standards-based instruction - epd-mh. · pdf fileleadership handbook—addendum 3...

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Leadership Handbook—Addendum 3 Standards-Based Instruction 1

Standards-Based Instruction

The standards-based instruction movement has created a need to analyze and reevaluate every aspect of education. Research indicates that in countries with consistently high student performance, there is an alignment of curriculum, instruction, and assessment.

Treasures is a reading/language arts program that puts standards-based instruction into practice. Treasures aligns curriculum, instruction, and assessment in every lesson plan at each grade level.

Building upon the knowledge of the authorship team and the content experience of Macmillan/McGraw-Hill, the curriculum of Treasures was carefully constructed. The authors and editors examined state standards, curriculum guides or frameworks, and current research on best classroom practices. This information was compiled to become the foundation of Treasures.

Treasures curriculum incorporates current research, goals and objectives, instructional strategies, literature, instructional content, leveled materials, and skill-building student activities. During development, each element of the curriculum was carefully chosen to ensure that the components worked together to support the total program. In Treasures, instruction in vocabulary, skills, and reading strategies are prioritized to create an instructional focus for each lesson plan. During each week’s instruction, teachers concentrate on a set number of skills and strategies. Each aspect of a lesson, including the direct instruction and leveled materials, focuses on these critical skills, giving students the varied encounters, different formats, and levels of application they need to become profi cient in both the content and the performance required by their standards.

DAY 1 DAY 2WHOLE GROUPORAL LANGUAGE

• ListeningComprehension

• Speaking/Viewing

Listening/Speaking/Viewing? Focus Question What are these

teammates doing? Why are teams important during times of need?

Read Aloud: “Erh-lang and the Suns,”474L–474M

Build Background, 474

Listening/Speaking? Focus Question What does Chin conclude

about his father by the end of the story?

WORD STUDY

• Vocabulary

• Phonics/Word Study

• Spelling

Vocabulary R 4.1.2, R 4.1.6

trembles, debris, rescuers, shifts, collapsed, area, 477, 501A

Practice Book, 230

Strategy: Multiple-Meaning Words, 476

Spelling Pretest: Diphthongs /oi/ and /ou/, 501C LC 4.1.7Practice Book, 236


Review Words, Multiple-Meaning Words, 478, 501A

Practice Book, 235

Phonics R 4.1.1

Diphthongs /oi/ and /ou/ 474N–474O

Practice Book, 229

Spelling Word Sorts, 501C LC 4.1.7Reproducible, SP55

READING

• Comprehension

• Fluency

Read “Letter from Annie” 476–477 R 4.2.2, R 4.2.4

Comprehension, 477A–495BStrategy: Visualize

Skill: Draw ConclusionsPractice Book, 231

Fluency Model Fluency, 474M R 4.1.1

Read The Earth Dragon Awakes, 478–495 R 4.2.2, R 4.2.4

Comprehension, 478–495Strategy: Visualize

Skill: Draw Conclusions

Practice Book, 232

Fluency Repeated Reading: Expression, 497A R 4.1.1

LANGUAGE ARTS

• Writing

• Grammar

Writing W 4.1.2

Daily Writing Prompt Think about a problem and the perfect team to solve it. Write a paragraph describing each member of the team.

Formatting Dialogue, 502–503B

Grammar Daily Language Activities, 501EPossessive Pronouns, 501E Reproducible, GR55 LC 4.1.4

Writing W 4.1.2

Daily Writing Prompt Write a first-hand account of a time you were very scared.

Formatting Dialogue, 503C

Practice Book, 240

Grammar Daily Language Activities, 501EPossessive Pronouns, 501E LC 4.1.4Practice Book, 238

ASSESSMENT

• Informal/Formal Quick Check Vocabulary, 476Comprehension, 477B

Quick Check Comprehension, 495

Differentiated Instruction 503K–503JJ SMALL GROUP Lesson Plan

The

EarthDragon

The

EarthDragon

By Laurence YepAwakesAwakes

Award Winning Selection

Student BookStudent Book

15–20 min

20-30 min

20-30 min

20-30 min

45–60 min

474D Unit 4 Week 4

T4v4_CA_U4W4_WPLAN_RD10.indd 474D 10/24/07 12:00:45 AM

DAY 3 DAY 4Listening/Speaking? Focus Question How are the descriptions

of earthquakes in “Letters from Annie” and The Earth Dragon Awakes the same? How are they different?

Summarize, 497 LAS 4.2.3

Listening/Speaking/Viewing? Focus Question Which of the Earthquake

Safety Manual instructions did the characters in The Earth Dragon Awakes follow?

Listening/Speaking/Viewing? Focus Question What is the most

important thing to keep in mind if you ever experience an earthquake?


Review Words, Related Words, 501B

Spelling Word Meanings, 501D LC 4.1.7Reproducible, SP56


Review Words, Morphology, 501B

Spelling Proofread, 501D LC 4.1.7Practice Book, 237


Assess Words, Connect to Writing, 501B

Spelling Posttest, 501D LC 4.1.7Reproducible, SP57

Read The Earth Dragon Awakes, 478–495 R 4.2.2, R 4.2.4

ComprehensionCritical Thinking, 497

Review Skill: Theme, 497B

Fluency Repeated Reading: Expression, 497A

Practice Book, 233 R 4.1.1

Read “Earth in Motion,” 498–501 ES 4.5.a

ComprehensionGenre: Nonfiction

Text Feature: Technical Manual, 498 R 4.2.7Practice Book, 234

Fluency Repeated Reading:

Expression, 497A R 4.1.1

Read Self-Selected Reading,474J R 4.2.2

ComprehensionCritical Thinking, 501 ES 4.5.a

Fluency Practice, 474J R 4.1.1

Writing W 4.1.2

Daily Writing Prompt Make a list of safety tips to remember during a natural disaster.

Formatting Dialogue, 503D

Grammar Daily Language Activities, 501EMechanics and Usage, 501F LC 4.1.4Reproducible, GR56

Writing W 4.1.2

Daily Writing Prompt Write a diary entry describing the earthquake as any character in The Earth Dragon Awakes but Chin and Henry.

Reading/Writing Connection, 503E–503F

Grammar Daily Language Activities, 501EPossessive Pronouns, 501F LC 4.1.4Practice Book, 239 LC 4.1.4

Writing W 4.1.10

Daily Writing Prompt Write newspaper headlines about the earthquake of 1906.

Conferences/Revision (Assignments), 503G–503H

Grammar Daily Language Activities, 501EPossessive Pronouns, 501F LC 4.1.4Reproducible, GR57 LC 4.1.4

Quick Check Fluency, 497A Quick Check Vocabulary, 501B Weekly Assessment, 503I–503J

Student BookStudent Book

The

EarthDragon

The

EarthDragon


Award Winning Selection The

EarthDragon

The

EarthDragon


Award Winning Selection

Student Book

Content Reader

DAY 5Review and Assess

Macmillan/McGraw-Hill

Explore

DiscoverScience

History/Social Science

The Earth Dragon Awakes 474E

T4v4_CA_U4W4_WPLAN_RD10.indd 474E 11/7/07 4:02:50 PM

Sample Lesson Planner

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Each Suggested Lesson Planner for a grade level includes tested skills—identifi ed by a check. The tested skills, as determined by the standards, are the priority skills for a grade level. In Treasures, each Suggested Lesson Planner also shows the repetition and application of these standards-defi ned critical skills as they will be implemented during the week’s instruction.

But Treasures standards-based program does more than prioritize skills and strategy; it also uses proven methods for delivering instruction.

In the Treasures program, whole-group instruction precedes and informs small-group instruction. Whole-group instruction introduces tested skills and lets teachers identify areas of student weakness. In the Treasures program, whole-group instruction is scaffolded—progressing from easier to more complex content. During the introductory period, skills and strategies are modeled for students and practice is guided. This provides students opportunities to learn before they take on independent practice or activities.

UNIVERSAL ACCESS

English Learners

Academic Language Preteach the following academic language words to English Learners and Approaching Level students during Small Group time: visualize, draw conclusions. See pages 503CC and 503K.

shifts collapsed

trembles debris

area rescuers

DictionaryMultiple-Meaning Words have more than one meaning. Use a dictionary to find the different meanings of the word shifts.

by Lisa Richards

Woodland Hills, CaliforniaSeptember 3

Dear Monique,

I finally have a chance to write you about the earthquake we had. First of all, we are all okay. Everyone in the neighborhood had some damage. But because we all faced it together, it was easier.

I’ve felt little movements before, but this was different. I know in the Midwest where you live, you have seen really strong thunderstorms. An earthquake is like nothing I have felt before. Far under the earth’s surface, land shifts. Then the ground under your feet trembles. Sometimes the shaking can bring whole buildings down! An earthquake can affect a very large area, but each place will have different kinds of damage.

Vocabulary

476

Transparency 19a

Reread for Comprehension

VisualizeDraw Conclusions Many authors do not state every detail in a text. Readers must often visualize, apply what they know, and look for text clues to help them draw conclusions about what they read. A Conclusions Chart can help you analyze what you read. Reread the selection to look for clues and draw conclusions about Annie and her experience.

Text Clues Conclusion

In last week’s earthquake, part of our garage

roof collapsed. Our house was still standing straight,

and the foundation was only cracked a little.

Everyone in the neighborhood worked to help clean

up debris from fallen trees and walls. Rescuers had

to be called for one of my neighbors, Mr. Vasquez.

He was trapped in a back room in his house. Despite

the damage, we all felt lucky.

Inside my room, some of my pottery jars fell and

broke. My mom lost some dishes and glasses. A

mirror in the living room smashed into thousands of

pieces, but luckily nothing else fell down.

Thank you for caring about your West Coast

cousin! Write me soon.

Love,

Vocabulary and Comprehension

477

Transparency 19b

Reread for

ComprehensionSTRATEGYVISUALIZE

What Is It? Explain that when you visualize, you use the details a writer provides to create pictures in your mind that help you understand the text.Why Is It Important? Point out that when you visualize as you read, you have to pay close attention to identify and think about the descriptive details. You use the details and your own knowledge to picture what is happening. That helps you understand what you read.

SKILLDRAW CONCLUSIONS

EXPLAIN

What Is It? Explain that when you draw conclusions, you use clues from the text and your own experiences to figure out information that the writer does not state. Why Is It Important? Point out that drawing conclusions helps you understand characters and events in a story. To form conclusions about a story you evaluate the people and events based on your own experiences, so drawing conclusions helps you relate to the story.

CA CONTENT STANDARDR 4.2.2 Use appropriate strategies when reading for different purposes.

CA CONTENT STANDARDR 4.2.2 Use appropriate strategies when reading for different purposes.

CA CONTENT STANDARDR 4.2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

CA CONTENT STANDARDR 4.2.4 Evaluate new information and hypotheses by testing them against known information and ideas.

Objectives• Visualize• Draw conclusions• Use academic language:

visualize, draw conclusions

Materials

• Transparencies 4, 19a, 19b• Practice Book, p. 231

Student Book pages 476–477 available on Comprehension Transparencies 19a and 19b

Skills TraceDraw Conclusions

Introduce 295A–B

Practice/Apply

296–319; Practice Book, 145–146

Reteach/Review

325M–Z, 477A–B, 478–497, 503O–BB; Practice Book, 231–232

Assess Weekly Tests; Units 3, 4, 6 Tests

Maintain 349B, 391B, 745A–B, 746–769, 773O–BB, 797B

Vocabulary/Comprehension

Prepare

477A Unit 4 Week 4

T4v4_CA_U4W4_WGP_VC_RD10.indd 477A 10/23/07 11:49:26 PM

During Small Group Instruction

If No Approaching Level Reteach the skill using the Comprehension lesson, pp. 503O–503R.

If Yes On Level Consolidate the learning using pp. 503W–503X.

Beyond Level Extend the learning using pp. 503AA–503BB.

Can students draw conclusions?

Quick Check

Practice Book, page 231

Approaching Reproducible, page 231

Beyond Reproducible, page 231

Graphic Organizer Transparency

Will stopped for several seconds and glanced around at his friends and neighbors. Many were shoveling sand into plastic bags. Others were carrying the heavy bags and piling them into a wide row along the riverbank to keep the rising water from spilling into the streets. The water had already destroyed some stores along Main Street. He feared that his dad’s auto repair shop might have been one of them. Everyone was working frantically because the water was rising quickly and it was getting dark. All Will wanted to do was change into dry clothes and sleep for hours, but he grabbed a shovel and started back to work.

flooding river.

riverbank; rising

water; spilling into streets

neighbors; his dad’s auto repair shop

He’s wet

and tired.

Will is near a

change into dry

clothes and sleep for hours

■ Authors state some, but not all, information. A reader must use logical reasoning, or common sense, to draw conclusions from the information writers provide.

■ Have a volunteer jump up and down while smiling and clapping. Ask what conclusions students draw. Point out that in a similar way, a writer might state that a character is jumping up and down, smiling, and clapping. Readers would use the clues and their own knowledge to conclude that the character is happy or excited.

MODEL

How Do I Use It? Read aloud the first paragraph of “Letters from Annie” on Student Book page 477. Explain that you will use Transparency 4 to record text clues and conclusions.

Think Aloud

I can draw conclusions from details the writer gives in the first paragraph. I know that Annie was in an earthquake and that earthquakes are scary, so I conclude that Annie was scared during the earthquake and relieved when it was over—especially because she says that everyone is okay. Annie also says there was damage. I visualize cracks in the street and shattered windows on some houses. Finally, Annie says that everyone faced it together. I visualize people outside helping their neighbors to clean their yards. I conclude that the neighbors helped each other. Annie must live in a friendly, caring neighborhood.

GUIDED PRACTICE

Continue by helping students draw conclusions from text clues in the second paragraph. Have them identify the clues and tell what conclusions they can draw based on those clues.

APPLY

Have students draw conclusions based on details given in the rest of the letter. Tell them to complete the Conclusions Chart. Then help them use the chart to visualize information in the letter. Remind students that they are drawing conclusions when they visualize. Model how to use their visualizations and conclusions to discuss what they learned about Annie and the earthquake.

Transparency 4

Text Clues Conclusions

Annie was in an earthquake.

Annie was scared.

The earthquake ended.

Annie was relieved.

Everybody faced the earthquake

together.

Annie lives in a friendly, caring neighborhood.

During earthquakes, the

ground shifts and trembles.

Earthquakes are scary and very

dangerous.

Annie’s house was still standing.

Annie was lucky because her house could have been

destroyed.

Losing possessions was hard, but the people are okay.

People are more important than

belongings.

Vocabulary/Comprehension

Prepare

The Earth Dragon Awakes 477B

T4v4_CA_U4W4_WGP_VC_RD10.indd 477B 11/7/07 4:06:40 PM

Sample Skill Instruction Pages

This process is referred to as a “gradual release” model. The pattern of instruction is: “I do, we do, and you do.” While this model of instruction offers students extensive opportunities for success, some students may need more instruction; others may need a different approach to learning. For these reasons, Treasures recommends small-group instruction based on the teacher’s analysis and evaluation of students’ needs.

The fi nal step of standards-based instruction is the connection of instruction and curriculum to assessment. Treasures focuses on tested skills and includes a plan for assessment that is fully integrated throughout the instructional process—before, during, and after each lesson plan.


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There are tools for Screening, Diagnostic, and Placement Assessment. One of the best informal assessment tools for teachers to use at the beginning of each school year is Start Smart. This can be found at the beginning of the Teacher’s Edition for each grade. The Start Smart instruction and materials are designed to accomplish two goals: to help teachers identify students’ levels of content mastery and to assist teachers in learning the Treasures teaching routines. Start Smart involves Diagnostic Assessment, including Fluency Passages, Leveled Passages, Quick Phonics Survey, Vocabulary, Spelling Inventory, and Basic Assessments. A Diagnose and Prescribe chart suggest things to do following assessment.

Digital Assessment

Assessment Online■ Prescriptions for Reteaching■ Student Profile System

CD-ROM

Progress Reporter CD

Administer the TestWeekly Reading Quick Check,Passage and questions, Unit 4 Week 4

ASSESSED SKILLS

• Vocabulary Words; Multiple-Meaning Words

• Draw Conclusions

• Possessive Pronouns; Formatting Dialogue

• Diphthongs /oi/ and /ou/

Selection Test Also Available.

Unit Fluency AssessmentAssess fluency for one group of students per week. Use the Oral Fluency Record Sheet to track the number of words read correctly. Fluency goal for all students: 102–122 words correct per minute (WCPM).

Approaching Level Weeks 1, 3, 5 On Level Weeks 2, 4 Beyond Level Week 6

Progress Monitoring, Unit 4 Week 4

Diagnostic, Unit 4 Fluency

En

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sse

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503I Unit 4 Week 4

T4v4_CA_U4W4_WEAS_RD10.indd 503I 10/23/07 11:38:44 PM

Diagnose PrescribeReview the assessment answers with students. Have them correct their errors. Then provide additional instruction as needed.

VOCABULARY WORDSVOCABULARY STRATEGYMultiple-Meaning Words

IF…

0–2 items correct . . .

THEN…

Online Practice: Go to www.macmillanmh.com.

Vocabulary PuzzleMaker

COMPREHENSIONSkill: Draw Conclusions

0–2 items correct . . . See Draw Conclusions lesson in Unit 6 Week 5, page 797B.

WRITING AND GRAMMARPossessive PronounsFormatting Dialogue

0–1 items correct . . . See Formatting Dialogue lessons in Unit 4 Week 5.

PHONICS AND SPELLINGDiphthongs /oi/ and /ou/

0–2 items correct . . . Online Practice: Go to

www.macmillanmh.com.Intervention Anthology: Phonics/Word Study

FLUENCY 98–101 WCPM

0–97 WCPM

Fluency Solutions Audio CD

Evaluate for Intervention

CD-ROM

CD-ROM

A

UDIO CD

A

UDIO CD

WRITE-ON-DEMAND SCORING RUBRIC

PROMPT In what ways can natural disasters bring out the best and the worst in people? Write as much as you can as well as you can. Write for 12 minutes.

Excellent Good Fair Unsatisfactory

• More than 10 sentences

• Almost no spelling or grammar errors

• Cohesive ideas, focused and organized

• 7–9 sentences• A few spelling and

grammar errors• Well-developed ideas

and facts provided

• 5–7 sentences• Several spelling and

grammar errors• Some good

information; some vague

• Fewer than 5 sentences

• Many spelling and grammar errors

• Few developed ideas or little accurate information

44 33 22 11

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ek

Asse

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nt

503JThe Earth Dragon Awakes

T4v4_CA_U4W4_WEAS_RD10.indd 503J 10/23/07 11:39:52 PM

Sample Assessment Options

Informal assessment occurs throughout the Treasures lessons. Assessment opportunities are clearly identifi ed in the Suggested Lesson Planner. Within the lessons, Quick Checks signal appropriate times for teachers to monitor students’ progress on the tested skills. Quick Checks help teacher differentiate by identifying when students need targeted instruction. (For more information on the use of the Quick Checks, see the article on Differentiated Instruction.)

Quick Check

During Small Group Instruction

If No Approaching Level Reteach the skill and have students apply it to a simpler text. Use Practice Reader lesson, pp. 503P–503R.

If Yes On Level Have students apply the skill to a new text to consolidate learning. Use Practice Reader lesson, pp. 503W–503X.

Beyond Level Have students apply the skill to a more complex text to extend learning. Use Practice Reader lesson pp. 503AA–503BB.

Can students draw conclusions?

T4v4_CA_U4W4_WGR_MSR_RD10.indd 495 11/7/07 4:12:04 PM

Sample Quick Check


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At the end of each lesson plan, there is a Weekly Assessment for tested skills. These are available in paper and in digital format. Unit and Benchmark Assessment are also available, as are Alternative Assessments including assessment for English Learners and for students approaching level. Each lesson plan also provides a Diagnose and Prescribe Chart on how to address students’ needs following assessment.

Standards-based instruction in Treasures is explicit in its design and practical in its delivery. The Treasures program aligns instruction, curriculum, and assessment at each grade and within each lesson plan. Treasures maintains a consistent focus on skills and strategies, supports clear introduction of new content, and provides multiple various formats and applications of content to ensure student success. Its instruction is highly focused, its curriculum is broad but practical, and its ongoing assessment monitors the success of its standards-based instruction.


standards-based instruction - epd-mh. · pdf fileleadership handbook—addendum 3...

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