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Standards-BasedAssessment: A Model
Lianne Woodley and Angela Ferguson
© Lianne Woodley and Angela Ferguson, 2003
Acknowledgements
We would like to thank those who contributed to our project. The Geography and Mathematics assessment plans are based upon summative assessment plans from Hastings and Prince Edward District School Board. Thanks to Lisa Swerdfeger, Jeff McDougall and Melanie Thompson for the Geography assessment plans and Richard Long, Gareth Haddock and Thondup Matho for the Mathematics assessment plans. The summative tasks in the English assessment plan are based on the Course Profile for Grade 10 ENG2D. We would also like to thank Cathy Portt for her support in developing the project.
The book “Understanding by Design” by Jay McTighe was a valuable source of information for this project.
The Curriculum Services Canada Foundation provided financial support to the writers of this resource through its Grants for Teachers program.
© Lianne Woodley and Angela Ferguson, 2003
Table of Contents
Introduction…………………………………………………………………1
“Backwards Design” ………………………………………………………2
Standards-based Assessment Model……………………………………3
Designing a Program………………………………………………………4
Creating Performance Tasks……………………………………………..5
Designing a Unit……………………………………………………………6
Glossary…………………………………………………………………….7
Appendices
A. Assessment Planning Template - Overview
B. Assessment Plan for Culminating Activity
C. Assessment Plan for a Unit
D. Mathematics Assessment Plan (Sample)
E. Geography Assessment Plan (Sample)
F. English Assessment Plan (Sample)
G. Reading Assessment Plan (Sample)
1 © Lianne Woodley and Angela Ferguson, 2003
Introduction
To incorporate content and performance standards into curriculum programs, focus must be on assessments designed to promote student learning and to allow students to demonstrate the skills of thinking, communication, and application. By designing assessments first, teachers are able to evaluate enduring understandings, consider student’s prior knowledge, focus their instruction, and create an interconnected program that allows for more accurate and relevant reporting as well as tracking of content standards.
A focus on assessment planning is imperative to delivering a sound educational program that will improve student learning. To encourage and promote student success in learning, teachers should use a variety of strategies as part of the diagnostic, formative, and summative assessments they conduct during a course.
This focus makes pre-planning essential. Pre-planned assessments allow teachers to evaluate and report on student achievement of skills and understanding and offers many benefits to both the teacher and the student. Ideally, this approach will invite teacher collaboration around program planning and the templates provided in this resource will facilitate both the process and the sharing of assessment strategies and tools.
2
© Lianne Woodley and Angela Ferguson, 2003
“Backwards Design”
A Strategy for Developing a Unit of Study
Select several Learning Expectations to be addressed as a Unit of Study
�
Design a Culminating Activity that addresses all selected Learning Expectations
�
Fully describe the details of the Culminating Activity
�
Design activities/tasks that support the learning required for the Culminating Activity
Benefits for Teachers
� ensures covering of curriculum expectations
� provides richer assessments
� enables more accurate reporting
� helps ensure consistency within a department and school
� encourages teamwork and sharing
� ensures a variety of assessment practices and tools
� promotes concept that more assessment occurs during class time
� increases time available to spend with students
� allows for more flexibility during the school year as a result of pre-planning
Benefits to Students
� allows students to see what they are learning and why in a broad context
� provides opportunities for self-assessment
� ensures better opportunities to demonstrate understanding
� involves students more in the process of assessment
� develops students’ awareness of performance and content standards
� promotes valid opportunities to produce exemplary work
� develops students’ application of learning in personal or life contexts
3
© Lianne Woodley and Angela Ferguson, 2003
Standards-based Assessment Model
The standards-based assessment model requires that assessment practices designed to improve student learning are central to an effective program. In designing a program, teachers need to consider how content standards will be used to assess student learning.
CONTENT STANDARDS
�
ENDURING
UNDERSTANDINGS
�
CULMINATING TASK(S)
(final 30%)
�
UNITS
(70% course work)
Purpose
To assist teachers with program planning and assessment, the templates provided incorporate a standards-based assessment model. Using the templates as part of program planning can help to:
� focus on student learning and improvement in designing rich authentic experiences that emphasize assessment for learning rather than assessment of learning;
� ensure coverage of curriculum learning expectations by targeting key concepts and enduring understandings;
� pre-plan integration of literacy and numeracy skills;
� ensure that comprehensive assessments of student achievement are completed prior to reporting periods;
� identify a variety of assessment methods that are valid and reliable, and are aligned to the learning expectations.
4
© Lianne Woodley and Angela Ferguson, 2003
Designing a Program
When designing a program, it is essential to recognize that all units are interconnected. The summative evaluations for each unit act as formative assessments for the program’s culminating activities.
✓ Read the overall and specific learning expectations for the course and highlight the key concepts and recurring ideas.
✓ From the highlighted sections, identify and list the enduring understandings for the course.
✓ Develop essential questions to address throughout the program.
✓ Develop a culminating task(s) that addresses and evaluates student achievement of these enduring understandings.
✓ Ensure that the culminating task(s) reflects a balance of knowledge and skills.
✓ Design/plan summative evaluations for the course units, focusing on important knowledge and skills for each unit.
✓ Ensure that the unit(s) develops skills and knowledge students need to be successful with the culminating activities.
Unit One
Diagnostic and Formative
Assessment
Unit Two
Diagnostic and Formative
Assessment
Unit Three
Diagnostic and Formative
Assessment
Unit Four
Diagnostic and Formative
Assessment
Summative Evaluation
�
Summative Evaluation
�
Summative Evaluation
�
Summative Evaluation
� � � �
Culminating Activity (Performance Task)
5
© Lianne Woodley and Angela Ferguson, 2003
Creating Performance Tasks
A performance task (Culminating Activity) is a complex activity that allows students to demonstrate achievement of curriculum learning expectations, using an authentic application.
✓ Select overall and specific learning expectations from the unit that are to be assessed.
✓ Choose 4-8 overall and/or specific learning expectations that can form a cluster.
✓ Brainstorm activities that will assess students’ mastery of the learning expectation cluster.
✓ Choose an activity to develop.
✓ Ensure that the activity reflects a balance of the four categories of knowledge and skills identified in the Achievement Chart.
✓ Create an activity that simulates a meaningful life situation.
✓ Ensure that higher order thinking skills are required to complete the task.
✓ Present students with an engaging challenge or problem to solve.
✓ Develop assessment criteria based on the identified curriculum learning expectations.
✓ Review the assessment criteria with students prior to assigning the activity.
✓ Create a detailed assignment sheet for the performance task and review with students.
6
© Lianne Woodley and Angela Ferguson, 2003
Designing a Unit
When designing a unit, it is essential to recognize that all units are interconnected. The summative evaluations for each unit act as formative assessments for the program’s culminating activities. A teacher should use diagnostic assessments to assess students’ prior knowledge. Formative assessments enable students to develop the skills and knowledge needed to demonstrate a high level of achievement on summative evaluations.
✓ Cluster the overall and specific learning expectations to be addressed in each unit.
✓ Choose some of the enduring understandings as a key focus for each unit.
✓ Design diagnostic assessments that will identify student prior knowledge and skills.
✓ Design summative evaluations that assess student achievement of the enduring understandings.
✓ Design formative assessments of the skills and knowledge students need for successful completion of summative evaluations.
✓ Ensure that each unit addresses specific and overall learning expectations in its assessment.
✓ Ensure that each unit includes varied teaching/learning strategies.
✓ Ensure that each unit includes varied assessment tools and strategies.
✓ Ensure that the unit’s assessments and evaluations reflect a balance between the four categories of knowledge and skills.
7
© Lianne Woodley and Angela Ferguson, 2003
Glossary
Achievement A student's learning demonstrated at a given time
Achievement Chart A chart used as a reference for all assessment practice. It provides a framework within which to assess and evaluate student achievement and to specify performance standards found in The Ontario Curriculum policy documents.
Achievement Chart Categories The Achievement Charts in The Ontario Curriculum policy documents are organized into four categories of knowledge and skills – Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.
Achievement Levels Brief descriptions of four different degrees of achievement of the curriculum learning expectations for any given grade:
� Level 1 identifies achievement that falls considerably below the provincial standard.
� Level 2 identifies achievement that approaches the standard.
� Level 3 indicates mastery of the curriculum learning expectations. Students achieving at Level 3 in a particular grade will be prepared for work at the next grade.
� Level 4 identifies achievement that surpasses the standard.
Anecdotal Record A teacher’s short narrative of an individual student’s accomplishments based on events and behaviours
Assessment A systematic process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum learning expectations in a course or subject at a given time
Assessment Strategy A process that permits students to demonstrate the knowledge and skills acquired. Teachers should use a variety of assessment strategies.
Assessment Tools Tools used by teachers to record student achievement, e.g., a rubric, a checklist, a rating scale
8
© Lianne Woodley and Angela Ferguson, 2003
Criterion-referenced Assessment A judgement of individual progress and/or achievement against previously established standards, expectations, or criteria
Diagnostic Assessment Assessment before starting instruction to determine what students know and can do, and to identify strengths and weaknesses for the purpose of programming appropriately
Formative Assessment Ongoing assessment using a variety of strategies to inform students of their progress, encourage students to build on strengths and overcome weaknesses, and to help teachers determine the effectiveness of current instructional and learning activities
Summative Evaluation Assessments (paper-and-pencil, communication, performance task) designed to indicate student achievement and to help teachers make formal judgements about a student’s progress and achievement at the end of a unit, term, or course
Checklist A list of expected skills, concepts, behaviours, processes, and/or attitudes used to facilitate assessment of student achievement
Critical Questions Questions, asked in student language, that target the enduring understandings. These questions are recurring and guide further inquiry into the “big ideas.”
Culminating Activity A summative activity designed to evaluate student achievement of the knowledge and skills outlined in the curriculum learning expectations
Design-down Planning/Program Design Pre-planning for a course or subject by identifying enduring understandings and developing assessment strategies that will identify student achievement of these understandings and, ultimately, the course or subject learning expectations
Enduring Understandings Understandings derived from the curriculum learning expectations that have deep, long-lasting value beyond the classroom
Evaluation The process of judging the quality of students’ work on the basis of established criteria, and of assigning a value to represent that quality
9
© Lianne Woodley and Angela Ferguson, 2003
Exemplar Work or performance by a student that demonstrates a particular level of achievement
Learning Expectations A statement of the knowledge and skills students should develop and demonstrate in their class work, on tests, and in other activities that are used to assess their achievement. These expectations may be stated by grade and by subject and categorized into specific and overall groupings.
Learning Expectation Cluster A group of curriculum learning expectations assessed in a performance task
Learning Skills Skills that identify student behaviour and attitudes, e.g., teamwork, work habits, initiative, organization, and works independently, are assessed anecdotally and should not be a consideration in the determination of student grades.
Performance Task An engaging, authentic activity performed by a student or group of students under the supervision of a teacher for the purpose of demonstrating specific skills and/or knowledge identified by a cluster of learning expectations
Prior Knowledge The knowledge and skills a student brings to the course/subject
Reporting The process of communicating the results of measurement, assessment, and evaluation to students and parents
Rubric A chart that outlines for students (and teachers) a description of a range of levels in which to assess achievement. This tool provides formative feedback for improving student performance.
Strand Specific knowledge and skill sets within a program area, e.g., writing in Language and number sense and numeration in Mathematics, used as organizers for the curriculum learning expectations
10 © Lianne Woodley and Angela Ferguson, 2003
A. Assessment Planning Template – Overview
Course of Study _____________________________________
Diagnostic/Formative Assessments Summative Evaluation
Categories Categories
Descriptions
K/U T/I C A
Descriptions
K/U T/I C A
Culminating Activity:
Unit:
Unit:
Unit:
Unit:
Unit:
K/U – Knowledge/Understanding T/I – Thinking/Inquiry C – Communication A – Application
11
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B.
As
se
ss
me
nt
Pla
n f
or
Cu
lmin
ati
ng
Ac
tiv
ity
Gra
de:
Su
bje
ct:
C
ou
rse
:
En
du
rin
g U
nd
ers
tan
din
gs:
Inse
rt th
e en
duri
ng u
nder
stan
ding
s tha
t the
stud
ents
will
acq
uire
.
Es
se
nti
al Q
ue
sti
on
s:
Dev
elop
que
stio
ns fr
om th
e en
durin
g un
ders
tand
ings
that
cou
ld b
e us
ed a
s pr
ompt
s thr
ough
out t
he u
nit o
f stu
dy.
Cu
lmin
ati
ng
Acti
vit
y(i
es):
3
0%
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
C
ate
go
ries
A
ssessm
en
t T
oo
ls &
Str
ate
gie
s
Des
crib
e th
e cu
lmin
atin
g ac
tiviti
es o
r fin
al e
valu
atio
n(s)
to d
eter
min
e w
heth
er st
uden
ts h
ave
achi
eved
the
endu
ring
unde
rsta
ndin
gs o
f the
co
urse
.
Inse
rt ov
eral
l and
spec
ific
lear
ning
exp
ecta
tions
that
will
be
addr
esse
d by
the
culm
inat
ing
activ
ities
.
K/U
T
/IC
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
12
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C.
As
se
ss
me
nt
Pla
n f
or
Un
its
Gra
de:
Su
bje
ct:
C
ou
rse
:
Un
it:
En
du
rin
g U
nd
ers
tan
din
gs:
De
sc
rip
tio
n
Exp
ecta
tio
ns
C
ate
go
ries
A
ssessm
en
t T
oo
ls &
Str
ate
gie
s
Su
mm
ati
ve
Eva
lua
tio
n
Des
crib
e th
e ta
sk(s
) to
eval
uate
stud
ent
unde
rsta
ndin
g of
kno
wle
dge
and
skill
s. H
ow w
ill y
ou k
now
stud
ents
hav
e ac
quire
d th
e en
durin
g un
ders
tand
ings
yo
u ha
ve in
dica
ted?
Inse
rt sp
ecifi
c an
d ov
eral
l exp
ecta
tions
that
will
be
addr
esse
d by
yo
ur su
mm
ativ
e ev
alua
tions
.
K/U
T
/IC
A
P
ap
er-a
nd
-
pen
cil
Ora
l
Co
mm
un
ica
tio
n
Per
form
an
ce
Task
Dia
gn
osti
c/F
orm
ati
ve
Assessm
en
ts
How
will
you
pre
pare
stud
ents
for t
he
sum
mat
ive
eval
uatio
n(s)
? W
hat p
ract
ice
for r
einf
orci
ng k
now
ledg
e an
d sk
ills w
ill
you
prov
ide?
Inse
rt sp
ecifi
c an
d ov
eral
l exp
ecta
tions
that
will
be
addr
esse
d by
yo
ur d
iagn
ostic
and
form
ativ
e as
sess
men
ts.
Re
so
urc
es
W
hat r
esou
rces
and
mat
eria
ls w
ill b
e us
ed to
teac
h th
e un
it?
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A –
Ap
plic
atio
n
13
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D.
Ma
the
ma
tic
s A
ss
es
sm
en
t P
lan
(S
am
ple
)
Gra
de:
9
Su
bje
ct:
M
ath
em
ati
cs
C
ou
rse
: M
PM
1D
En
du
rin
g U
nd
ers
tan
din
gs:
The s
tudent w
ill u
nders
tand that:
1.
pa
tte
rns d
ete
rmin
e r
ela
tio
nsh
ips a
nd
in
flu
ence
decis
ion
s.
2.
the a
bili
ty to m
ake c
onnections is c
ritical to
manage
unfa
mili
ar
situations.
3.
the
re
leva
nce o
f th
e in
qu
iry p
roce
ss is the
fra
mew
ork
fo
r a
skin
g q
uestio
ns, m
akin
g o
bse
rva
tio
ns, a
nd
dra
win
g
co
nclu
sio
ns.
4.
the
use
an
d c
om
mu
nic
ation
of re
aso
nin
g is th
e fo
un
da
tio
n
for
su
bsta
ntiatin
g a
po
sitio
n.
Es
se
nti
al Q
ue
sti
on
s:
1.1
W
hat, if any,
pattern
em
erg
es fro
m a
n a
naly
sis
of th
e d
ata
? (
table
, gra
ph)?
1
.2
How
is th
e p
att
ern
diffe
ren
t if th
e d
ata
is tra
nsfo
rmed…
?
2.1
H
ow
does the info
rmation in
a table
, gra
ph, or
equation illu
str
ate
sim
ilar
rela
tionship
s?
2.2
W
ha
t are
th
e a
pp
lica
tio
ns o
f lin
ea
r a
nd
no
n-l
ine
ar
ma
the
ma
tica
l m
od
els
in
th
e r
ea
l w
orld
?
3.1
H
ow
can
yo
u r
epre
se
nt th
e d
ata
in
th
is p
rob
lem
with
a m
ath
em
atical m
od
el?
3
.2
How
can
yo
u u
se
th
is m
ath
em
atica
l m
ode
l to
ma
ke
pre
dic
tion
s, re
co
mm
end
atio
ns,
a
nd
decis
ions in
th
e c
on
text o
f th
is s
itu
atio
n?
4
.1
Wh
at m
eth
od a
nd
to
ols
are
ap
pro
pria
te to
co
mp
lete
th
e in
ve
stig
ation
?
4.2
W
ha
t is
yo
ur
so
lution
?
Imp
ort
an
t K
no
wle
dg
e a
nd
Skills
: 1
.1
id
en
tify
ing
, a
na
lysin
g a
nd
de
scrib
ing
patt
ern
s a
nd
ra
tes o
f cha
nge
2.1
ma
kin
g c
on
ne
ctio
ns b
etw
ee
n ta
ble
s, g
rap
hs, re
latio
ns, e
qu
atio
ns a
nd
da
ta
2.2
in
terp
retin
g, cre
atin
g a
nd
ap
ply
ing
ma
the
ma
tica
l m
ode
ls in
lin
ea
r an
d n
on-lin
ea
r re
latio
nsh
ips
3.1
use
a v
arie
ty o
f str
ate
gie
s a
nd
to
ols
to
so
lve
mu
lti-ste
p p
rob
lem
s
3.2
fo
rmu
late
co
nje
ctu
res a
nd
ge
nera
liza
tion
s a
bo
ut g
eom
etr
ic r
ela
tion
sh
ips th
rou
gh
pro
ble
m s
olv
ing
an
d in
vestig
atio
n
4.1
sp
atia
l an
aly
sis
an
d r
easo
nin
g in
me
asure
me
nt a
nd
geo
me
try
4.2
effective u
se o
f te
chnolo
gy in in
vestigations, ta
sks a
nd p
roble
m s
olv
ing
14
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Cu
lmin
ati
ng
Acti
vit
y(i
es):
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Urb
an
Ad
ve
ntu
re
Stu
dents
assum
e the r
ole
of C
ity
Pla
nn
ers
re
sp
onsib
le fo
r de
ve
lop
ing
lo
ng
-ran
ge
city in
fra
str
uctu
re p
lans.
Stu
de
nts
are
giv
en
a s
et o
f h
isto
rica
l p
op
ula
tio
n d
ata
fo
r a
city a
nd
a m
ap
of
the c
ity to b
e u
sed to m
ake futu
re
popula
tion p
roje
ctions. In
turn
, stu
den
ts p
redic
t th
ing
s s
uch
as w
ate
r d
em
and
an
d s
ize
of w
ate
r re
se
rvo
irs;
dete
rmin
e o
ptim
al lo
cations for
city
serv
ices, e.g
., fire s
tation; and m
ake
cost e
stim
ate
s. E
ach
stu
den
t p
rod
uces
a r
ep
ort
ou
tlin
ing
all
de
tails
of th
e p
lan
and s
upport
ing c
alc
ula
tions, ta
ble
s,
an
d g
rap
hs. T
he
rep
ort
inclu
de
s a
section o
n the u
se o
f te
chnolo
gy, e.g
.,
dra
win
gs, scre
en c
aptu
res.
Urb
an
Ad
ve
ntu
re
� describe tre
nd
s a
nd r
ela
tionship
s o
bserv
ed in d
ata
, m
ake infe
rences fro
m d
ata
, co
mpa
re th
e in
fere
nces w
ith
hyp
oth
eses a
bo
ut th
e d
ata
, a
nd
exp
lain
th
e d
iffe
rences
be
twee
n th
e in
fere
nces a
nd
th
e h
yp
oth
eses;
� so
lve
pro
ble
ms u
sin
g th
e p
rope
rtie
s o
f lin
ea
r re
latio
ns;
� com
munic
ate
solu
tions to m
ulti-ste
p p
roble
ms in e
sta
blis
hed m
ath
em
atical fo
rm w
ith
cle
ar
rea
so
ns g
ive
n fo
r th
e s
teps ta
ken
;
� d
ete
rmin
e th
e o
ptim
um
va
lue
s o
f va
rious m
easure
men
ts th
rou
gh
inve
stig
atio
ns
facili
tate
d, w
here
appro
priate
, by the u
se o
f concre
te m
ate
rials
, dia
gra
ms, and
ca
lcu
lato
rs o
r co
mp
ute
r so
ftw
are
;
� so
lve
mu
lti-ste
p p
rob
lem
s r
eq
uirin
g n
um
erica
l a
nsw
ers
, u
sin
g a
va
rie
ty o
f str
ate
gie
s
an
d to
ols
;
� so
lve
pro
ble
ms in
vo
lvin
g th
e s
urf
ace
are
a a
nd
th
e v
olu
me
of th
ree-d
imen
sio
na
l obje
cts
;
� fo
rmu
late
co
nje
ctu
res a
nd
ge
nera
liza
tion
s a
bo
ut g
eom
etr
ic r
ela
tion
sh
ips in
vo
lvin
g tw
o-
dim
ensio
nal figure
s, th
rough in
vestigations facili
tate
d b
y d
ynam
ic g
eom
etr
y s
oftw
are
, w
here
app
ropria
te;
� d
escrib
e th
e c
onn
ectio
ns b
etw
ee
n v
ario
us r
epre
se
nta
tio
ns o
f re
latio
ns;
� co
nstr
uct ta
ble
s o
f va
lues, g
raph
s, a
nd
fo
rmu
las to
rep
rese
nt lin
ea
r re
latio
ns d
erive
d
from
descriptions o
f re
alis
tic s
ituations;
� id
en
tify
th
e g
eo
me
tric
sig
nific
ance
of m
an
d b
in the e
quation y
= m
x +
b thro
ugh
investigation;
� d
escrib
e th
e m
ea
nin
g o
f th
e s
lope
an
d y
-in
terc
ep
t fo
r a
lin
ea
r re
latio
n a
risin
g fro
m a
re
alis
tic s
itua
tio
n, in
terp
ola
te a
nd
extr
ap
ola
te fro
m th
e g
raph
an
d the
eq
ua
tion
of th
e
rela
tio
n, a
nd
id
en
tify
an
d e
xp
lain
an
y r
estr
ictio
ns o
n th
e v
aria
ble
s in
th
e r
ela
tio
n.
� ru
bri
c
� ch
ecklis
t
EQ
AO
Gra
de 9
As
ses
sm
en
t o
f M
ath
em
ati
cs
Th
is s
tan
dard
ize
d p
encil-
an
d-p
ap
er
test can b
e u
sed a
s a
com
ple
ment to
th
e c
ulm
inating a
ctivity.
EQ
AO
Gra
de 9
As
ses
sm
en
t o
f M
ath
em
ati
cs
� S
ele
cte
d s
ectio
ns o
f th
is s
tan
dard
ize
d test w
hic
h w
ou
ld d
em
onstr
ate
stu
den
t achie
vem
ent of curr
iculu
m e
xpecta
tions n
ot addre
ssed b
y the c
ulm
inating a
ctivity
� p
ap
er-
an
d-
pe
ncil
test
K/U
T/I
C
A
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
15
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#1
- R
ela
tio
ns
hip
s
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Th
e G
row
th o
f C
om
pu
ter
Use in
S
ocie
ty
Stu
de
nts
co
llect a
nd
an
aly
se
da
ta
about th
e u
se o
f com
pute
rs in C
anada
ove
r th
e la
st te
n y
ea
rs. D
em
on
str
atin
g
an
un
de
rsta
nd
ing
of va
rio
us g
rap
hs
an
d ta
ble
s, stu
de
nts
co
mm
un
ica
te
the
ir r
esu
lts b
y c
rea
tin
g a
po
ste
r p
rese
nta
tion
.
Th
e G
row
th o
f C
om
pu
ter
Use in
So
cie
ty
� d
ete
rmin
e r
ela
tio
nsh
ips b
etw
ee
n tw
o v
aria
ble
s b
y c
olle
ctin
g a
nd
ana
lysin
g d
ata
;
� d
escrib
e th
e c
onn
ectio
ns b
etw
ee
n v
ario
us r
epre
se
nta
tio
ns o
f re
latio
ns;
� describe tre
nd
s a
nd r
ela
tionship
s o
bserv
ed in d
ata
, m
ake infe
rences fro
m d
ata
, co
mpa
re th
e in
fere
nces w
ith
hyp
oth
eses a
bo
ut th
e d
ata
, a
nd
exp
lain
th
e d
iffe
rences
be
twee
n th
e in
fere
nces a
nd
th
e h
yp
oth
eses;
� o
rgan
ize
an
d a
na
lyse
da
ta, u
sin
g a
pp
ropria
te te
chn
ique
s a
nd
te
chno
log
y (
decid
e
wh
at a
na
lysis
wo
uld
be
app
ropria
te to
exa
min
e th
e r
ela
tio
nsh
ip b
etw
een
th
e v
aria
ble
s
- a g
raph, etc
.);
� co
nstr
uct ta
ble
s o
f va
lues, g
raph
s, a
nd
fo
rmu
las to
rep
rese
nt lin
ea
r re
latio
ns d
erive
d
from
descriptions o
f re
alis
tic s
ituations;
� co
nstr
uct ta
ble
s o
f va
lues a
nd
sca
tte
r p
lots
fo
r n
on
-lin
ea
rly r
ela
ted
da
ta c
olle
cte
d fro
m
experim
ents
; sketc
h a
curv
e o
f best fit;
� describe, in
written form
, a s
ituation that w
ould
expla
in the e
vents
illu
str
ate
d b
y a
g
ive
n g
rap
h o
f th
e r
ela
tio
nsh
ip b
etw
ee
n tw
o v
ariab
les;
� so
lve
mu
lti-ste
p p
rob
lem
s r
eq
uirin
g n
um
erica
l a
nsw
ers
, u
sin
g a
va
rie
ty o
f str
ate
gie
s
an
d to
ols
;
� co
mpa
re th
e g
raph
s a
nd
form
ula
s o
f lin
ea
r a
nd
no
n-l
ine
ar
rela
tio
ns.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
Un
it T
est
Pa
pe
r-a
nd
-pen
cil
tests
will
use
th
e
language o
f E
QA
O test w
ith s
hort
a
nsw
er
an
d ta
sk q
uestio
ns (
on
e task
an
d fo
ur
sh
ort
an
sw
er
questio
ns).
Un
it T
est
� so
lve
and
/or
po
se
pro
ble
ms r
ela
ted
to
an
exp
erim
en
t, u
sin
g th
e fin
din
g o
f th
e
experim
ent;
� co
nstr
uct ta
ble
s o
f va
lues a
nd
sca
tte
r p
lots
fo
r lin
early r
ela
ted
da
ta c
olle
cte
d fro
m
exp
erim
en
ts;
� dete
rmin
e the e
quation o
f a lin
e o
f best fit fo
r a s
catter
plo
t, u
sin
g a
n info
rmal
pro
cess;
� dete
rmin
e v
alu
es o
f a lin
ear
rela
tion b
y u
sin
g the form
ula
of th
e r
ela
tion a
nd b
y
inte
rpola
ting o
r extr
apola
ting fro
m the g
raph o
f th
e r
ela
tion.
� p
ap
er-
an
d-
pe
ncil
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
16
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#2
- M
ea
su
rem
en
t an
d G
eo
metr
y
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Sin
k o
r S
wim
S
tud
en
ts a
re c
on
tra
cto
rs fo
r a
po
ol
co
mpa
ny. T
he
lo
ca
l co
mm
un
ity c
en
tre
h
as d
ecid
ed
to
pu
t in
a p
ool a
nd
has
aske
d fo
r a
reco
mm
en
da
tion
as to
th
e
most cost effective p
ool. S
tudents
develo
p tw
o p
roposals
takin
g into
a
cco
un
t th
e p
oo
l sha
pe
, siz
e, lin
er
cost,
an
d c
em
en
t cost.
Stu
de
nts
com
munic
ate
fin
din
gs in a
pro
posal to
th
e c
om
munity c
entr
e.
Sin
k o
r S
wim
� so
lve
pro
ble
ms in
vo
lvin
g th
e s
urf
ace
are
a a
nd
th
e v
olu
me
of th
ree-d
imen
sio
na
l obje
cts
;
� d
ete
rmin
e th
e o
ptim
um
va
lue
s o
f va
rious m
easure
men
ts th
rou
gh
inve
stig
atio
ns
facili
tate
d, w
here
appro
priate
, by the u
se o
f concre
te m
ate
rials
, dia
gra
ms, and
ca
lcu
lato
rs o
r co
mp
ute
r so
ftw
are
;
� expla
in the s
ignific
ance o
f optim
al surf
ace a
rea o
r volu
me in v
arious a
pplic
ations;
� p
ose
qu
estion
s a
bo
ut g
eom
etr
ic r
ela
tion
sh
ips, te
st th
em
an
d c
om
mu
nic
ate
fin
din
gs
usin
g a
ppro
pria
te la
ng
ua
ge a
nd
ma
the
ma
tica
l fo
rms;
� co
nfirm
a s
tate
me
nt a
bou
t th
e r
ela
tion
sh
ips b
etw
een
ge
om
etr
ic p
rope
rtie
s b
y
illustr
ating the s
tate
ment w
ith e
xam
ple
s, or
deny the s
tate
ment on the b
asis
of a
co
un
ter
exa
mp
le;
� co
mm
un
ica
te s
olu
tio
ns to
pro
ble
ms in
ap
pro
pria
te m
ath
em
atica
l fo
rms a
nd
justify
th
e
reaso
nin
g u
se
d in
so
lvin
g th
e p
rob
lem
s.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
Un
it T
est
Paper-
and-p
encil
test w
ill u
se the
language o
f E
QA
O test w
ith s
hort
a
nsw
er
an
d ta
sk q
uestio
ns (
on
e task
an
d fo
ur
sh
ort
an
sw
er
questio
ns).
Un
it T
est
� so
lve
mu
lti-ste
p p
rob
lem
s, u
sin
g th
e fo
rmu
las for
the
su
rface
are
a a
nd
th
e v
olu
me
of
prism
s, p
yra
mid
s, cylin
de
rs, co
ne
s a
nd
sp
he
res;
� ill
ustr
ate
an
d e
xp
lain
th
e p
rop
ert
ies o
f th
e in
terior
an
d th
e e
xte
rio
r an
gle
s o
f tr
iang
les
an
d q
ua
drila
tera
ls, a
nd
of a
ng
les r
ela
ted
to
pa
ralle
l lin
es;
� fo
rmu
late
co
nje
ctu
res a
nd
ge
nera
liza
tion
s a
bo
ut g
eom
etr
ic r
ela
tion
sh
ips in
vo
lvin
g
two-d
imensio
nal figure
s, th
rough investigations facili
tate
d b
y d
ynam
ic g
eom
etr
y
so
ftw
are
, w
he
re a
pp
rop
riate
.
� p
ap
er-
an
d-
pe
ncil
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
17
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#3
- A
na
lyti
c G
eo
me
try
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Wh
ich
Taxi C
om
pan
y D
o I C
all?
S
tud
en
ts a
re p
rovid
ed
with fa
re r
ate
s
for
two d
iffe
rent ta
xi com
panie
s w
ith
diffe
ren
t fla
t ra
tes a
nd
ra
tes p
er
kilo
me
tre
. G
ive
n a
cert
ain
dis
tance
, stu
den
ts a
re a
ske
d to
se
lect th
e m
ost
econom
ical ta
xi com
pany to u
se for
the
trip
. S
tud
en
ts d
em
onstr
ate
th
eir
un
ders
tan
din
g o
f th
e fo
llow
ing
in
th
eir
solu
tion: ta
ble
of valu
es for
both
co
mpa
nie
s; gra
phs r
ep
rese
ntin
g fa
re
costs
; a
nd
an e
qu
atio
n th
at sh
ow
s th
e
line
ar
rela
tio
nsh
ip o
f th
e c
om
pa
nie
s
pricin
g. S
tud
en
ts d
isp
lay th
e p
ricin
g
info
rmation o
f each c
om
pan
y in the
form
y =
mx
+ b
and e
xpla
in the
sig
nific
ance
of th
e te
rms m
an
d b
as
they r
ela
te to e
ach c
om
pany. B
ased
on this
info
rmation, stu
dents
re
com
mend w
hic
h c
om
pany to u
se.
� d
em
onstr
ate
un
ders
tan
din
g o
f th
e th
ree b
asic
exp
one
nt ru
les a
nd
ap
ply
th
em
to
sim
plif
y e
xp
ressio
ns;
� m
an
ipu
late
first-
deg
ree
po
lyn
om
ial e
xp
ressio
ns to
so
lve
first-
deg
ree
eq
ua
tion
s;
� so
lve
pro
ble
ms, u
sin
g th
e s
tra
teg
y o
f a
lge
bra
ic m
od
elli
ng
;
� d
ete
rmin
e, th
rou
gh
in
ve
stig
atio
n, th
e r
ela
tio
nsh
ips b
etw
ee
n th
e fo
rm o
f a
n e
qu
atio
n
an
d th
e s
ha
pe
of its g
rap
h w
ith
resp
ect to
lin
ea
rity
and
no
n-lin
earity
;
� d
ete
rmin
e, th
rou
gh
in
ve
stig
atio
n, th
e p
rop
ert
ies o
f th
e s
lope
an
d y
-inte
rcept of a
line
ar
rela
tio
n;
� so
lve
pro
ble
ms, u
sin
g th
e p
rop
ert
ies o
f lin
ea
r re
latio
ns;
� com
munic
ate
solu
tions to m
ulti-ste
p p
roble
ms in e
sta
blis
hed m
ath
em
atical fo
rm,
with
cle
ar
reaso
ns g
ive
n for
the
ste
ps take
n;
� d
escrib
e th
e m
ea
nin
g o
f th
e s
lope
an
d y
-in
terc
ep
t fo
r a
lin
ea
r re
latio
n a
risin
g fro
m a
re
alis
tic s
itua
tio
n, in
terp
ola
te a
nd
extr
ap
ola
te fro
m th
e g
raph
an
d the
eq
ua
tion
of th
e
rela
tio
n, a
nd
id
en
tify
an
d e
xp
lain
an
y r
estr
ictio
ns o
n th
e v
aria
ble
s in
th
e r
ela
tio
n;
� dete
rmin
e the p
oin
t of in
ters
ection o
f tw
o lin
ear
rela
tions, by h
and fo
r sim
ple
e
xa
mp
les, a
nd
usin
g g
rap
hin
g c
alc
ula
tors
or
gra
ph
ing
so
ftw
are
fo
r m
ore
co
mp
lex
exam
ple
s; in
terp
ret th
e inte
rsection p
oin
t in
the c
onte
xt of an a
pplic
ation.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
18
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#1
- R
ela
tio
ns
hip
s
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Dia
gn
osti
c Q
uiz
S
tud
en
ts a
re p
rovid
ed
with a
gra
ph
or
tab
le a
nd
aske
d to
in
fer
rela
tio
nsh
ips.
�
an
ecd
ota
l fe
ed
back
K/U
T/I
C
A
Co
llecti
ng
an
d A
naly
sin
g D
ata
S
tud
en
ts w
ork
in
gro
ups to
cre
ate
an
d
co
nd
uct a
su
rve
y, e
.g.,
th
e r
ela
tio
nsh
ip
be
twee
n p
uls
e r
ate
an
d m
inu
tes o
f e
xe
rcis
e.
Co
llecti
ng
an
d A
naly
sin
g D
ata
� pose p
roble
ms, id
entify
variable
s, and f
orm
ula
te h
ypoth
eses a
ssocia
ted w
ith
rela
tio
nsh
ips;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of so
me
pri
ncip
les o
f sa
mp
ling
an
d s
urv
eyin
g a
nd
apply
the p
rincip
les in d
esig
nin
g a
nd c
arr
yin
g o
ut experim
ents
to investigate
the
rela
tio
nsh
ips b
etw
ee
n v
aria
ble
s;
� colle
ct data
, usin
g a
ppro
priate
equip
men
t and/o
r te
chnolo
gy;
� co
mm
un
ica
te th
e fin
din
gs o
f a
n e
xp
erim
en
t cle
arly a
nd
co
ncis
ely
, u
sin
g
ap
pro
pria
te m
ath
em
atica
l fo
rms.
� ch
ecklis
t
� a
necd
ota
l fe
ed
back
Sm
okin
g a
nd
Healt
h
Stu
de
nts
are
pro
vid
ed
with g
rap
hs a
nd
d
ata
de
alin
g w
ith
sm
okin
g. In
gro
ups,
stu
den
ts d
em
on
str
ate
an
u
nd
ers
tan
din
g o
f va
rio
us g
rap
hs a
nd
ta
ble
s a
nd
com
mu
nic
ate
the
ir r
esu
lts.
Sm
okin
g a
nd
Healt
h
� d
escrib
e th
e c
onn
ectio
ns b
etw
ee
n v
ario
us r
epre
se
nta
tio
ns o
f re
latio
ns;
� describe tre
nd
s a
nd r
ela
tionship
s o
bserv
ed in d
ata
, m
ake infe
rences fro
m d
ata
, co
mpa
re th
e in
fere
nces w
ith
hyp
oth
eses a
bo
ut th
e d
ata
, a
nd
exp
lain
th
e
diffe
rences b
etw
een
th
e infe
rences a
nd
th
e h
yp
oth
ese
s;
� o
rgan
ize
an
d a
na
lyse
da
ta, u
sin
g a
pp
ropria
te te
chn
ique
s a
nd
te
chno
log
y (
decid
e
wh
at a
na
lysis
wo
uld
be
app
ropria
te to
exa
min
e th
e r
ela
tio
nsh
ip b
etw
een
th
e
va
ria
ble
s -
a g
raph
, e
tc.)
;
� co
nstr
uct ta
ble
s o
f va
lues, g
raph
s, a
nd
fo
rmu
las to
rep
rese
nt lin
ea
r re
latio
ns
de
rive
d fro
m d
escrip
tio
ns o
f re
alis
tic s
itu
atio
ns;
� co
nstr
uct ta
ble
s o
f va
lues a
nd
sca
tte
r p
lots
fo
r n
on
-lin
ea
rly r
ela
ted
da
ta c
olle
cte
d
from
experim
ents
; sketc
h a
curv
e o
f best fit.
� ch
ecklis
t
� ru
bri
c
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
19
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#1
- R
ela
tio
ns
hip
s
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Qu
izze
s
Qu
izze
s
� co
nstr
uct ta
ble
s o
f va
lues a
nd
gra
phs to
re
pre
se
nt n
on
-lin
ea
r re
latio
ns d
erive
d
from
descriptions o
f re
alis
tic s
ituations;
� dem
onstr
ate
an u
nders
tandin
g that str
aig
ht lin
es r
epre
sent lin
ear
rela
tions a
nd
curv
es r
epre
sent non-lin
ear
rela
tions;
� d
ete
rmin
e th
e e
qu
atio
n o
f a lin
e o
f b
est fit fo
r a
sca
tte
r p
lot,
usin
g in
form
al
pro
cess.
� ra
tin
g s
ca
le
K/U
T/I
C
A
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
20
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#2
- M
eas
ure
me
nt
an
d G
eo
metr
y
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Dia
gn
osti
c Q
uiz
S
tud
en
ts a
re p
rovid
ed
with b
asic
g
eo
me
tric
pro
pe
rtie
s th
at th
ey e
xp
lain
a
nd
ana
lyse
.
K/U
T/I
C
A
Re
dec
ora
tin
g t
he
Cla
ss
roo
m
Stu
dents
assess the u
se o
f diffe
rent
shapes (
recta
ngle
, hexagon,
pe
nta
go
n, o
cta
go
n, p
oly
gon
) in
ord
er
to r
e-t
ile the c
lassro
om
flo
or.
Stu
dents
d
ete
rmin
e th
e p
rop
ert
ies th
at sh
ape
s
must have to b
e u
sed for
tilin
g a
fla
t su
rface
. S
tude
nts
recom
me
nd
th
e b
est
an
d m
ost a
esth
etic s
ha
pe
to
be
use
d.
Re
dec
ora
tin
g t
he
Cla
ss
roo
m
� d
ete
rmin
e th
e o
ptim
um
va
lue
s o
f va
rious m
easure
men
ts th
rou
gh
inve
stig
atio
ns
facili
tate
d, w
here
appro
priate
, by the u
se o
f concre
te m
ate
rials
, dia
gra
ms, and
ca
lcu
lato
rs o
r co
mp
ute
r so
ftw
are
;
� expla
in the s
ignific
ance o
f optim
al surf
ace a
rea o
r volu
me in v
arious a
pplic
ations;
� p
ose
qu
estion
s a
bo
ut g
eom
etr
ic r
ela
tion
sh
ips, te
st th
em
an
d c
om
mu
nic
ate
fin
din
gs u
sin
g a
pp
rop
ria
te la
ng
ua
ge
an
d m
ath
em
atica
l fo
rms;
� id
entify
, th
rough investigation, th
e e
ffect
of vary
ing the d
imensio
ns o
f a r
ecta
ngula
r p
rism
or
cylin
de
r o
n th
e v
olu
me
or
su
rface
are
a o
f th
e o
bje
ct;
� p
ose
an
d s
olv
e a
pro
ble
m in
vo
lvin
g th
e r
ela
tio
nsh
ip b
etw
een
th
e p
erim
ete
r a
nd
th
e a
rea o
f a fig
ure
when o
ne o
f th
e m
easure
s is fix
ed.
� ch
ecklis
t
� ru
bri
c
Makin
g M
on
ey w
ith
Can
dle
s
Stu
dents
are
pro
vid
ed w
ith a
table
d
ep
ictin
g c
and
le s
ha
pes (
sq
ua
re,
he
xa
gon
al, d
ecag
ona
l, c
ylin
drica
l),
radiu
s, heig
ht, a
nd s
elli
ng p
rices.
Stu
de
nts
cre
ate
a s
et o
f fo
rmu
las to
dete
rmin
e the a
mount of w
ax r
equired
for
ten
diffe
ren
t m
ou
lds. S
tud
en
ts
ca
lcu
late
th
e to
tal co
st o
f m
akin
g a
nd
p
ackag
ing
each
ca
nd
le to
de
term
ine
th
e s
elli
ng p
rice a
nd p
rofit. T
he teacher
pro
vid
es the c
ost of diffe
rent ty
pes o
f w
ax, w
icks, w
ick h
old
er
tab, and
pa
ckag
ing
.
Makin
g M
on
ey w
ith
Can
dle
s
� expla
in the s
ignific
ance o
f optim
al surf
ace a
rea o
r volu
me in v
arious a
pplic
ations;
� p
ose
qu
estion
s a
bo
ut g
eom
etr
ic r
ela
tion
sh
ips, te
st th
em
an
d c
om
mu
nic
ate
fin
din
gs u
sin
g a
pp
rop
ria
te la
ng
ua
ge
an
d m
ath
em
atica
l fo
rms;
� co
nfirm
a s
tate
me
nt a
bou
t th
e r
ela
tion
sh
ips b
etw
een
ge
om
etr
ic p
rope
rtie
s b
y
illustr
ating the s
tate
ment w
ith e
xam
ple
s, or
deny the s
tate
ment on the b
asis
of a
co
un
ter
exa
mp
le;
� co
mm
un
ica
te s
olu
tio
ns to
pro
ble
ms in
ap
pro
pria
te m
ath
em
atica
l fo
rms a
nd
justify
th
e r
easo
nin
g u
se
d in
so
lvin
g th
e p
rob
lem
s;
� so
lve
mu
lti-ste
p p
rob
lem
s, u
sin
g th
e fo
rmu
las for
the
su
rface
are
a a
nd
th
e v
olu
me
o
f p
rism
s, p
yra
mid
s, cylin
de
rs, co
nes a
nd
sp
he
res.
� ru
bri
c
� ch
ecklis
t
Qu
izze
s
�
ratin
g s
ca
le
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
21
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#3
- A
na
lyti
c G
eo
me
try
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Ta
ble
of
Va
lue
s
Stu
dents
are
pro
vid
ed w
ith a
table
of
valu
es that th
ey p
lot and w
rite
the
eq
ua
tion
fo
r th
e lin
ear
rela
tio
nsh
ip.
Stu
dents
inte
rpre
t th
e e
quation, e.g
.,
the
re
latio
nship
be
twee
n F
ah
ren
he
it
an
d C
els
ius, th
e r
ela
tion
sh
ip b
etw
ee
n
we
ekly
ea
rnin
gs a
nd
ho
urs
wo
rked
.
Ta
ble
of
Va
lue
s
� d
ete
rmin
e, th
rou
gh
in
ve
stig
atio
n, th
e r
ela
tio
nsh
ips b
etw
ee
n th
e fo
rm o
f a
n
eq
ua
tion
an
d th
e s
hap
e o
f its g
raph
with
re
sp
ect to
lin
ea
rity
an
d n
on
-lin
ea
rity
;
� d
ete
rmin
e, th
rou
gh
in
ve
stig
atio
n, th
e p
rop
ert
ies o
f th
e s
lope
an
d y
-inte
rcept of a
line
ar
rela
tio
n;
� so
lve
pro
ble
ms, u
sin
g th
e p
rop
ert
ies o
f lin
ea
r re
latio
ns;
� com
munic
ate
solu
tions to m
ulti-ste
p p
roble
ms in e
sta
blis
hed m
ath
em
atical fo
rm,
with
cle
ar
reaso
ns g
ive
n for
the
ste
ps take
n.
� a
necd
ota
l fe
ed
back
K/U
T/I
C
A
Te
st
Stu
dents
pra
ctise, apply
and s
olv
e
equations o
f lin
es in the form
y
= m
x +
b
Te
st
� id
en
tify
th
e g
eo
me
tric
sig
nific
ance
of m
an
d b
in the e
quation y
= m
x +
b thro
ugh
investigation;
� id
entify
the e
quation o
f a lin
e in a
ny o
f th
e form
s
y =
mx
+ b
, A
x +
By
+ C
= 0
, x
= a
, y
= b
;
� d
ete
rmin
e th
e s
lop
e o
f a
lin
e s
eg
me
nt u
sin
g v
ario
us form
ula
s.
� ra
tin
g s
ca
le
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
- A
pp
lica
tio
n
22
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
E.
Ge
og
rap
hy A
ss
es
sm
en
t P
lan
(S
am
ple
)
Gra
de:
9
Su
bje
ct:
G
eo
gra
ph
y A
cad
em
ic
Co
urs
e:
CG
C 1
D
En
du
rin
g U
nd
ers
tan
din
gs:
Th
e s
tud
en
t w
ill u
nde
rsta
nd
:
1.
ho
w to
cre
ate
an
d in
terp
ret
diffe
rent ty
pes o
f m
aps.
2.
tha
t h
um
an
an
d n
atu
ral syste
ms
inte
ract a
nd
ch
an
ge
in
positiv
e
and/o
r negative w
ays.
3.
ho
w r
eg
ion
s a
re d
efine
d a
nd
in
tera
ct w
ith e
ach o
ther.
4.
how
glo
bal re
lationship
s influence
their life.
5.
ho
w to
resea
rch
and
org
an
ize
th
eir
w
ork
in a
variety
of w
ays.
Es
se
nti
al Q
ue
sti
on
s:
1.1
W
hy a
re s
o m
an
y o
f C
ana
da
’s C
MA
’s (
Cen
su
s M
etr
op
olit
an
Are
as)
loca
ted
very
clo
se
to
our
bo
rder
with
th
e U
nited
Sta
tes?
1.2
W
ha
t ty
pe
of m
ap
wou
ld y
ou
r cre
ate
to
be
st sh
ow
Can
ad
a’s
pop
ula
tio
n d
ensity?
2
.1
Wh
at e
ffe
ct is
urb
an
iza
tion
ha
vin
g o
n a
gricu
ltu
ral la
nd
in
Ca
na
da?
2
.2
How
has th
e n
atu
ral la
ndsca
pe
aff
ecte
d th
e typ
es o
f ru
ral se
ttle
men
t p
att
ern
s in
Ca
na
da?
2.3
W
hat ro
le d
oes the p
rovin
cia
l govern
ment pla
y in m
anagin
g the w
alle
ye s
tocks in the B
ay o
f Q
uin
te?
3.1
W
ha
t are
th
e p
hysic
al a
nd
hu
ma
n c
hara
cte
ristics o
f th
e M
ixe
d W
ood
Pla
in E
cozon
e?
3
.2
How
do
es th
e G
DP
va
ry fro
m r
eg
ion
to
re
gio
n?
4
.1
How
has C
ana
da
’s e
co
nom
y b
ee
n a
ffe
cte
d b
y a
cts
of g
lob
al te
rrorism
?
4.2
H
ow
do
es B
ritish
Co
lum
bia
’s r
ela
tion
sh
ip w
ith
th
e U
nite
d S
tate
s d
iffe
r fr
om
th
at of O
nta
rio
’s?
4
.3
How
has C
ana
da
’s in
cre
ase
d u
rba
n p
opu
latio
n a
ffe
cte
d fa
rmla
nd
ava
ilab
ility
in
So
uth
ern
On
tario
?
5.1
W
hat is
the b
est sourc
e f
or
locating p
opu
lation s
tatistics?
5.2
W
ha
t is
th
e m
ost e
ffe
ctive
me
ans o
f ill
ustr
atin
g C
an
ada
’s e
thn
ic p
op
ula
tio
n d
istr
ibu
tio
n?
Imp
ort
an
t K
no
wle
dg
e a
nd
Skills
: 1
.1
identify
and a
naly
se p
attern
s o
f spatial org
aniz
ation
1.2
use d
iffe
rent ty
pes o
f m
aps to inte
rpre
t geogra
phic
rela
tionship
s
2.1
d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
na
tura
l a
nd
hum
an
syste
ms in
tera
ct w
ith
in d
iffe
ren
t re
gio
ns in
Can
ad
a
2.2
d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
na
tura
l syste
ms in
flu
ence
cultu
ral a
nd
econ
om
ic a
ctivitie
s
2.3
e
xp
lain
th
e r
ole
of g
ove
rnm
en
t in
ma
na
gin
g r
eso
urc
es a
nd
pro
tecting
th
e e
nviro
nm
en
t 3
.1
de
scrib
e s
ele
cte
d C
an
ad
ian
ecozon
es a
nd
id
en
tify
th
e p
rocesse
s th
at sh
ap
e th
em
3
.2
de
mo
nstr
ate
an
un
de
rsta
nd
ing
of th
e r
eg
ion
al d
ivers
ity o
f C
an
ad
a’s
na
tura
l a
nd
hu
ma
n s
yste
ms
4.1
d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e in
terd
ep
end
ence
of C
an
ad
ian
an
d w
orld
eco
no
mie
s
4.2
dem
onstr
ate
an u
nders
tandin
g o
f how
Canada’s
div
ers
e g
eogra
phy a
ffects
its
econom
ic, cultura
l, a
nd e
nvironm
enta
l lin
ks to o
the
r co
un
trie
s
4.3
d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
ch
an
ge
s in
land
use
an
d u
rba
n p
att
ern
s influ
en
ce
cha
ng
es in
re
so
urc
e u
se
5.1
dem
onstr
ate
an a
bili
ty to c
olle
ct, o
rganiz
e a
nd s
ynth
esiz
e info
rmation fro
m a
variety
of sourc
es
5.2
se
lect a
nd
use
ap
pro
pria
te m
eth
od
s, org
an
ize
rs a
nd
te
ch
no
log
y to
co
mm
un
ica
te th
e r
esu
lts o
f g
eo
gra
ph
ic in
qu
irie
s
23
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Cu
lmin
ati
ng
Acti
vit
y:
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Can
ad
ian
Mu
nic
ipality
D
eve
lop
me
nt
Co
nfe
ren
ce
Stu
de
nts
dem
on
str
ate
th
e e
nd
urin
g
un
ders
tan
din
gs o
f th
e c
ou
rse
by
pa
rtic
ipa
tin
g in
th
e C
ana
dia
n
Munic
ipalit
y D
evelo
pm
ent C
onfe
rence.
At th
e c
on
fere
nce
, stu
den
ts “
se
ll” th
eir
chosen c
om
munity to a
n invited
audie
nce. T
heir p
resenta
tion a
t th
e
co
nfe
rence
is b
ased
on
th
e in
form
atio
n
co
llecte
d c
once
rnin
g th
eir c
om
mu
nity.
Pro
du
cts
1
. W
ritt
en
Re
port
: S
tud
en
ts p
rep
are
a
re
port
th
at o
utlin
es th
eir c
hosen
co
mm
un
ity’s
ph
ysic
al, s
ocia
l,
cu
ltu
ral, a
nd
econ
om
ic
chara
cte
ristics.
2.
Dis
pla
y: S
tudents
constr
uct a
thre
e-p
an
el d
isp
lay th
at h
igh
ligh
ts
the k
ey a
ttra
ctions a
nd s
elli
ng
fea
ture
s o
f th
eir c
ho
se
n
com
munity.
3.
Pre
senta
tion: S
tudents
pre
sent
their c
om
munity to a
n invite
d
au
die
nce
at th
e C
an
ad
ian
M
un
icip
alit
y D
eve
lop
me
nt
Co
nfe
rence
.
Can
ad
ian
Mu
nic
ipality
De
ve
lop
men
t C
on
fere
nce
� id
entify
and a
naly
se p
attern
s o
f spatial org
aniz
ation, in
clu
din
g land u
se, popula
tion
dis
trib
utio
n, an
d e
co
zo
nes;
� dem
onstr
ate
and u
nders
tandin
g o
f th
e r
egio
nal div
ers
ity o
f C
anada’s
natu
ral
syste
ms a
nd
hu
ma
n s
yste
ms;
� d
istin
gu
ish
betw
ee
n th
e c
ha
racte
ristics o
f u
rba
n a
nd
ru
ral e
nvironm
en
ts;
� expla
in the g
eogra
phic
al re
quirem
ents
that dete
rmin
e the location o
f busin
esses,
ind
ustr
ies, a
nd
tra
nsp
ort
atio
n s
yste
ms a
nd
ma
ke
pre
dic
tio
ns a
bou
t fu
ture
lo
ca
tion
s
of th
ese
en
terp
rise
s a
nd
syste
ms;
� analy
se s
tatistical data
on p
opula
tion d
ensity to identify
tre
nds a
nd v
ariations;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
na
tura
l syste
ms in
flu
ence
cultu
ral a
nd
econom
ic a
ctivitie
s;
� e
xp
lain
how
th
e e
ffe
cts
of u
rban
gro
wth
alte
r th
e n
atu
ral e
nviro
nm
en
t;
� p
red
ict th
e c
on
seq
uen
ce
s o
f h
um
an
activitie
s o
n n
atu
ral syste
ms;
� se
lect a
nd
use
ap
pro
pria
te m
eth
od
s a
nd o
rga
niz
ers
to
an
aly
se
th
e e
con
om
ic,
socia
l, a
nd
na
tura
l fa
cto
rs th
at co
ntr
ibu
te to
th
e c
hara
cte
ristics o
f se
lecte
d r
eg
ion
s
an
d s
yste
ms in
Ca
na
da
;
� u
se
ge
ogra
phic
te
rms c
orr
ectly in
writt
en
an
d o
ral com
mu
nic
atio
n;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of sim
ilaritie
s a
mo
ng
cu
ltu
res a
nd
th
e n
eed
to
re
spect cu
ltura
l diffe
rences.
� p
erf
orm
ance
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
24
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#1
- H
um
an
-En
vir
on
me
nt
Inte
racti
on
s
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Eco
log
ical F
oo
tpri
nt
Stu
de
nts
de
ve
lop
a p
oste
r d
ep
ictin
g
hu
ma
n a
nd
en
viro
nm
en
tal in
tera
ctio
ns.
Eco
log
ical F
oo
tpri
nt
� a
na
lyse
th
e w
ays in
wh
ich
na
tura
l syste
ms in
tera
ct w
ith
hu
ma
n s
yste
ms, th
en
m
ake
pre
dic
tio
ns a
bo
ut th
e o
utc
om
es o
f th
ese
in
tera
ctio
ns;
� e
xp
lain
th
e r
ole
of th
e g
ove
rnm
en
t in
ma
na
gin
g r
eso
urc
es a
nd
pro
tectin
g th
e
en
viro
nm
en
t;
� dem
onstr
ate
an u
nders
tandin
g o
f how
hu
man a
ctivitie
s a
ffect th
e e
nvironm
ent;
� d
em
onstr
ate
an
d u
nd
ers
tan
din
g o
f h
ow
na
tura
l syste
ms in
flu
ence
cu
ltu
ral a
nd
econom
ic a
ctivitie
s;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e w
ays in
wh
ich
th
e tra
ditio
na
l e
co
log
ica
l kn
ow
led
ge
of A
bo
rig
ina
l p
eo
ple
s in
flu
ence
s h
ow
th
ey in
tera
ct w
ith
th
eir
en
viro
nm
en
ts, in
clu
din
g th
eir c
on
ce
pts
of p
lace
, w
ilde
rness, a
nd
bo
un
da
ries;
� dem
onstr
ate
an u
nders
tandin
g o
f w
hat is
meant by a
n “
ecolo
gic
al fo
otp
rint.”
� p
encil-
an
d-p
ap
er
� p
ers
ona
l co
mm
un
ica
tio
n
K/U
T/I
C
A
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
25
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve A
cti
vit
y(i
es):
Un
it #
2 -
Meth
od
s o
f G
eo
gra
ph
ic In
qu
iry
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Map
Skills
Po
rtfo
lio
S
tudents
accum
ula
te a
colle
ction o
f o
rig
ina
l m
ap
wo
rk c
onstr
ucte
d to
ca
rtog
rap
hic
co
nven
tio
ns.
Map
Skills
Po
rtfo
lio
� dem
onstr
ate
and a
bili
ty to c
olle
ct, o
rganiz
e, and s
ynth
esiz
e info
rmation fro
m a
va
rie
ty o
f so
urc
es to
id
en
tify
th
e c
ha
racte
ristics o
f C
an
ad
a’s
geo
gra
ph
y;
� dem
onstr
ate
an u
nders
tandin
g o
f th
e m
eth
ods u
sed to c
olle
ct, o
rganiz
e,
ma
nip
ula
te, a
nd
in
terp
ret ge
og
rap
hic
da
ta;
� use c
art
ogra
phic
conventions c
orr
ectly w
hen c
onstr
ucting m
aps;
� lo
ca
te a
nd
use
eff
ective
ly g
eo
gra
ph
ic m
ate
ria
l fr
om
prim
ary
sou
rces to
re
sea
rch
a
ge
ogra
ph
ic issu
e;
� u
se
gra
ph
ic o
rga
niz
ers
eff
ective
ly to
vis
ua
lize
, cla
rify
, a
nd
in
terp
ret g
eo
gra
ph
ic
info
rmation;
� use d
iffe
rent ty
pes o
f m
aps to inte
rpre
t geogra
phic
rela
tionship
s, in
clu
din
g
ch
an
ges o
ve
r tim
e in
a s
pecific
loca
tio
n.
� p
ap
er-
an
d-p
en
cil
� p
ers
ona
l co
mm
un
ica
tio
n
K/U
T/I
C
A
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
26
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#3
- G
eo
gra
ph
ic F
ou
nd
ati
on
s:
Sp
ac
e a
nd
Sys
tem
s
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
To
ur
of
Can
ad
a’s
Eco
zo
nes
Stu
de
nts
cre
ate
a to
ur
of C
ana
da
, vis
itin
g a
va
rie
ty o
f C
an
ada
’s
ecozon
es.
To
ur
of
Can
ad
a’s
Eco
zo
nes
� d
escrib
e s
ele
cte
d C
an
ad
ian
ecozon
es a
nd
id
en
tify
th
e p
rocesse
s th
at sh
ap
e
them
;
� id
entify
and a
naly
se p
attern
s o
f spatial org
aniz
ation, in
clu
din
g land u
se,
po
pu
latio
n d
istr
ibu
tion
, a
nd
ecozon
es;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e te
rms a
nd
co
nce
pts
asso
cia
ted
with
re
gio
ns;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
na
tura
l a
nd
hum
an
syste
ms in
tera
ct
within
ecozones;
� p
rodu
ce
a s
et o
f crite
ria
for
ide
ntify
ing
reg
ions, in
clu
din
g e
co
zo
nes;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e c
ha
racte
ristics o
f n
atu
ral syste
ms.
� p
erf
orm
ance
K/U
T/I
C
A
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
# 4
Glo
ba
l C
on
nec
tio
ns
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Glo
bal Is
su
e R
ep
ort
S
tud
en
ts r
ese
arc
h a
nd
rep
ort
on
an
is
su
e th
at d
em
on
str
ate
s C
an
ada
’s
rela
tio
nsh
ips w
ith
in th
e g
lob
al
com
munity.
Glo
bal Is
su
e R
ep
ort
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
Ca
na
da
’s d
ivers
e g
eo
gra
ph
y a
ffe
cts
its
e
con
om
ic, cu
ltu
ral, a
nd
en
viro
nm
en
tal lin
ks to
oth
er
cou
ntr
ies;
� a
na
lyse
con
ne
ctio
ns b
etw
ee
n d
iffe
ren
t pa
rts o
f C
an
ada
an
d b
etw
een
Ca
na
da
a
nd
oth
er
coun
trie
s;
� re
se
arc
h a
nd
re
port
on
glo
ba
l con
ce
rns th
at a
ffe
ct C
an
ad
ian
s;
� a
na
lyse
th
e g
lob
al d
istr
ibu
tio
n o
f m
ajo
r in
tern
atio
na
l a
gre
em
en
ts a
nd
org
an
iza
tio
ns in
wh
ich
Cana
da
part
icip
ate
s;
� expla
in the m
andate
of sele
cte
d inte
rnational org
aniz
ations to w
hic
h C
anada
belo
ngs a
nd e
valu
ate
their e
ffectiveness in a
ddre
ssin
g g
lobal concern
s;
� e
va
lua
te C
ana
da
’s p
art
icip
atio
n in
org
aniz
atio
ns th
at d
ea
l w
ith
glo
ba
l is
su
es;
� co
mpa
re a
ppro
ach
es to
enviro
nm
en
tal co
nce
rns in
Ca
na
da
with
tho
se
pra
ctised
in o
ther
nations.
� p
ap
er-
an
d-p
en
cil
K/U
T/I
C
A
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
27
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
# 5
- U
nd
ers
tan
din
g a
nd
Ma
nag
ing
Ch
an
ge
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
De
sig
nin
g a
Pe
rfe
ct
Cit
y
Stu
de
nts
cre
ate
a c
ity u
sin
g c
oncep
ts
lea
rne
d fro
m u
rban
stu
die
s.
De
sig
nin
g a
Pe
rfe
ct
Cit
y
� synth
esiz
e info
rmation o
n c
hanges in the g
eogra
phy o
f C
anada, such a
s
ch
an
ges in
lan
d u
se
an
d u
rba
n p
att
ern
s, a
s w
ell
as r
eso
urc
e d
ep
letio
n, in
ord
er
to p
lan for
the futu
re;
� d
em
onstr
ate
an
d u
nd
ers
tan
din
g o
f se
lecte
d fa
cto
rs th
at ca
use
cha
ng
e in
hu
man
and n
atu
ral syste
ms;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e fa
cto
rs in
flu
encin
g d
em
og
raph
ics a
nd
m
igra
tion
in
Ca
na
da
;
� p
red
ict th
e c
on
seq
uen
ce
s o
f h
um
an
activitie
s o
n n
atu
ral syste
ms;
� se
lect a
ppro
pria
te p
rob
lem
so
lvin
g s
tra
teg
ies a
nd
app
ly th
em
to
a c
ase
stu
dy;
� e
va
lua
te th
e im
pa
ct o
f ch
an
ge
on
a s
ele
cte
d p
lan
nin
g p
roje
ct.
� p
erf
orm
ance
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
28
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#1
- H
um
an
-En
vir
on
me
nt
Inte
rac
tio
ns
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Inte
rnet
Gra
ph
ic R
ese
arc
h
Stu
de
nts
co
llect a
va
rie
ty o
f p
ictu
res o
r g
raph
ics th
at d
ep
ict th
e k
ey c
on
ce
pts
o
f h
um
an-e
nviro
nm
en
tal in
tera
ctio
ns.
Inte
rnet
Gra
ph
ic R
ese
arc
h
� dem
onstr
ate
an u
nders
tandin
g o
f w
hat is
meant by a
n “
ecolo
gic
al fo
otp
rint”
;
� dem
onstr
ate
an u
nders
tandin
g o
f how
hu
man a
ctivitie
s a
ffect th
e e
nvironm
ent;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
na
tura
l syste
ms in
flu
ence
cultu
ral a
nd
econom
ic a
ctivitie
s;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e w
ays in
wh
ich
th
e tra
ditio
na
l e
co
log
ica
l kn
ow
led
ge
of A
bo
rig
ina
l p
eo
ple
s in
flu
ence
s h
ow
th
ey in
tera
ct w
ith
th
eir
en
viro
nm
en
ts, in
clu
din
g th
eir c
on
ce
pts
of p
lace
, w
ilde
rness a
nd
bo
un
da
ries.
� m
ed
ia p
rese
nta
tio
nK
/UT
/IC
A
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#2
- M
eth
od
s o
f G
eo
gra
ph
ic In
qu
iry
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Ca
teg
ori
es
Ma
p A
na
lys
is (
Dia
gn
osti
c)
Stu
de
nts
ana
lyse
an
d in
terp
ret
info
rmation p
rovid
ed o
n a
va
riety
of
maps.
Ma
p A
na
lys
is (
Dia
gn
osti
c)
� dem
onstr
ate
an a
bili
ty to c
olle
ct, o
rganiz
e a
nd s
ynth
esiz
e info
rmation fro
m a
variety
of sourc
es.
� o
ral pre
se
nta
tio
n
� a
necd
ota
l fe
ed
back
K/U
T/I
C
A
Lo
ca
l B
iore
gio
n A
ss
ign
me
nt
Stu
de
nts
co
llect a
nd
syn
the
siz
e
info
rmation a
bout th
e local bio
regio
n.
Lo
ca
l B
iore
gio
n A
ss
ign
me
nt
� co
llect a
nd
syn
the
siz
e in
form
atio
n a
bou
t th
e lo
ca
l b
iore
gio
n.
� p
ap
er-
an
d-p
en
cil
Qu
iz o
n G
eo
gra
ph
ic T
erm
s
Qu
iz o
n G
eo
gra
ph
ic T
erm
s
� u
se
ge
ogra
phic
te
rms c
orr
ectly in
writt
en
an
d o
ral com
mu
nic
atio
n;
� lo
cate
and u
se e
ffectively
geogra
phic
mate
rial fr
om
prim
ary
sourc
es.
� p
ap
er-
an
d-p
en
cil
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
29
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#3
- G
eo
gra
ph
ic F
ou
nd
ati
on
s:
Sp
ace
an
d S
ys
tem
s
Na
me
& D
esc
rip
tio
n
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Wh
ere
do
yo
u w
an
t to
liv
e?
S
tud
en
ts d
escribe
whe
re th
ey w
ou
ld
most lik
e to liv
e in C
anada a
nd e
xpla
in
why.
Wh
ere
do
yo
u w
an
t to
liv
e?
� id
entify
the b
est pla
ce in C
anada to liv
e, usin
g a
reasoned a
rgum
ent to
justify
th
is c
hoic
e;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e te
rms a
nd
co
nce
pts
asso
cia
ted
with
re
gio
ns;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e c
ha
racte
ristics o
f n
atu
ral syste
ms;
� d
istin
gu
ish
betw
ee
n th
e c
ha
racte
ristics o
f ru
ral an
d u
rba
n e
nvir
onm
en
ts.
� p
ap
er-
an
d-p
en
cil
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
30
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#4
- G
lob
al C
on
nec
tio
ns
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Min
d M
ap
pin
g C
an
ad
a’s
Glo
bal
Co
mm
un
ity
Stu
dents
to p
roduce a
min
d m
ap o
f th
eir c
urr
en
t u
nd
ers
tan
din
g o
f C
ana
da
’s e
con
om
ic, cu
ltu
ral, a
nd
e
nviro
nm
en
tal lin
ks to
oth
er
co
un
trie
s
and q
uestions they w
ant to
investigate
.
Min
d M
ap
pin
g C
an
ad
a’s
Glo
bal C
om
mu
nit
y
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
Ca
na
da
’s d
ivers
e g
eo
gra
ph
y a
ffe
cts
its
e
con
om
ic, cu
ltu
ral, a
nd
en
viro
nm
en
tal lin
ks to
oth
er
cou
ntr
ies.
� A
ne
cdo
tal
fee
db
ack
K/U
T/I
C
A
Qu
iz
Qu
iz
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
Ca
na
da
’s d
ivers
e g
eo
gra
ph
y a
ffe
cts
its
e
con
om
ic, cu
ltu
ral a
nd
en
viro
nm
en
tal lin
ks to
oth
er
cou
ntr
ies;
� a
na
lyse
con
ne
ctio
ns b
etw
ee
n d
iffe
ren
t pa
rts o
f C
an
ada
, a
nd
be
twee
n C
an
ada
a
nd
oth
er
coun
trie
s;
� a
na
lyse
th
e g
lob
al d
istr
ibu
tio
n o
f m
ajo
r in
tern
atio
na
l a
gre
em
en
ts a
nd
org
an
iza
tio
ns in
wh
ich
Cana
da
part
icip
ate
s;
� expla
in the m
andate
of sele
cte
d inte
rnational org
aniz
ations to w
hic
h C
anada
belo
ngs a
nd e
valu
ate
their e
ffectiveness in a
ddre
ssin
g g
lobal concern
s;
� d
em
onstr
ate
a k
now
led
ge
of C
an
ad
a’s
sig
nific
an
t w
orld
co
ntr
ibu
tio
ns;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e in
terd
ep
end
ence
of C
an
ad
ian
an
d w
orld
e
con
om
ies;
� e
xp
lain
how
Ca
na
da
’s n
atu
ral syste
ms fo
rm p
art
of g
lob
al n
atu
ral syste
ms.
� p
ap
er-
an
d-p
en
cil
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
31
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#5
- U
nd
ers
tan
din
g a
nd
Ma
na
gin
g C
ha
ng
e
Nam
e &
Descri
pti
on
L
ea
rnin
g E
xp
ec
tati
on
s
As
se
ss
me
nt
To
ols
&
Str
ate
gie
s
Cate
go
ries
Jig
saw
Acti
vit
y
Stu
de
nts
syn
the
siz
e in
form
atio
n
(culture
, change in s
yste
ms,
de
mo
gra
ph
ics, a
nd
mig
ratio
n)
and
p
repa
re a
writte
n r
ep
ort
.
Jig
saw
Acti
vit
y
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of sim
ilaritie
s a
mo
ng
cu
ltu
res a
nd
th
e n
eed
to
re
spect cu
ltura
l diffe
rences;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of se
lecte
d fa
cto
rs th
at ca
use
cha
ng
e in
hu
man
and n
atu
ral syste
ms;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of th
e fa
cto
rs in
flu
encin
g d
em
og
raph
ics a
nd
m
igra
tion
in
Ca
na
da
.
� o
ral pre
se
nta
tio
n
� p
ap
er-
an
d-p
en
cil
K/U
T/I
C
A
Care
er
Researc
h A
ssig
nm
en
t S
tudents
use a
com
pute
r to
searc
h for
care
ers
rela
ted to g
eogra
phy a
nd
pre
dic
t fu
ture
jo
b a
nd
ca
reer
opport
unitie
s. S
tudents
cre
ate
a
bro
ch
ure
or
ma
gazin
e a
rtic
le o
n th
eir
ca
reer
of ch
oic
e.
Care
er
Researc
h A
ssig
nm
en
t
� re
se
arc
h a
nd
id
en
tify
th
e e
du
ca
tio
na
l re
qu
irem
en
ts fo
r a
care
er
rela
ted
to
g
eo
gra
ph
y;
� p
red
ict jo
b a
nd
ca
reer
op
po
rtu
nitie
s th
at m
ay b
e a
va
ilab
le in
all
se
cto
rs o
f th
e
Canadia
n e
conom
y in the tw
enty
-first centu
ry;
� d
em
onstr
ate
an
un
de
rsta
nd
ing
of h
ow
glo
ba
l eco
nom
ic a
nd
en
viron
me
nta
l fa
cto
rs a
ffect in
div
idual care
er
and lifesty
le o
pport
unitie
s.
� p
erf
orm
ance
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A –
Ap
plic
atio
n
32
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
F.
En
gli
sh
As
se
ss
me
nt
Pla
n (
Sa
mp
le)
Gra
de:
10
Su
bje
ct:
E
ng
lish
Acad
em
ic
Co
urs
e:
EN
G2D
En
du
rin
g U
nd
ers
tan
din
gs:
Th
e s
tud
en
t w
ill u
nde
rsta
nd
: 1.
how
the form
and p
urp
ose o
f a text is
used to
ge
nera
te o
r en
ha
nce
mea
nin
g.
2.
ho
w th
e in
tend
ed
aud
ience o
f a
te
xt d
ete
rmin
es th
e
lan
gua
ge
and c
on
ve
ntion
s th
at a
re u
se
d.
3.
tha
t w
ritin
g is a
pro
cess th
at is
a fu
nd
am
en
tal
req
uire
me
nt in
co
nstr
ucting
pro
du
ct.
4
. h
ow
va
lue
s, pe
rsp
ective
s, a
nd
wo
rld
vie
ws in
flue
nce
co
mm
un
ica
tio
n a
nd
insig
ht.
5.
that critical th
inkin
g is e
ssential in
develo
pin
g c
larity
and insig
ht.
6.
tha
t la
ng
uag
e is th
e b
asis
fo
r th
inkin
g,
co
mm
un
ica
tio
n, a
nd
le
arn
ing
. 7.
that th
rough the s
tudy o
f lit
era
ture
, in
form
ational
texts
, a
nd
med
ia w
ork
s th
ey c
an
de
ep
en th
eir
un
ders
tan
din
g o
f th
em
se
lve
s a
nd
th
e w
orld
aro
un
d
them
.
Es
se
nti
al Q
ue
sti
on
s:
1.1
What m
eth
od c
an c
om
munic
ate
my ideas e
ffectively
, pow
erf
ully
, and inte
restingly
to a
specific
audie
nce?
1.2
How
do
es th
e im
pa
ct o
f a
me
ssa
ge
chan
ge
dep
end
ing
on
th
e fo
rm th
rou
gh
wh
ich
it is
de
live
red
?
2.1
Wh
at is
th
e r
ela
tio
nsh
ip b
etw
een
th
e w
rite
r a
nd
th
e te
xt?
…th
e r
ea
de
r an
d th
e te
xt?
…th
e r
ea
de
r an
d th
e
wri
ter?
3
.1 H
ow
do
I o
rga
niz
e a
nd
po
lish
my id
eas in
writt
en
and
ora
l co
mm
un
ica
tio
n s
o th
at I ca
n b
e u
nde
rsto
od
, cle
ar,
an
d in
flu
en
tia
l?
4.1
Why d
on’t w
rite
rs just say w
hat th
ey m
ean?
4.2
How
do
es o
ne
’s e
nvir
on
me
nt in
flu
ence
on
e’s
th
ou
gh
ts a
nd
ide
as?
5.1
Wh
at is
th
e d
iffe
ren
ce
be
twe
en
in
form
atio
n a
nd
evid
en
ce?
5
.2 W
ha
t is
th
e a
uth
or’s to
ne
an
d w
hy d
id s
he
ch
oo
se
it?
6
.1 H
ow
do
es a
re
ad
er’s s
ensitiv
ity to
th
e la
ng
uag
e o
f te
xts
aff
ect h
er
ab
ility
to
re
ad
an
d a
pp
recia
te te
xt?
6
.2 W
ha
t is
th
e s
ign
ific
an
ce
of w
ord
cho
ice
an
d fig
ura
tive
la
ng
uag
e?
7
.1 H
ow
are
ch
ara
cte
rs a
nd
th
em
es in
te
xts
sim
ilar
an
d a
pp
lica
ble
to
life
? …
to o
the
r te
xts
?
Imp
ort
an
t K
no
wle
dg
e a
nd
Skills
: 1.1
dem
onstr
ate
an u
nders
tandin
g o
f th
e e
lem
ents
of a r
ange o
f lit
era
ry, in
form
ational and m
edia
form
s (
novels
, poem
s, pla
ys, in
form
ationa
l p
iece
s)
and
ge
nre
s
1.2
use a
nd identify
sty
listic d
evic
es, figura
tive e
xpre
ssio
n a
nd v
oic
e in litera
ry a
nd info
rmational te
xts
1
.3
ide
ntify
an
d a
pp
ly lite
rary
an
d in
form
ation
al fo
rms s
uite
d to
va
rio
us p
urp
ose
s a
nd a
ud
iences
2.1
u
se
a le
ve
l o
f la
ng
uag
e a
pp
ropria
te to
th
e c
on
text a
nd
au
die
nce
3
.1
assess th
eir o
wn
an
d th
eir p
ee
rs’ w
ritt
en
an
d o
ral p
rod
ucts
and
ide
ntify
go
als
fo
r im
pro
ve
men
t 3
.2
use
th
e w
riting
pro
cess a
nd
th
e c
on
ven
tio
ns o
f sta
nda
rd C
an
ad
ian E
ng
lish
3
.3
use
pri
nt a
nd
ele
ctr
on
ic r
eso
urc
es to
ga
the
r in
form
ation
an
d e
xp
lore
id
ea
s fo
r w
ritte
n w
ork
4
.1
exp
lain
how
th
e v
alu
e a
nd
pe
rsp
ective
s o
f re
ad
ers
in
flu
ence
respo
nses a
nd
in
terp
reta
tio
ns o
f te
xts
4
.2
exp
lain
how
his
torica
l or
cu
ltu
ral con
texts
sh
ape
in
form
atio
n a
nd
idea
s in
a te
xt
5.1
a
pp
ly p
att
ern
s o
f o
rga
niz
ing
in
form
ation
an
d d
esig
n e
lem
en
ts to
com
mu
nic
ate
ide
as c
ohe
ren
tly a
nd
lo
gic
ally
5
.2
use
evid
ence to
su
pp
ort
opin
ions a
nd
jud
ge
men
ts in
ora
l a
nd
writt
en
co
mm
un
ica
tio
n
5.3
id
entify
and a
naly
se im
plic
it a
nd e
xplic
it m
essages in texts
6.1
use lis
tenin
g techniq
ues a
nd o
ral com
munic
ation s
kill
s e
ffectively
6
.2
use
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly
7.1
re
ad
an
d d
em
on
str
ate
und
ers
tan
din
g o
f a
ra
ng
e o
f lit
era
ry a
nd
in
form
atio
na
l te
xts
fro
m a
va
riety
of
tim
e p
erio
ds
7.2
u
se
kn
ow
led
ge
of a
ra
ng
e o
f m
ed
ia fo
rms, p
urp
ose
s, a
nd
aud
iences to
cre
ate
and
assess m
ed
ia w
ork
s
33
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Cu
lmin
ati
ng
Acti
vit
y(i
es):
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Bo
ok F
esti
val
Stu
de
nts
dem
on
str
ate
th
e w
ide
ran
ge
o
f skill
s a
nd
kn
ow
led
ge
learn
ed
in
th
e
cours
e b
y p
ublic
izin
g, pra
ctisin
g a
nd
pre
senting a
Book F
estival. T
hey
dis
pla
y th
eir w
ritt
en
and
me
dia
p
rodu
cts
ab
ou
t tw
o “
ind
epe
nd
en
t”
bo
oks th
ey h
ave
re
ad
an
d d
iscuss
their b
ooks w
ith a
n invited a
udie
nce.
K/U
T/I
C
A
Pro
du
cts
: 1
. R
ea
din
g R
esp
on
se
S
tud
en
ts p
rep
are
a p
olis
he
d b
est
readin
g r
esponse journ
al fr
om
cours
e,
wh
ich
de
mo
nstr
ate
s th
e g
row
th in
re
ad
ing
and
co
mm
un
ica
tion
of id
ea
s.
Re
ad
ing
Resp
on
se
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� edit a
nd p
roofr
ead to p
roduce fin
al dra
fts, usin
g c
orr
ect gra
mm
ar,
spelli
ng, and
pu
nctu
atio
n, a
cco
rdin
g to
th
e c
on
ve
ntion
s o
f sta
nd
ard
Ca
na
dia
n E
ng
lish
spe
cifie
d
for
this
co
urs
e, w
ith
th
e s
up
po
rt o
f p
rin
t a
nd
ele
ctr
on
ic r
eso
urc
es w
hen
appro
priate
;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� co
nsid
er
the
ch
ara
cte
ristics o
f th
e in
tend
ed
aud
ience in
se
lectin
g a
n a
pp
ropria
te
form
and d
evelo
pin
g the c
onte
nt of w
ritten w
ork
;
� sele
ct a v
oic
e a
nd a
n a
ppro
priate
level of la
nguage to s
uit the form
, purp
ose, and
audie
nce o
f th
eir w
riting;
� e
dit a
nd
pro
ofr
ea
d th
eir o
wn
an
d o
thers
’ w
ritin
g, co
rrectin
g e
rrors
acco
rdin
g to
th
e
req
uire
me
nts
fo
r g
ram
ma
r, u
sag
e, spe
lling
, a
nd
pu
nctu
atio
n lis
ted
be
low
.
� ru
bri
c
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
34
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Cu
lmin
ati
ng
Acti
vit
y(i
es):
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
2.
Bo
ok
Re
vie
w
Stu
de
nts
pre
pa
re a
nd
co
mp
lete
a b
ook
revie
w o
f o
ne o
f th
eir b
oo
ks n
ot
ch
osen
fo
r th
e r
ea
din
g r
esp
onse
“be
st”
pie
ce.
Bo
ok
Re
vie
w
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� edit a
nd p
roofr
ead to p
roduce fin
al dra
fts, usin
g c
orr
ect gra
mm
ar,
spelli
ng, and
pu
nctu
atio
n, a
cco
rdin
g to
th
e c
on
ve
ntion
s o
f sta
nd
ard
Ca
na
dia
n E
ng
lish
spe
cifie
d
for
this
co
urs
e, w
ith
th
e s
up
po
rt o
f p
rin
t a
nd
ele
ctr
on
ic r
eso
urc
es w
hen
appro
priate
;
� id
en
tify
th
e lite
rary
an
d in
form
atio
na
l fo
rms s
uite
d to
va
rio
us p
urp
oses a
nd
a
ud
ien
ce
s a
nd
use
th
e form
s a
ppro
pria
tely
in
th
eir o
wn
writin
g, w
ith a
n e
mp
hasis
o
n a
dop
tin
g a
su
ita
ble
vo
ice
;
� co
nsid
er
the
ch
ara
cte
ristics o
f th
e in
tend
ed
aud
ience in
se
lectin
g a
n a
pp
ropria
te
form
and d
evelo
pin
g the c
onte
nt of w
ritten w
ork
;
� sele
ct a v
oic
e a
nd a
n a
ppro
priate
level of la
nguage to s
uit the form
, purp
ose, and
audie
nce o
f th
eir w
riting;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� e
dit a
nd
pro
ofr
ea
d th
eir o
wn
an
d o
thers
’ w
ritin
g, co
rrectin
g e
rrors
acco
rdin
g to
th
e
req
uire
me
nts
fo
r g
ram
ma
r, u
sag
e, spe
lling
, a
nd
pu
nctu
atio
n lis
ted
be
low
;
� analy
se info
rmation, id
eas, and e
lem
ents
in texts
and s
ynth
esiz
e a
nd
com
munic
ate
their fin
din
gs.
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
35
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Cu
lmin
ati
ng
Acti
vit
y(i
es):
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
3.
Ora
l B
oo
k T
alk
S
tud
en
ts p
rep
are
bo
ok ta
lks a
bo
ut
the
ir tw
o in
dep
en
de
ntly c
ho
sen
bo
oks
for
pre
senta
tion a
t th
e B
ook F
estival.
Ora
l B
oo
k T
alk
� use lis
tenin
g techniq
ues a
nd o
ral com
munic
ation s
kill
s to p
art
icip
ate
in c
lassro
om
d
iscussio
ns a
nd
mo
re fo
rma
l a
ctivitie
s, su
ch
as d
ram
atizin
g, p
resentin
g, a
nd
d
eb
ating
, fo
r a
va
rie
ty o
f p
urp
oses a
nd
au
die
nce
s;
� analy
se info
rmation, id
eas, and e
lem
ents
in texts
and s
ynth
esiz
e a
nd
com
munic
ate
their fin
din
gs;
� p
lan
and
ma
ke
ora
l pre
se
nta
tio
ns ind
epen
de
ntly, a
da
ptin
g v
oca
bu
lary
an
d u
sin
g
meth
ods o
f deliv
ery
to s
uit a
udie
nce, purp
ose, and topic
;
� use r
heto
rical questions, em
otional appeals
, gestu
res, in
tonation, and v
isual aid
s
an
d te
ch
no
log
y, a
s a
pp
ropria
te, to
en
gag
e t
he
au
die
nce
’s in
tere
st d
uring
ora
l pre
senta
tions;
� re
hea
rse
with v
isu
al a
ids a
nd
pro
ps, stu
dy a
ud
io a
nd
vid
eo
tap
ed
reh
ea
rsa
ls, a
nd
use m
nem
onic
devic
es a
nd v
isualiz
ation techniq
ues to e
nsure
confident deliv
ery
in
ora
l pre
senta
tions;
� re
ad
an
d d
em
on
str
ate
an
un
ders
tan
din
g o
f a
ra
ng
e o
f lit
era
ry a
nd in
form
atio
na
l te
xts
, b
oth
con
tem
pora
ry a
nd
fro
m h
isto
rica
l p
erio
ds;
� describe info
rmation, id
eas, opin
ions, and them
es in p
rint and e
lectr
onic
texts
they
ha
ve
re
ad
durin
g th
e y
ear
fro
m d
iffe
ren
t cu
ltu
res a
nd
his
torica
l pe
rio
ds a
nd
in
a
ran
ge
of g
enre
s, in
clu
din
g n
ove
ls, p
lays, sh
ort
sto
ries, p
oe
try, o
pin
ion
pie
ces,
rep
ort
s, sh
ort
essa
ys, fu
ll-le
ng
th n
on
-fic
tio
n w
ork
s, n
ew
sp
ape
rs, m
ag
azin
es, a
nd
re
fere
nce m
ate
rials
;
� dem
onstr
ate
an u
nders
tandin
g o
f th
e e
lem
ents
of a r
ange o
f lit
era
ry a
nd
info
rma
tion
al fo
rms, w
ith
a fo
cus o
n n
ove
ls, p
oe
ms, pla
ys, a
nd
op
inio
n p
ieces;
� id
entify
and e
xpla
in the e
ffect of specific
ele
ments
of sty
le in a
range o
f lit
era
ry
and info
rmational te
xts
.
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
36
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Cu
lmin
ati
ng
Acti
vit
y(i
es):
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
4.
Med
ia D
isp
lay
Stu
de
nts
pre
pa
re a
me
dia
dis
pla
y
sh
ow
casin
g th
eir
boo
ks. T
he
te
ach
er
ind
ica
tes th
e p
ara
me
ters
an
d lo
ca
tio
n.
The d
ispla
y m
ay inclu
de p
oste
rs,
quota
tions, ill
ustr
ations, costu
mes,
audio
tape, com
pute
r pre
sen
tations,
etc
.
Med
ia D
isp
lay
� u
se
kn
ow
led
ge
of a
ra
ng
e o
f m
ed
ia fo
rms, p
urp
ose
s, a
nd
aud
iences to
cre
ate
m
edia
work
s, and u
se e
sta
blis
hed c
rite
ria to a
ssess the e
ffectiveness o
f th
e
work
s;
� se
lect th
e p
ub
lica
tion
me
tho
d o
r ve
hic
le m
ost acce
ssib
le o
r a
ppea
ling
to
th
e
inte
nd
ed
au
die
nce
, u
sin
g te
chn
olo
gy in
a v
arie
ty o
f w
ays w
he
re a
pp
ropria
te;
� adapt an idea, th
em
e o
r is
sue fro
m a
work
of lit
era
ture
for
pre
senta
tion in tw
o
rela
ted m
edia
form
s, and a
ssess the p
resenta
tions to d
ete
rmin
e w
hat aspects
of
the
orig
ina
l ha
ve
be
en
str
en
gth
ene
d a
nd/o
r w
eaken
ed b
y th
e a
da
pta
tio
ns.
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
37
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#1
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ss
es
sm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Ch
ap
ter
Pre
se
nta
tio
n
Stu
de
nts
pre
pa
re a
n o
ral p
rese
nta
tion
o
n a
cha
pte
r o
f a
no
ve
l to
de
mo
nstr
ate
th
e inte
rwoven them
es o
f th
e n
ovel
an
d th
e a
uth
or’
s u
se
of sty
listic
de
vic
es. D
urin
g th
e p
resenta
tio
n, th
e
stu
den
ts p
rovid
e a
to
pic
web
fo
r th
e
cla
ss that outlin
es the im
port
ant to
pic
s
fro
m th
e c
ha
pte
r. S
tud
en
ts s
ele
ct a
so
ng
or
poe
m a
nd
de
mon
str
ate
its
connection to the c
hapte
r.
Ch
ap
ter
Pre
se
nta
tio
n
� dem
onstr
ate
an u
nders
tandin
g o
f th
e e
lem
ents
of a r
ange o
f lit
era
ry a
nd
info
rma
tion
al fo
rms, w
ith
a fo
cus o
n n
ove
ls, p
oe
ms, pla
ys a
nd
op
inio
n p
ieces;
� id
entify
and e
xpla
in the e
ffect of specific
ele
ments
of sty
le in a
range o
f lit
era
ry
and info
rmational te
xts
;
� use lis
tenin
g techniq
ues a
nd o
ral com
munic
ation s
kill
s to p
art
icip
ate
in c
lassro
om
d
iscussio
ns a
nd
mo
re fo
rma
l a
ctivitie
s, su
ch
as d
ram
atizin
g, p
resentin
g, a
nd
d
eb
ating
, fo
r a
va
rie
ty o
f p
urp
oses a
nd
au
die
nce
s;
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� analy
se info
rmation, id
eas, and e
lem
ents
in texts
and s
ynth
esiz
e a
nd
com
munic
ate
their fin
din
gs.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
Cre
ati
ve
Wri
tin
g A
nth
olo
gy
Stu
dents
subm
it a
writing a
nth
olo
gy
tha
t co
nta
ins c
rea
tive
pie
ce
s inclu
din
g
a c
hara
cte
r an
aly
sis
an
d a
dia
logu
e.
These a
re w
ritten, edited, and r
evis
ed
du
ring
th
e u
nit a
nd
pu
blis
he
d a
s th
e
culm
inating a
ctivity.
Cre
ati
ve
Wri
tin
g A
nth
olo
gy
� id
en
tify
th
e lite
rary
an
d in
form
atio
na
l fo
rms s
uite
d to
va
rio
us p
urp
oses a
nd
a
ud
ien
ce
s a
nd
use
th
e form
s a
ppro
pria
tely
in
th
eir o
wn
writin
g, w
ith a
n e
mp
hasis
o
n a
dop
tin
g a
su
ita
ble
vo
ice
;
� re
vis
e th
eir w
ritt
en
work
ind
ep
en
de
ntly a
nd
co
llab
ora
tive
ly w
ith
a fo
cus o
n s
uppo
rt
for
ide
as a
nd
op
inio
ns, accu
racy, cla
rity
, co
here
nce
an
d e
ffe
ctive
use
of sty
listic
devic
es;
� edit a
nd p
roofr
ead to p
roduce fin
al dra
fts, usin
g c
orr
ect gra
mm
ar,
spelli
ng a
nd
pu
nctu
atio
n a
cco
rdin
g to
th
e c
on
ven
tio
ns o
f sta
nda
rd C
ana
dia
n E
ng
lish
sp
ecifie
d
for
this
co
urs
e, w
ith
th
e s
up
po
rt o
f p
rin
t a
nd
ele
ctr
on
ic r
eso
urc
es;
� se
lect th
e p
ub
lica
tion
me
tho
d o
r ve
hic
le m
ost acce
ssib
le o
r a
ppea
ling
to
th
e
inte
nd
ed
au
die
nce
, u
sin
g te
chn
olo
gy in
a v
arie
ty o
f w
ays w
he
re a
pp
ropria
te;
� dem
onstr
ate
an u
nders
tandin
g o
f th
e e
lem
ents
of a r
ange o
f lit
era
ry a
nd
info
rma
tion
al fo
rms, w
ith
a fo
cus o
n n
ove
ls, p
oe
ms, pla
ys, a
nd
op
inio
n p
ieces;
� use k
now
ledge o
f ele
ments
of poetr
y, such a
s s
tanza form
s, rh
ym
e, rh
yth
m,
pu
nctu
atio
n, fr
ee
ve
rse
, im
ag
ery
, a
nd
so
un
d d
evic
es, to
un
de
rsta
nd a
nd
in
terp
ret
exa
mp
les o
f th
e g
enre
.
� ch
ecklis
t
� ru
bri
c
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
38
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
):U
nit
#2
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
As
se
ss
me
nt
To
ols
&
Str
ate
gie
s
Cate
go
ries
De
bate
S
tud
en
ts p
rep
are
an
d p
rese
nt a
n o
ral
debate
on
a c
ontr
overs
ial is
sue to
dem
onstr
ate
their p
roficie
ncy w
ith o
ral
arg
um
enta
tion.
De
bate
� use r
ele
vant, s
ignific
ant and e
xplic
it info
rmation fro
m te
xts
to s
upport
in
terp
reta
tions;
� pre
sent suffic
ient, s
ignific
ant evid
ence fro
m a
text to
support
opin
ions a
nd
jud
ge
me
nts
;
� use k
now
led
ge
of ele
ments
of opin
ion p
ieces, such a
s o
vert
sta
tem
ent of a
po
sitio
n o
r o
pin
ion
, ty
pe
of d
ictio
n, to
ne
, p
ara
gra
ph
ing, tr
an
sitio
n w
ord
s a
nd
p
hra
ses, se
lective
su
pp
ort
ing
de
tail,
allu
sio
ns, a
nd
app
ea
ls to
au
tho
rity
, to
u
nd
ers
tan
d a
nd
in
terp
ret exa
mp
les o
f th
e g
en
re;
� u
se
a r
an
ge
of p
rin
t a
nd
ele
ctr
on
ic s
ourc
es to
ga
ther
info
rma
tion
and
exp
lore
id
eas fo
r w
ritt
en
work
;
� sort
and label in
form
ation, id
eas, and d
ata
; evalu
ate
the a
ccura
cy, am
big
uity a
nd
co
mp
lete
ness o
f th
e in
form
atio
n; a
nd
ma
ke
jud
gem
en
ts a
nd
dra
w c
on
clu
sio
ns
based o
n the r
esearc
h;
� se
lect w
ord
s a
nd
fig
ura
tive
exp
ressio
ns w
ith
un
de
rsta
nd
ing
an
d s
en
sitiv
ity to
e
nh
an
ce
th
e p
ers
uasiv
e o
r e
xp
ressiv
e p
ow
er
of th
eir s
pee
ch
an
d w
ritin
g;
� se
lect w
ord
s a
nd
phra
ses c
onsis
ten
t w
ith
th
e p
art
icu
lar
vo
ice
an
d to
ne
req
uire
d fo
r a v
ariety
of in
form
al and form
al situations;
� a
pp
ly te
chn
iqu
es o
f e
ffe
ctive
lis
ten
ing
an
d d
em
on
str
ate
an
un
ders
tan
din
g o
f o
ral
pre
se
nta
tion
s b
y s
um
marizin
g p
resen
ters
’ a
rgu
men
ts a
nd
exp
lain
ing
ho
w
vocabula
ry, body language, to
ne a
nd v
isual aid
s e
nhan
ce p
resenta
tions.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
39
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#2
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
As
se
ss
me
nt
To
ols
&
Str
ate
gie
s
Cate
go
ries
Pe
rsu
as
ive
Es
sa
y
Stu
de
nts
dis
cu
ss id
eas, re
ad
in
form
ational te
xts
, and e
xte
nd
de
ve
lope
d a
rgu
me
nts
to
pro
duce
a
pers
uasiv
e e
ssay that dem
onstr
ate
s
their w
riting s
kill
s a
nd text analy
sis
.
Pe
rsu
as
ive
Es
sa
y
� u
se
th
e in
form
atio
n a
nd
ide
as g
en
era
ted
, re
sea
rche
d a
nd
eva
lua
ted
to
de
ve
lop
th
e c
onte
nt of w
ritten w
ork
;
� p
rodu
ce
writt
en
work
for
a v
arie
ty o
f p
urp
ose
s, w
ith
a fo
cus o
n in
terp
retin
g a
nd
a
na
lysin
g in
form
atio
n, id
eas, th
em
es a
nd
issu
es a
nd
su
pp
ort
ing
opin
ions w
ith
co
nvin
cin
g e
vid
ence
;
� sele
ct a v
oic
e a
nd a
n a
ppro
priate
level of la
nguage to s
uit the form
, purp
ose, and
audie
nce o
f th
eir w
riting;
� pre
sent suffic
ient, s
ignific
ant evid
ence fro
m a
text to
support
opin
ions a
nd
jud
ge
me
nts
;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� str
uctu
re th
e in
tro
ducto
ry p
ara
gra
phs o
f sh
ort
essa
ys u
sin
g a
cle
ar
sta
tem
en
t o
f th
e to
pic
or
the
sis
, a
de
vis
e to
en
ga
ge
the
re
ade
r’s in
tere
st a
nd
an
ove
rvie
w o
f th
e
ma
in p
oin
ts to
be
co
vere
d;
� re
co
gn
ize
, d
escrib
e, a
nd
use
co
rrectly, in
ora
l a
nd
writt
en
la
ng
uag
e, th
e la
ng
ua
ge
str
uctu
res o
f sta
nda
rd C
ana
dia
n E
ng
lish a
nd
its
con
ve
ntio
ns o
f g
ram
ma
r a
nd
u
sag
e.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
40
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#3
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ss
es
sm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Te
levis
ion
Sh
ow
Re
vie
w
Stu
de
nts
wa
tch
a te
levis
ion
sh
ow
at
hom
e that uses a
myth
ic m
otif.
Stu
de
nts
write
a 5
00
- to
60
0-w
ord
re
vie
w, in
clu
din
g a
n a
tte
ntio
n-g
rab
bin
g
title. T
he p
urp
ose o
f th
e r
evie
w is to
pers
uade r
eaders
to v
iew
or
not to
vie
w the tele
vis
ion s
how
and to g
ive
opin
ions a
bou
t th
e q
ualit
y a
nd v
alu
e o
f th
at show
.
Te
levis
ion
Sh
ow
Re
vie
w
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� edit a
nd p
roofr
ead to p
roduce fin
al dra
fts, usin
g c
orr
ect gra
mm
ar,
spelli
ng, and
pu
nctu
atio
n, a
cco
rdin
g to
th
e c
on
ve
ntion
s o
f sta
nd
ard
Ca
na
dia
n E
ng
lish
spe
cifie
d
for
this
co
urs
e, w
ith
th
e s
up
po
rt o
f p
rin
t a
nd
ele
ctr
on
ic r
eso
urc
es w
hen
appro
priate
;
� id
en
tify
th
e lite
rary
an
d in
form
atio
na
l fo
rms s
uite
d to
va
rio
us p
urp
oses a
nd
a
ud
ien
ce
s a
nd
use
th
e form
s a
ppro
pria
tely
in
th
eir o
wn
writin
g, w
ith a
n e
mp
hasis
o
n a
dop
tin
g a
su
ita
ble
vo
ice
;
� co
nsid
er
the
ch
ara
cte
ristics o
f th
e in
tend
ed
aud
ience in
se
lectin
g a
n a
pp
ropria
te
form
and d
evelo
pin
g the c
onte
nt of w
ritten w
ork
;
� sele
ct a v
oic
e a
nd a
n a
ppro
priate
level of la
nguage to s
uit the form
, purp
ose, and
audie
nce o
f th
eir w
riting;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� analy
se info
rmation, id
eas, and e
lem
ents
in texts
and s
ynth
esiz
e a
nd
com
munic
ate
their fin
din
gs;
� dem
onstr
ate
critical th
inkin
g s
kill
s b
y id
en
tify
ing the d
iffe
rences b
etw
een e
xplic
it
an
d im
plic
it m
essa
ge
s in
me
dia
wo
rks.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
41
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#3
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ss
es
sm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Pu
bli
c S
erv
ice
An
no
un
ce
me
nt
Stu
de
nts
cre
ate
a m
ed
ia w
ork
th
at
info
rms th
eir a
ud
ien
ce
ab
ou
t a
n issu
e.
Pu
bli
c S
erv
ice
An
no
un
ce
me
nt
� u
se
kn
ow
led
ge
of a
ra
ng
e o
f m
ed
ia fo
rms, p
urp
ose
s, a
nd
aud
iences to
cre
ate
m
edia
work
s, and u
se e
sta
blis
hed c
rite
ria to a
ssess the e
ffectiveness o
f th
e
work
s;
� se
lect th
e p
ub
lica
tion
me
tho
d o
r ve
hic
le m
ost acce
ssib
le o
r a
ppea
ling
to
th
e
inte
nd
ed
au
die
nce
, u
sin
g te
chn
olo
gy in
a v
arie
ty o
f w
ays w
he
re a
pp
ropria
te;
� adapt an idea, th
em
e, or
issue fro
m a
wo
rk o
f lit
era
ture
for
pre
senta
tion in tw
o
rela
ted m
edia
form
s, and a
ssess the p
resenta
tions to d
ete
rmin
e w
hat aspects
of
the
orig
ina
l ha
ve
be
en
str
en
gth
ene
d a
nd/o
r w
eaken
ed b
y th
e a
da
pta
tio
ns;
� cre
ate
me
dia
wo
rks fo
r d
iffe
ren
t p
urp
ose
s a
nd
exp
lain
ho
w th
e d
esig
n d
ecis
ions
for
ea
ch
were
sh
ape
d b
y p
urp
ose
;
� id
entify
key e
lem
ents
and techniq
ues u
sed to c
reate
media
work
s in a
variety
of
form
s a
nd
ana
lyse
how
th
ese
ele
me
nts
an
d te
ch
niq
ue
s c
on
trib
ute
to
th
e th
em
e o
r m
essa
ge
.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
42
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Ac
tivit
y(i
es
): U
nit
#4
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ss
es
sm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Sc
en
e D
ram
ati
zati
on
S
tud
en
ts d
em
on
str
ate
th
eir
un
ders
tan
din
g o
f th
e c
hara
cte
rs a
nd
th
eir r
ela
tio
nsh
ips o
f a
pla
y b
y
dra
ma
tizin
g k
ey s
cen
es. T
he
y
enhance their p
resenta
tion thro
ugh
skilf
ul use o
f voic
e, m
ovem
ent, a
nd
gestu
re.
Sc
en
e D
ram
ati
zati
on
� re
ad
an
d d
em
on
str
ate
an
un
ders
tan
din
g o
f a
ra
ng
e o
f lit
era
ry a
nd in
form
atio
na
l te
xts
, b
oth
con
tem
pora
ry a
nd
fro
m h
isto
rica
l p
erio
ds;
� analy
se info
rmation, id
eas, and e
lem
ents
in texts
and s
ynth
esiz
e a
nd
com
munic
ate
their fin
din
gs;
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� use lis
tenin
g techniq
ues a
nd o
ral com
munic
ation s
kill
s to p
art
icip
ate
in c
lassro
om
d
iscussio
ns a
nd
mo
re fo
rma
l a
ctivitie
s, su
ch
as d
ram
atizin
g, p
resentin
g, a
nd
d
eb
ating
, fo
r a
va
rie
ty o
f p
urp
oses a
nd
au
die
nce
s.
� ch
ecklis
t
� ru
bri
c
K/U
T/I
C
A
Scen
e A
naly
sis
S
tudents
pre
sent an o
ral com
menta
ry
to the c
lass o
n the s
cene that th
ey
dra
matized. T
hey a
naly
se the d
ram
atic
pu
rpo
se
s o
f th
e s
ce
ne
an
d th
e
ch
an
ges in
rela
tio
nsh
ips. T
he
y p
rovid
e
an
an
aly
sis
of th
e p
oe
tic d
evic
es o
f a
passage o
f poetr
y fro
m the s
cene.
They u
se v
isual aid
s to e
mphasiz
e k
ey
poin
ts o
f th
eir c
om
menta
ry.
Scen
e A
naly
sis
� id
entify
and e
xpla
in the e
ffect of specific
ele
ments
of sty
le in a
range o
f lit
era
ry
and info
rmational te
xts
;
� dem
onstr
ate
an u
nders
tandin
g o
f th
e e
lem
ents
of a r
ange o
f lit
era
ry a
nd
info
rma
tion
al fo
rms, w
ith
a fo
cus o
n n
ove
ls, p
oe
ms, pla
ys, a
nd
op
inio
n p
ieces;
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� use lis
tenin
g techniq
ues a
nd o
ral com
munic
ation s
kill
s to p
art
icip
ate
in c
lassro
om
d
iscussio
ns a
nd
mo
re fo
rma
l a
ctivitie
s, su
ch
as d
ram
atizin
g, p
resentin
g, a
nd
d
eb
ating
, fo
r a
va
rie
ty o
f p
urp
oses a
nd
au
die
nce
s;
� u
se
kn
ow
led
ge
of a
ra
ng
e o
f m
ed
ia fo
rms, p
urp
ose
s, a
nd
aud
iences to
cre
ate
m
edia
work
s, and u
se e
sta
blis
hed c
rite
ria to a
ssess the e
ffectiveness o
f th
e
wo
rks.
� ch
ecklis
t
� ru
bri
c
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
43
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#1
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ss
es
sm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Pers
on
al R
esp
on
ses
S
tudents
make s
evera
l pers
onal
resp
onses to
in
form
ation
al a
nd
lite
rary
te
xts
in
corp
ora
tin
g c
on
nectio
ns to
p
ers
ona
l e
xpe
rie
nces, o
the
r te
xts
, a
nd
th
e w
orld
aro
un
d th
em
.
Pers
on
al R
esp
on
ses
� p
rodu
ce
writt
en
work
for
a v
arie
ty o
f p
urp
ose
s, w
ith
a fo
cus o
n in
terp
retin
g a
nd
analy
sin
g info
rmation, id
eas, th
em
es, and issues a
nd s
upport
ing o
pin
ions w
ith
co
nvin
cin
g e
vid
ence
;
� a
ssess th
eir fa
cili
ty w
ith
th
e w
ritin
g p
roce
ss, d
ocu
men
tin
g th
eir u
se
of g
en
res a
nd
fo
rms in
pe
rso
na
l a
nd
assig
ne
d w
ritin
g a
nd
id
en
tify
ing
go
als
fo
r w
ritin
g
impro
vem
ent and g
row
th;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� re
vis
e th
eir w
ritt
en
work
ind
ep
en
de
ntly a
nd
co
llab
ora
tive
ly, w
ith
a fo
cus o
n s
uppo
rt
for
ide
as a
nd
op
inio
ns, accu
racy, cla
rity
, co
here
nce
, an
d e
ffe
ctive
use
of sty
listic
devic
es.
� ru
bric o
r ra
ting
sca
le
K/U
T/I
C
A
Sh
ort
Sp
eech
S
tudents
pre
sent a s
hort
speech to the
cla
ss a
s a
chara
cte
r fr
om
the n
ovel.
Th
is c
hara
cte
r u
ses r
he
torica
l d
evic
es
and fig
ura
tive language to p
ers
uade
the identified a
udie
nce to d
o
so
me
thin
g.
Sh
ort
Sp
eech
� use lis
tenin
g techniq
ues a
nd o
ral com
munic
ation s
kill
s to p
art
icip
ate
in c
lassro
om
d
iscussio
ns a
nd
mo
re fo
rma
l a
ctivitie
s, su
ch
as d
ram
atizin
g, p
resentin
g, a
nd
d
eb
ating
, fo
r a
va
rie
ty o
f p
urp
oses a
nd
au
die
nce
s;
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� analy
se info
rmation, id
eas, and e
lem
ents
in texts
and s
ynth
esiz
e a
nd
com
munic
ate
their fin
din
gs;
� use r
ele
vant, s
ignific
ant, a
nd e
xplic
it in
form
ation a
nd ideas fro
m texts
to s
upport
in
terp
reta
tions;
� p
lan
and
ma
ke
ora
l pre
se
nta
tio
ns ind
epen
de
ntly, a
da
ptin
g v
oca
bu
lary
an
d u
sin
g
meth
ods o
f deliv
ery
to s
uit a
udie
nce, purp
ose, and topic
.
� o
ral pre
se
nta
tio
n
� ru
bri
c
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
44
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#1
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ss
es
sm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Le
tte
r S
tudents
write
a letter
from
the p
oin
t of
vie
w o
f one o
f th
e c
hara
cte
rs in the
no
ve
l a
nd
dis
cuss th
em
es.
Le
tte
r
� u
se
plo
t str
uctu
re a
nd
ch
ara
cte
r po
rtra
ya
l to
de
ve
lop
th
em
es in
sho
rt s
torie
s;
� co
nsid
er
the
ch
ara
cte
ristics o
f th
e in
tend
ed
aud
ience in
se
lectin
g a
n a
pp
ropria
te
form
and d
evelo
pin
g the c
onte
nt of w
ritten w
ork
;
� use k
now
ledge o
f ele
ments
of th
e n
ovel, s
uch a
s p
lot and s
ubplo
t,
chara
cte
rization, settin
g, conflic
t, them
e,
poin
t of vie
w, and c
ultura
l and h
isto
rical
conte
xts
, to
unders
tand a
nd inte
rpre
t exam
ple
s o
f th
e g
enre
;
� use r
ele
vant, s
ignific
ant, a
nd e
xplic
it in
form
ation a
nd ideas fro
m texts
to s
upport
in
terp
reta
tions.
� ra
tin
g s
ca
le
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
45
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#2
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Essa
y O
utl
ine
S
tud
en
ts w
ill r
ese
arc
h a
n issu
e
rele
va
nt to
th
eir liv
es a
nd
pre
pa
re a
n
essay o
utlin
e u
sin
g a
tem
pla
te.
Essa
y O
utl
ine
� pre
sent suffic
ient, s
ignific
ant evid
ence fro
m a
text to
support
opin
ions a
nd
jud
ge
me
nts
;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� str
uctu
re th
e in
tro
ducto
ry p
ara
gra
phs o
f sh
ort
essa
ys u
sin
g a
cle
ar
sta
tem
en
t o
f th
e to
pic
or
the
sis
, a
de
vis
e to
en
ga
ge
the
re
ade
r’s in
tere
st a
nd
an
ove
rvie
w o
f th
e
ma
in p
oin
ts to
be
co
vere
d;
� u
se
a p
att
ern
such
as c
om
pa
riso
n a
nd
co
ntr
ast,
ca
use
an
d e
ffe
ct,
or
cla
ssific
atio
n
to s
tructu
re s
ho
rt e
ssa
ys;
� in
vestigate
pote
ntial to
pic
s b
y form
ula
ting q
uestions, id
entify
ing info
rmation n
eeds
an
d p
urp
oses fo
r w
ritin
g, an
d d
eve
lop
ing
re
se
arc
h p
lan
s to
ga
the
r d
ata
;
� lo
ca
te a
nd
sum
ma
rize
in
form
atio
n a
nd
ide
as fro
m p
rin
t a
nd
ele
ctr
on
ic s
ou
rces,
inclu
din
g s
urv
eys, sta
tistical d
ata
ba
nks, re
port
s, p
eriod
ica
ls, a
nd
ne
ws g
rou
ps.
� a
necd
ota
l com
menta
ry/
co
nfe
rencin
g
K/U
T/I
C
A
Wo
rks
Cit
ed
In
div
idu
ally
, stu
de
nts
pre
pare
a w
ork
s
cited for
their e
ssay, apply
MLA
fo
rmat.
Wo
rks
Cit
ed
� id
entify
borr
ow
ed info
rmation, id
eas, and q
uota
tions a
nd u
se a
variety
of
tech
niq
ues to in
co
rpora
te th
em
sm
oo
thly
in
to w
ritt
en
wo
rk a
nd
in
de
pe
nd
en
t re
se
arc
h p
roje
cts
.
� a
necd
ota
l co
mm
en
ts
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
46
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#2
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Tim
ed
Wri
tin
g -
Pers
uasiv
e E
ssa
y
Stu
de
nts
exte
nd
de
ve
lop
ed a
rgu
me
nts
to
pro
duce a
pers
uasiv
e e
ssay to
dem
onstr
ate
their w
riting s
kill
s a
nd text
an
aly
sis
based
on
th
eir
ou
tlin
e.
Tim
ed
Wri
tin
g -
Pers
uasiv
e E
ssa
y
� u
se
th
e in
form
atio
n a
nd
ide
as g
en
era
ted
, re
sea
rche
d, a
nd
eva
lua
ted
to
de
ve
lop
the c
onte
nt of w
ritten w
ork
;
� p
rodu
ce
writt
en
work
for
a v
arie
ty o
f p
urp
ose
s, w
ith
a fo
cus o
n in
terp
retin
g a
nd
a
na
lysin
g in
form
atio
n, id
eas, th
em
es a
nd
issu
es a
nd
su
pp
ort
ing
opin
ions w
ith
co
nvin
cin
g e
vid
ence
;
� sele
ct a v
oic
e a
nd a
n a
ppro
priate
level of la
nguage to s
uit the form
, purp
ose, and
audie
nce o
f th
eir w
riting;
� pre
sent suffic
ient, s
ignific
ant evid
ence fro
m a
text to
support
opin
ions a
nd
jud
ge
me
nts
;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� str
uctu
re th
e in
tro
ducto
ry p
ara
gra
phs o
f sh
ort
essa
ys u
sin
g a
cle
ar
sta
tem
en
t o
f th
e to
pic
or
the
sis
, a
de
vis
e to
en
ga
ge
the
re
ade
r’s in
tere
st a
nd
an
ove
rvie
w o
f th
e
ma
in p
oin
ts to
be
co
vere
d;
� re
co
gn
ize
, d
escrib
e, a
nd
use
co
rrectly, in
ora
l a
nd
writt
en
la
ng
uag
e, th
e la
ng
ua
ge
str
uctu
res o
f sta
nda
rd C
ana
dia
n E
ng
lish a
nd
its
con
ve
ntio
ns o
f g
ram
ma
r a
nd
u
sag
e.
� ru
bri
c
K/U
T/I
C
A
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
47
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#3
Na
me
& D
esc
rip
tio
n
Learn
ing
Exp
ecta
tio
ns
A
ssessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Pers
on
al R
esp
on
ses
S
tudents
make s
evera
l pers
onal
resp
onses to
in
form
ation
al a
nd
lite
rary
te
xts
in
corp
ora
tin
g c
on
nectio
ns to
p
ers
ona
l e
xpe
rie
nces, o
the
r te
xts
, a
nd
th
e w
orld
aro
un
d th
em
.
Pers
on
al R
esp
on
ses
� p
rodu
ce
writt
en
work
for
a v
arie
ty o
f p
urp
ose
s, w
ith
a fo
cus o
n in
terp
retin
g a
nd
a
na
lysin
g in
form
atio
n, id
eas, th
em
es, a
nd
issu
es a
nd
su
pp
ort
ing
opin
ions w
ith
co
nvin
cin
g e
vid
ence
;
� a
ssess th
eir fa
cili
ty w
ith
th
e w
ritin
g p
roce
ss, d
ocu
men
tin
g th
eir u
se
of g
en
res a
nd
fo
rms in
pe
rso
na
l a
nd
assig
ne
d w
ritin
g a
nd
id
en
tify
ing
go
als
fo
r w
ritin
g
impro
vem
ent and g
row
th;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� re
vis
e th
eir w
ritt
en
work
ind
ep
en
de
ntly a
nd
co
llab
ora
tive
ly, w
ith
a fo
cus o
n s
uppo
rt
for
ide
as a
nd
op
inio
ns, accu
racy, cla
rity
, co
here
nce
, an
d e
ffe
ctive
use
of sty
listic
devic
es.
� ru
bri
c
K/U
T/I
C
A
Gro
up
Sh
ort
Sto
ry
Stu
de
nts
cre
ate
a s
hort
sto
ry v
ers
ion
of anoth
er
text (m
edia
work
, poem
, novel, p
lay, etc
.) in o
rder
to h
ighlig
ht
co
nflic
t a
nd
th
em
e.
Gro
up
Sh
ort
Sto
ry
� u
se
plo
t str
uctu
re a
nd
ch
ara
cte
r po
rtra
ya
l to
pre
se
nt co
nflic
ts in
sho
rt s
torie
s;
� u
se
plo
t str
uctu
re a
nd
ch
ara
cte
r po
rtra
ya
l to
de
ve
lop
th
em
es in
sho
rt s
torie
s.
� p
ee
r assessm
en
t
� a
necd
ota
l co
mm
en
ts
K
/U –
Kn
ow
led
ge
/Un
de
rsta
nd
ing
T/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A
– A
pp
lica
tio
n
48
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Fo
rma
tive
/Dia
gn
osti
c A
cti
vit
y(i
es
): U
nit
#4
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
Assessm
en
t T
oo
ls
& S
trate
gie
s
Cate
go
ries
Sc
en
e E
xc
erp
t D
ram
ati
zati
on
S
tud
en
ts d
em
on
str
ate
th
eir
un
ders
tan
din
g o
f th
e c
hara
cte
rs a
nd
th
eir r
ela
tio
nsh
ips in
a p
lay b
y
dra
ma
tizin
g k
ey s
cen
es. T
he
y
enhance their p
resenta
tion thro
ugh
skilf
ul use o
f voic
e, m
ovem
ent, a
nd
gestu
re.
Sc
en
e E
xc
erp
t D
ram
ati
zati
on
� re
ad
an
d d
em
on
str
ate
an
un
ders
tan
din
g o
f a
ra
ng
e o
f lit
era
ry a
nd in
form
atio
na
l te
xts
, b
oth
con
tem
pora
ry a
nd
fro
m h
isto
rica
l p
erio
ds;
� analy
se info
rmation, id
eas, and e
lem
ents
in texts
and s
ynth
esiz
e a
nd
com
munic
ate
their fin
din
gs;
� u
se
kn
ow
led
ge
of vo
ca
bu
lary
an
d la
ngu
ag
e c
on
ve
ntion
s to
spe
ak, w
rite
, a
nd
re
ad
co
mpe
ten
tly a
nd
eff
ective
ly fo
r a
va
rie
ty o
f p
urp
oses a
nd
aud
iences, u
sin
g a
le
ve
l of la
nguage a
ppro
priate
to the c
onte
xt;
� use lis
tenin
g techniq
ues a
nd o
ral com
munic
ation s
kill
s to p
art
icip
ate
in c
lassro
om
d
iscussio
ns a
nd
mo
re fo
rma
l a
ctivitie
s, su
ch
as d
ram
atizin
g, p
resentin
g, a
nd
d
eb
ating
, fo
r a
va
rie
ty o
f p
urp
oses a
nd
au
die
nce
s.
� ru
bri
c
� p
ee
r assessm
en
t
K/U
T/I
C
A
Pers
on
al R
esp
on
ses
Stu
dents
make s
evera
l pers
onal
resp
onses to
in
form
ation
al a
nd
lite
rary
te
xts
, in
corp
ora
ting c
onnections to
pe
rso
na
l e
xpe
rie
nces, o
the
r te
xts
, a
nd
th
e w
orld
aro
un
d th
em
.
Pers
on
al R
esp
on
ses
� p
rodu
ce
writt
en
work
for
a v
arie
ty o
f p
urp
ose
s, w
ith
a fo
cus o
n in
terp
retin
g a
nd
a
na
lysin
g in
form
atio
n, id
eas, th
em
es a
nd
issu
es a
nd
su
pp
ort
ing
opin
ions w
ith
co
nvin
cin
g e
vid
ence
;
� a
ssess th
eir fa
cili
ty w
ith
th
e w
ritin
g p
roce
ss, d
ocu
men
tin
g th
eir u
se
of g
en
res a
nd
fo
rms in
pe
rso
na
l a
nd
assig
ne
d w
ritin
g a
nd
id
en
tify
ing
go
als
fo
r w
ritin
g
impro
vem
ent and g
row
th;
� u
se
a v
arie
ty o
f o
rga
niz
ation
al te
chn
iques to
pre
se
nt id
eas a
nd
in
form
atio
n
logic
ally
and c
ohere
ntly in w
ritten w
ork
;
� re
vis
e th
eir w
ritt
en
work
ind
ep
en
de
ntly a
nd
co
llab
ora
tive
ly, w
ith
a fo
cus o
n s
uppo
rt
for
ide
as a
nd
op
inio
ns, accu
racy, cla
rity
, co
here
nce
, an
d e
ffe
ctive
use
of sty
listic
de
vic
es.
� ru
bri
c
K/U
– K
no
wle
dg
e/U
nd
ers
tan
din
g
T
/I –
Th
inkin
g/I
nq
uir
y
C
– C
om
mu
nic
atio
n
A –
Ap
plic
atio
n
49
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
G. R
ead
ing
Assessm
en
t P
lan
(S
am
ple
)
Gra
de
3
Su
bje
ct:
La
ng
ua
ge
Un
it:
Read
ing
En
du
rin
g U
nd
ers
tan
din
gs
Th
e s
tud
en
t w
ill:
� re
ad
a v
arie
ty o
f fictio
n a
nd n
on
-fic
tion
ma
teria
ls fo
r d
iffe
ren
t p
urp
oses;
� re
ad
ind
epe
nd
en
tly u
sin
g a
va
rie
ty o
f re
ad
ing
str
ate
gie
s;
� e
xp
ress c
lear
respo
nses to
writt
en
ma
teria
ls, re
lating
th
e
ide
as in
th
em
to
th
eir o
wn
kn
ow
led
ge
an
d e
xp
erie
nce
a
nd
to
id
eas a
nd
oth
er
mate
ria
ls th
at th
ey h
ave
re
ad
;
� id
entify
and d
escribe d
iffe
rent fo
rms o
f w
riting (
e.g
.,
poem
s, sto
ries, pla
ys);
� u
nd
ers
tan
d the
vo
ca
bu
lary
an
d la
ng
ua
ge s
tructu
res
ap
pro
pria
te fo
r th
is g
rade
;
� u
se
co
nven
tio
ns o
f w
ritt
en m
ate
ria
ls to
he
lp th
em
u
nd
ers
tan
d a
nd
use
th
e m
ate
ria
ls.
Essen
tial Q
uesti
on
s
� W
ha
t is
th
e m
ain
id
ea
in
a p
iece
of
writing
an
d w
ha
t a
re th
e s
upp
ort
ing
de
tails
?
� W
hat are
the e
lem
ents
of sto
ries (
e.g
., p
lot, c
entr
al id
ea, chara
cte
r, s
ettin
g)?
� W
hat is
the d
iffe
rence b
etw
een fact and fic
tion?
� H
ow
do
es a
re
ad
er
make
in
fere
nces w
hile
re
ad
ing
?
� H
ow
do
es a
re
ad
er
de
term
ine
th
e m
ea
nin
g o
f a
pa
ssag
e th
at co
nta
ins u
nfa
mili
ar
wo
rds?
� H
ow
do
rea
de
rs d
eve
lop
th
eir
ow
n o
pin
ion
s b
y c
onsid
eri
ng
id
eas fro
m v
ari
ou
s w
ritt
en
ma
teria
ls?
� W
ha
t re
ad
ing s
tra
teg
ies h
elp
us r
ea
d in
de
pe
nd
en
tly?
� H
ow
do
we
rea
d a
loud
cle
arl
y a
nd
with
exp
ressio
n?
� W
ha
t vo
ca
bu
lary
an
d la
ng
ua
ge
str
uctu
res d
o w
e n
eed to
kn
ow
for
this
gra
de
le
ve
l?
� H
ow
can
re
ad
ers
use
conve
ntio
ns o
f w
ritt
en
ma
teria
ls to
he
lp th
em
un
ders
tan
d a
nd
use
th
e m
ate
ria
ls?
50
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Eva
lua
tio
ns
Nam
e &
Descri
pti
on
L
earn
ing
Exp
ecta
tio
ns
C
ate
go
ries
A
ssessm
en
t T
oo
ls &
Str
ate
gie
s
Ru
nn
ing
Rec
ord
an
d M
isc
ue
A
na
lys
is
The teacher
sits a
nd lis
tens to the
stu
den
t re
ad
a g
rade
-spe
cific
/ le
ve
lled
te
xt.
Th
e te
ach
er
record
s
eve
ryth
ing
the
ch
ild s
ays a
nd
do
es
wh
ile r
ea
din
g a
lou
d a
nd
th
en
a
na
lyse
s th
e r
ea
din
g s
kill
s,
reco
rdin
g e
rro
rs, se
lf-c
orr
ectio
ns,
and s
trate
gie
s.
Ru
nn
ing
Rec
ord
an
d M
isc
ue
An
aly
sis
� re
ad
ind
epe
nd
en
tly u
sin
g a
va
rie
ty o
f re
ad
ing
str
ate
gie
s;
� re
ad
alo
ud
spe
akin
g c
lea
rly a
nd
with
expre
ssio
n;
� u
nd
ers
tan
d the
vo
ca
bu
lary
an
d la
ng
ua
ge s
tructu
res
ap
pro
pria
te fo
r th
is g
rade
;
� u
se
th
e c
on
ve
ntio
ns o
f w
ritt
en
ma
teria
ls to
he
lp th
em
u
nd
ers
tan
d a
nd
use
th
e m
ate
ria
ls.
R
C
O
A
Pa
pe
r-a
nd
- p
encil
Ora
l C
om
mu
nic
atio
nP
erf
orm
ance
T
ask
Re
ad
ing
Co
mp
reh
en
sio
n T
es
t P
revio
usly
unse
en
in
str
uctio
na
l le
vel te
xt is
read independently b
y
stu
den
ts w
ho w
rite
answ
ers
to
q
uestio
ns b
ase
d o
n a
ch
ieve
me
nt
ca
tego
ries o
r p
rovid
e a
nsw
ers
ora
lly.
Re
ad
ing
Co
mp
reh
en
sio
n T
es
t
� e
xp
ress c
lear
respo
nses to
writt
en
ma
teria
ls r
ela
tin
g th
e
ide
as in
th
em
to
th
eir o
wn
kn
ow
led
ge
an
d e
xp
erie
nce
an
d
to ideas in o
ther
mate
rials
that th
ey h
ave r
ead;
� id
en
tify
an
d r
esta
te th
e m
ain
id
ea
and
cite
su
ppo
rtin
g
deta
ils;
� id
entify
and d
escribe e
lem
ents
of sto
ries;
� dis
tinguis
h b
etw
een fact and fic
tion;
� m
ake
infe
rences;
� id
entify
and d
escribe d
iffe
rent fo
rms o
f w
riting;
� u
nd
ers
tan
d the
vo
ca
bu
lary
an
d la
ng
ua
ge s
tructu
res
ap
pro
pria
te fo
r th
is g
rade
le
ve
l;
� u
se
co
nven
tio
ns o
f w
ritt
en m
ate
ria
ls to
he
lp th
em
u
nd
ers
tan
d a
nd
use
th
e m
ate
ria
ls;
� sta
te o
pin
ions b
y c
onsid
erin
g id
eas fro
m w
ritt
en
ma
teria
l.
R
– R
ea
so
nin
g
C
– C
om
mu
nic
atio
n
O –
Org
an
iza
tio
n o
f Id
ea
s
A
– A
pp
lica
tio
n o
f L
an
gu
ag
e C
on
ve
ntio
ns
51
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Su
mm
ati
ve
Eva
lua
tio
ns
Dia
gn
osti
c/F
orm
ati
ve
As
se
ss
men
ts:
Learn
ing
Exp
ecta
tio
ns
Cate
go
ries
Assessm
en
t T
oo
ls &
Str
ate
gie
s
Ru
nn
ing
Rec
ord
an
d M
isc
ue
A
na
lys
is
Ru
nn
ing
Rec
ord
an
d M
isc
ue
An
aly
sis
� e
xp
ress c
lear
respo
nses to
writt
en
ma
teria
ls r
ela
tin
g th
e
ide
as in
th
em
to
th
eir o
wn
kn
ow
led
ge
an
d e
xp
erie
nce
an
d
to ideas in o
ther
mate
rials
that th
ey h
ave r
ead;
� id
en
tify
an
d r
esta
te th
e m
ain
id
ea
and
cite
su
ppo
rtin
g
deta
ils;
� id
entify
and d
escribe e
lem
ents
of sto
ries;
� dis
tinguis
h b
etw
een fact and fic
tion;
� m
ake
infe
rences;
� id
entify
and d
escribe d
iffe
rent fo
rms o
f w
riting;
� u
nd
ers
tan
d the
vo
ca
bu
lary
an
d la
ng
ua
ge s
tructu
res
ap
pro
pria
te fo
r th
is g
rade
le
ve
l;
� u
se
co
nven
tio
ns o
f w
ritt
en m
ate
ria
ls to
he
lp th
em
u
nd
ers
tan
d a
nd
use
th
e m
ate
ria
ls;
� sta
te o
pin
ions b
y c
onsid
erin
g id
eas fro
m w
ritt
en
ma
teria
l.
R
C
O
A
Pa
pe
r-a
nd
- p
encil
Ora
l C
om
mu
nic
atio
nP
erf
orm
ance
T
ask
R
– R
ea
so
nin
g
C
– C
om
mu
nic
atio
n
O –
Org
an
iza
tio
n o
f Id
ea
s
A
– A
pp
lica
tio
n o
f L
an
gu
ag
e C
on
ve
ntio
ns
52
©
Lia
nn
e W
oo
dle
y a
nd
An
ge
la F
erg
uso
n,
20
03
Dia
gn
osti
c/F
orm
ati
ve A
ssessm
en
ts
Na
me
& D
esc
rip
tio
n
Le
arn
ing
Exp
ec
tati
on
s
Ca
teg
ori
es
A
sse
ss
men
t T
oo
ls &
Str
ate
gie
s
Read
ing
Co
mp
reh
en
sio
n T
ests
F
ocus o
n a
lim
ite
d n
um
be
r o
f expecta
tions a
nd u
se a
variety
of
texts
. (A
ssessm
en
t fo
cuses o
n
sp
ecific
expecta
tio
ns, in
str
uctio
n
and type o
f w
riting g
enre
.)
Read
ing
Co
mp
reh
en
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om
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T
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Re
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Resp
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Stu
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Read
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Resp
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Re
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Re
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lled
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A
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