Pre

writ

e O

rgan

izer

s O

pini

on P

rom

pt/ R

ecyc

le It

D

og V

s C

ats

(use

for n

arra

tive

writ

e)

Nee

d to

add

pag

es to

Tita

nic

book

for C

hara

cter

Not

es a

nd R

efle

ctio

n on

Pre

sent

atio

ns

SBAC

TES

TIN

G T

IPS

Prac

tice

mak

ing

blan

k w

ritin

g or

gani

zers

soo

ner i

n th

e sc

hool

yea

r.

Use

slid

esho

w fo

r stu

dent

s to

cho

ose

diffe

rent

type

s of

writ

ing

from

sam

ple

prom

pts

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

6 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

45

/ WR

SD C

CSS

Uni

t Tem

plat

e

Show

stu

dent

s th

e di

ffere

nt ty

pes

of p

lann

ers

befo

re th

ey te

st th

at d

ay b

efor

e yo

u st

art t

he fo

rmal

dire

ctio

ns.

Hav

e st

uden

ts o

rally

read

dire

ctio

ns o

ut lo

ud to

them

selv

es if

they

are

stu

ck (p

ipes

) D

on’t

have

stu

dent

s ta

ke n

otes

unt

il af

ter t

hey

answ

er th

e tw

o qu

estio

ns a

nd k

now

the

type

of w

ritin

g th

ey w

ill be

doi

ng.

N

ote:

Nar

rativ

e w

as th

e ha

rdes

t for

stu

dent

s m

ight

be

beca

use

we

taug

ht it

firs

t, al

so h

ow d

o yo

u us

e sc

ienc

e fa

cts

to w

rite

a na

rrativ

e st

uden

ts w

onde

red.

We

did

not p

ract

ice

writ

ing

narra

tives

afte

r rea

ding

sci

ence

stu

ff. (e

xam

ple

book

: Fire

flies

by

Julie

Brin

cklo

e)

Can

we

test

mat

h fir

st?

W

eek1

●

I can

clo

se re

ad a

poe

m a

nd u

se th

e de

tails

from

the

text

to c

reat

e a

draw

ing.

●

Dra

gon

of D

eath

●

My

Dra

gon

was

n’t f

eelin

g go

od

○C

lose

Rea

ding

■

Rea

d fo

r the

gis

t ■

Num

ber s

tanz

as

■C

ircle

wor

ds y

ou a

re c

urio

us a

bout

- qu

ick

disc

uss

■C

oral

read

the

poem

with

som

eone

■

Und

erlin

e ke

y ph

rase

s th

at g

ive

you

a cl

ear p

ictu

re in

you

r hea

d ■

pict

ure

and

labe

l ●

I can

mak

e a

clai

m a

nd p

rovi

de e

vide

nce

to a

nsw

er a

que

stio

n on

ex

rep.

Que

stio

ns.

●I c

an d

istin

guis

h th

e po

int o

f vie

w o

f the

nar

rato

r fro

m th

ose

of th

e ch

arac

ters

●

I ca

n e

xpla

in h

ow

ch

arac

ters

’ act

ion

s ca

use

on

e ev

ent

to le

ad t

o a

no

ther

(ca

use

an

d e

ffec

t).

● I

can

read

a v

arie

ty o

f sou

rces

to fi

nd d

etai

ls (e

vide

nce)

that

sup

port

my

mai

n id

eas.

●

Chp

1 q

uest

ion

2 di

scus

s th

e di

ffere

nce

betw

een

selfi

sh, r

ude,

and

mea

n an

d ho

w e

vide

nce

for e

ach

wou

ld b

e di

ffere

nt.

●

●U

sing

the

book

My Fa

ther

’s D

rago

n st

uden

ts

○C

hapt

ers

1-3

with

que

stio

ns

○C

reat

e th

e m

ap a

fter c

hapt

er 2

usi

ng th

e te

xt e

vide

nce

from

cha

pter

s 2

and

3 ■

Info

rmat

iona

l Tex

t on

Map

s - c

lose

read

ing

- Wha

t inf

orm

atio

n in

thes

e pa

ssag

es w

ill he

lp m

e m

ake

my

own

map

? ●

Map

Key

or L

egen

d ●

Usi

ng a

Map

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

7 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

46

/ WR

SD C

CSS

Uni

t Tem

plat

e ●C

ompa

ss R

ose

○

Chp

1 q

uest

ion

3 is

a fo

rmat

ive

chec

k ○

Chp

2 s

pent

tim

e in

dis

cuss

ion

grou

p ta

lkin

g ab

out t

he th

ings

pac

ked

on p

age

18.

○

Frid

ay jo

urna

l writ

e: C

laim

/evi

denc

e/re

ason

Wha

t do

you

thin

k th

e ite

ms

that

Elm

er p

acke

d w

ill be

use

d fo

r? (c

laim

) Wha

t ev

iden

ce fr

om th

e te

xt d

o yo

u ha

ve?

(evi

denc

e) If

no

evid

ence

wha

t pre

dict

ion

do y

ou h

ave?

○

W

eek

2 ●

I can

pro

du

ce a

n o

rgan

izer

fo

r a

nar

rati

ve.

●O

ral r

ead M

r. P

eab

od

y’s

Ap

ple

s an

d s

tud

ents

pro

du

ce a

n n

arra

tive

org

aniz

er f

or

it

●I c

an t

ell t

he

dif

fere

nce

bet

wee

n t

he

thre

e m

od

es o

f w

riti

ng

(fo

cus

tod

ay n

arra

tive

)

●N

ext

day

hav

e st

ud

ents

use

a d

iffe

ren

t co

lor

to a

dd

to

th

eir

org

aniz

er a

fter

so

me

tim

e sp

ent

in s

mal

l gro

up

s. T

hen

rev

iew

as

a

wh

ole

cla

ss w

hat

sh

ou

ld b

e o

n t

hei

r n

arra

tive

org

aniz

er.

●I c

an m

ake

a cl

aim

and

pro

vide

evi

denc

e to

ans

wer

a q

uest

ion

on e

x re

p. Q

uest

ions

. ●

I can

dis

tingu

ish

the

poin

t of v

iew

of t

he n

arra

tor f

rom

thos

e of

the

char

acte

rs

● I

can

exp

lain

ho

w c

har

acte

rs’ a

ctio

ns

cau

se o

ne

even

t to

lead

to

an

oth

er (

cau

se a

nd

eff

ect)

.

●U

sing

the

book

My Fa

ther

’s D

rago

n st

uden

ts

○C

hapt

ers

4-6

○C

ontin

ue m

ap

● I

can

exp

lain

ho

w c

har

acte

rs’ a

ctio

ns

cau

se o

ne

even

t to

lead

to

an

oth

er (

cau

se a

nd

eff

ect)

.

●St

ud

ent

wri

te in

th

eir

jou

rnal

to

day

Wee

k 3

●I c

an t

ell t

he

dif

fere

nce

bet

wee

n t

he

thre

e m

od

es o

f w

riti

ng

and

pro

du

ce a

pla

nn

er f

or

each

on

pap

er.

●U

se N

ame

that

Wri

tin

g Sl

ides

ho

w.

Stu

den

ts w

ill m

ake

thei

r o

wn

pla

nn

ers

for

each

typ

e o

f w

riti

ng

bef

ore

beg

inn

ing.

( Li

st o

f sa

mp

le

pro

mp

ts )

● I

can

exp

lain

ho

w c

har

acte

rs’ a

ctio

ns

cau

se o

ne

even

t to

lead

to

an

oth

er (

cau

se a

nd

eff

ect)

.

●U

sing

the

book

My Fa

ther

’s D

rago

n st

uden

ts

○C

hapt

ers

7-10

○

Con

tinue

map

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

8 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

47

/ WR

SD C

CSS

Uni

t Tem

plat

e

●I c

an e

dit/r

evis

e m

y w

ritin

g.

●St

uden

ts u

sed N

arra

tive

Writ

ing

chec

klis t t

o re

vise

sto

ries.

W

eek

4/6

● I

can

sequ

ence

impo

rtant

eve

nts

to s

how

sto

ry c

limax

. ●

I can

exp

lain

how

the

char

acte

r act

ions

lead

to a

ctio

ns.

(The

cat

told

Elm

er a

bout

the

drag

on b

ecau

se…

) ●

I can

tell

how

a c

hara

cter

s ac

tions

and

feel

ings

con

tribu

te to

eve

nts

in th

e st

ory.

(W

hat i

f thi

nk s

heet

) ski

ll ca

use

effe

ct

●St

uden

ts th

at a

re d

one

with

the

abov

e ha

ve c

an w

rite

a bo

ok re

view

.

●SB

AC

tes

tin

g

Wee

k 6

Wh

at is

it a

bo

ut

the

Tita

nic

th

at m

akes

it o

ne

of

the

mo

st f

amo

us

dis

aste

rs?

● I

can

read

a v

arie

ty o

f sou

rces

on

a to

pic.

●I c

an a

sk a

nd

an

swer

qu

esti

on

s ab

ou

t a

top

ic.

●Th

ink

and

Wo

nd

er

●In

fogr

aph

ic a

nd N

igh

tmar

e at

Sea

- clo

se r

ead

. (O

ne

info

grap

hic

a d

ay, i

ntr

od

uce

pri

nt

reso

urc

es a

fter

wal

k th

rou

gh,

and

th

en E

PIC

bo

oks

)

●I c

an e

xplo

re a

to

pic

usi

ng

mu

ltip

le r

eso

urc

es o

n t

he

Tita

nic

(p

rin

t, E

pic

, art

icle

s, in

fogr

aph

ics,

web

pag

es, v

ideo

s)

●I c

an s

ee h

ow q

uest

ions

rela

te to

eac

h ot

her a

nd m

ain

idea

s.

●St

ud

ents

gen

erat

e a

list

of

qu

esti

on

s th

ey h

ave

abo

ut

the

Tita

nic

on

a p

ost

er in

gro

up

s b

y lo

oki

ng

at p

rin

t re

sou

rces

●

Stu

den

ts d

iscu

ss q

ues

tio

ns

and

gro

up

by

cate

gori

ze t

hem

bef

ore

cu

ttin

g an

d p

asti

ng

on

to o

ne

clas

s p

ost

er (

Loo

k at

th

e q

ues

tio

ns

you

r gr

ou

ps

has

. C

an y

ou

co

me

up

wit

h g

rou

ps

or

cate

gori

es t

hat

mak

e se

nse

to

yo

ur

team

.)

●St

ud

ents

will

beg

in u

sin

g th

eir

2 co

lum

n n

ote

s af

ter

mo

del

ing

min

i les

son

(w

e d

o…

yo

u d

o..)

Wee

k 7

● I

can

read

a v

arie

ty o

f sou

rces

to fi

nd d

etai

ls (e

vide

nce)

that

sup

port

my

mai

n id

eas.

●

Stud

ents

sel

f sel

ect a

mai

n id

ea o

f int

eres

t and

rese

arch

that

are

a. (2

day

s)

●I c

an u

se t

ext

feat

ure

s to

nar

row

my

sear

ch.

●St

ud

ents

use

th

e in

dex

an

d g

loss

ary

to n

arro

w t

hei

r se

arch

wit

hin

a b

oo

k.

●I c

an o

rgan

ize

the

info

rmat

ion

I fin

d in

two

colu

mn

note

s. (

Mod

el

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

P

age

9 of

11

© White River School District 2018. SolutionTree.comDo not duplicate.

48

/ WR

SD C

CSS

Uni

t Tem

plat

e

●St

uden

ts ta

ke n

otes

on

the

mai

n id

ea th

ey a

re re

sear

chin

g (te

ache

r mod

el)

●I c

an o

rgan

ize

my

note

s by

reco

rdin

g de

tails

that

fit t

he m

ain

idea

s.●

I can

co

nd

uct

sh

ort

res

earc

h p

roje

cts

bas

ed o

n f

ocu

sed

qu

esti

on

s fr

om

mu

ltip

le s

ou

rces

.

●St

ud

ents

tak

e an

ove

rwh

elm

ing

amo

un

t o

f re

sou

rces

an

d s

tay

focu

sed

on

res

earc

hin

g in

form

atio

n f

or

thei

r se

lect

ed.

Idea

: bu

ildin

g

the

ship

, th

ey a

re n

ot

read

ing

or

wat

chin

g vi

deo

s o

n e

xplo

rin

g th

e w

reck

.

Wee

k 8

●I c

an s

elec

t a

top

ic t

o le

arn

mo

re a

bo

ut

bas

ed o

n m

y in

tere

st a

nd

qu

esti

on

s I h

ave.

●St

ud

ents

sta

rt w

ork

ing

on

ho

w t

hey

are

go

ing

to p

rese

nt

thei

r in

form

atio

n, n

arra

tive

, in

form

atio

nal

, scr

ipt,

info

grap

hic

, bo

ok.

(dig

ital

mag

azin

e te

mp

late) I

nfo

rmat

ion

al t

op

ic, b

eco

min

g a

char

acte

r (n

eed

qu

esti

on

ing

pag

e fo

r b

oo

k fo

r n

ote

s), t

imel

ine

for

char

acte

r, in

fogr

aph

ic, t

able

to

co

nte

nts

, in

dex

,

●I c

an re

sear

ch re

coun

t an

expe

rienc

e w

ith a

ppro

pria

te fa

cts

and

spea

k cl

early

abo

ut th

e ex

perie

nce

to a

n au

dien

ce.

●St

uden

ts re

sear

ch a

per

son

on th

e Ti

tani

c an

d pr

esen

t the

to th

e cl

ass

as p

art o

f a L

ivin

g H

Isto

ry M

useu

m●

I can

list

en to

fello

w s

tude

nts

pres

enta

tions

and

reco

unt a

ppro

pria

te fa

cts

and

deta

ils●

Stud

ents

giv

e pr

esen

ter f

eedb

ack

on w

hat t

hey

liked

to le

arn

abou

t and

giv

e fe

edba

ck o

n w

hat m

ore

they

wan

ted

to k

now

. (Le

avin

gfe

edba

ck to

at l

east

3 d

iffer

ent p

eopl

e)●

I can

refle

ct a

s m

y gr

owth

as

a w

riter

and

set

goa

ls fo

r my

writ

ing

next

yea

r.

Inte

rven

tion

Plan

Inte

nsiv

e 30

min

utes

of p

ullo

ut u

sing

re

adin

g m

aste

ry.

,Stu

dent

will

be p

ulle

d by

an

adu

lt 2-

3 tim

es a

wee

k re

ad a

loud

and

di

scus

s th

eir r

eadi

ng.

Stud

ents

will

resp

ond

to th

eir r

eadi

ng in

jour

nals

wee

kly

focu

sing

on

the

wee

kly

read

ing

targ

et.

Will

read

alo

ud to

stu

dent

s w

ho h

ave

an IE

P an

d di

scus

s w

here

thou

ghts

ora

lly b

efor

e th

ey ty

pe th

em o

ut.

Ad

ded

pict

ures

of i

tem

s to

poe

ms

to h

elp

stud

ents

who

may

not

be

fam

iliar w

ith

voca

bula

ry d

urin

g ou

r poe

m s

tudy

.

Stra

tegi

c St

uden

ts a

re re

ceiv

ing

30 m

inut

es u

sing

R

eadi

ng M

aste

ry to

cat

ch u

p th

eir r

eadi

ng

leve

l and

ski

lls a

nd 3

0 m

ore

min

utes

or s

mal

l gr

oup

inst

ruct

ion

on w

ritin

g ab

out w

hat t

hey

read

on

the

com

pute

, exc

ept w

hen

we

are

doin

g a

nove

l and

then

they

will

pre-

read

and

di

scus

s th

e ch

apte

r in

thei

r sm

all g

roup

. St

uden

ts w

ill re

spon

d to

thei

r rea

ding

in

jour

nals

wee

kly

focu

sing

on

the

wee

kly

read

ing

targ

et. W

hen

doin

g M

y Fa

ther

’s

Dra

gon

stud

ents

will

read

the

and

disc

uss

Goo

d to

Go

Stud

ents

will

mak

e po

wer

poin

ts, o

r writ

e lo

nger

sto

ries

or e

ssay

s on

the

com

pute

r and

re

ad c

hapt

er b

ooks

at t

heir

read

ing

leve

l. W

hen

wor

king

on

the

Tita

nic

proj

ect s

tude

nts

will

be o

ffere

d a

varie

ty o

f way

s to

sho

w th

eir

lear

ning

that

incl

ude

writ

ing

a pe

rform

ing

a sc

ript.

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

Page

10

of 11

11

© White River School District 2018. SolutionTree.comDo not duplicate.

49

/ WR

SD C

CSS

Uni

t Tem

plat

e

the

chap

ters

and

que

stio

ns to

geth

er.

(this

w

orke

d gr

eat)

Cap

istr

ano

Scho

ol D

istr

ict,

Kim

Bai

ley

A

dapt

ed b

y La

urie

Rob

inso

n-Sa

mm

ons,

201

4

Ada

pted

by

WR

SD, 2

015

Page

11

of 11

11

© White River School District 2018. SolutionTree.comDo not duplicate.

50

Rea

ding

Uni

t 1

Dat

e 11

/23/

2015

Scho

ol

Dis

trict

wid

e

Tea

m

5th

grad

e

5 m

inut

es

Pow

er S

tand

ard(

s)

5.

RLI

.1 ‒

Quo

te a

ccur

atel

y fr

om a

text

whe

n ex

plai

ning

wha

t the

text

says

exp

licitl

y an

d w

hen

draw

ing

infe

renc

es fr

om th

e te

xt.

10 m

inut

es

In w

hat a

reas

did

our

stud

ents

do

wel

l? W

hich

item

s?

In

fere

ncin

g w

hen

give

n th

e ev

iden

ce. Q

uest

ion

5 on

the

poem

whe

re st

uden

ts m

atch

ed th

e au

thor

's w

ords

with

the

infe

renc

e on

th

e rig

ht. D

OK

Lev

el 1

que

stio

ns w

here

stud

ents

cou

ld p

ull t

he e

vide

nce

right

from

the

text

.

20 m

inut

es

Wha

t ins

truct

iona

l stra

tegi

es/ l

earn

ing

targ

ets/t

each

ing

poin

ts (P

3) h

elpe

d ou

r stu

dent

s do

wel

l?

We

spen

t mul

tiple

day

s usi

ng "

Alm

a" to

scaf

fold

infe

renc

e an

d dr

awin

g co

nclu

sion

s usi

ng te

xt/v

ideo

em

phas

izin

g th

ree

poin

ts

wha

t evi

denc

e di

d th

e au

thor

giv

e, w

hat d

o yo

u kn

ow a

bout

that

topi

c an

d w

hat i

nfer

ence

can

we

draw

bec

ause

of t

hose

two

piec

es. S

hort

wor

dles

s ani

mat

ed v

ideo

clip

s-on

you

tube

ani

mat

ed"s

horts

" pi

geon

impo

ssib

le

10 m

inut

es

Wha

t ski

ll de

ficen

cies

do

we

see?

Wha

t are

the

conc

epts

or s

kills

(tea

chin

g po

ints

) ind

ivid

uals

or g

roup

s will

nee

d to

ach

ieve

pr

ofic

ienc

y? W

hat t

ypes

of e

nric

hmen

t opp

ortu

nitie

s did

you

pro

vide

for l

earn

ers?

Dra

win

g co

nclu

sion

s- w

e ne

ed to

use

men

tor t

exts

that

real

ly le

nds i

tsel

f to

draw

ing

conc

lusi

ons.

Lack

of b

ackg

roun

d kn

owle

dge

on th

e re

adin

g- e

spec

ially

the

info

rmat

iona

l pie

ce. O

ne th

ing

we

can

do is

giv

e st

uden

ts so

me

com

mon

bas

ic

know

ledg

e of

WW

II. A

lso,

the

form

at o

f an

inte

rvie

w (Q

&A

) was

a n

ew "

genr

e" o

f rea

ding

for t

hem

. One

thin

g to

do

with

in

our h

erita

ge u

nit i

s hav

e st

uden

ts in

terv

iew

fam

ily m

embe

rs in

a Q

&A

form

at

15 m

inut

es

Do

we

need

to tw

eak

or im

prov

e th

e as

sess

men

t?

On

the

Goo

bric

for t

he U

nit 1

info

rmat

iona

l ass

essm

ent,

num

ber 4

has

the

answ

er o

f B, b

ut o

n th

e ac

tual

Goo

gle

Cla

ssro

om

test

, the

ans

wer

for n

umbe

r 4 is

C. I

f we

keep

thes

e tw

o te

xts,

do w

e ne

ed to

use

it in

Uni

t 1?

Thes

e te

xts a

re b

oth

diff

icul

t and

m

aybe

if o

ne o

f the

text

s wer

e sw

itche

d ou

t, w

e w

ould

hav

e a

bette

r ide

a of

how

the

kids

are

doi

ng a

t thi

s tim

e of

the

year

. The

vo

cabu

lary

que

stio

ns sh

ould

not

be

incl

uded

in th

e sc

ore

for t

his s

tand

ard.

© White River School District 2018. SolutionTree.comDo not duplicate.

51

E

R P

re

ER

Pos

t FH

Pre

FH

Pos

t M

M P

re

MM

Pos

t W

ilk P

re

Wilk

Pos

t In

tens

ive

26

15

36

26

41

7 13

11

App

roac

hing

15

19

42

39

29

34

21

13

Mee

ts

5 11

6

17

5 34

4

15

Exce

eds

0 0

0 0

0 0

Tota

l 46

45

84

82

75

75

38

39

Inte

nsiv

e %

56

.52%

33

.33%

42

.86%

31

.71%

54

.67%

9.

33%

34

.21%

28

.21%

App

roac

hing

%

32.6

1%

42.2

2%

50.0

0%

47.5

6%

38.6

7%

45.3

3%

55.2

6%

33.3

3%

Mee

ts %

10

.87%

24

.44%

7.

14%

20

.73%

6.

67%

45

.33%

10

.53%

38

.46%

Exce

eds %

0.

00%

0.

00%

0.

00%

0.

00%

0.

00%

0.

00%

0.

00%

0.

00%

56.52%

33.33% 42.86%

31.71%

54.67%

9.33

%

34.21%

28.21%

47.74%

24.48%

32.61%

42.22%

50.00%

47.56%

38.67%

45.33%

55.26%

33.33%

44.03%

43.57%

10.87%

24.44%

7.14

%

20.73%

6.67

%

45.33%

10.53%

38.46%

8.23

%

31.95%

0.00

%

0.00

%

0.00

%

0.00

%

0.00

%

0.00

%

0.00

%

0.00

%

0.00

%

0.00

%

0.00

%20

.00%

40.0

0%60

.00%

80.0

0%10

0.00

%12

0.00

%

ER P

reER

Pos

tFH

Pre

FH P

ost

MM

Pre

MM

Pos

tW

ilk P

reW

ilk P

ost

Gra

de L

evel

…G

rade

Lev

el…

Uni

t 1 R

eadi

ng D

ata

Inte

nsiv

e %

App

roac

hing

%

© White River School District 2018. SolutionTree.comDo not duplicate.

52

Prof

essio

nal L

earn

ing C

omm

uniti

es20

16/1

7 Te

am P

lann

ing G

uide

Targ

eted

Wor

k:St

anda

rds/

Pow

er St

anda

rds

Com

mon

Pac

ing

Guid

eCo

mm

on A

sses

smen

ts (P

re, F

orm

ativ

e, P

ost)

Resu

lts/T

eam

Ana

lysis

of C

omm

on A

sses

smen

ts

Unit

Plan

ning

-Bo

oksh

elf

Diffe

rent

iate

d In

stru

ctio

n Pl

anni

ngCh

ecks

for u

nder

stan

ding

Addi

tiona

l Tim

e an

d Su

ppor

t/Ex

tens

ion

Redo

/Rep

eat O

ppor

tuni

ties

WEE

KEN

GLIS

H 9

ENGL

ISH

10EN

GLIS

H 11

ENGL

ISH

129/

5Pl

an:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

9/12

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

9/19

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Plan

:

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mpl

ish:

Plan

:

Acco

mpl

ish:

9/26

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Plan

:

Acco

mpl

ish:

Wha

t's u

pcom

ing

next

mon

th?

REPRODUCIBLE

© White River School District 2018. SolutionTree.comReproducible.