grade 5 classroom data tracking data-tracking tools at

Take charge of your classroom data tracking with this comprehensive resource! Data tracking can be time-consuming and overwhelming, but this book provides an al l -in-one resource for setting up and maintaining a customized data-tracking system that works for your classroom. It also includes practical tools such as crosswa l k s for each math domain and language arts anchor and a variety of standards-based tracking sheets to help you monitor student progress and easily identify remediation needs. Transform your data tracking, lesson planning, student goal setting, and conferences with Classroom Data Tracking.

CLASSROOM DATA TRACKING

Data-Tracking Tools at Your Fingertips!

44

© Carson-Dellosa • CD-104921

Student Name

know

s rel

ativ

e un

its o

f m

easu

rem

ent

know

s and

un

der

sta

nds

cust

oma

ry u

nits

conv

erts

from

la

rger

to

sma

ller u

nits

reco

rds

equi

vale

nts

in a

tab

le

kno

ws

and

un

de

rsta

nds

me

tric

uni

ts

Measurement

72


stst

rdrd

ndnd

alone. with a partner.

with a group. with the

teacher.What I Noticed

________________________________________________________________________________________________________________________________________________________________________________________________________________

What I Noticed

________________________________________________________________________________________________________________________________________________________________________________________________________________

What I Noticed

________________________________________________________________________________________________________________________________________________________________________________________________________________

theme

key details

story elements

summary

word choiceoverall structure

narrator’s or character’s

point of view

making aninference

my opinion or connection

comparison to similar texts

Focus

Focus

Focus

I read



teacher.

I read



teacher.

I read

Title ___________________________________________________________________Author ________________________________________________________________

Name: __________________________________________

Literature Close Reading

64©

Ca

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-De

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• C

D-104921

I can sort polygons by their attributes.

______

______

______

I can explain how the types of quadrilaterals are related.

I know the attributes of all common polygons.

I can recognize and draw a congruent figure.

______

I can recognize and draw a similar figure.

______

I can use rotation to transform a figure.

______

I can use reflection to transform a figure.

______

I can use translation to transform a figure.

______

Name: _______________________________________

Classifying Figures, Congruency, and Transformations

39© Carson-Dellosa • CD-104921

E

P

M

E

P

M

unit fractionsfractions less than onemixed numbers

estimates using a benchmark number

uses understanding of whole number operations

standard algorithm

models

Notes

Operation(s) Used

Strategies Observed

Type(s) of Fractions

like denominators

unlike denominators

unit fractionsfractions less than onemixed numbers

estimates using a benchmark number

uses understanding of whole number operations

standard algorithm

models

Notes

Operation(s) Used

Strategies Observed

Type(s) of Fractions

like denominators

unlike denominators

Name: _______________________________________ Date: _______________________________________

Name: _______________________________________ Date: _______________________________________

Operations with Fractions

Operations with Fractions

Conferencing sheets

At-a-glance class

prof iciency charts

Progress tracking by

students

Pages to provemastery

Carson-Dellosa Publishing LLCPO Box 35665 • Greensboro, NC 27425 USA

carsondellosa.com

Visitlearningspotlibrary.com

for FREE activities!

GRADE

5

CLASSROOM DATA TRACKING

Data-Tracking Tools at Your Fingertips!

160


Name: __________________________________________

Figurative Language


Notes ________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Notes ________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Name: ___________ ____________________________ Date: __________________________________

nonsense words

One-Syllable Words

One-Vowel Words (ex: lift)

VCe Words (ex: dime)

Words With Vowel Teams (ex: hail, room)

Incorrect CorrectDidn’tTry

real words mixture

Total

Multisyllabic Words (ex: happily)

Name: ___________ ____________________________ Date: __________________________________

nonsense words

One-Syllable Words

One-Vowel Words (ex: lift)

VCe Words (ex: dime)

Words With Vowel Teams (ex: hail, room)

Incorrect CorrectDidn’tTry

real words mixture

Total

Multisyllabic Words (ex: happily)

Decoding Assessment

Decoding Assessment

136


1

2

3

4

5

ide

ntif

y

use

prepositions

1

2

3

4

5

identify

use

perfect tense

verbs

1

2

3

4

5

identify

use

interjections

correlative

conjunctions

conjunctions

1

2

3

4

5

identify

use

1

2

3

4

5

use

iden

tify

I can...

Name: ______________________

____________________

Understanding Parts of Speech

• Track student progress! • Customizable system! • Includes math and language arts!

Gra

de

5 C

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Da

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CA

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104921 CO 5.indd All Pages 4/26/16 9:36 AM

2 © Carson-Dellosa • CD-104921

What Is Classroom Data Tracking? ..............3Why Should I Use Data Tracking? .................4Data Tracking in Your Classroom .................4How to Use This Book ......................................5Getting Started ...............................................6Managing Data Tracking ..............................8Standards Assessed (chart).........................10

Math Operations and Algebraic Thinking .......11Expressions ....................................................13Understanding Word Problems ...................17 Number and Operations in Base Ten .....21Place Value and Exponents .......................23Operations with Multi-Digit Numbers .........27Decimals .......................................................31 Number and Operations—Fractions ......35 Operations with Fractions ...........................37 Measurement and Data ............................41Measurement Conversion ...........................43Graphing .......................................................47Volume ..........................................................51 Geometry .....................................................55Coordinate Planes .......................................57Classifying and Transforming Polygons ......61

Language Arts Reading: Literature ....................................65Understanding Literature and Story Elements .....................................................67Analyzing Literature .....................................71 Reading: Informational Text ....................75Understanding Informational Text and Main Idea ...................................................77Analyzing Informational Text .......................81Nonfiction Text Features ..............................85 Reading: Foundational Skills ...................89Fluency ..........................................................91Decoding Words ..........................................95 Writing ...........................................................99Opinion Writing ...........................................101Informative Writing .....................................105Narrative Writing .........................................109Research .....................................................113Evaluating Writing ......................................117 Speaking and Listening ..........................121Discussion and Interaction ........................123Presentation ................................................127 Language ...................................................131Parts of Speech ..........................................133Verb Tenses .................................................137Punctuation and Capitalization ...............141Vocabulary .................................................145Unknown Words ..........................................149Affixes and Roots .......................................153Figurative Language .................................157

Table of Contents

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Student Name

Simile

Met

apho

r

Perso

nif ic

atio

n

Allit

erat

ion

Ono

mat

opoe

ia

Hype

rbol

e

Idio

ms

Ada

ges a

nd

prov

erbs

Figurative Language

Catherine AllenDarius Adkins

9/9 9/9 9/9 9/9 9/9 9/9+ + + + ++ + +

Notes _____________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Found Sentence or Line ___________________________________________________

___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________


___________________________________________________________________________

___________________________________________________________________________

Type of Figurative Language Purpose



Leaves danced on the breeze

personificationit makes the leaves

seem alive

Figurative Language

Name: _______________________________________ Ebony Date: _______________________________________Apr. 22

Figurative Language

Name: _______________________________________ James A.

as light as air

9/2

9/169/15

9/2

9/4

dad is a brick wall

the early bird gets the worm

Pop! Kapow!

it cost an arm and a leg

Being able to prove student growth is more important than ever, making classroom data tracking essential in today’s classroom. Data tracking is capturing student learning through both formative and summative assessments and displaying the results. Further assessment of the results can then become an active part of teaching, planning, and remediation. Because teachers are accountable to families and administrators, and time is always at a premium in the classroom, using a simple yet comprehensive data-tracking system is a must.

This book will help make this important data-collection task manageable. The data-tracking tools—charts, rubrics, logs, checklists, inventories, etc.—are easy to use and modifiable to fit any classroom. The tools will help you collect quantitative and qualitative information on each student’s level of mastery in any part of your curriculum. Having specific details at your fingertips will aid in setting goals with students, keeping families informed, updating administrators, and displaying progress at student conferences.

An important component of good classroom data tracking is involving students in their own progress so that they can take ownership of their learning. Statistics prove that when students monitor their own learning and track their own growth, they are more highly motivated and perform better. In addition, a good data-tracking system presents avenues for celebrating student successes. Such opportunities are presented here, whether with an “I’ve done it!” check box or a rating score, and serve to create the intrinsic motivation we all want to see in students.

Completed data-tracking sheets for figurative language

What Is Classroom Data Tracking?

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Teachers are busy and do not need new tasks, but data tracking is a must because in today’s data-driven classroom, information is crucial. Fortunately, classroom data tracking can be an at-your-disposal, invaluable tool in many ways:

• Data tracking creates a growth mindset. It shifts focus from a pass/fail mentality to one of showing growth over time.

• It allows you to see any gaps in concepts that need reteaching so that you can easily create focused remediation groups.

• It allows for more targeted lesson planning for the upcoming weeks. Pre-assessments can help you justify spending little to no time on skills that students

have already mastered or more time on skills where students lack the expected baseline knowledge. Post-assessments can also help you determine whether

students need more time or, if not, what topics you should address next.• It provides you with daily information and allows you to give students feedback

and guidance more regularly.• It involves students with tracking their own data so that they can easily see their

own progress.• It gives students a sense of pride and ownership over their learning.• It helps create data portfolios that are useful tools for families, administrators, and

student conferences.

Data Tracking in Your ClassroomAs standards become more rigorous, data tracking is becoming a necessary part of

an already full daily classroom routine. The pages in this book are intended as tools that will help you manage your classroom data and create a customized system to make data tracking more manageable. This book is designed to allow you to choose the reproducibles that work specifically for you and your students. You may even choose to use some reproducibles only for certain groups of students instead of the entire class. This book also allows you to integrate assessments into your current routines by using informal observations and other formative assessments instead of interrupting the flow with traditional tests. If possible, try to involve students in tracking their own data by using reproducibles, graphs, and sample work to create and manage their own portfolios(for more detailed data-tracking management tips, see Managing Data Tracking on pages 8−9).

Why Should I Use Data Tracking?

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Use this page to track the vocabulary words you teach throughout the year. It is ideal for recording vocabulary introduced through word study, novel study, or science and social studies units. Record the name of the unit or other identifying feature (for example, the novel title and/or chapter number) and the date(s) of study. Record the vocabulary words to the right. Assess class mastery and record the proficiency below the date. If desired, circle the words that few students understood for eas-ier reteaching.

Use this page to allow students to preview and self-assess their understanding of vocabulary words for a unit. Provide the page to students before beginning a unit and preprogram the vocabulary words or have students record them in the spaces provided. Beside each word, students should use the 1−4 scale at the bottom of the page to assess their knowledge of the word. After the unit, have students repeat to see their growth.

Assess students’ individual knowledge of vocabulary with this page. Have students record their favorite new words from a unit and provide a definition or a sentence using each word to prove understanding. You may choose to have students record new words quarterly or at the end of a unit. Keep this page as a record of learning throughout the year or have students keep it as a personal dictionary.

Unit

Date

Overall Prof iciency

Unit

Date


Unit

Date


Unit

Date


biome community carnivore

ecosystem predator omnivore

habitat prey producer

population herbivore consumer

ecosystems

85%

9/10-9/24

Vocabulary

I know and can use this word correctly.

I’ve never seen this word before.

I’ve seen this word but I don’t know what it means.

I am somewhat familiar with this word.

Word WordPre- Post- Pre- Post-

Vocabulary Inventory

Name: _______________________________________ Zaina J.

biome 2 3 4

3 42

4 4

3 4

2 3

3 4

3

4

3 4

2 4

2 4

2 4

ecosystem

habitat

population

predator

prey

herbivore

carnivore

omnivore

producer

consumer

community

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

Date Date Date Date

a large habitat over the world, such as rain forest or tundra

an animal that preys on another animal

a meat eater

biome

predator

carnivore

9/20

My Favorite New Words

Name:

Date:

_______________________________________Khalil

Vocabulary

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Unit

Date


Unit

Date


Unit

Date


Unit

Date


Vocabulary

104921 INT 5.indd 146 4/13/16 8:55 AM


I know and can use this word correctly.

I’ve never seen this word before.

I’ve seen this word but I don’t know what it means.

I am somewhat familiar with this word.

Word WordPre- Post- Pre- Post-

Name: __________________________________________

Vocabulary Inventory

104921 INT 5.indd 147 4/13/16 8:55 AM

grade 5 classroom data tracking data-tracking tools at

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