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In-Depth Seminar
Day 1—Morning Keynote
Day 2—Morning Keynote
Day 3—Morning Keynote
Day 1—Morning Breakout
Day 2—Morning Breakout
Day 3—In-Depth Seminar
Are the Kids Learningand How Do We Know?
Data-Based Decision Makingin High-Performing Teams
Janel Keating
Janel K
eatingJanel
Keating
Janel K
eatingJanel
Keating
Janel K
eatingJanel
Keating
1
Are the Kids Learning and How Do We Know?Data‐Based Decision Making in High‐Performing Teams
Janel Keating
Promises to Keep
Think about it! Each day parents send to us the most precious thing in their lives—their children! Here’s what they want us to promise them in return:• We will keep them safe.• We will make them feel special.• And, we will ensure that they learn!
© Keating 2018. SolutionTree.comDo not duplicate.
2
TIER 1PLC
All StudentsCore Instruction
(Grade‐Level Standards, Adopted Resources)
TIER 2RTI
Core Instruction PLUSResearch‐Based Curriculum, Bucket‐Filling Skill Work
TIER 3RTI
Core Instruction PLUSResearch‐Based
Curriculum, Bucket‐Filling Skill Work,Increase Time and
Intensity,Adjust Group Size
Master ScheduleIn‐Class Grouping, DI,Pull Out/Title, LAPAdult Resources
Master SchedulePull Out/Title, LAP, Sp. Ed., Adult Resources
Interventions in the CoreBlocked to Class, Intervention Period, DI, Team Skill Groups,Push In
All Data Sources From Tier 1In‐Program Assessments From Research‐Based CurriculumProgress Monitored 2X/month
All Data Sources From Tier 1 and 2Progress Monitored Weekly
PreassessmentsQuick Checks, FormativeSummative, End of UnitBenchmark Data
Interventions in the Core
Four Questions to Guide PLCs1. What do we expect students to learn?
CCSS, essential outcomes, power standards, learning targets, pacing, clarifying standards, what standards look like in student work and rigor
2. How will we know if they learn it?Common assessments, quick checks for understanding, benchmark assessments, Smarter Balanced, PARCC, results analysis
3. How do we respond when students experience difficulty learning? Differentiated instruction, interventions in the core, POI, RTI, and PBIS
4. How do we respond when students do learn? Differentiated instruction and rigor
(Eaker & Keating, Every School, Every Team, Every Classroom, 2011)
How long are we going to wait for kids to struggle before we get organized to better meet their needs?
Wilkeson kindergarten success story!
Same kids at Wilkeson, entering first grade
What does the first benchmark
assessment tell us?
© Keating 2018. SolutionTree.comDo not duplicate.
3
Student
Any child…State Assessments
Previous year’s scoresBenchmark Assessments
Previous year’s benchmark scores for Fall, Winter and Spring
Current year’s benchmark scores for Fall
Common Assessments
What is the purpose of an external check?
What is the purpose of an internal check?
Why Formative Assessments?
“There is strong and rigorous evidence that improving formative assessment can raise standards of pupils’ performance. There have been few initiatives in education with such a strong body of evidence to support a claim to raise standards.”
—Black & Wiliam, “The Formative Purpose,” in Total Coherence Between Classroom Assessment
and Accountability (1998)
“Formative assessments are one of the most powerful weapons in a teacher’s arsenal. An effective standards‐based, formative assessment program can help to dramatically enhance student achievement throughout the K–12 system.”
—Marzano, Classroom Assessment and Grading That Work (2006)
© Keating 2018. SolutionTree.comDo not duplicate.
4
“Assessments for learning, … when done well, is one of the most powerful, high‐leverage strategies for improving student learning that we know of. Educators collectively at the district and school levels should become more skilled and focused at assessing, disaggregating, and using student achievement as a tool for ongoing improvement.”
—Fullan, Leadership and Sustainability: Systems Thinkers in Action (2005)
Daily Formative Assessment
Regardless of the strategy, the key element is “How does what I learn from these daily formative assessments drive my subsequent instruction?”
Football and Drama
• What is the purpose of a scrimmage or a dressrehearsal?
• What would you want kids to know and do?• Under what conditions would you want thecoach or drama teacher to conduct a scrimmageor dress rehearsal?
• What would the coach or drama teacher do withthe information?
Douglas B. Reeves (Accountability for Learning, 2004) suggests that educators emulate their most successful colleagues in music and physical education by providing feedback in real time.
We know that a basketball coach does not provide hints on an effective jump shot nine weeks after a flubbed attempt. Nor does a great music teacher mention the improper position of a violinist’s left hand weeks after noticing the mistake.
Instead, coaches and musicians provide precise and immediate feedback.
© Keating 2018. SolutionTree.comDo not duplicate.
5
Formative Evaluation = .90
Medium
HighLow
Negative
The Effectiveness of Providing Formative Evaluation
Homework = .29
Effectiveness of Homework
Negative
Low
Medium
High
Repeating Process for Each Unit
• Identify standards.• Write learning targets.• Create the assessment.• Give the assessment.• Analyze the assessment.• Look at data and student work.• Apply interventions and extensions.• Repeat …
Time and Support
Plans to provide students with additional time and support must be:• Written, systematic, schoolwide• Within the school day• Timely• Directional (rather than invitational)
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18
WR
SD C
CSS
Uni
t Tem
plat
e
Gra
de/S
choo
l: 3
U
nit:
4
T
imel
ine:
Apr
il 17
- Ju
ne 2
BIG
IDEA
S:
R
eadi
ng in
Our
Wor
ld
ESS
ENTI
AL
QU
ESTI
ON
S:
How
doe
s re
adin
g m
ake
you
smar
ter a
nd m
ake
your
life
bet
ter?
H
ow d
o re
ader
s in
tera
ct w
ith d
iffer
ent t
ypes
of t
ext?
H
ow w
ill st
uden
ts b
e ab
le to
read
clo
sely
to:
●de
term
ine
the
mai
n id
ea o
f tex
t?
●re
coun
t the
key
det
ails
to s
uppo
rt th
e m
ain
idea
? ●
expl
ain
how
key
det
ails
sup
port
the
mai
n id
ea?
How
will
stud
ents
be
able
to re
coun
t sto
ries?
H
ow w
ill st
uden
ts e
xpla
in:
●th
e ce
ntra
l mes
sage
/less
on/m
oral
? ●
how
key
det
ails
sup
port
the
cent
ral m
essa
ge/le
sson
/ mor
al?
How
will
stud
ents
be
able
to id
entif
y a
char
acte
r and
des
crib
e th
eir p
hysi
cal a
nd e
mot
iona
l tra
its?
How
will
stud
ents
be
able
to e
xpla
in h
ow c
hara
cter
s’ a
ctio
ns c
ause
eve
nts
to h
appe
n in
a c
erta
in
orde
r or s
eque
nce
in a
sto
ry?
How
will
stud
ents
be
able
to te
ll ab
out t
he ti
me,
seq
uenc
e, a
nd c
ause
and
effe
ct o
f a h
isto
rical
ev
ent?
●
Of s
cien
tific
idea
s?
●O
f ste
ps in
a p
roce
dure
? H
ow w
ill st
ude n
ts b
e ab
le to
revi
se a
nd e
dit w
ritin
g to
impr
ove
it fo
r the
ir au
dien
ce?
STA
ND
AR
DS
AD
DR
ESSE
D IN
TH
IS U
NIT
Rea
ding
Lite
rary
& In
form
atio
nal T
ext
3.R
L.2 –
Rec
ount
sto
ries,
incl
udin
g fa
bles
, fo
lkta
les,
and
myt
hs fr
om d
iver
se c
ultu
res;
de
term
ine
the
cent
ral m
essa
ge, l
esso
n, o
r m
oral
and
exp
lain
how
it is
con
veye
d th
roug
h ke
y de
tails
in th
e te
xt.
Writ
ing
3.W
.5 –
With
gui
danc
e an
d su
ppor
t fro
m p
eers
an
d ad
ults
dev
elop
and
stre
ngth
en w
ritin
g as
ne
eded
by
plan
ning
, rev
isin
g, a
nd e
ditin
g.
Con
vent
ions
Pro
gres
sion
Doc
umen
t ●
3.L.
1 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
Spea
king
& L
iste
ning
3.
SL.4
– R
epor
t on
a to
pic
or te
xt, t
ell a
sto
ry,
or re
coun
t an
expe
rienc
e w
ith a
ppro
pria
te fa
cts
and
rele
vant
, des
crip
tive
deta
ils, s
peak
ing
clea
rly a
t an
unde
rsta
ndab
le p
ace.
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
1 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
19
WR
SD C
CSS
Uni
t Tem
plat
e
3.R
I.2 –
Det
erm
ine
the
mai
n id
ea o
f a te
xt;
reco
unt t
he k
ey d
etai
ls a
nd e
xpla
in h
ow th
ey
supp
ort t
he m
ain
idea
. 3.
RL.
3 - D
escr
ibe
char
acte
rs in
a s
tory
(e.g
., th
eir t
raits
, mot
ivat
ions
, or f
eelin
gs) a
nd
expl
ain
how
thei
r act
ions
con
tribu
te to
the
sequ
ence
of e
vent
s.
3.R
I.3 -
Des
crib
e th
e re
latio
nshi
p be
twee
n a
serie
s of
his
toric
al e
vent
s, s
cien
tific
idea
s or
co
ncep
ts, o
r ste
ps in
tech
nica
l pro
c edu
res
in
a te
xt, u
sing
lang
uage
that
per
tain
s to
tim
e,
sequ
ence
, and
cau
se/e
ffect
.
gram
mar
and
usa
ge w
hen
writ
ing
or
spea
king
. ●
3.L.
2 - D
emon
stra
te c
omm
and
of th
e co
nven
tions
of s
tand
ard
Engl
ish
capi
taliz
atio
n, p
unct
uatio
n, a
nd s
pellin
g w
hen
writ
ing.
LEA
RN
ING
PR
OG
RES
SIO
N
Gra
de B
elow
Gra
de A
bove
2.R
L.2 - R
ecou
nt s
torie
s, in
clud
ing
fabl
es a
nd fo
lkta
les
from
div
erse
cul
ture
s,
and
dete
rmin
e th
eir c
entra
l mes
sage
, les
son,
or m
oral
. 2.
RI.2
- Ide
ntify
the
mai
n to
pic
of a
mul
tipar
agra
ph te
xt a
s w
ell a
s th
e fo
cus
of
spec
ific
para
grap
hs w
ithin
the
text
. 2.
RL.
3 -D
escr
ibe
how
cha
ract
ers
in a
sto
ry re
spon
d to
maj
or e
vent
s an
d ch
alle
nges
. 2.
RI.3
-D
escr
ibe
the
conn
ectio
n be
twee
n a
serie
s o f
his
toric
al e
vent
s,
scie
ntifi
c id
eas
or c
once
pts,
or s
teps
in te
chni
cal p
roce
dure
s in
a te
xt.
2.W
.5 -W
ith g
uida
nce
and
supp
ort f
rom
adu
lts a
nd p
eers
, foc
us o
n a
topi
c an
d st
reng
then
writ
ing
as n
eede
d by
revi
sing
and
edi
ting.
2.
SL.4
- Te
ll a
stor
y or
reco
unt a
n ex
perie
nce
with
app
ropr
iate
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
, spe
akin
g au
dibl
y in
coh
eren
t sen
tenc
es.
4.R
L.2
-Det
erm
ine
a th
eme
of a
sto
ry, d
ram
a, o
r poe
m fr
om d
etai
ls in
the
text
; sum
mar
ize
the
text
. 4.
RI.2
- D
eter
min
e th
e m
ain
idea
of a
text
and
exp
lain
how
it is
sup
porte
d by
ke
y de
tails
; sum
mar
ize
the
text
. 4.
RL.
3 -D
escr
ibe
in d
epth
a c
hara
cter
, set
ting,
or e
vent
in a
sto
ry o
r dra
ma,
dr
awin
g on
spe
cific
det
ails
in th
e te
xt (e
.g.,
a ch
arac
ter’s
thou
ghts
, wor
ds, o
r ac
tions
). 4.
RI.3
-Ex
plai
n ev
ents
, pro
cedu
res,
idea
s, o
r con
cept
s in
a h
isto
rical
, sc
ient
ific,
or t
echn
ical
text
, inc
ludi
ng w
hat h
appe
ned
and
why
, bas
ed o
n sp
ecifi
c in
form
atio
n in
the
text
. 4.
W.5 -
With
gui
danc
e an
d su
ppor
t fro
m p
eers
and
adu
lts, d
evel
op a
nd
stre
ngth
en w
ritin
g as
nee
ded
by p
lann
ing,
revi
sing
, and
edi
ting.
4.
SL.4 -
Rep
ort o
n a
topi
c or
text
, tel
l a s
tory
, or r
ecou
nt a
n ex
perie
nce
in a
n or
gani
zed
man
ner,
usin
g ap
prop
r iate
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
to
supp
ort m
ain
idea
s or
them
es; s
peak
cle
arly
at a
n un
ders
tand
able
pac
e
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
2 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
20
WR
SD C
CSS
Uni
t Tem
plat
e
Com
mon
Cor
e Es
sent
ial E
lem
ents -N
one
for t
his
unit
ELL
Lear
ning
Sup
port
En
glis
h La
ngua
ge P
rofic
ienc
y (E
LP) -
Ful
l Doc
umen
t EL
P Po
wer
Sta
ndar
ds U
nit 4
H
ow to
use
the
docu
men
t
STU
DEN
T-FR
IEN
DLY
LEA
RN
ING
TA
RG
ETS
Rea
ding
Lite
ratu
re:
2.R
L.2 - R
ecou
nt s
torie
s, in
clud
ing
fabl
es a
nd fo
lkta
les
from
div
erse
cul
ture
s, a
nd d
eter
min
e th
eir c
entra
l mes
sage
, les
son,
or m
oral
W
hat a
re y
our l
earn
ing
targ
ets
that
mov
e yo
ur le
arne
rs fr
om th
e st
anda
rd fr
om th
e gr
ade
befo
re to
the
stan
dard
they
nee
d as
they
exi
t you
r gra
de le
vel?
DO
K?
3.R
L.2 - R
ecou
nt s
torie
s, in
clud
ing
fabl
es, f
olkt
ales
, and
myt
hs fr
om d
iver
se c
ultu
res;
det
erm
ine
the
cent
ral m
essa
ge, l
esso
n, o
r mor
al a
nd e
xpla
in h
ow it
is c
onve
yed
thro
ugh
key
deta
ils in
the
text
. 2.
RL.
3 - D
escr
ibe
how
cha
ract
ers
in a
sto
ry re
spon
d to
maj
or e
vent
s an
d ch
alle
nges
. W
hat a
re y
our l
earn
ing
targ
ets
that
mov
e yo
ur le
arne
rs fr
om th
e st
anda
rd fr
om th
e gr
ade
befo
re to
the
stan
dard
they
nee
d as
they
exi
t you
r gra
de le
vel?
DO
K?
3.R
L.3
- Des
crib
e ch
arac
ters
in a
sto
ry (e
.g.,
thei
r tra
its, m
otiv
atio
ns, o
r fee
lings
) and
exp
lain
ho
w th
eir a
ctio
ns c
ontri
bute
to th
e se
quen
ce o
f eve
nts.
R
eadi
ng In
form
atio
nal:
2.R
I.2 -
Iden
tify
the
mai
n to
pic
of a
mul
tipar
agra
ph te
xt a
s w
ell a
s th
e fo
cus
of s
peci
fic
para
grap
hs w
ithin
the
text
. W
hat a
re y
our l
earn
ing
targ
ets
that
mov
e yo
ur le
arne
rs fr
om th
e st
anda
rd fr
om th
e gr
ade
befo
re to
the
stan
dard
they
nee
d as
they
exi
t you
r gra
de le
vel?
DO
K?
3.R
I.2 -
Det
erm
ine
the
mai
n id
ea o
f a te
xt; r
ecou
nt th
e ke
y de
tails
and
exp
lain
how
they
sup
port
the
mai
n id
ea
2.R
I.3 -D
escr
ibe
the
conn
ectio
n be
twee
n a
serie
s of
his
toric
al e
vent
s, s
cien
tific
idea
s or
co
ncep
ts, o
r ste
ps in
tech
nica
l pro
cedu
res
in a
text
.
ASS
ESSM
ENTS
AN
D E
VID
ENC
E Pl
ease
read
: W
hite
Riv
er S
choo
l Dis
trict
Ass
essm
ent
Gui
delin
es
Supp
ortin
g Le
arne
rs w
ith S
peci
al N
eeds
- As
sess
men
t Acc
omm
odat
ion
Opt
ions
Pr
e-A
sses
smen
ts
Rea
ding
- Te
am G
ener
ated
Writ
ing
- Non
e re
quire
d
Form
ativ
e A
sses
smen
ts (T
eam
Gen
erat
ed)
Form
ativ
e - S
leep
Form
ativ
e - S
leep
Goo
bric
Post
-Ass
essm
ents
- O
ptio
nal
Info
rmat
iona
l – A
wes
ome
Anim
al H
omes
Lite
rary
– A
ll in
a W
eek
& C
ompu
ters
vs.
Bo
oks
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
3 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
21
WR
SD C
CSS
Uni
t Tem
plat
e
Wha
t are
you
r lea
rnin
g ta
rget
s th
at m
ove
your
lear
ners
from
the
stan
dard
from
the
grad
e be
fore
to th
e st
anda
rd th
ey n
eed
as th
ey e
xit y
our g
rade
leve
l? D
OK
? 3.
RI.3
- D
escr
ibe
the
rela
tions
hip
betw
een
a se
ries
of h
isto
rical
eve
nts,
sci
entif
ic id
eas
or
conc
epts
, or s
teps
in te
chni
cal p
roce
dure
s in
a te
xt, u
sing
lang
uage
that
per
tain
s to
tim
e,
sequ
ence
, and
cau
se/e
ffect
. 2.
W.5 -W
ith g
uida
nce
and
s upp
ort f
rom
adu
lts a
nd p
eers
, foc
us o
n a
topi
c an
d st
reng
then
w
ritin
g as
nee
ded
by re
visi
ng a
nd e
ditin
g.
Wha
t are
you
r lea
rnin
g ta
rget
s th
at m
ove
your
lear
ners
from
the
stan
dard
from
the
grad
e be
fore
to th
e st
anda
rd th
ey n
eed
as th
ey e
xit y
our g
rade
leve
l? D
OK
? 3.
W.5 –
With
gui
danc
e an
d su
ppor
t fro
m p
eers
and
adu
lts d
evel
op a
nd s
treng
then
writ
ing
as
need
ed b
y pl
anni
ng, r
evis
ing,
and
edi
ting.
2.
SL.4
- Te
ll a
stor
y or
reco
unt a
n ex
perie
nce
with
app
ropr
iate
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
, spe
akin
g au
dibl
y in
coh
eren
t sen
tenc
es.
Wha
t are
you
r lea
rnin
g ta
rget
s th
at m
ove
your
lear
ners
from
the
stan
dard
from
the
grad
e be
fore
to th
e st
anda
rd th
ey n
eed
as th
ey e
xit y
our g
rade
leve
l? D
OK
? 3.
SL.4
– R
epor
t on
a to
pic
or te
xt, t
ell a
sto
ry, o
r rec
ount
an
expe
rienc
e w
ith a
ppro
pria
te fa
cts
and
rele
vant
, des
crip
tive
deta
ils, s
peak
ing
clea
rly a
t an
unde
rsta
ndab
le p
ace.
Writ
ing
– N
one
requ
ired
due
to S
BA
KEY
AC
AD
EMIC
VO
CA
BU
LAR
Y
reco
unt
deta
il pr
oced
ure
auth
or’s
poi
nt o
f vie
w
key
even
ts
cent
ral
mes
sage
/less
on/m
oral
m
ain
idea
pa
ssag
e co
nclu
sion
/con
clud
e di
alog
ue
caus
e/ef
fect
se
quen
ce
evid
ence
In
fer/i
nfer
ence
st
anza
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
4 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
22
WR
SD C
CSS
Uni
t Tem
plat
e
Team
SM
AR
T G
oal
On-
goin
g In
stru
ctio
n
Rea
ding
O
ngoi
ng:
●G
reen
Sec
tion
of Im
agin
e It
(Rea
ding
Fo
unda
tiona
l Ski
lls)
●Vo
cabu
lary
(RL.
4 an
d L.
4)
●Fl
uenc
y (R
F.4)
●
Com
preh
ensi
on/T
ext C
ompl
exity
(R
LI.1
0)
●C
LOSE
Rea
ding
and
Tex
t D
epen
dent
Que
stio
ns (R
LI.1
)
Writ
ing
and
Lang
uage
O
ngoi
ng:
●L
- Lan
guag
e ●
W.4
- o
rgan
izat
ion
and
purp
ose
●W
.5 –
revi
sion
and
edi
ting
●W
.6 –
tech
nolo
gy in
writ
ing
Inte
rim B
lock
Pra
ctic
e (u
nit 3
or 4
) -
sugg
estio
ns fo
r ins
truct
ion
and
prac
tice
- NO
T as
sess
men
t ●
Edit
and
Rev
ise
Was
hing
ton
Com
preh
ensi
ve A
sses
smen
t Pr
ogra
m
Plea
se d
iscu
ss w
ith y
our p
rinci
pal b
efor
e us
ing
thes
e.
Spea
king
and
Lis
teni
ng
Ong
oing
: ●
Enga
ge e
ffect
ivel
y in
a ra
nge
of
colla
bora
tive
disc
ussi
ons
(one
-on-
one,
in
gro
ups,
and
teac
her-l
ed) w
ith d
iver
se
partn
ers
on g
rade
3 to
pics
and
text
s,
build
ing
on o
ther
s’ id
eas
and
expr
essi
ng th
eir o
wn
clea
rly.(3
. SL.
1)
Inte
rim B
lock
Pra
ctic
e (u
nit 3
or 4
) - s
ugge
stio
ns fo
r ins
truct
ion
and
prac
tice
- NO
T as
sess
men
t ●
List
enin
g W
ashi
ngto
n C
ompr
ehen
sive
Ass
essm
ent
Prog
ram
Pl
ease
dis
cuss
with
you
r prin
cipa
l bef
ore
usin
g.
Diff
eren
tiate
d D
aily
Les
sons
Rea
ding
R
eadi
ng
Lit L
og #
1 - M
FD
●“D
rago
n of
Dea
th v
isua
lizat
ion
(dra
w
and
labe
l with
text
bas
ed e
vide
nce)
an
d Ti
er II
voc
ab le
sson
. SB
AC
form
at –
My
illust
ratio
n is
a g
ood
illust
ratio
n fo
r the
text
. O
ne re
ason
Writ
ing
and
Lang
uage
C
onve
ntio
ns P
rogr
essi
on D
ocum
ent
Elab
orat
ion
Info
rmat
ion
Nar
rativ
e Pr
ewrit
e O
rgan
izer
s In
form
ativ
e Pr
ewrit
e O
rgan
izer
s O
pini
on P
rew
rite
Org
aniz
ers
Con
vent
ions
Pro
gres
sion
Doc
umen
t
Spea
king
and
Lis
teni
ng
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
5 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
23
WR
SD C
CSS
Uni
t Tem
plat
e
is…
.Num
erou
s po
ems
are
in th
e lit
lo
g so
this
type
of l
esso
n ca
n be
re
peat
ed a
s ne
eded
for s
trugg
ling
lear
ners
in s
mal
l gro
up in
terv
entio
n or
as
a fu
ll gr
oup
as n
eede
d.
●C
ause
and
Effe
ct –
You
Tube
Vid
eo –
re
view
from
pre
viou
s un
it ●
Rea
dwor
ks C
ause
and
effe
ct le
sson
1
– W
hen
I Gro
w U
p si
gnal
wor
ds
I ca
n e
xpla
in h
ow
ch
arac
ters
’ act
ion
s ca
use
on
e ev
ent
to le
ad t
o a
no
ther
(ca
use
an
d
effe
ct).
●
Rea
dwor
ks C
ause
and
Effe
ct le
sson
2
– T
wo
Way
s to
Cou
nt to
Ten
Fi
ndin
g th
e ef
fect
(in
fron
t of l
it lo
g)
●R
eadw
orks
Cau
se a
nd E
ffect
less
on
3 –
The
Pla
nets
by
Gai
l Gib
bons
C
ause
and
effe
ct (S
ee u
nit 4
sha
re
fold
er fo
r les
sons
) (in
fron
t of l
it lo
g)
I ca
n re
coun
t a c
hapt
er fr
om m
y re
adin
g.
I ca
n se
quen
ce im
port
ant e
vent
s to
sho
w
stor
y cl
imax
. ●
Rea
d al
oud
to c
lass
and
reco
unt t
he
mid
dle.
Mod
el fi
rst a
nd s
how
a
stro
ng e
xam
ple.
●
Rea
d al
oud
to a
nd le
t ki d
s he
lp.
Use
a
stro
ng e
x ●
Rea
d al
oud
a st
ory
and
have
them
al
l sha
re d
etai
ls.
Rec
ord
on a
cha
rt.
Dis
cuss
and
rule
out
the
ones
that
ar
en’t
KEY
idea
s. (
“Doe
s it
effe
ct th
e ov
eral
l pro
blem
s of
the
stor
y?”
●·
R
esea
rch
wri
tin
g –
take
th
e re
sear
ch
lear
nin
g fr
om
Tit
anic
an
d c
reat
e a
rese
arch
pro
ject
in G
oo
gle
Pres
enta
tio
n o
r
Pow
erp
oin
t to
tea
ch a
n a
ud
ien
ce a
bo
ut
you
r
top
ic.
●·
M
ini l
esso
n o
n B
iblio
grap
hy
– al
read
y
crea
ted
an
d f
orm
atte
d f
or
kid
s to
ad
d t
o
thei
r p
roje
ct, j
ust
bu
ildin
g u
nd
erst
and
ing
●Yo
u A
ssig
nm
ent –
Yo
u h
ave
bee
n a
sked
by
a
bo
ok
com
pan
y to
wri
te c
om
pu
ter
bo
ok
for
you
nge
r ki
ds
abo
ut
Tita
nic
. Yo
ur
job
is t
o
pu
blis
h y
ou
r b
oo
k in
clu
din
g w
hat
yo
u
lear
ned
. Th
e b
oo
k sh
ou
ld b
e en
tert
ain
ing
and
info
rmat
ion
al.
●H
isto
rica
l fic
tio
n –
ch
arac
ter
on
th
e Ti
tan
ic –
com
ple
te a
fic
tio
nal
pas
sen
ger
bio
. K
no
w
use
th
is in
form
atio
n t
o c
reat
e a
sto
ry a
bo
ut
this
fic
tio
nal
ch
arac
ter
and
th
eir
voya
ge
abo
ard
th
e T i
tan
ic
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
6 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
24
WR
SD C
CSS
Uni
t Tem
plat
e
“Doe
s it
influ
ence
the
next
par
t of t
he
stor
y?”)
Hav
e a
conv
ersa
tion
of w
hy it
’s a
key
det
ail.
I ca
n dr
aw a
con
clus
ion
abou
t my
read
ing
and
supp
ort i
t with
det
ails
. ●
My
Fath
er’s
Dra
gon
nove
l stu
dy –
th
is w
ill be
a fu
ll cl
ass
nove
l. T
he li
t lo
g is
set
up
with
que
stio
ns fo
r kid
s to
use
at t
he e
nd o
f eac
h ch
apte
r in
SBAC
ste
m q
uest
ion
form
at.
Con
side
r usi
ng a
mix
of i
ndiv
idua
l re
adin
g tim
e, p
art n
er a
nd s
mal
l gr
oup
read
ing
to m
eet t
he n
eeds
of
all l
earn
ers.
I
can
exp
lain
ho
w c
har
acte
rs’ a
ctio
ns
cau
se
on
e ev
ent
to le
ad t
o a
no
ther
(ca
use
an
d
effe
ct).
●
“Wha
t if”
page
afte
r eve
ry c
hapt
er,
(or w
hen
need
ed) t
o fo
cus
on
char
acte
rs p
erso
nalit
ies
and
how
th
ey in
fluen
ce th
e se
quen
ce o
f ev
ents
.
I can
an
alyz
e th
e re
lati
on
ship
bet
wee
n t
wo
char
acte
rs in
a s
tory
.
I can
dra
w a
co
ncl
usi
on
ab
ou
t th
e
rela
tio
nsh
ip b
etw
een
tw
o c
har
acte
rs in
a
sto
ry b
ased
on
th
eir
acti
on
s.
●C
hara
cter
rela
tions
hip
wor
k. U
se tw
o ch
arac
ters
in M
FD a
nd fi
ll ou
t or
gani
zer.
Do
toge
ther
firs
t and
di
scus
s. M
ove
to in
depe
nden
t.
Cha
ract
er R
elat
ions
hip
Org
aniz
er
Cha
ract
er R
elat
ions
hips
Org
aniz
er
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
7 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
25
WR
SD C
CSS
Uni
t Tem
plat
e
●
Rea
d W
orks
pas
sage
s ·
Vo
cabu
lary
wor
k co
nnec
ted
to th
e bo
ok
thro
ugho
ut th
e un
it. S
ee u
nit 4
sha
re fo
lder
●
Begi
nnin
g w
ith c
hapt
er 3
kid
s w
ill be
cr
eatin
g a
setti
ng m
ap a
nd p
uttin
g ite
ms
from
the
stor
y on
to th
eir m
aps
usin
g th
e fu
nctio
nal/p
roce
dura
l di
rect
ions
at t
he e
nd o
f eac
h se
t of
ques
tions
in th
e lit
log.
●
Betw
een
ch.8
and
9 c
ompl
ete
the
less
on o
n se
quen
cing
eve
nts
and
stor
y cl
imax
. ●
Rea
dwor
ks -
“Loo
k W
ho’s
Tal
king
” –
read
ing
pass
age
and
ques
tions
●
Cha
ract
er w
ork
– R
eadw
orks
Le
sson
s –
Lon
Po P
o (S
ee u
nit 4
sh
are
fold
ers
for l
esso
ns)
Lit L
og #
2 –
Res
earc
h Pr
ojec
t Ti
tani
c on
line
Tita
nic
Tita
nic
Goo
gle
Pres
enta
tion
- Bl
ank
·
In
trodu
ce th
e to
pic
with
the
shor
t arti
cle
“Nig
htm
are
at S
ea” –
gui
ded
CLO
SE
read
ing
and
conv
ersa
tion
– w
hat q
uest
ions
do
you
hav
e af
ter r
eadi
ng th
is?
Kids
ge
nera
te q
uest
ion
indi
vidu
ally
, and
sha
re in
sm
all g
roup
s –
use
line
of li
sten
ing
and
lear
ning
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
8 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
26
WR
SD C
CSS
Uni
t Tem
plat
e
·
Ta
ke q
uest
ions
for p
revi
ous
day
and
look
for s
imila
r que
stio
ns to
gro
up to
geth
er.
Wha
t are
the
mai
n id
eas?
o A
bout
the
Ship
o A
bout
the
Peop
le o
n Bo
ard
o A
bout
the
Wre
ck
o A
bout
Dis
cove
ring
the
Wre
ck
o B
eyon
d th
e W
reck
·
Th
ese
will
now
bec
ome
ther
e re
sear
ch
two
– co
lum
n no
tes
for r
eadi
ng –
Cor
nell
Not
e Te
mpl
ate
·
O
ver v
ario
us d
ays…
kid
s co
mpl
ete
rese
arch
usi
ng a
var
iety
of s
ourc
es
incl
udin
g, b
ooks
, arti
cles
, web
site
s an
d vi
deo
Poss
ible
reso
urce
s:
Artic
les
·
“W
ill th
e Ti
tani
c II
Sail
in 2
016?
” C
ompu
ter B
ased
(See
Uni
t 4 F
olde
r) ·
R
eliv
ing
the
Sink
ing
of th
e tit
anic
101
Ye
ars
Late
r ·
Ti
tani
c In
tera
ctiv
e –
His
tory
.com
·
H
ere.
The
re, E
very
whe
re T
itani
c’s
100
Year
s Th
en a
nd N
ow
-A-Z
Boo
ks o
n Ti
tani
c “L
o st a
nd F
ound
”
Inte
rven
tion
Plan
Inte
nsiv
e
Stra
tegi
c
Goo
d to
Go
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
9 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
27
WR
SD C
CSS
Uni
t Tem
plat
e
Scie
nce
Uni
t: Pl
ants
: Pl
ant u
nit
Apr
il 11
-15
Rea
ding
: ●
Poem
s: V
isua
lizat
ion
and
draw
ing
base
d of
f of k
ey d
etai
ls.
Labe
l with
text
bas
ed e
vide
nce.
Use
wor
ds fo
r Tie
r 2 v
ocab
ular
y●
Star
t My
Fath
er’s
Dra
gon;
Intro
duct
ion,
Cha
pter
s 1
and
2 an
d qu
estio
ns fr
om L
it Lo
g. D
o ch
arac
ter r
elat
ions
hip
orga
nize
r with
Mom
and
cat.
Cha
ract
er R
elat
ions
hip
Gra
phic
Org
aniz
erW
ritin
g:
●Pe
rform
ance
Tas
k fro
m U
nit 3
Apr
il 18
-22
Rea
ding
: ●
My
Fath
er’s
Dra
gon
chap
ters
3-5
and
que
stio
ns in
lit l
og.
Star
t map
with
cha
pter
3.
●C
hara
cter
Rel
atio
nshi
p G
raph
ic O
rgan
izer
with
Elm
er a
nd C
atW
ritin
g:
●In
form
atio
nal E
ssay
revi
ew; U
se th
e m
ultip
le c
opie
s w
e ha
ve o
f inf
orm
atio
nal t
exts
. D
o a
stro
ng e
xam
ple
first
day
: Rea
d, d
ecid
e on
mai
nid
ea; f
ill ou
t pla
nner
. Th
en in
par
tner
s, a
llow
kid
s to
cho
ose
a bo
ok o
f the
ir ch
oice
, rea
d it,
dec
ide
mai
n id
ea, f
ill ou
t pla
nner
toge
ther
.Th
en th
ey w
ill ea
ch w
rite
thei
r ow
n (fr
om th
e pl
anne
r) in
form
atio
nal e
ssay
. Typ
e an
d pr
int.
Apr
il 25
-29
Rea
ding
: ●
My
Fath
er’s
Dra
gon
chap
ters
6-9
and
que
stio
ns in
lit l
og.
Wor
k on
map
thro
ugho
ut.
●An
alyz
e ch
arac
ter u
sing
org
aniz
er in
Lit
Log
●W
HAT
IF p
age
in li
t log
; Foc
us o
n ta
king
the
char
acte
rs p
oint
of v
iew
and
cha
nges
in th
e st
ory
if th
ings
wer
e di
ffere
nt.
Writ
ing:
●
New
info
rmat
iona
l pie
ce.
Giv
e ch
oice
of t
opic
? A
nim
als?
Get
che
cker
boar
d bo
oks
from
libr
ary.
Als
o, u
se p
erso
nal n
on-fi
ctio
n bo
oks
and
from
pub
lic li
brar
y. T
hey
coul
d us
e tw
o so
urce
s. F
ill ou
t an
essa
y or
gani
zer.
●St
art d
rafti
ng.
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
Pa
ge 1
0 of
10
© White River School District 2018. SolutionTree.comDo not duplicate.
28
Diffe
rent
iate
d or
Dai
ly L
esso
ns: D
evel
oped
by
Build
ing
Team
s
Read
ing
Writ
ing
Ong
oing
: •
Gree
n Se
ctio
n of
Imag
ine
It •
Tier
2 v
ocab
ular
y w
ork
usin
g lit
erat
ure
of te
ache
r’s c
hoic
e fr
om th
e un
it an
d gr
ade
leve
l voc
abul
ary
book
s Da
ily L
earn
ing:
•
Mod
el u
sing
non-
fictio
n fe
atur
e w
ith d
iagr
ams a
nd c
lose
-ups
incl
udin
g en
trie
s in
lit lo
g.
• Le
arn
abou
t non
-fict
ion
feat
ures
. Thi
s les
son
will
take
mul
tiple
day
s. A
var
iety
of n
on-fi
ctio
n te
xts a
t var
ied
read
ing
leve
ls w
ill b
e ne
eded
. Loo
k ov
er th
e bo
oks y
ou se
lect
to m
ake
sure
the
feat
ures
the
kids
stud
y ar
e in
clud
ed in
boo
ks fr
om w
hich
they
will
wor
k. (S
ee li
t log
for t
he c
ompl
ete
list o
f fea
ture
s on
whi
ch k
ids w
ill
wor
k). T
hese
less
ons c
an b
e do
ne in
com
bina
tion
with
less
ons t
hat f
ollo
w to
save
tim
e.
• Sm
art W
ords
Sci
ence
Rea
der A
nim
al S
et b
y Sc
hola
stic
, alo
ng w
ith o
ther
ani
mal
info
rmat
iona
l tex
t, is
a gr
eat
optio
n.
• Re
adin
g Pr
oced
ures
Les
sons
: Clo
se re
ad w
ith a
pro
cedu
re o
f you
r cho
ice
or o
ne li
sted
bel
ow. W
hat a
re th
e pa
rts?
How
are
they
arr
ange
d? W
hat c
omes
bef
ore?
Wha
t com
es a
fter
? Ho
w c
ould
the
proc
edur
e be
writ
ten
in a
par
agra
ph w
ith tr
ansit
ions
? o
“H
ere
Com
es th
e Su
n” (s
hort
func
tiona
l sel
ectio
n)
o
“How
to M
ake
an E
ggsh
ell C
halk
” o
“P
eanu
t But
ter F
udge
” (s
hort
func
tiona
l sel
ectio
n)
o
Up G
oes a
Sky
scra
per (
Gail
Gibb
ons,
Scho
last
ic, 1
986)
•
Opt
ion:
Writ
e pr
oced
ure
for s
omet
hing
they
kno
w h
ow to
do
(Sch
olas
tic).
• Dr
awin
g Co
nclu
sions
: Com
plet
e dr
awin
g co
nclu
sions
and
mak
ing
infe
renc
es in
form
atio
n ch
art (
see
stud
ent l
it lo
g) a
nd d
raw
ing
conc
lusio
n Po
wer
Poin
t. •
Draw
ing
Conc
lusio
ns: M
odel
less
on w
ith b
ox g
raph
ic o
rgan
izer (
two
to c
hoos
e fr
om in
lit l
og) a
nd T
he M
ary
Cele
ste,
Roa
noke
, Fly
Aw
ay H
ome,
The
Str
ange
r, I A
m th
e Do
g I A
m th
e Ca
t, or
a re
ad-a
loud
of y
our c
hoic
e.
• Th
e W
reck
of t
he Z
ephy
r, ol
d re
adin
g se
ries,
dra
win
g co
nclu
sions
gra
phic
org
anize
r •
Revi
ew st
uden
t str
ong
wor
k ex
ampl
es a
nd re
peat
as n
eede
d. R
eadi
ng m
ater
ials
from
whi
ch to
cho
ose
incl
ude
Read
wor
ks, “
In M
emor
y of
Dr.
King
,” “
Savi
ng th
e An
imal
s,”
and
so o
n.
o
Wha
t con
clus
ion
can
be d
raw
n ab
out M
LK’s
impa
ct o
n ci
vil r
ight
s?
o
Wha
t con
clus
ion
can
be d
raw
n ab
out t
he st
uden
ts a
t Pub
lic S
choo
l 48?
•
Draw
ing
Conc
lusio
ns: “
The
Case
of t
he M
issin
g M
asco
t” P
ower
Poin
t •
Mod
el L
esso
n Ca
use
and
Effe
ct: I
f You
Giv
e a
Mou
se a
Coo
kie,
Jim
my
Boa’
s Birt
hday
, or r
ead-
alou
d of
you
r ch
oice
. Rea
d an
d di
scus
s with
som
e st
rong
exa
mpl
es o
n flo
w c
hart
. •
Tom
orro
w’s
Alph
abet
: Rea
d an
d w
rite
activ
ity fo
r cau
se a
nd e
ffect
. •
Imag
ine
It, U
nit 5
Les
son
4, “
The
Disa
ppea
ring
Isla
nd”;
Imag
ine
It, U
nit 5
Les
son
5, “
The
Hous
e on
Map
le
Stre
et”;
Imag
ine
It, U
nit 5
Les
son
3, “
Eart
hqua
kes”
: Use
one
, som
e, o
r all
for c
ause
and
effe
ct p
ract
ice.
•
Extr
a Pr
actic
e: W
hat I
s the
Cau
se?
Find
the
Effe
ct; S
uper
Tea
cher
•
Tim
elin
es a
nd B
iogr
aphi
es: F
ind
and
reco
rd im
port
ant e
vent
s; se
quen
ce e
vent
s on
a tim
elin
e; w
rite
a pa
ragr
aph
with
tran
sitio
ns to
supp
ort t
imel
ine
from
not
es ta
ken
usin
g tw
o-co
lum
n no
tes,
rese
arch
ing
mai
n id
eas a
bout
the
topi
c (p
erso
n) o
f you
r cho
ice.
Daily
Lea
rnin
g:•
Intr
o: Y
ou T
ube
vide
os, s
ee e
mai
l, an
d He
y, Li
ttle
An
t. •
Writ
e yo
ur o
wn
fact
or o
pini
on w
hen
give
n a
topi
c (o
bjec
t dra
w a
ctiv
ity).
• Co
mpl
ete
supe
r tea
cher
wor
kshe
ets.
•
Iden
tify
fact
or o
pini
on in
read
ing
sele
ctio
ns:
grap
hic
orga
nize
rs, f
act-
or-o
pini
on tr
ee d
iagr
am, o
r tw
o co
lum
ns o
f fac
t and
opi
nion
. •
Read
“Ju
nk F
ood
Atta
ck”
and
“Jun
k Fo
od B
attle
s” a
t re
adw
orks
.org
—sh
ort p
assa
ges c
onne
cted
to fa
ct
and
opin
ion.
•
Smar
t Exc
hang
e (S
mar
tboa
rd a
ctiv
ities
) •
Com
plet
e “I
mag
ine
It,”
Uni
t 5 L
esso
n 3,
“E
arth
quak
es”
(fact
and
opi
nion
). •
SU, L
esso
n 9-
2 Fa
ct (E
vide
nce)
vs.
Opi
nion
. Pul
l op
inio
n w
ritin
g sa
mpl
es fr
om o
ther
sour
ces.
•
Writ
e op
inio
n se
nten
ces i
n w
ritin
g jo
urna
ls an
d le
arn
that
an
“I”
stat
emen
t bec
omes
par
t of t
opic
pa
ragr
aph.
•
SU, L
esso
n 9-
1 O
pini
on W
ritin
g W
ords
. See
opi
nion
w
ritin
g sig
nal w
ord
list.
• Re
ad a
rtic
les,
“Why
Cat
s Mak
e …
” “W
hy D
ogs M
ake
…,”
leav
ing
a tr
ail o
f you
r thi
nkin
g.
• Fo
rm o
pini
on a
nd tw
o co
lum
n no
tes f
rom
art
icle
. •
Natio
nal G
eogr
aphi
c Rea
ders
: Cat
s vs.
Dogs
, tex
t fe
atur
es. R
ead
spec
ific
sect
ions
to b
eef u
p no
tes.
Te
ache
r mod
els w
ith o
ne se
ctio
n.
• Se
lect
two
idea
s or c
laim
s fro
m n
otes
and
com
plet
e op
inio
n es
say
follo
win
g di
rect
ion
and
prom
pt.
• Re
ad, t
ake
note
s, d
raft,
revi
se a
nd e
dit,
hold
a
conf
eren
ce, a
nd p
ublis
h ov
er a
five
-day
per
iod.
•
Self-
asse
ss a
nd p
eer-
asse
ss u
sing
dist
rict-
deve
lope
d ki
d fr
iend
ly ru
bric
. •
Revi
ew te
ache
r fee
dbac
k.
© White River School District 2018. SolutionTree.comDo not duplicate.
29
• An
othe
r opt
ion
for r
esea
rch
and
text
feat
ures
is th
e co
ntin
ent p
oste
r pro
ject
. See
old
non
-fict
ion
feat
ure
mat
eria
ls fo
r inf
orm
atio
n (n
ot in
lit l
og).
• M
olly
’s Pi
lgrim
: Int
rodu
ce c
onte
nt v
ocab
ular
y an
d pa
rtne
r-re
ad fi
rst h
alf o
f boo
k.
• M
olly
’s Pi
lgrim
: Rev
iew
voc
abul
ary
and
read
seco
nd h
alf o
f boo
k w
ith c
ause
and
effe
ct re
view
. •
Read
wor
ks: C
ompl
ete
“The
Chi
mps
Cha
mp”
cha
ract
er a
naly
sis a
nd le
arn
Tier
2 v
ocab
ular
y.
• M
olly
’s Pi
lgrim
: Rer
ead
as n
eces
sary
for e
vide
nce
to su
ppor
t cha
ract
er id
ea a
nd c
laim
. •
Char
acte
r Exp
lana
tory
Par
agra
ph: M
odel
with
an
MM
teac
her o
f the
kid
s’ c
hoic
e.
• M
olly
’s Pi
lgrim
: Cha
ract
er e
xpos
itory
par
agra
ph fo
r Eliz
abet
h or
Mol
ly p
rew
rite
and
para
grap
h •
Wha
t If …
: How
mig
ht th
e st
ory
be d
iffer
ent?
Sup
ply
kids
with
opt
ions
for t
he c
hara
cter
s fro
m M
olly
’s Pi
lgrim
to
act
in a
diff
eren
t way
to d
iscus
s and
writ
e ab
out h
ow th
is w
ould
effe
ct th
e st
ory
in a
diff
eren
t way
. Exa
mpl
e:
Wha
t if E
lizab
eth
had
smile
d at
Mol
ly th
e fir
st ti
me
they
met
? W
hat i
f Mol
ly’s
mot
her h
ad le
t Mol
ly st
ay h
ome
from
scho
ol?
• Ad
ditio
nal m
ater
ials
to u
se a
s nee
ded:
The
Mat
chbo
x Di
ary
and
Read
wor
ks, “
A Ra
lly A
gain
st P
over
ty”
In
terv
entio
n Pl
an: D
evel
oped
by
Build
ing
Team
s
Inte
nsiv
e St
rate
gic
Good
to G
o Tw
o gr
oups
Re
adin
g m
aste
ry A
(tw
o gr
oups
) Co
rrec
tive
read
ing
A Le
vel 1
non
-fict
ion:
non
-fict
ion
feat
ures
and
in
depe
nden
t rea
ding
(cho
osin
g a
topi
c)
Two
grou
ps
Corr
ectiv
e re
adin
g B1
(tw
o gr
oups
) Co
rrec
tive
read
ing
B2
Flue
ncy
goal
wor
k us
ing
pre-
teac
h of
cl
assr
oom
CO
RE m
ater
ials
Leve
l 1 a
nd 2
non
-fict
ion:
feat
ures
and
in
depe
nden
t rea
ding
(cho
osin
g a
topi
c)
Thre
e cl
assr
oom
gro
ups:
wor
king
on
pers
onal
ized
read
ing
goal
s •
Flue
ncy
• M
otiv
atio
n •
Com
preh
ensio
n
Enric
hmen
t con
nect
ed to
cor
e le
sson
s Tw
een
trib
une:
clo
se re
adin
g Pr
oced
ure
writ
ing:
Goo
gle
Docs
Ha
nnah
’s Jo
urna
l: no
vel s
tudy
Bi
ogra
phy
rese
arch
and
tim
elin
e
Kim
Bai
ley,
Cap
istra
no S
choo
l Dist
rict
Adap
ted
by L
aurie
Rob
inso
n-Sa
mm
ons,
201
4 Ad
apte
d by
WRS
D, 2
015
© White River School District 2018. SolutionTree.comDo not duplicate.
30
Linear Equations and Systems (8.EE.C)
Over the next month, you’ll be studying equations, graphs, problem solving, and real-world scenarios that involve one to two data sets. While our data will grow at a constant rate, in high school you’ll study data that grows in other ways. For example, the population of a large city may grow exponentially.
Essential Questions Concept: How can I interpret solutions to linear equations and systems?
Skill: How can I solve linear equations and systems?
Application: How can I solve real-world problems involving linear data?
Learning Targets Task 1 Task 2 Task 3 I can solve equations that have integers. This means I can write out precise steps such as the distributive property, combining like terms, or inverse operations. I can also interpret my solution contextually. (DOK 1, 2)
I can solve equations with rational coefficients. This means I can extend my previous work to equations that have fractions or decimals. (DOK 1, 2)
I can predict an equation’s type or number of solutions. This means I can think strategically about an equation. Without solving it, I can determine whether the solution would be positive, negative, zero, or not exist. (DOK 3)
I can create equations that have infinitely many, one, or no solution(s). This means I can fill in missing numbers to make the two sides of an equation always, sometimes, or never equal. If I solve an equation that ends up with two identical or equal sides, I can also interpret the result. (DOK 2)
I can analyze graphs of systems. This means I can locate a point of intersection and explain what its coordinates mean. Moreover, I can make real-world decisions based on which line is higher on the graph. (DOK 2, 3)
I can solve a system by graphing. This means I can use y = mx + b, or evaluate functions, to draw precise lines that intersect. I can also interpret my solution contextually. (DOK 1, 2)
I can create graphs that have one, zero, or infinitely many solutions. This means I can use geo-boards to build lines that are intersecting, parallel, or collinear. Then I can describe my lines with equations. (DOK 3)
I can model real-world scenarios with mathematics. This means I can solve problems by drawing diagrams, collecting data in tables, analyzing graphs, or transforming given information into equations. (DOK 2, 3)
Vocabulary to Master coefficient constant distribute infinitely-many interpretlike terms linear point of intersection precise slope
slope-intercept form solution standard form system y-intercept
© White River School District 2018. SolutionTree.comDo not duplicate.
31
Just the Way We Do Things Around Here By Tracy Nelson
This is just what you will see from kindergarten through the high school. See the example below. We looked at our TACA form from the previous school year and were reminded that problem solving was strong, but fluency wasn’t as strong. Only 79 percent of students met standard. This reminded us to increase focus on fluency for this school year. Our reflection from the previous year also reminded us that we wanted to beef up the work we did with kids on constructing an understanding of division and the relationship it has to multiplication. We then look at the CCSS, which was new to us last year, and know we need to not only work on the array model in multiplication and division, but clearly connect this to area for kids. It is then time to start revising and improving our unit plan from the year before—work in progress, continuous improvement, and fine-tuning. We set our new SMART goal for the unit based on the success and challenges kids had from the year before. You will see problem solving and conceptual work was set a bit higher than comprehension. We know this is a different group of kids with whom we are working, but we have seen improvement over time (multiple years) by setting goals this way. We have districtwide common pre- and summative assessments, so we quickly review these and also look at our team-developed formative assessment to remind ourselves how we are asking kids to demonstrate what they are learning related to standards. Next our team looks at daily lesson, differentiation, homework, and intervention. We revise and plan what we think kids need to be successful. Along the way we might need to tweak and change our thinking because the data looks different than what we expected, but proactive planning helps us save time during the unit. You can see all of this pre-planning on the unit plan, including predicted intervention needs. After the pre-assessment when we look at kid-by-kid data, we sometimes find we need to change instructional focus. They either know more on a subject than we expected—great news—or they are struggling with an area on which we will now need to spend more time. There are often those kids who are really lacking even the prerequisite skills needed for the unit. These kids will need reteach or preteach of skills to be more successful during CORE instruction. Our team plans this learning for our intervention block time. We build time for classroom instruction, checks for understanding, and differentiation and monitor and adjust based on learner needs in each classroom.
© White River School District 2018. SolutionTree.comDo not duplicate.
32
Common formative data is brought to the table to help us make next-step decisions. Does our data tell us all or most kids need more work? If so, back to the classroom we go for more CORE instruction after talking about techniques we haven’t tried yet. Are many kids good to go? If so, let’s plan Walk-to-Math intervention time that allows us to skill-group kids, making the intensive group really small with the most support. Teachers on our team work with groups with whom they have had success. For example, if we have a team member that has had great success moving kids forward in CORE, that teacher will most likely work with the more intensive learners. After intervention, whatever that might look like, including another check for understanding, our team reviews for the assessment with the kids and gives kids the summative assessment, including an advanced section for kids that were at standard on the pre-. All kids need the opportunity to demonstrate how their learning has grown. Celebration time, fingers crossed, hopefully—kids get a chance to celebrate growth throughout the unit, and the team brings data to the table to share and reflect on. What was the overall percentage of kids meeting standard? What did the class-by-class data tell us? If a team member had great success, what were they doing? What are our kid-by-kid celebrations? Who still needs support, and how will we provide this? You can also see on the TACA, there is a list of kids with specific needs for continued instruction. All of this thinking ends up on our new TACA form. We had 85 percent meet standard on the conceptual work and 84 percent meet standard on fluency, but our biggest celebration was connected to the amount of learners that moved out of the intensive category—YEAH!!! Our TACA and unit plan will be ready to revisit the following year to get us going once again.
© White River School District 2018. SolutionTree.comDo not duplicate.
33
Analyzing Common Assessment
Grade Level: □ Pre-assessment □ Quarter 3 Subject Area: □ Mid-assessment □ Quarter 4 Teacher/Team: □ Post-assessment
Name of Assessment: Power Standard(s) or Learning Targets Measured:
Questions Responses
What areas did our students do well on this assessment?
What instructional strategies helped our students do well?
What skill deficiencies do we see?
What patterns do we see in the mistakes, and what do they tell us?
Which students did not master essential standards and will need additional time and support? What intervention will be provided to address unlearned skills?
Do we need to tweak or improve this assessment?
* Please complete one form in third quarter and one form in fourth quarter and keep them in your PLC binder.
REPRODUCIBLE
© White River School District 2018. SolutionTree.comReproducible.
34
Getting the Most Out of Common Assessments By Mike Mattos (2009)
Like most schools that begin implementing PLC practices, the faculty at Pioneer Middle School learned about the importance of common formative assessments and decided that we would utilize this powerful tool to help us focus on learning. Unfortunately, as time progressed, our departmental teams experienced varied levels of success; some teams felt they gained significant benefits from their common assessments, while other teams were far less enthusiastic with their results. As principal, my first thought was to question whether every team was truly using common assessments, or were they just “going through the motions” to appease me. After asking these questions at a faculty meeting, I was pleased to find that every team was frequently administering common assessments—in fact, every team said they also use our site assessment software, which produces powerful reports to analyze the results. At this point, I was perplexed … if every team was giving common assessments and had access to the same types of disaggregated results, then why were our teams experiencing such varied outcomes? Upon further consideration, I realized that I was asking the wrong question; that is, it was not a question of, “Are we giving common assessments?” but “What are we doing with our common assessment data?” When we discussed this question, we found great differences from team to team, with some teams digging deeply into their common assessment data, and other teams doing almost nothing with the information. Based upon this revelation, we discussed why we give common assessments, and determined that common assessments provide essential learning information that enabled each team to:
• Identify specifically which students did not demonstrate mastery of essential standard(s): Because we give common assessments to measure student mastery of essential standard(s), common assessments should identify students who need additional help and support. Additionally, if an assessment measures more than one essential standard, then the test results must provide more than an overall score for each student, but also delineate specifically which standards each student did not pass.
• Identify effective instructional practices: Because our teachers have autonomy in how they
teach essential standards, it is vital that common assessment data help validate which practices were effective. This can be done best when common assessment results are displayed in such a way that allows each teacher to compare their students’ results to other teachers who teach the same course.
• Identify patterns in student mistakes: Besides using common assessment results to identify
best instructional practices, these data should also be used to determine ineffective
© Mattos 2009. allthingsplc.infoDo not duplicate.
35
instructional practices. When analyzing the types of mistakes that failing students make, patterns emerge that can point to weaknesses or gaps in the initial instruction.
• Measure the accuracy of the assessment: Through a careful item analysis of the assessment, a
team can determine the validity of each test question. Over time, this will build a team’s capacity to create better assessments.
• Plan and target interventions: The ultimate goal of any PLC is to ensure high levels of learning
for all students. If a team uses common assessments to identify students in need of additional help, determine effective and ineffective instructional practices, and measure the validity of the assessment, then they should have the information needed to plan and implement targeted interventions to assist the students that need help.
Once we realized that giving common assessments is not an “end” in itself, but instead a “means” to better measure our teaching and student learning, we decided that whenever a team reviews common assessment data, they would ask the following guiding questions:
• Specifically which students did not demonstrate mastery? • Which instructional practices proved to be most effective? • What patterns can we identify from the student mistakes? • How can we improve this assessment? • What interventions are needed to provide failed students additional time and support?
By asking these questions, we believe that we can get the most out of our common assessments, which in turn, allows us to give the most to our students. In the end, we learned from this experience that the power of common assessment comes not from giving them, but from what we do with them after we give them! Pioneer is one of eight schools in the nation featured in the video The Power of Professional Learning Communities at Work: Bringing the Big Ideas to Life. Pioneer’s standardized test scores rank first of all the middle schools in Orange County and in the top one percent for the state of California. Additionally, Pioneer was named a California Distinguished School in 2003 and 2007, and is currently a state nominee for National Blue Ribbon recognition.
—Mattos, “Getting the Most Out of Common Assessments,”
allthingsplc.info (2009)
© Mattos 2009. allthingsplc.infoDo not duplicate.
36
Four
th-G
rade
Mat
h Sk
ills:
Com
mon
Ass
essm
ent R
esul
ts (T
arge
t Sco
re 8
0/10
0)
Co
mpa
re a
nd O
rder
Fra
ctio
ns
Mul
tidig
it M
ultip
icat
ion
Mul
tidig
it Di
visi
on
Com
pare
and
Ord
er D
ecim
als
Stud
ent
Clas
s 1
Clas
s 2
Clas
s 3
Clas
s 4
Tota
ls
Clas
s1
Clas
s 2
Clas
s 3
Clas
s 4
Tota
ls
Clas
s 1
Clas
s 2
Clas
s 3
Clas
s 4
Tota
ls
Clas
s 1
Clas
s 2
Clas
s 3
Clas
s 4
Tota
ls
1 10
0 10
0 10
0 10
0 10
0 10
0 10
0 86
50
90
10
0 70
70
10
0 10
0 10
0 2
100
100
80
100
86
100
86
100
60
90
100
70
100
78
100
100
3 80
60
80
10
0 86
10
0 89
10
0 70
90
80
80
78
89
89
89
4
100
100
100
100
100
100
86
86
92
90
100
80
100
100
89
100
5 10
0 10
0 80
10
0 10
0 86
10
0 67
90
90
10
0 10
0 89
10
0 89
89
6
80
100
100
60
100
100
100
71
100
100
92
40
100
89
100
56
7 10
0 10
0 80
80
10
0 10
0 10
0 10
0 90
10
0 80
70
89
10
0 10
0 10
0 8
40
80
80
100
100
100
86
100
90
83
83
50
67
89
100
89
9 10
0 10
0 10
0 10
0 10
0 10
0 10
0 10
0 86
10
0 10
0 80
10
0 10
0 10
0 89
10
60
10
0 10
0 10
0 71
10
0 10
0 86
60
92
90
70
78
10
0 89
89
11
10
0 10
0 80
60
86
10
0 10
0 71
92
10
0 90
50
10
0 89
10
0 56
12
10
0 80
10
0 80
10
0 86
10
0 10
0 83
10
0 10
0 50
78
78
10
0 10
0 13
10
0 10
0 80
60
86
10
0 86
86
92
10
0 80
10
0 10
0 10
0 10
0 10
0 14
80
10
0 10
0 10
0 10
0 86
10
0 86
90
90
80
10
0 89
10
0 10
0 10
0 15
10
0 10
0 10
0 10
0 10
0 10
0 10
0 89
10
0 10
0 90
10
0 89
10
0 10
0 89
16
10
0 10
0 10
0 86
10
0 86
80
10
0 80
10
0 10
0 89
17
10
0 10
0 10
0 89
90
92
89
89
18
10
0 10
0 10
0 10
0 Av
erag
e Sc
ore
91%
95
%
91%
89
%
92%
95
%
97%
95
%
89%
94
%
84%
95
%
90%
74
%
86%
90
%
94%
97
%
90%
93
%
(Sou
rce:
Thi
s tab
le is
ada
pted
from
the
colla
bora
tive
wor
k of
Ric
hard
DuF
our,
Rebe
cca
DuFo
ur, a
nd R
ober
t Eak
er.)
© White River School District 2018. SolutionTree.comDo not duplicate.
37
Read
ing
Uni
t 1
Date
11
/1/2
015
Scho
ol
Dist
rictw
ide
Team
3
5 m
inut
es
Pow
er S
tand
ard(
s)
3.
RLI.1
- As
k an
d an
swer
que
stio
ns to
dem
onst
rate
und
erst
andi
ng o
f a te
xt, r
efer
ring
expl
icitl
y to
the
text
as t
he b
asis
for t
he a
nsw
ers.
10 m
inut
es
In w
hat a
reas
did
our
stud
ents
do
wel
l? W
hich
item
s?
M
ost s
tude
nts w
ere
able
to p
ull e
vide
nce
from
the
text
to su
ppor
t the
ir an
swer
s. T
hey
knew
to g
o ba
ck to
the
text
to fi
nd in
form
atio
n.
Stud
ents
wer
e ab
le to
ans
wer
the
voca
bula
ry q
uest
ion
corr
ectly
, with
the
exce
ptio
n of
a fe
w st
uden
ts.
20 m
inut
es
Wha
t ins
truc
tiona
l str
ateg
ies/
lear
ning
targ
ets/
teac
hing
poi
nts (
P3) h
elpe
d ou
r stu
dent
s do
wel
l?
Lear
ning
targ
et -
I can
cite
evi
denc
e fr
om te
xt w
ith p
age
num
ber.
Inst
ruct
iona
l Str
ateg
y - c
hara
cter
trai
t - F
AST
char
t (fe
elin
gs, a
ctio
ns,
sayi
ngs,
thou
ghts
) (in
fere
nces
abo
ut th
at c
hara
cter
or s
peci
fic th
ough
ts th
e ch
arac
ter h
ad) -
qua
dran
t. Te
achi
ng th
e di
ffere
nce
and
prac
ticin
g ev
iden
ce fr
om y
our h
ead
vs. e
vide
nce
from
the
text
. Pro
vidi
ng ti
me
and
prac
tice
to se
e sim
ilar t
ypes
of q
uest
ions
. Spe
ndin
g tim
e an
alyz
ing
answ
ers a
nd g
ivin
g/re
ceiv
ing
feed
back
.
10 m
inut
es
Wha
t ski
ll de
ficie
ncie
s do
we
see?
Wha
t are
the
conc
epts
or s
kills
(tea
chin
g po
ints
) ind
ivid
uals
or g
roup
s will
nee
d to
ach
ieve
pr
ofic
ienc
y? W
hat t
ypes
of e
nric
hmen
t opp
ortu
nitie
s did
you
pro
vide
for l
earn
ers?
They
stru
ggle
d w
ith u
nder
stan
ding
the
mea
ning
of "
curio
us" f
or th
e de
tail
ques
tion.
A lo
t of t
hem
stru
ggle
d w
ith b
oth
of th
e vo
cabu
lary
que
stio
ns a
nd u
nder
stan
ding
the
mea
ning
of t
he w
ords
. The
y al
so st
rugg
led
with
the
com
paris
on q
uest
ion
on th
e in
form
atio
nal a
sses
smen
t with
the
doct
or a
nd te
ache
r.
15 m
inut
es
Do w
e ne
ed to
twea
k or
impr
ove
the
asse
ssm
ent?
Th
e ch
arac
ter t
rait
ques
tion
on th
e lit
erar
y as
sess
men
t (cu
rious
) was
diff
icul
t for
som
e be
caus
e th
ey d
idn'
t kno
w w
hat c
urio
us w
as.
So
, is t
his t
estin
g vo
cab
or d
o w
e w
ant i
t to
test
if th
ey c
an p
ull e
vide
nce
from
the
text
?
© White River School District 2018. SolutionTree.comDo not duplicate.
38
ER
Pre
ER
Pos
t FH
Pre
FH
Pos
t M
M P
re
MM
Pos
t W
ilk P
re
Wilk
Pos
t
Inte
nsiv
e 27
21
73
15
53
12
28
9
Appr
oach
ing
14
16
7 39
16
37
10
20
Mee
ts
3 10
1
26
2 21
0
8
Exce
eds
0 0
Tota
l 44
47
81
80
71
70
38
37
Inte
nsiv
e %
61
.36%
44
.68%
90
.12%
18
.75%
74
.65%
17
.14%
73
.68%
24
.32%
Appr
oach
ing
%
31.8
2%
34.0
4%
8.64
%
48.7
5%
22.5
4%
52.8
6%
26.3
2%
54.0
5%
Mee
ts %
6.
82%
21
.28%
1.
23%
32
.50%
2.
82%
30
.00%
0.
00%
21
.62%
Exce
eds %
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
61.3
6%44
.68%
90.1
2%18
.75%
74.6
5%17
.14%
73.6
8%24
.32%
77.3
5%24
.36%
31.8
2%34
.04%
8.64
%48
.75%
22.5
4%52
.86%
26.3
2%54
.05%
20.0
9%47
.86%
6.82
%21
.28%
1.23
%32
.50%
2.82
%30
.00%
0.00
%21
.62%
2.56
%27
.78%
0.00
%0.
00%
0.00
%0.
00%
0.00
%0.
00%
0.00
%0.
00%
0.00
%0.
00%
0.00
%20
.00%
40.0
0%60
.00%
80.0
0%10
0.00
%12
0.00
%
ER P
re
FH P
re
MM
Pre
Wilk
Pre
Gra
de L
evel
Pre
Uni
t 1 R
eadi
ng D
ata
Inte
nsiv
e %
App
roac
hing
%M
eets
%E
xcee
ds%
© White River School District 2018. SolutionTree.comDo not duplicate.
39
/ WR
SD C
CSS
Uni
t Tem
plat
e
= Gra
de/S
choo
l: 3
U
nit:
4
Tim
elin
e: A
pril
17 -
June
2
BIG
IDEA
S:
Rea
ding
in O
ur W
orld
ESS
ENTI
AL
QU
ESTI
ON
S:
How
doe
s re
adin
g m
ake
you
smar
ter a
nd m
ake
your
life
bet
ter?
How
do
read
ers
inte
ract
with
diff
eren
t typ
es o
f tex
t?
How
will
stud
ents
be
able
to re
ad c
lose
ly to
: ●
dete
rmin
e th
e m
ain
idea
of t
ext?
●re
coun
t the
key
det
ails
to s
uppo
rt th
e m
ain
idea
?●
expl
ain
how
key
det
ails
sup
port
the
mai
n id
ea?
How
will
stud
ents
be
able
to re
coun
t sto
ries?
H
ow w
ill st
uden
ts e
xpla
in:
●th
e ce
ntra
l mes
sage
/less
on/m
oral
?●
how
key
det
ails
sup
port
the
cent
ral m
essa
ge/le
sson
/mor
al?
How
will
stud
ents
be
able
to id
entif
y a
char
acte
r and
des
crib
e th
eir p
hysi
cal a
nd e
mot
iona
l tra
its?
How
will
stud
ents
be
able
to e
xpla
in h
ow c
hara
cter
s’ a
ctio
ns c
ause
eve
nts
to h
appe
n in
a
certa
in o
rder
or s
eque
nce
in a
sto
ry?
How
will
stud
ents
be
able
to te
ll ab
out t
he ti
me,
seq
uenc
e, a
nd c
ause
and
effe
ct o
f a
hist
oric
al e
vent
? ●
Of s
cien
tific
idea
s?●
Of s
teps
in a
pro
cedu
re?
How
will
stud
ents
be
able
to re
vise
and
edi
t writ
ing
to im
prov
e it
for t
heir
audi
ence
?
STA
ND
AR
DS
AD
DR
ESSE
D IN
TH
IS U
NIT
Rea
ding
Lite
rary
& In
form
atio
nal T
ext
3.R
L.2 –
Rec
ount
sto
ries,
incl
udin
g fa
bles
, fo
lkta
les,
and
myt
hs fr
om d
iver
se c
ultu
res;
de
term
ine
the
cent
ral m
essa
ge, l
esso
n, o
r m
oral
and
exp
lain
how
it is
con
veye
d th
roug
h ke
y de
tails
in th
e te
xt.
Writ
ing
3.W
.5 –
With
gui
danc
e an
d su
ppor
t fro
m
peer
s an
d ad
ults
dev
elop
and
stre
ngth
en
writ
ing
as n
eede
d by
pla
nnin
g, re
visi
ng, a
nd
editi
ng.
Con
vent
ions
Pro
gres
sion
Doc
umen
t
Spea
king
& L
iste
ning
3.
SL.4
– R
epor
t on
a to
pic
or te
xt, t
ell a
st
ory,
or r
ecou
nt a
n ex
perie
nce
with
ap
prop
riate
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
, spe
akin
g cl
early
at a
n un
ders
tand
able
pac
e.
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
Page
1 o
f 11
© White River School District 2018. SolutionTree.comDo not duplicate.
40
/ WR
SD C
CSS
Uni
t Tem
plat
e
3.R
I.2 –
Det
erm
ine
the
mai
n id
ea o
f a te
xt;
reco
unt t
he k
ey d
etai
ls a
nd e
xpla
in h
ow th
ey
supp
ort t
he m
ain
idea
. 3.
RL.
3 - D
escr
ibe
char
acte
rs in
a s
tory
(e.g
., th
eir t
raits
, mot
ivat
ions
, or f
eelin
gs) a
nd
expl
ain
how
thei
r act
ions
con
tribu
te to
the
sequ
ence
of e
vent
s.
3.R
I.3 -
Des
crib
e th
e re
latio
nshi
p be
twee
n a
serie
s of
his
toric
al e
vent
s, s
cien
tific
idea
s or
co
ncep
ts, o
r ste
ps in
tech
nica
l pro
c edu
res
in
a te
xt, u
sing
lang
uage
that
per
tain
s to
tim
e,
sequ
ence
, and
cau
se/e
ffect
.
●3.
L.1
- Dem
onst
rate
com
man
d of
the
conv
entio
ns o
f sta
ndar
d En
glis
h gr
amm
ar a
nd u
sage
whe
n w
ritin
g or
sp
eaki
ng.
●3.
L.2
- Dem
onst
rate
com
man
d of
the
conv
entio
ns o
f sta
ndar
d En
glis
h ca
pita
lizat
ion,
pun
ctua
tion,
and
sp
ellin
g w
hen
writ
ing.
LEA
RN
ING
PR
OG
RES
SIO
N
Gra
de B
elow
Gra
de A
bove
2.R
L.2 - R
ecou
nt s
torie
s, in
clud
ing
fabl
es a
nd fo
lkta
les
from
div
erse
cu
lture
s, a
nd d
eter
min
e th
eir c
entra
l mes
sage
, les
son,
or m
oral
. 2.
RI.2
- Ide
ntify
the
mai
n to
pic
of a
mul
tipar
agra
ph te
xt a
s w
ell a
s th
e fo
cus
of s
peci
fic p
arag
raph
s w
ithin
the
text
. 2.
RL.
3 -D
escr
ibe
how
cha
ract
ers
in a
sto
ry re
spon
d to
maj
or e
vent
s an
d ch
alle
nges
. 2.
RI.3
-D
escr
ibe
the
conn
ectio
n be
twee
n a
serie
s o f
his
toric
al e
vent
s,
scie
ntifi
c id
eas
or c
once
pts,
or s
teps
in te
chni
cal p
roce
dure
s in
a te
xt.
2.W
.5 -W
ith g
uida
nce
and
supp
ort f
rom
adu
lts a
nd p
eers
, foc
us o
n a
topi
c an
d st
reng
then
writ
ing
as n
eede
d by
revi
sing
and
edi
ting.
2.
SL.4
- Te
ll a
stor
y or
reco
unt a
n ex
perie
nce
with
app
ropr
iate
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
, spe
akin
g au
dibl
y in
coh
eren
t sen
tenc
es.
4.R
L.2
-Det
erm
ine
a th
eme
of a
sto
ry, d
ram
a, o
r poe
m fr
om d
etai
ls in
the
text
; sum
mar
ize
the
text
. 4.
RI.2
- D
eter
min
e th
e m
ain
idea
of a
text
and
exp
lain
how
it is
sup
porte
d by
key
det
ails
; sum
mar
ize
the
text
. 4.
RL.
3 -D
escr
ibe
in d
epth
a c
hara
cter
, set
ting,
or e
vent
in a
sto
ry o
r dr
ama,
dra
win
g on
spe
cific
det
ails
in th
e te
xt (e
.g.,
a ch
arac
ter’s
thou
ghts
, w
ords
, or a
ctio
ns).
4.R
I.3 -
Expl
ain
even
ts, p
roce
dure
s, id
eas,
or c
once
pts
in a
his
toric
al,
scie
ntifi
c, o
r tec
hnic
al te
xt, i
nclu
ding
wha
t hap
pene
d an
d w
hy, b
ased
on
spec
ific
info
rmat
ion
in th
e te
xt.
4.W
.5 -
With
gui
danc
e an
d su
ppor
t fro
m p
eers
and
adu
lts, d
evel
op a
nd
stre
ngth
en w
ritin
g as
nee
ded
by p
lann
ing,
revi
sing
, and
edi
ting.
4.
SL.4 -
Rep
ort o
n a
topi
c or
text
, tel
l a s
tory
, or r
ecou
nt a
n ex
perie
nce
in
an o
rgan
ized
man
ner,
usin
g ap
prop
r iate
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
to s
uppo
rt m
ain
idea
s or
them
es; s
peak
cle
arly
at a
n un
ders
tand
able
pac
e Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
2 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
41
/ WR
SD C
CSS
Uni
t Tem
plat
e
Com
mon
Cor
e Es
sent
ial E
lem
ents -N
one
for t
his
unit
ELL
Lear
ning
Sup
port
En
glis
h La
ngua
ge P
rofic
ienc
y (E
LP) -
Ful
l Doc
umen
t EL
P Po
wer
Sta
ndar
ds U
nit 4
H
ow to
use
the
docu
men
t
STU
DEN
T-FR
IEN
DLY
LEA
RN
ING
TA
RG
ETS
Rea
ding
Lite
ratu
re:
2.R
L.2 - R
ecou
nt s
torie
s, in
clud
ing
fabl
es a
nd fo
lkta
les
from
div
erse
cul
ture
s, a
nd d
eter
min
e th
eir c
entra
l mes
sage
, les
son,
or m
oral
●
I ca
n re
coun
t a c
hapt
er fr
om m
y re
adin
g.
● I
can
sequ
ence
impo
rtant
eve
nts
to s
how
sto
ry c
limax
. ●
I can
det
erm
ine
the
less
on le
arne
d/ce
ntra
l mes
sage
/ or m
oral
●
I can
mak
e a
clai
m a
nd p
rovi
de e
vide
nce
to a
nsw
er a
que
stio
n on
ex
rep.
Que
s tio
ns
● I
can
draw
a c
oncl
usio
n ab
out m
y re
adin
g an
d su
ppor
t it w
ith d
etai
ls.
●I c
an d
istin
guis
h th
e po
int o
f vie
w o
f the
nar
rato
r fro
m th
ose
of th
e ch
arac
ters
●
I can
clo
se re
ad to
vis
ualiz
e th
e pi
ctur
e th
e w
riter
is tr
ying
to m
ake
in m
y he
ad.
3.R
L.2 - R
ecou
nt s
torie
s, in
clud
ing
fabl
es, f
olkt
ales
, and
myt
hs fr
om d
iver
se c
ultu
res;
de
term
ine
the
cent
ral m
essa
ge, l
esso
n, o
r mor
al a
nd e
xpla
in h
ow it
is c
onve
yed
thro
ugh
key
deta
ils in
the
text
. 2.
RL.
3 - D
escr
ibe
how
cha
ract
ers
in a
sto
ry re
spon
d to
maj
or e
vent
s an
d ch
alle
nges
. ●
I can
exp
lain
ho
w a
ch
arac
ter’
s m
oti
vati
on
s le
ad t
o a
ctio
ns.
(b
ecau
se _
___
felt
___
_
they
did
___
___
● I
can
exp
lain
ho
w c
har
acte
rs’ a
ctio
ns
cau
se o
ne
even
t to
lead
to
an
oth
er (
cau
se a
nd
effe
ct).
3.R
L.3
- Des
crib
e ch
arac
ters
in a
sto
ry (e
.g.,
thei
r tra
its, m
otiv
atio
ns, o
r fee
lings
) and
exp
lain
ho
w th
eir a
ctio
ns c
ontri
bute
to th
e se
quen
ce o
f eve
nts.
R
eadi
ng In
form
atio
nal:
ASS
ESSM
ENTS
AN
D E
VID
ENC
E Pl
ease
read
: W
hite
Riv
er S
choo
l Dis
trict
Ass
essm
ent
Gui
delin
es
Supp
ortin
g Le
arne
rs w
ith S
peci
al N
eeds
- As
sess
men
t Acc
omm
odat
ion
Opt
ions
Pr
e-A
sses
smen
ts
Rea
ding
- Te
am G
ener
ated
Writ
ing
- Non
e re
quire
d
Form
ativ
e A
sses
smen
ts (T
eam
G
ener
ated
)
Form
ativ
e A
sses
smen
ts (T
eam
G
ener
ated
)
Post
-Ass
essm
ents
Opt
iona
l
Info
rmat
iona
l – A
wes
ome
Anim
al H
omes
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
3 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
42
/ WR
SD C
CSS
Uni
t Tem
plat
e
2.R
I.2 -
Iden
tify
the
mai
n to
pic
of a
mul
tipar
agra
ph te
xt a
s w
ell a
s th
e fo
cus
of s
peci
fic
para
grap
hs w
ithin
the
text
. 2.
RI.3
-Des
crib
e th
e co
nnec
tion
betw
een
a se
ries
of h
isto
rical
eve
nts,
sci
entif
ic id
eas
or
conc
epts
, or s
teps
in te
chni
cal p
roce
dure
s in
a te
xt.
●I c
an a
sk a
nd a
nsw
er q
uest
ions
on
a to
pic.
●
I can
see
how
que
stio
ns re
late
to e
ach
othe
r and
mai
n id
eas.
●
I ca
n re
ad a
var
iety
of s
ourc
es to
find
det
ails
(evi
denc
e) th
at s
uppo
rt m
y m
ain
idea
s.
●I c
an o
rgan
ize
my
note
s by
reco
rdin
g de
tails
that
fit t
he m
ain
idea
s.
3.R
I.2 -
Det
erm
ine
the
mai
n id
ea o
f a te
xt; r
ecou
nt th
e ke
y de
tails
and
exp
lain
how
they
su
ppor
t the
mai
n id
ea
3.R
I.3 -
Des
crib
e th
e re
latio
nshi
p be
twee
n a
serie
s of
his
toric
al e
vent
s, s
cien
tific
idea
s or
co
ncep
ts, o
r ste
ps in
tech
nica
l pro
cedu
res
in a
text
, usi
ng la
ngua
ge th
at p
erta
ins
to ti
me,
se
quen
ce, a
nd c
ause
/effe
ct.
2.W
.5 -W
ith g
uida
nce
and
supp
ort f
rom
adu
lts a
nd p
eers
, foc
us o
n a
topi
c an
d st
reng
then
w
ritin
g as
nee
ded
by re
visi
ng a
nd e
ditin
g.
●I c
an t
ell t
he
dif
fere
nce
bet
wee
n t
he
thre
e m
od
es o
f w
riti
ng.
●I c
an p
rod
uce
an
org
aniz
er f
or
each
mo
de
of
wri
tin
g.
●I c
an c
on
stru
ct a
dra
ft in
eac
h m
od
e o
f w
riti
ng.
●I c
an u
se tr
ansi
tions
wor
ds th
at fi
ts m
y m
ode
of w
ritin
g.
●I c
an w
rite
a co
nclu
sion
that
fits
my
mod
e of
writ
ing.
●
I can
reco
gniz
e ho
w w
riter
s cr
eate
vis
ualiz
ing
with
thei
r wor
ds.
Res
earc
h P
roje
ct
●I c
an s
elec
t a
top
ic t
o le
arn
mo
re a
bo
ut
bas
ed o
n m
y in
tere
st a
nd
qu
esti
on
s.
●I c
an c
on
du
ct s
ho
rt r
esea
rch
pro
ject
s b
ased
on
fo
cuse
d q
ues
tio
ns
fro
m m
ult
iple
sou
rces
.
●I c
an g
ath
er r
elev
ant
info
rmat
ion
fro
m m
ult
iple
pri
nt
and
dig
ital
so
urc
es, a
nd
inte
grat
e th
e in
form
atio
n w
hile
avo
idin
g p
lagi
aris
m.
●I c
an p
lan
my
writ
ing
usin
g a
grap
hic
orga
nize
r. ●
I can
use
my
grap
hic
orga
nize
r to
writ
e an
org
aniz
ed p
iece
of w
ritin
g.
●I c
an re
vise
my
writ
ing
to a
dd b
ette
r tra
nsiti
ons,
ela
bora
te d
etai
ls, a
nd m
ake
my
mes
sage
mor
e cl
ear.
I can
edi
t my
writ
ing
for c
onve
ntio
ns.
Lite
rary
– A
ll in
a W
eek
& C
ompu
ters
vs.
Bo
oks
Writ
ing
– N
one
requ
ired’
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
4 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
43
/ WR
SD C
CSS
Uni
t Tem
plat
e
●I c
an u
se a
n re
visi
ng c
heck
list w
ith a
par
tner
to g
et fe
edba
ck a
nd a
ct o
n th
e fe
edba
ck.
●I c
an ty
pe (p
ublis
h) m
y w
ritin
g on
the
com
pute
r. ●
I can
refle
ct a
s m
y gr
owth
as
a w
riter
and
set
goa
ls fo
r my
writ
ing
next
yea
r.
3.W
.5 –
With
gui
danc
e an
d su
ppor
t fro
m p
eers
and
adu
lts d
evel
op a
nd s
treng
then
writ
ing
as
need
ed b
y pl
anni
ng, r
evis
ing,
and
edi
ting.
2.
SL.4
- Te
ll a
stor
y or
reco
unt a
n ex
perie
nce
with
app
ropr
iate
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
, spe
akin
g au
dibl
y in
coh
eren
t sen
tenc
es.
●I c
an re
sear
ch re
coun
t an
expe
rienc
e w
ith a
ppro
pria
te fa
cts
and
spea
k cl
early
abo
ut
the
expe
rienc
e to
an
audi
ence
.
●I c
an li
sten
to fe
llow
stu
dent
s pr
esen
tatio
ns a
nd re
coun
t app
ropr
iate
fact
s an
d de
tails
. 3.
SL.4
– R
epor
t on
a to
pic
or te
xt, t
ell a
sto
ry, o
r rec
ount
an
expe
rienc
e w
ith a
ppro
pria
te
fact
s an
d re
leva
nt, d
escr
iptiv
e de
tails
, spe
akin
g cl
early
at a
n un
ders
tand
able
pac
e.
KEY
AC
AD
EMIC
VO
CA
BU
LAR
Y
reco
unt
deta
il pr
oced
ure
auth
or’s
poi
nt o
f vie
w
key
even
ts
cent
ral
mes
sage
/less
on/m
oral
m
ain
idea
pa
ssag
e co
nclu
sion
/con
clud
e di
alog
ue
caus
e/ef
fect
se
quen
ce
evid
ence
In
fer/i
nfer
ence
st
anza
Team
SM
AR
T G
oal
Stud
ents
will
be
able
to
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
5 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
44
/ WR
SD C
CSS
Uni
t Tem
plat
e
On-
goin
g In
stru
ctio
n
Rea
ding
O
ngoi
ng:
●G
reen
Sec
tion
of Im
agin
e It
(Rea
ding
Fo
unda
tiona
l Ski
lls)
●Vo
cabu
lary
(RL.
4 an
d L.
4)
●Fl
uenc
y (R
F.4)
●
Com
preh
ensi
on/T
ext C
ompl
exity
(R
LI.1
0)
●C
LOSE
Rea
ding
and
Tex
t Dep
ende
nt
Que
stio
ns (R
LI.1
) ●
Text
Fea
ture
s (R
I.4)
●I c
an u
se t
ext
feat
ure
s to
nar
row
my
sear
ch.
Writ
ing
and
Lang
uage
O
ngoi
ng:
●L
- Lan
guag
e ●
W.4
- o
rgan
izat
ion
and
purp
ose
●W
.5 –
revi
sion
and
edi
ting
●W
.6 –
tech
nolo
gy in
writ
ing
Spea
king
and
Lis
teni
ng
Ong
oing
: ●
Enga
ge e
ffect
ivel
y in
a ra
nge
of
colla
bora
tive
disc
ussi
ons
(one
-on-
one,
in g
roup
s, a
nd
teac
her-l
ed) w
ith d
iver
se p
artn
ers
on
grad
e 3
topi
cs a
nd te
xts,
bui
ldin
g on
ot
hers
’ ide
as a
nd e
xpre
ssin
g th
eir
own
clea
rly.(3
. SL.
1)
Diff
eren
tiate
d D
aily
Les
sons
Poss
ible
Res
ourc
es :
Con
vent
ions
Pro
gres
sion
Doc
umen
t El
abor
atio
n In
form
atio
n N
arra
tive
Prew
rite
Org
aniz
ers
Info
rmat
ive
Prew
rite
Org
aniz
ers
Opi
nion
Pre
writ
e O
rgan
izer
s O
pini
on P
rom
pt/ R
ecyc
le It
D
og V
s C
ats
(use
for n
arra
tive
writ
e)
Nee
d to
add
pag
es to
Tita
nic
book
for C
hara
cter
Not
es a
nd R
efle
ctio
n on
Pre
sent
atio
ns
SBAC
TES
TIN
G T
IPS
Prac
tice
mak
ing
blan
k w
ritin
g or
gani
zers
soo
ner i
n th
e sc
hool
yea
r.
Use
slid
esho
w fo
r stu
dent
s to
cho
ose
diffe
rent
type
s of
writ
ing
from
sam
ple
prom
pts
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
6 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
45
/ WR
SD C
CSS
Uni
t Tem
plat
e
Show
stu
dent
s th
e di
ffere
nt ty
pes
of p
lann
ers
befo
re th
ey te
st th
at d
ay b
efor
e yo
u st
art t
he fo
rmal
dire
ctio
ns.
Hav
e st
uden
ts o
rally
read
dire
ctio
ns o
ut lo
ud to
them
selv
es if
they
are
stu
ck (p
ipes
) D
on’t
have
stu
dent
s ta
ke n
otes
unt
il af
ter t
hey
answ
er th
e tw
o qu
estio
ns a
nd k
now
the
type
of w
ritin
g th
ey w
ill be
doi
ng.
N
ote:
Nar
rativ
e w
as th
e ha
rdes
t for
stu
dent
s m
ight
be
beca
use
we
taug
ht it
firs
t, al
so h
ow d
o yo
u us
e sc
ienc
e fa
cts
to w
rite
a na
rrativ
e st
uden
ts w
onde
red.
We
did
not p
ract
ice
writ
ing
narra
tives
afte
r rea
ding
sci
ence
stu
ff. (e
xam
ple
book
: Fire
flies
by
Julie
Brin
cklo
e)
Can
we
test
mat
h fir
st?
W
eek1
●
I can
clo
se re
ad a
poe
m a
nd u
se th
e de
tails
from
the
text
to c
reat
e a
draw
ing.
●
Dra
gon
of D
eath
●
My
Dra
gon
was
n’t f
eelin
g go
od
○C
lose
Rea
ding
■
Rea
d fo
r the
gis
t ■
Num
ber s
tanz
as
■C
ircle
wor
ds y
ou a
re c
urio
us a
bout
- qu
ick
disc
uss
■C
oral
read
the
poem
with
som
eone
■
Und
erlin
e ke
y ph
rase
s th
at g
ive
you
a cl
ear p
ictu
re in
you
r hea
d ■
pict
ure
and
labe
l ●
I can
mak
e a
clai
m a
nd p
rovi
de e
vide
nce
to a
nsw
er a
que
stio
n on
ex
rep.
Que
stio
ns.
●I c
an d
istin
guis
h th
e po
int o
f vie
w o
f the
nar
rato
r fro
m th
ose
of th
e ch
arac
ters
●
I ca
n e
xpla
in h
ow
ch
arac
ters
’ act
ion
s ca
use
on
e ev
ent
to le
ad t
o a
no
ther
(ca
use
an
d e
ffec
t).
● I
can
read
a v
arie
ty o
f sou
rces
to fi
nd d
etai
ls (e
vide
nce)
that
sup
port
my
mai
n id
eas.
●
Chp
1 q
uest
ion
2 di
scus
s th
e di
ffere
nce
betw
een
selfi
sh, r
ude,
and
mea
n an
d ho
w e
vide
nce
for e
ach
wou
ld b
e di
ffere
nt.
●
●U
sing
the
book
My Fa
ther
’s D
rago
n st
uden
ts
○C
hapt
ers
1-3
with
que
stio
ns
○C
reat
e th
e m
ap a
fter c
hapt
er 2
usi
ng th
e te
xt e
vide
nce
from
cha
pter
s 2
and
3 ■
Info
rmat
iona
l Tex
t on
Map
s - c
lose
read
ing
- Wha
t inf
orm
atio
n in
thes
e pa
ssag
es w
ill he
lp m
e m
ake
my
own
map
? ●
Map
Key
or L
egen
d ●
Usi
ng a
Map
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
7 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
46
/ WR
SD C
CSS
Uni
t Tem
plat
e ●C
ompa
ss R
ose
○
Chp
1 q
uest
ion
3 is
a fo
rmat
ive
chec
k ○
Chp
2 s
pent
tim
e in
dis
cuss
ion
grou
p ta
lkin
g ab
out t
he th
ings
pac
ked
on p
age
18.
○
Frid
ay jo
urna
l writ
e: C
laim
/evi
denc
e/re
ason
Wha
t do
you
thin
k th
e ite
ms
that
Elm
er p
acke
d w
ill be
use
d fo
r? (c
laim
) Wha
t ev
iden
ce fr
om th
e te
xt d
o yo
u ha
ve?
(evi
denc
e) If
no
evid
ence
wha
t pre
dict
ion
do y
ou h
ave?
○
W
eek
2 ●
I can
pro
du
ce a
n o
rgan
izer
fo
r a
nar
rati
ve.
●O
ral r
ead M
r. P
eab
od
y’s
Ap
ple
s an
d s
tud
ents
pro
du
ce a
n n
arra
tive
org
aniz
er f
or
it
●I c
an t
ell t
he
dif
fere
nce
bet
wee
n t
he
thre
e m
od
es o
f w
riti
ng
(fo
cus
tod
ay n
arra
tive
)
●N
ext
day
hav
e st
ud
ents
use
a d
iffe
ren
t co
lor
to a
dd
to
th
eir
org
aniz
er a
fter
so
me
tim
e sp
ent
in s
mal
l gro
up
s. T
hen
rev
iew
as
a
wh
ole
cla
ss w
hat
sh
ou
ld b
e o
n t
hei
r n
arra
tive
org
aniz
er.
●I c
an m
ake
a cl
aim
and
pro
vide
evi
denc
e to
ans
wer
a q
uest
ion
on e
x re
p. Q
uest
ions
. ●
I can
dis
tingu
ish
the
poin
t of v
iew
of t
he n
arra
tor f
rom
thos
e of
the
char
acte
rs
● I
can
exp
lain
ho
w c
har
acte
rs’ a
ctio
ns
cau
se o
ne
even
t to
lead
to
an
oth
er (
cau
se a
nd
eff
ect)
.
●U
sing
the
book
My Fa
ther
’s D
rago
n st
uden
ts
○C
hapt
ers
4-6
○C
ontin
ue m
ap
● I
can
exp
lain
ho
w c
har
acte
rs’ a
ctio
ns
cau
se o
ne
even
t to
lead
to
an
oth
er (
cau
se a
nd
eff
ect)
.
●St
ud
ent
wri
te in
th
eir
jou
rnal
to
day
Wee
k 3
●I c
an t
ell t
he
dif
fere
nce
bet
wee
n t
he
thre
e m
od
es o
f w
riti
ng
and
pro
du
ce a
pla
nn
er f
or
each
on
pap
er.
●U
se N
ame
that
Wri
tin
g Sl
ides
ho
w.
Stu
den
ts w
ill m
ake
thei
r o
wn
pla
nn
ers
for
each
typ
e o
f w
riti
ng
bef
ore
beg
inn
ing.
( Li
st o
f sa
mp
le
pro
mp
ts )
● I
can
exp
lain
ho
w c
har
acte
rs’ a
ctio
ns
cau
se o
ne
even
t to
lead
to
an
oth
er (
cau
se a
nd
eff
ect)
.
●U
sing
the
book
My Fa
ther
’s D
rago
n st
uden
ts
○C
hapt
ers
7-10
○
Con
tinue
map
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
8 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
47
/ WR
SD C
CSS
Uni
t Tem
plat
e
●I c
an e
dit/r
evis
e m
y w
ritin
g.
●St
uden
ts u
sed N
arra
tive
Writ
ing
chec
klis t t
o re
vise
sto
ries.
W
eek
4/6
● I
can
sequ
ence
impo
rtant
eve
nts
to s
how
sto
ry c
limax
. ●
I can
exp
lain
how
the
char
acte
r act
ions
lead
to a
ctio
ns.
(The
cat
told
Elm
er a
bout
the
drag
on b
ecau
se…
) ●
I can
tell
how
a c
hara
cter
s ac
tions
and
feel
ings
con
tribu
te to
eve
nts
in th
e st
ory.
(W
hat i
f thi
nk s
heet
) ski
ll ca
use
effe
ct
●St
uden
ts th
at a
re d
one
with
the
abov
e ha
ve c
an w
rite
a bo
ok re
view
.
●SB
AC
tes
tin
g
Wee
k 6
Wh
at is
it a
bo
ut
the
Tita
nic
th
at m
akes
it o
ne
of
the
mo
st f
amo
us
dis
aste
rs?
● I
can
read
a v
arie
ty o
f sou
rces
on
a to
pic.
●I c
an a
sk a
nd
an
swer
qu
esti
on
s ab
ou
t a
top
ic.
●Th
ink
and
Wo
nd
er
●In
fogr
aph
ic a
nd N
igh
tmar
e at
Sea
- clo
se r
ead
. (O
ne
info
grap
hic
a d
ay, i
ntr
od
uce
pri
nt
reso
urc
es a
fter
wal
k th
rou
gh,
and
th
en E
PIC
bo
oks
)
●I c
an e
xplo
re a
to
pic
usi
ng
mu
ltip
le r
eso
urc
es o
n t
he
Tita
nic
(p
rin
t, E
pic
, art
icle
s, in
fogr
aph
ics,
web
pag
es, v
ideo
s)
●I c
an s
ee h
ow q
uest
ions
rela
te to
eac
h ot
her a
nd m
ain
idea
s.
●St
ud
ents
gen
erat
e a
list
of
qu
esti
on
s th
ey h
ave
abo
ut
the
Tita
nic
on
a p
ost
er in
gro
up
s b
y lo
oki
ng
at p
rin
t re
sou
rces
●
Stu
den
ts d
iscu
ss q
ues
tio
ns
and
gro
up
by
cate
gori
ze t
hem
bef
ore
cu
ttin
g an
d p
asti
ng
on
to o
ne
clas
s p
ost
er (
Loo
k at
th
e q
ues
tio
ns
you
r gr
ou
ps
has
. C
an y
ou
co
me
up
wit
h g
rou
ps
or
cate
gori
es t
hat
mak
e se
nse
to
yo
ur
team
.)
●St
ud
ents
will
beg
in u
sin
g th
eir
2 co
lum
n n
ote
s af
ter
mo
del
ing
min
i les
son
(w
e d
o…
yo
u d
o..)
Wee
k 7
● I
can
read
a v
arie
ty o
f sou
rces
to fi
nd d
etai
ls (e
vide
nce)
that
sup
port
my
mai
n id
eas.
●
Stud
ents
sel
f sel
ect a
mai
n id
ea o
f int
eres
t and
rese
arch
that
are
a. (2
day
s)
●I c
an u
se t
ext
feat
ure
s to
nar
row
my
sear
ch.
●St
ud
ents
use
th
e in
dex
an
d g
loss
ary
to n
arro
w t
hei
r se
arch
wit
hin
a b
oo
k.
●I c
an o
rgan
ize
the
info
rmat
ion
I fin
d in
two
colu
mn
note
s. (
Mod
el
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
P
age
9 of
11
© White River School District 2018. SolutionTree.comDo not duplicate.
48
/ WR
SD C
CSS
Uni
t Tem
plat
e
●St
uden
ts ta
ke n
otes
on
the
mai
n id
ea th
ey a
re re
sear
chin
g (te
ache
r mod
el)
●I c
an o
rgan
ize
my
note
s by
reco
rdin
g de
tails
that
fit t
he m
ain
idea
s.●
I can
co
nd
uct
sh
ort
res
earc
h p
roje
cts
bas
ed o
n f
ocu
sed
qu
esti
on
s fr
om
mu
ltip
le s
ou
rces
.
●St
ud
ents
tak
e an
ove
rwh
elm
ing
amo
un
t o
f re
sou
rces
an
d s
tay
focu
sed
on
res
earc
hin
g in
form
atio
n f
or
thei
r se
lect
ed.
Idea
: bu
ildin
g
the
ship
, th
ey a
re n
ot
read
ing
or
wat
chin
g vi
deo
s o
n e
xplo
rin
g th
e w
reck
.
Wee
k 8
●I c
an s
elec
t a
top
ic t
o le
arn
mo
re a
bo
ut
bas
ed o
n m
y in
tere
st a
nd
qu
esti
on
s I h
ave.
●St
ud
ents
sta
rt w
ork
ing
on
ho
w t
hey
are
go
ing
to p
rese
nt
thei
r in
form
atio
n, n
arra
tive
, in
form
atio
nal
, scr
ipt,
info
grap
hic
, bo
ok.
(dig
ital
mag
azin
e te
mp
late) I
nfo
rmat
ion
al t
op
ic, b
eco
min
g a
char
acte
r (n
eed
qu
esti
on
ing
pag
e fo
r b
oo
k fo
r n
ote
s), t
imel
ine
for
char
acte
r, in
fogr
aph
ic, t
able
to
co
nte
nts
, in
dex
,
●I c
an re
sear
ch re
coun
t an
expe
rienc
e w
ith a
ppro
pria
te fa
cts
and
spea
k cl
early
abo
ut th
e ex
perie
nce
to a
n au
dien
ce.
●St
uden
ts re
sear
ch a
per
son
on th
e Ti
tani
c an
d pr
esen
t the
to th
e cl
ass
as p
art o
f a L
ivin
g H
Isto
ry M
useu
m●
I can
list
en to
fello
w s
tude
nts
pres
enta
tions
and
reco
unt a
ppro
pria
te fa
cts
and
deta
ils●
Stud
ents
giv
e pr
esen
ter f
eedb
ack
on w
hat t
hey
liked
to le
arn
abou
t and
giv
e fe
edba
ck o
n w
hat m
ore
they
wan
ted
to k
now
. (Le
avin
gfe
edba
ck to
at l
east
3 d
iffer
ent p
eopl
e)●
I can
refle
ct a
s m
y gr
owth
as
a w
riter
and
set
goa
ls fo
r my
writ
ing
next
yea
r.
Inte
rven
tion
Plan
Inte
nsiv
e 30
min
utes
of p
ullo
ut u
sing
re
adin
g m
aste
ry.
,Stu
dent
will
be p
ulle
d by
an
adu
lt 2-
3 tim
es a
wee
k re
ad a
loud
and
di
scus
s th
eir r
eadi
ng.
Stud
ents
will
resp
ond
to th
eir r
eadi
ng in
jour
nals
wee
kly
focu
sing
on
the
wee
kly
read
ing
targ
et.
Will
read
alo
ud to
stu
dent
s w
ho h
ave
an IE
P an
d di
scus
s w
here
thou
ghts
ora
lly b
efor
e th
ey ty
pe th
em o
ut.
Ad
ded
pict
ures
of i
tem
s to
poe
ms
to h
elp
stud
ents
who
may
not
be
fam
iliar w
ith
voca
bula
ry d
urin
g ou
r poe
m s
tudy
.
Stra
tegi
c St
uden
ts a
re re
ceiv
ing
30 m
inut
es u
sing
R
eadi
ng M
aste
ry to
cat
ch u
p th
eir r
eadi
ng
leve
l and
ski
lls a
nd 3
0 m
ore
min
utes
or s
mal
l gr
oup
inst
ruct
ion
on w
ritin
g ab
out w
hat t
hey
read
on
the
com
pute
, exc
ept w
hen
we
are
doin
g a
nove
l and
then
they
will
pre-
read
and
di
scus
s th
e ch
apte
r in
thei
r sm
all g
roup
. St
uden
ts w
ill re
spon
d to
thei
r rea
ding
in
jour
nals
wee
kly
focu
sing
on
the
wee
kly
read
ing
targ
et. W
hen
doin
g M
y Fa
ther
’s
Dra
gon
stud
ents
will
read
the
and
disc
uss
Goo
d to
Go
Stud
ents
will
mak
e po
wer
poin
ts, o
r writ
e lo
nger
sto
ries
or e
ssay
s on
the
com
pute
r and
re
ad c
hapt
er b
ooks
at t
heir
read
ing
leve
l. W
hen
wor
king
on
the
Tita
nic
proj
ect s
tude
nts
will
be o
ffere
d a
varie
ty o
f way
s to
sho
w th
eir
lear
ning
that
incl
ude
writ
ing
a pe
rform
ing
a sc
ript.
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
Page
10
of 11
11
© White River School District 2018. SolutionTree.comDo not duplicate.
49
/ WR
SD C
CSS
Uni
t Tem
plat
e
the
chap
ters
and
que
stio
ns to
geth
er.
(this
w
orke
d gr
eat)
Cap
istr
ano
Scho
ol D
istr
ict,
Kim
Bai
ley
A
dapt
ed b
y La
urie
Rob
inso
n-Sa
mm
ons,
201
4
Ada
pted
by
WR
SD, 2
015
Page
11
of 11
11
© White River School District 2018. SolutionTree.comDo not duplicate.
50
Rea
ding
Uni
t 1
Dat
e 11
/23/
2015
Scho
ol
Dis
trict
wid
e
Tea
m
5th
grad
e
5 m
inut
es
Pow
er S
tand
ard(
s)
5.
RLI
.1 ‒
Quo
te a
ccur
atel
y fr
om a
text
whe
n ex
plai
ning
wha
t the
text
says
exp
licitl
y an
d w
hen
draw
ing
infe
renc
es fr
om th
e te
xt.
10 m
inut
es
In w
hat a
reas
did
our
stud
ents
do
wel
l? W
hich
item
s?
In
fere
ncin
g w
hen
give
n th
e ev
iden
ce. Q
uest
ion
5 on
the
poem
whe
re st
uden
ts m
atch
ed th
e au
thor
's w
ords
with
the
infe
renc
e on
th
e rig
ht. D
OK
Lev
el 1
que
stio
ns w
here
stud
ents
cou
ld p
ull t
he e
vide
nce
right
from
the
text
.
20 m
inut
es
Wha
t ins
truct
iona
l stra
tegi
es/ l
earn
ing
targ
ets/t
each
ing
poin
ts (P
3) h
elpe
d ou
r stu
dent
s do
wel
l?
We
spen
t mul
tiple
day
s usi
ng "
Alm
a" to
scaf
fold
infe
renc
e an
d dr
awin
g co
nclu
sion
s usi
ng te
xt/v
ideo
em
phas
izin
g th
ree
poin
ts
wha
t evi
denc
e di
d th
e au
thor
giv
e, w
hat d
o yo
u kn
ow a
bout
that
topi
c an
d w
hat i
nfer
ence
can
we
draw
bec
ause
of t
hose
two
piec
es. S
hort
wor
dles
s ani
mat
ed v
ideo
clip
s-on
you
tube
ani
mat
ed"s
horts
" pi
geon
impo
ssib
le
10 m
inut
es
Wha
t ski
ll de
ficen
cies
do
we
see?
Wha
t are
the
conc
epts
or s
kills
(tea
chin
g po
ints
) ind
ivid
uals
or g
roup
s will
nee
d to
ach
ieve
pr
ofic
ienc
y? W
hat t
ypes
of e
nric
hmen
t opp
ortu
nitie
s did
you
pro
vide
for l
earn
ers?
Dra
win
g co
nclu
sion
s- w
e ne
ed to
use
men
tor t
exts
that
real
ly le
nds i
tsel
f to
draw
ing
conc
lusi
ons.
Lack
of b
ackg
roun
d kn
owle
dge
on th
e re
adin
g- e
spec
ially
the
info
rmat
iona
l pie
ce. O
ne th
ing
we
can
do is
giv
e st
uden
ts so
me
com
mon
bas
ic
know
ledg
e of
WW
II. A
lso,
the
form
at o
f an
inte
rvie
w (Q
&A
) was
a n
ew "
genr
e" o
f rea
ding
for t
hem
. One
thin
g to
do
with
in
our h
erita
ge u
nit i
s hav
e st
uden
ts in
terv
iew
fam
ily m
embe
rs in
a Q
&A
form
at
15 m
inut
es
Do
we
need
to tw
eak
or im
prov
e th
e as
sess
men
t?
On
the
Goo
bric
for t
he U
nit 1
info
rmat
iona
l ass
essm
ent,
num
ber 4
has
the
answ
er o
f B, b
ut o
n th
e ac
tual
Goo
gle
Cla
ssro
om
test
, the
ans
wer
for n
umbe
r 4 is
C. I
f we
keep
thes
e tw
o te
xts,
do w
e ne
ed to
use
it in
Uni
t 1?
Thes
e te
xts a
re b
oth
diff
icul
t and
m
aybe
if o
ne o
f the
text
s wer
e sw
itche
d ou
t, w
e w
ould
hav
e a
bette
r ide
a of
how
the
kids
are
doi
ng a
t thi
s tim
e of
the
year
. The
vo
cabu
lary
que
stio
ns sh
ould
not
be
incl
uded
in th
e sc
ore
for t
his s
tand
ard.
© White River School District 2018. SolutionTree.comDo not duplicate.
51
E
R P
re
ER
Pos
t FH
Pre
FH
Pos
t M
M P
re
MM
Pos
t W
ilk P
re
Wilk
Pos
t In
tens
ive
26
15
36
26
41
7 13
11
App
roac
hing
15
19
42
39
29
34
21
13
Mee
ts
5 11
6
17
5 34
4
15
Exce
eds
0 0
0 0
0 0
Tota
l 46
45
84
82
75
75
38
39
Inte
nsiv
e %
56
.52%
33
.33%
42
.86%
31
.71%
54
.67%
9.
33%
34
.21%
28
.21%
App
roac
hing
%
32.6
1%
42.2
2%
50.0
0%
47.5
6%
38.6
7%
45.3
3%
55.2
6%
33.3
3%
Mee
ts %
10
.87%
24
.44%
7.
14%
20
.73%
6.
67%
45
.33%
10
.53%
38
.46%
Exce
eds %
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
0.
00%
56.52%
33.33% 42.86%
31.71%
54.67%
9.33
%
34.21%
28.21%
47.74%
24.48%
32.61%
42.22%
50.00%
47.56%
38.67%
45.33%
55.26%
33.33%
44.03%
43.57%
10.87%
24.44%
7.14
%
20.73%
6.67
%
45.33%
10.53%
38.46%
8.23
%
31.95%
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%
0.00
%20
.00%
40.0
0%60
.00%
80.0
0%10
0.00
%12
0.00
%
ER P
reER
Pos
tFH
Pre
FH P
ost
MM
Pre
MM
Pos
tW
ilk P
reW
ilk P
ost
Gra
de L
evel
…G
rade
Lev
el…
Uni
t 1 R
eadi
ng D
ata
Inte
nsiv
e %
App
roac
hing
%
© White River School District 2018. SolutionTree.comDo not duplicate.
52
Prof
essio
nal L
earn
ing C
omm
uniti
es20
16/1
7 Te
am P
lann
ing G
uide
Targ
eted
Wor
k:St
anda
rds/
Pow
er St
anda
rds
Com
mon
Pac
ing
Guid
eCo
mm
on A
sses
smen
ts (P
re, F
orm
ativ
e, P
ost)
Resu
lts/T
eam
Ana
lysis
of C
omm
on A
sses
smen
ts
Unit
Plan
ning
-Bo
oksh
elf
Diffe
rent
iate
d In
stru
ctio
n Pl
anni
ngCh
ecks
for u
nder
stan
ding
Addi
tiona
l Tim
e an
d Su
ppor
t/Ex
tens
ion
Redo
/Rep
eat O
ppor
tuni
ties
WEE
KEN
GLIS
H 9
ENGL
ISH
10EN
GLIS
H 11
ENGL
ISH
129/
5Pl
an:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
9/12
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
9/19
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
9/26
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Plan
:
Acco
mpl
ish:
Wha
t's u
pcom
ing
next
mon
th?
REPRODUCIBLE
© White River School District 2018. SolutionTree.comReproducible.