leading the process: answering question 2
TRANSCRIPT
Leading the Process: Answering
Question 2
Nixa, MO Elementary Schools
April 4, 2019
Chris Jakicic, Ed.D [email protected]
http://www.chrisjakicic.com Twitter: @cjakicic
Learning For All
(c) Jakicic, 20191
Agenda
1. Welcome and Getting Re-Connected --Track Your Progress 2. Question 1: Using Essential Standards in the Work 3. Question 2: How Will We Know If They Can? --A Balanced Assessment System --Unwrapping the Essential Standards --Planning the Common Formative Assessment
(c) Jakicic, 20192
Track Your Progress Assessment Workshop Learning Targets
Shade each rectangle to show your current understanding of each target. •We can explain how different types of assessment are used in our intervention pyramid. . •We can explain how unwrapping standards into learning targets helps teams write better formative assessments. . •We can develop an assessment plan to create a valid assessment. •We can explain how to use the results to know how to support students. Questions I have at the beginning of today…
Starting… Getting There… Got It!
Starting… Getting There… Got It!
Starting… Getting There… Got It!
Starting… Getting There… Got It!
(c) Jakicic, 20193
Four Critical Questions 1. What do we want students to know and be able to do? 2. How will we know if they can? 3. What will we do if they can’t? 4. What will we do if they already can?
Essential Standards Essential standards are ones that all students must know and be able to do by the end of the year. Common formative assessments are based on these standards. (They often are called power or priority standards.) You guarantee that students who do not (yet) master these standards receive time and support. Pacing and Assessment
•All standards should be represented in the pacing guides for a grade level.
•Pacing should be adjusted to accommodate the need for extra time to teach, assess, and reteach the essential standards.
How Often, How Long •Being a PLC is a journey, not a destination. •Teams work in recurring cycles. They are always striving to get better. •During the first year of using Common Formative Assessments teams work in recurring cycles. It will likely take 3 full meetings to go through a cycle. •Common Formative Assessments should be short and focused on 1-3 learning targets.
(c) Jakicic, 20194
Dev
elop
ing
a U
nit P
lan
to In
clud
e C
omm
on F
orm
ativ
e A
sses
smen
ts
5 D
ays
to T
each
Tar
gets
1-3
T
eam
M
eetin
g to
Pl
an
CFA
-1
Teac
h Ta
rget
4
Tea
m
Mee
ting
to
Plan
Res
pons
e D
ay
7 D
ays
to T
each
Tar
gets
5-7
C
FA-2
Te
ach
Targ
et 8
Res
pons
e D
ay
5 D
ays
to T
each
Tar
gets
9-1
1 (in
clud
ing
one
flexi
ble
day)
E
nd o
f U
nit T
est
Tea
m
Mee
ting
to
Plan
(c) Jakicic, 20195
Summative Assessment: Summative Assessment is the attempt to summarized student learning at some point in time. These assessments are not designed to give feedback useful to teachers and students during the learning process.
Formative Assessment: An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of evidence.
To Determine if an Assessment is Formative ask: Is it used to identify students who are experiencing difficulty in their learning?
Are students who are having difficulty provided with additional time and support for learning?
Are students given an additional opportunity to demonstrate their learning? Understanding Formative and Summative Assessments
Formative Summative
Given DURING the unit of instruction.
Given at the end of the unit of instruction.
Short, maybe 20 minutes. Longer, often a class period.
Written around 1-3 learning targets. Written around 1 or more standards.
Used to diagnose next steps in learning; students given feedback.
Use to measure student learning; students given a grade.
Common Formative Assessment--Common formative assessments are team-designed, intentional measures used for the purpose of monitoring student attainment of essential learning targets throughout the instructional process. Why Common Assessments?
• They are more efficient than each teacher working independently. • There is more equity across classrooms. • Teams learn together about instructional strategies. • Teams learn together about assessment strategies. • They provide a better response for students
(c) Jakicic, 20196
Common Assessment in a PLC
•Assessments are designed by the collaborative team. •Assessments are given in the same timeframe. •Assessments are given under the same circumstances. •Data are analyzed at a data team meeting. •Plans are made together for corrective instruction, interventions, extensions
Quick Look at Assessments
•The summative assessment happens at the end of the learning. •They are intended to determine whether students have fully mastered the standard(s). •The Common Formative Assessment happens DURING the leaning. •They are intended to make sure students have mastered a specific learning target(s).
Tier 3: Intensive Support Frequent small group or individual
Focused on prerequisite essential standards Benchmark, progress monitoring
Tier 1: Core Curriculum What happens for all students?
Linked to the Essential Standards Common Formative Assessments
Tier 2: Supplemental Support Linked to this year’s essential standards
Short term Students might need Tier 2 and 3 Benchmarks, progress monitoring
(c) Jakicic, 20197
Time Considerations for Tier 1 •When a team teaches, assesses and provides corrective instruction for essential learning targets, they will need more time than has typically been allocated in their pacing guides. •This means that the team must delete other activities/lessons from the pacing guide to make room. •Things that are deleted include: activities that are not tied to the essential standards, lesson connected to supporting standards. Time Considerations for Tiers 2 and 3 •The response must occur at a time when there is not new instruction happening. •The time for Tier 2 and 3 should be distinct. Some students need both. •The plans for each of the three tiers should be based on the data about the student. Not all Tier 3 students have the same needs for response.
(c) Jakicic, 20198
Classroom Formative
Summative Common Formative
Periodic/ Benchmark
Annual
Developed and used by
Developed and used by individual teachers
Developed and used by specialists, individual teachers and/or teams
Developed and used by collaborative teams
Developed by districts OR “external experts” Used by schools and/or districts
Developed by “external experts”
Frequency
At least daily Once or twice a unit
Frequently Quarterly or By Trimester
Once a year
Examples •Checks for understanding •Short, frequent formative •Exit slips •White boards •Clickers
•End of unit tests •Short assessments around a small number of learning targets •administered frequently
•District quarterly benchmarks •MAP
•State Assessments •Language Development Assessments •AP, EOY
Purpose •Making “in the moment” decisions •Keep/change lesson plans
•Can students put smaller skills and concepts together to show mastery of standards. (e.g., writing an essay, reading comprehension)
•Identify students who need more Tier 1 help. •Drive core instruction •Learn together about strategies
•Identify students who need more Tier 2 or 3 help •Progress monitoring for Tier 2 and 3 •Universal screener •Monitor SMART goals
•Measure student learning •Award credit •Identify strengths and weaknesses of programs •Write SMART goals
(c) Jakicic, 20199
Why Do We Unwrap the Standards?
• The process of unwrapping helps teams have a common understanding of the meaning of the standards.
• It results in understanding the learning targets that must be learned to master the standards.
• Formative assessments are written around learning targets; summative around standards.
What are Learning Targets •Learning targets are the increments of learning that make up the journey to
achieving the overall standard.
•They include all of the skills and concepts students must acquire to master the standard.
•(Common) formative assessments are designed around learning targets rather than standards.
•Learning targets may be written as “I can” statements in student-friendly language.
Protocol for Unwrapping Standards Finding the learning targets to teach and assess
1. Circle the verbs (skills)
2. Underline the nouns (concepts) to be taught
3. Double underline any prepositional phrase (context)
4. Write separately each verb (skills) and noun (concept) combination as a
separate learning target.
5. If a prepositional phrase (the context) is included at the beginning or the end of
the standard, include it in the target.
6. EXAMINE each learning target asking the following questions:
a. What are the instructional and assessment implications of this target?
-What would it look line to teach this target in the classroom (setting,
materials strategies)
-Is the skill measurable? What would the assessment look like? Do we need
to change the verb to make it more measurable
7. After examining the instructional and assessment implications, are there any targets
that are IMPLICIT or not directly stated in the standard that should be included?
(c) Jakicic, 201910
Stan
dard
Lea
rnin
g T
arge
t 1
Lea
rnin
g T
arge
t 2
Sim
pler
L
earn
ing
Tar
get 3
Lea
rnin
g T
arge
t 4
Com
mon
Fo
rmat
ive
Ass
essm
ent
Com
mon
Fo
rmat
ive
Ass
essm
ent
Sum
mat
ive
Ass
essm
ent
(c) Jakicic, 201911
Co
mp
are
and
c
ont
rast
the
p
oin
t of v
iew
fro
m w
hic
h st
orie
s a
re
narr
ate
d;
exp
lain
whe
the
r th
e n
arr
ato
r or
spe
ake
r of a
st
ory
is fi
rst o
r th
ird p
ers
on
Co
mp
are
and
co
ntra
st th
e
po
int o
f vie
w fr
om
whi
ch
sto
ries
are
na
rrate
d.
Kno
w th
e te
rm: P
oin
t of v
iew
.
Kno
w th
e te
rms
first
and
third
p
ers
on.
Com
mon
Fo
rmat
ive
Ass
essm
ent
Sum
mat
ive
Ass
essm
ent
Exp
lain
whe
the
r the
na
rrato
r o
f a s
tory
is fi
rst o
r thi
rd
pe
rso
n.
Kno
w w
hic
h w
ord
s su
gg
est
fir
st p
ers
on
and
whi
ch
sug
ge
st th
ird p
ers
on
Com
mon
Fo
rmat
ive
Ass
essm
ent
Ap
ply
the
kno
wle
dg
e o
f the
te
rms
to id
ent
ify fi
rst a
nd
third
pe
rso
n.
(c) Jakicic, 201912
Protocol for Unwrapping Standards Finding the learning targets to teach and assess
1. Circle the verbs (skills)
2. Underline the nouns (concepts) to be taught
3. Double underline any prepositional phrase (context)
4. Write separately each verb (skills) and noun (concept) combination as a
separate learning target.
5. If a prepositional phrase (the context) is included at the beginning or the end
of the standard, include it in the target.
6. EXAMINE each learning target asking the following questions:
a. What are the instructional and assessment implications of this target?
-What would it look line to teach this target in the classroom (setting,
materials strategies)
-Is the skill measurable? What would the assessment look like? Do we
need to change the verb to make it more measurable
7. After examining the instructional and assessment implications, are there any
targets that are IMPLICIT or not directly stated in the standard that should be
included?
(c) Jakicic, 201913
Unwrapping Template
Compare and contrast the point of view from which stories are narrated; explain whether the narrator or speaker of a story is first or third person.
What will Students Do?
With What Knowledge or Concept?
In What Context?
DOK Common Formative Assessment
Compare and contrast
The point of view from which stories are narrated.
Stories
Know
The term point of view
Explain Whether the narrator or speaker of a story is first or third person.
Know
The terms first and third person
Apply
Knowledge of the terms to identify a first/third person narrator
Know Which words suggest first person and which suggest third person
Summative Assessment:
(c) Jakicic, 201914
Grad
e 4
Engl
ish La
ngua
ge A
rts
Page
23 o
f 117
Read
ing
4.R.
2.A.
e 2
Deve
lop
and
appl
y ski
lls an
d st
rate
gies
to co
mpr
ehen
d, an
alyz
e, a
nd e
valu
ate
fictio
n, p
oetry
, and
dra
ma
from
a v
arie
ty o
f cul
ture
s an
d tim
es.
A Fi
ctio
n
MLS
Re
ad, in
fer,
anal
yze,
and
draw
conc
lusio
ns t
o:
e co
mpa
re a
nd co
ntra
st th
e po
int o
f vie
w fr
om w
hich
stor
ies a
re n
arra
ted;
exp
lain
whe
ther
the
narr
ator
or sp
eake
r of a
stor
y is f
irst o
r thi
rd p
erso
n
Expe
ctat
ion
Unw
rapp
ed
Th
e st
uden
t will
com
pare
the
poin
t of v
iew
(per
spec
tive)
from
whi
ch st
orie
s are
nar
rate
d by
infe
rrin
g,
anal
yzin
g, an
d dr
awin
g con
clusio
ns in
fict
ion,
poe
try,
and
dram
a fro
m a
varie
ty o
f cul
ture
s and
tim
es.
The
stud
ent w
ill co
ntra
st th
e po
int o
f vie
w (p
ersp
ectiv
e) fr
om w
hich
stor
ies a
re n
arra
ted
by in
ferr
ing,
an
alyz
ing,
and
draw
ing c
onclu
sions
in fi
ctio
n, p
oetr
y, an
d dr
ama f
rom
a va
riety
of c
ultu
res a
nd ti
mes
. Th
e st
uden
t will
expl
ain
whe
ther
the
narr
ator
or sp
eake
r of a
stor
y is
the
first
or t
hird
per
son
by
infe
rrin
g, an
alyz
ing,
and
draw
ing
conc
lusio
ns in
fict
ion,
poe
try,
and
dram
a fro
m a
varie
ty o
f cul
ture
s an
d tim
es.
DOK
Ceilin
g 3
Item
Form
at
Sele
cted
Res
pons
e Co
nstr
ucte
d Re
spon
se
Tech
nolo
gy E
nhan
ced
Text
Typ
es
Liter
ary:
e.g.
, poe
try,
dram
a, re
alist
ic fic
tion,
hi
stor
ical f
ictio
n, fo
lktal
e, le
gend
, scie
nce
fictio
n
Cont
ent L
imits
/Ass
essm
ent B
ound
arie
s St
uden
ts m
ay be
ask
ed to
com
pare
or c
ontr
ast,
inde
pend
ent o
f one
ano
ther
or i
n co
njun
ctio
n w
ith o
ne
anot
her.
Sam
ple S
tem
s W
hat P
OV is
use
d in
the
pass
age?
Fr
om w
hich
POV
is _
____
narr
ated
? W
hich
sta
tem
ent b
est r
efle
cts t
he n
arra
tor’
s PO
V in
the p
assa
ge?
Wha
t evi
denc
e fro
m th
e pa
ssag
e de
mon
stra
tes t
he st
ory i
s tol
d in
1st
per
son?
15
Gra
de K
Eng
lish
Lang
uage
Art
s
Page
47 o
f 98
Read
ing
Foun
datio
ns
K.RF
.2.A
.c
2 U
nder
stan
d ho
w E
nglis
h is
writ
ten
and
read
.
A Ph
onem
ic A
war
enes
s
MLS
De
velo
p ph
onem
ic aw
aren
ess i
n th
e re
adin
g pro
cess
by:
c di
stin
guish
ing
oral
ly pr
esen
ted
rhym
ing
pairs
of w
ords
from
non
-rhym
ing
pairs
Expe
ctat
ion
Unw
rapp
ed
The
stud
ent w
ill ha
ve a
clea
r und
erst
andi
ng o
f pho
nem
ic aw
aren
ess o
f sou
nds,
blen
ds, a
nd co
nnec
ting
two
lett
ers.
The
stud
ent w
ill de
velo
p ph
onem
ic aw
aren
ess i
n th
e re
adin
g pro
cess
by
unde
rsta
ndin
g so
und
patt
erns
and
sy
llabl
es.
The
stud
ent w
ill de
velo
p ph
onem
ic aw
aren
ess i
n th
e re
adin
g pro
cess
by
callin
g and
resp
ondi
ng to
rhym
e w
ords
.
DO
K Ce
iling
1
Item
For
mat
Se
lect
ed R
espo
nse
Cons
truc
ted
Resp
onse
Te
chno
logy
Enh
ance
d
Text
Typ
es
Liter
ary:
e.g.
, poe
try,
dram
a, re
alist
ic fic
tion,
hi
stor
ical f
ictio
n, fo
lktal
e, le
gend
, scie
nce
fictio
n
Info
rmat
iona
l: e.g
., na
rrat
ive no
nfict
ion,
in
form
ative
/ exp
lana
tory
, opi
nion
, pe
rsua
sive,
arg
umen
tativ
e
Cont
ent L
imits
/Ass
essm
ent B
ound
arie
s Lo
cally
ass
esse
d
Sam
ple
Stem
s
(c) Jakicic, 201916
Gra
de 1
Eng
lish
Lang
uage
Art
s
Page
59 o
f 117
Rea
din
g Fo
un
dati
ons
1.
RF.
3.A
.f
3 U
nder
stan
d ho
w E
nglis
h is
wri
tten
and
rea
d.
A
Phon
ics
MLS
De
velo
p ph
onics
in th
e re
adin
g pro
cess
by:
f us
ing
sylla
bica
tion
patt
erns
to d
ecod
e w
ords
Exp
ecta
tio
n U
nw
rap
ped
Th
e st
uden
t will
deve
lop
phon
ics in
the
read
ing p
roce
ss b
y us
ing
sylla
bica
tion
patt
erns
to d
ecod
e w
ords
in
text
.
DO
K C
eilin
g 2
Item
Fo
rmat
Se
lect
ed R
espo
nse
Cons
truc
ted
Resp
onse
Te
chno
logy
Enh
ance
d
Text
Typ
es
Liter
ary:
e.g.
, poe
try,
dram
a, re
alist
ic fic
tion,
hi
stor
ical f
ictio
n, fo
lktal
e, le
gend
, scie
nce
fictio
n
Info
rmat
iona
l: e.g
., na
rrat
ive no
nfict
ion,
in
form
ative
/ exp
lana
tory
, opi
nion
, pe
rsua
sive,
arg
umen
tativ
e
Con
ten
t Lim
its/
Ass
essm
ent B
ou
ndar
ies
Wor
ds a
nd p
atte
rns a
s det
erm
ined
by in
divid
ual d
istric
ts.
Sylla
bica
tion
patt
erns
: e.g
., CV
C—m
at, b
at; C
V—he
, me;
CVCe—
kite,
fam
e
Sam
ple
Ste
ms
(c) Jakicic, 201917
Gra
de 2
Eng
lish
Lang
uage
Art
s
Read
ing
2.R.
3.A.
b 3
Deve
lop
and
appl
y sk
ills a
nd s
trat
egie
s to
com
preh
end,
ana
lyze
, and
eva
luat
e no
nfic
tion
(e.g
., na
rrat
ive,
info
rmat
ion/
expl
anat
ory,
op
inio
n, p
ersu
asiv
e, a
rgum
enta
tive)
from
a v
arie
ty o
f cul
ture
s an
d tim
es.
A Te
xt F
eatu
res
MLS
Re
ad, i
nfer
, and
dra
w co
nclu
sions
to:
b de
mon
stra
te u
nder
stan
ding
by
loca
ting
fact
s to
answ
er a
nd/o
r as
k qu
estio
ns
Expe
ctat
ion
Unw
rapp
ed
Th
e st
uden
t will
read
, inf
er, a
nd/o
r dr
aw co
nclu
sions
by
usin
g te
xt fe
atur
es to
loca
te fa
cts t
o an
swer
text
- de
pend
ent q
uest
ions
. Th
e st
uden
t will
read
, inf
er, a
nd/o
r dr
aw co
nclu
sions
by
usin
g te
xt fe
atur
es to
loca
te fa
cts a
nd a
sk t
ext-
de
pend
ent q
uest
ions
. Th
e stu
dent
will
appl
y st
rate
gies
in te
xt fr
om d
iffer
ent c
ultu
res a
nd ti
mes
.
DO
K Ce
iling
3
Item
For
mat
Se
lect
ed R
espo
nse
Cons
truc
ted
Resp
onse
Te
chno
logy
Enh
ance
d
Text
Typ
es
Info
rmat
iona
l: e.
g., n
arra
tive
nonf
ictio
n,
info
rmat
ive/
exp
lana
tory
, opi
nion
, pe
rsua
sive,
arg
umen
tativ
e
Cont
ent L
imits
/Ass
essm
ent B
ound
arie
s
Text
feat
ures
: e.g
., ta
ble
of co
nten
ts, e
lect
roni
c men
u, in
dex,
glo
ssar
y, c
aptio
ns, h
yper
links
, sub
head
ings
, ke
ywor
ds, s
ideb
ars,
bol
d pr
int
Sam
ple
Stem
s ●
Look
at t
he p
assa
ge _
____
. W
rite
a qu
estio
n ab
out t
he p
assa
ge th
at yo
u co
uld
answ
er fr
om th
e de
tails
in th
e te
xt.
(c) Jakicic, 201918
Grad
e 3
Engl
ish La
ngua
ge A
rts
Page
46 o
f 123
Read
ing
3.R.
3.C.
e 3
Deve
lop
and
appl
y sk
ills a
nd st
rate
gies
to co
mpr
ehen
d, a
naly
ze, a
nd e
valu
ate
nonf
ictio
n (e
.g.,
narr
ativ
e, in
form
atio
n/ex
plan
ator
y,
opin
ion,
per
suas
ive,
arg
umen
tativ
e) fr
om a
var
iety
of c
ultu
res a
nd ti
mes
. C
Text
Str
uctu
res
MLS
Re
ad, in
fer,
and
draw
conc
lusio
ns t
o:
e co
mpa
re a
nd co
ntra
st th
e m
ost i
mpo
rtan
t poi
nts a
nd ke
y det
ails
pres
ente
d in
text
s on
the
sam
e to
pic
Expe
ctat
ion
Unw
rapp
ed
The
stud
ent w
ill co
mpa
re th
e m
ost i
mpo
rtan
t poi
nts a
nd ke
y det
ails
pres
ente
d in
mul
tiple
text
s on
the
sam
e to
pic b
y in
ferr
ing
and
draw
ing c
onclu
sions
in n
onfic
tion
from
a va
riety
of c
ultu
res a
nd ti
mes
. Th
e st
uden
t will
cont
rast
the
mos
t im
port
ant p
oint
s and
key
det
ails
pres
ente
d in
mul
tiple
text
s on
the
sam
e to
pic b
y in
ferr
ing
and
draw
ing c
onclu
sions
in n
onfic
tion
from
a va
riety
of c
ultu
res a
nd ti
mes
.
DOK
Ceilin
g 3
Item
Form
at
Sele
cted
Res
pons
e Te
chno
logy
Enh
ance
d Co
nstr
ucte
d Re
spon
se
Text
Typ
es
Info
rmat
iona
l: e.g
., na
rrat
ive no
nfict
ion,
in
form
ative
/ exp
lana
tory
, opi
nion
, per
suas
ive,
argu
men
tativ
e
Cont
ent L
imits
/Ass
essm
ent B
ound
arie
s
Stim
ulus
text
s mus
t be
on th
e sam
e to
pic,
and
eac
h te
xt sh
ould
pro
vide
clear
sim
ilarit
ies a
nd d
iffer
ence
s.
Item
s may
be
writ
ten
to co
mpa
re an
d/or
con
tras
t.
Sam
ple S
tem
s Co
mpa
re th
e sim
ilarit
ies b
etw
een
and
.
Choo
se th
e co
ntra
st b
etw
een t
he
pass
ages
/tex
ts
and
.
The p
assa
ge/t
ext
expl
ains
. H
ow
does
that
diffe
r fro
m th
e id
eas/
deta
ils in
th
e pa
ssag
e/te
xt
?
(c) Jakicic, 201919
Gra
de 4
Eng
lish
Lang
uage
Art
s
Page
27 o
f 117
Rea
din
g 4.
R.3
.A.a
3 A
M
LS
a
Dev
elop
and
app
ly s
kills
and
str
ateg
ies
to c
ompr
ehen
d, a
naly
ze, a
nd e
valu
ate
nonf
icti
on (e
.g.,
narr
ativ
e, in
form
atio
n/ex
plan
ato
ry,
opin
ion,
per
suas
ive,
arg
umen
tati
ve)
from
a v
arie
ty o
f cul
ture
s an
d ti
mes
.
Text
Fea
ture
s Re
ad, in
fer,
and
draw
conc
lusio
ns t
o:
use
mul
tiple
text
feat
ures
to lo
cate
info
rmat
ion
and
gain
an o
verv
iew
of t
he co
nten
ts o
f tex
t
Exp
ecta
tio
n U
nw
rap
ped
Th
e st
uden
t will
use
mul
tiple
text
feat
ures
to lo
cate
info
rmat
ion
from
a va
riety
of c
ultu
res a
nd ti
mes
by
infe
rrin
g an
d dr
awin
g co
nclu
sions
. Th
e st
uden
t will
use
mul
tiple
text
feat
ures
to g
ain
an o
verv
iew
of t
he co
nten
ts o
f tex
ts fr
om a
varie
ty o
f cu
lture
s and
tim
es b
y in
ferr
ing
and
draw
ing c
onclu
sions
.
DO
K C
eilin
g 2
Item
Fo
rmat
Se
lect
ed R
espo
nse
Tech
nolo
gy E
nhan
ced
Text
Typ
es
Info
rmat
iona
l: e.g
., na
rrat
ive no
nfict
ion,
in
form
ative
/ exp
lana
tory
, opi
nion
, pe
rsua
sive,
arg
umen
tativ
e
Con
ten
t Lim
its/
Ass
essm
ent B
ou
ndar
ies
Te
xt fe
atur
es: e
.g.,
guid
e wor
ds, t
opic
and
conc
ludi
ng se
nten
ces
Sam
ple
Ste
ms
How
doe
s the
____
_ co
ntrib
ute
to th
e pa
ssag
e?
How
doe
s the
(tex
t fea
ture
) con
trib
ute
to th
e pu
rpos
e of
the a
rticl
e?
(c) Jakicic, 201920
Grad
e 5
Engl
ish La
ngua
ge A
rts
Page
41 o
f 121
Read
ing
5.R.
3.C.
a 3
Deve
lop
and
appl
y sk
ills a
nd st
rate
gies
to co
mpr
ehen
d, a
naly
ze, a
nd e
valu
ate
nonf
ictio
n (e
.g.,
narr
ativ
e, in
form
atio
n/ex
plan
ator
y,
opin
ion,
per
suas
ive,
arg
umen
tativ
e) fr
om a
var
iety
of c
ultu
res a
nd ti
mes
. C
Text
Str
uctu
res
MLS
Re
ad, i
nfer
, and
dra
w co
nclu
sions
to:
a id
entif
y de
vice
s use
d in
bio
grap
hies
and
aut
obio
grap
hies
, inc
ludi
ng h
ow a
n au
thor
pre
sent
s maj
or e
vent
s in
a pe
rson
’s li
fe
Expe
ctat
ion
Unw
rapp
ed
The
stud
ent w
ill id
entif
y de
vice
s us
ed in
bio
grap
hies
, inc
ludi
ng h
ow a
n au
thor
pre
sent
s maj
or e
vent
s in
a pe
rson
’s li
fe, b
y in
ferr
ing
and
draw
ing
conc
lusio
ns in
text
from
a v
arie
ty o
f cul
ture
s and
tim
es.
The
stud
ent w
ill id
entif
y de
vice
s us
ed in
aut
obio
grap
hies
, inc
ludi
ng h
ow a
n au
thor
pre
sent
s m
ajor
eve
nts i
n hi
s/he
r lif
e, b
y in
ferr
ing
and
draw
ing
conc
lusio
ns in
text
from
a v
arie
ty o
f cul
ture
s and
tim
es.
DOK
Ceilin
g 2
Item
Form
at
Sele
cted
Res
pons
e Te
chno
logy
Enh
ance
d
Text
Typ
es
Info
rmat
iona
l: e.
g., n
arra
tive
nonf
ictio
n,
info
rmat
ive/
exp
lana
tory
, opi
nion
, pe
rsua
sive,
arg
umen
tativ
e
Cont
ent L
imits
/Ass
essm
ent B
ound
arie
s D
evic
es: e
.g.,
date
s, ch
rono
logi
cal o
rder
, map
s, p
hoto
s, c
aptio
ns
Gra
de 5
exa
min
es b
iogr
aphi
es a
nd a
utob
iogr
aphi
es in
the
text
stru
ctur
es c
once
pt, n
ot t
he lit
erar
y co
ncep
t (as
in
gra
de 3
and
gra
de 4
).
Sam
ple S
tem
s R
ead
the
biog
raph
y on
___
____
. Ch
oose
the
tw
o de
vice
s use
d to
pre
sent
maj
or e
vent
s in
____
__ lif
e.
Chr
onol
ogic
al o
rder
F
igur
ativ
e la
ngua
ge
For
esha
dow
ing
Per
soni
ficat
ion
Pho
tos
(c) Jakicic, 201921
Gra
de 6
Eng
lish
Lang
uage
Art
s
Page
13 o
f 60
Read
ing
Lite
rary
Tex
t 6.
RL.2
.A
2 A
MLS
Anal
yze
Craf
t and
Str
uctu
re (
Appr
oach
ing
Text
s as
a W
riter
) St
ruct
ure
Anal
yze
how
a p
artic
ular
sent
ence
, cha
pter
, sce
ne, s
tanz
a, or
imag
e con
trib
utes
to m
eani
ng.
Expe
ctat
ion
Unw
rapp
ed
The
stud
ent w
ill an
alyz
e ho
w a
par
ticul
ar se
nten
ce co
ntrib
utes
to m
eani
ng in
a te
xt.
The
stud
ent w
ill an
alyz
e ho
w a
par
ticul
ar ch
apte
r con
trib
utes
to m
eani
ng in
a te
xt.
The
stud
ent w
ill an
alyz
e ho
w a
par
ticul
ar sc
ene
cont
ribut
es to
mea
ning
in a
text
.
The
stud
ent w
ill an
alyz
e ho
w a
par
ticul
ar im
age c
ontr
ibut
es to
mea
ning
in a
text
.
The
stud
ent w
ill an
alyz
e ho
w a
par
ticul
ar st
anza
cont
ribut
es to
mea
ning
in a
text
.
DO
K Ce
iling
3
Item
For
mat
Se
lect
ed R
espo
nse
Cons
truc
ted
Resp
onse
Te
chno
logy
Enh
ance
d
Text
Typ
es
Liter
ary:
e.g.
, poe
try,
dram
a, re
alist
ic fic
tion,
hi
stor
ical f
ictio
n, fo
lktal
e, le
gend
, scie
nce
fictio
n, g
raph
ic no
vels
Text
com
plex
ity w
ill in
crea
se b
oth
qual
itativ
ely a
nd q
uant
itativ
ely t
hrou
gh th
e gr
ade l
evel
s. Co
nten
t Lim
its/A
sses
smen
t Bou
ndar
ies
Any
elem
ent a
sses
sed
mus
t be
an in
tegr
al pa
rt of
a te
xt: c
limax
, set
ting,
poin
t of v
iew
, cha
ract
eriza
tion,
etc.
Sam
ple
Stem
s Ho
w d
oes t
he [s
ente
nce,
chap
ter,
scen
e,
stan
za, im
age]
cont
ribut
e to
the o
vera
ll m
eani
ng o
f the
pas
sage
? W
hich
stat
emen
t bes
t des
crib
es h
ow
para
grap
h X co
ntrib
utes
to th
e ov
eral
l m
eani
ng o
f the
text
? Ho
w d
o th
e la
st tw
o lin
es o
f ___
_ co
ntrib
ute
to th
e m
eani
ng?
(c) Jakicic, 201922
Identifying Depth of Knowledge
Level 1 Recall
Recall of a fact, information, or procedure. Level 2 Skill/Concept
Use information or conceptual knowledge, two or more steps, etc.
Level 3 Strategic Thinking Requires reasoning, developing a plan or a sequence of steps, some complexity, more than one possible answer.
Level 4 Extended Thinking Requires an investigation, time to think and process Multiple conditions of the problem.
Understanding how DOK affects assessments
•The DOK of learning targets cannot be higher than the DOK of the standard.
•Questions with only 1 correct answer are typically related to DOK 1 or 2 targets.
•Questions with multiple correct answers are typically related to DOK 3 or 4 learning targets.
(c) Jakicic, 201923
Social Studies
ELA
DOK 1 •recall facts, terms, concepts, trends •recognize or identify specific information contained in maps, charts, tables, graphs, or diagrams
•identify figurative language •fluency •know vocabulary •use punctuation correctly
DOK 2 •compare or contrast people, places, events and concepts •convert information from one form to another •give an example •classify or sort items into meaningful categories •describe, interpret, or explain issue and problems, patterns, reasons, cause and effect, significance or impact, points of view
•low level comprehension (right there questions) •simple inferences •using context clues •predict outcome •summarizing •first draft writing •notetaking •outlining
DOK 3 •use evidence •draw conclusions •apply concepts to new situations •use concepts to solve problems •analyze similarities and differences in issues and problems •propose and evaluate solutions to problems •recognize and explain misconceptions •make connections across time and place to explain a concept.
•explain, generalize, or connect ideas •how author’s purpose affects the text •summarize info from several sources •identify abstract themes •writing for different purposes (awareness of audience) •using complex structures and ideas in writing
DOK 4 •analyze and synthesize information from multiple sources •examine and explain alternate perspectives •illustrate how common themes and concepts are found across time and place •make predictions with evidence •develop a logical argument •plan an develop solutions to problems
•analyze and synthesize from multiple sources •explain alternate perspective from a variety of sources •Define similar themes over a variety of texts •writing with voice •writing with information from a variety of sources
(c) Jakicic, 201924
Math
Science
DOK 1 •knowing math facts •apply an algorithm or formula
•definition •simple procedure (one step) •know a formula •represent in words or diagrams a concept or relationship
DOK 2 •make a decision about how to approach a problem •at least 2 step problems •interpret info from table or graph (simple)
•specify and explain the relationship between facts, terms properties, or variables •Describe and explain examples and non-examples of science concepts •Select a procedure according to specified criteria and perform it •Formulate routine problem given data and conditions •Organize, represent, and interpret data
DOK 3 •make conjectures •draw conclusions •justify reasoning especially when tasks have more than one right answer •citing evidence
•Explain their thinking about an answer •Identify research questions and design investigations for a scientific problem •Solve non-routine problems •Develop a scientific model for a complex situation •Form conclusions from experimental data
DOK 4 •requires complex thinking over a period of time (with different tasks) •requires planning •making connections between a finding and related concepts •critiquing design
•complex reasoning, experimental design and planning •Based on provided data from a complex experiment that is novel to the student, deduct the fundamental relationship between several controlled variables. • Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions
(c) Jakicic, 201925
Developing a Unit
Choosing an Appropriate Assessment Type of
Assessment Examples
in Practice
Advantages Disadvantages
Selected Response
Constructed Response
Performance
Validity—Does the assessment assess what we wanted it to assess? Will it tell me whether or not the students learned the material I wanted them to learn? Reliability--Can I rely on the information to make decisions about what to do next for my students? Does it tell me with confidence whether the student is ready to move on or if (s)he needs more time and support?
(c) Jakicic, 201926
Making Assessments Valid Unwrap standards into the learning target to clearly uncover the
important knowledge and skills we want to teach and assess.
Create an assessment planning chart to assure that we have assessed each of those targets at the level we expect students to reach. Assessment Planning
• Identify the specific targets to be assessed. (1 or 2 work best) • Determine the level of cognitive demand. (What kind of thinking?) • Decide what type of assessment items and how many to use.
– Selected Response for knowledge, application, analysis – Constructed Response for higher level
• Consider how much time the assessment will take. What Targets Should We Choose?
Should be targets that are essential for student learning: – Targets that are often difficult or lead to misconceptions – Targets that are prerequisite to future learning – Targets that are absolutely necessary for students to know
You accomplish more reliable teacher-created assessments by: 1. Having enough items for each target so that a student isn’t able to guess the answers and appear “proficient” or misread items and appear “not proficient.” 2. Assuring that items are constructed with good format to minimize misunderstanding or guessing.
(c) Jakicic, 201927
Asse
ssm
ent P
lann
ing
Char
t
Cont
ent/
Ta
rget
s
Leve
l of C
ogni
tive
Dem
and
Know
ledg
e Re
trie
val
DOK1
Com
preh
ensio
n Ap
plic
atio
n DO
K 2
Anal
ysis
DOK3
Eval
uatio
n Kn
owle
dge
Util
izatio
n DO
K4
Wha
t pro
ficie
ncy
will
look
like
Appl
y kn
owle
dge
of
the
term
s to
iden
tify
first
/thi
rd p
erso
n.
4
mul
tiple
ch
oice
3
out o
f 4
corr
ect
Com
pare
and
co
ntra
st th
e po
int o
f vi
ew fr
om w
hich
st
orie
s are
nar
rate
d by
infe
rrin
g,
anal
yzin
g an
d dr
awin
g co
nclu
sions
fr
om st
orie
s, po
etry
an
d dr
ama
from
a
varie
ty o
f cul
ture
s an
d tim
e.
1 co
nstru
cted
re
spon
se
Ru
bric
will
de
scrib
e le
vels
of p
rofic
ienc
y.
Stud
ents
mus
t be
at l
evel
3.
28
Ass
ess
me
nt P
lann
ing
Cha
rt
Co
nte
nt/
Targ
ets
Le
vel o
f Co
gni
tive
De
ma
nd
Kno
wle
dg
e
Retr
ieva
l C
om
pre
hens
ion
Ap
plic
atio
n A
naly
sis
Synt
hesis
Ev
alu
atio
n W
hat
will
pro
ficie
ncy
loo
k lik
e?
(c) Jakicic, 201929
K.MD.4.1- Identify coins P, N, D K.MD.4.2- Know value of coins P, N, D
K.MD.4.1 E: N/A M: 3/3 B: 2/3 WB: 0-1/3 K.MD.4.2 E: 3/3 M: 3/3 B: 2/3 WB: 0-1/3
Materials : 5 pennies, 5 nickels, 5 dimes Direct ions: Call students up one by one. Put 1 of each coin in front of student. Point to each coin one at a time and ask, “What is this coin called? What is it worth?”
Penny Nickel Dime Knows name Knows value Knows name Knows value Knows name Knows value
If child is successful with these questions, move to the EXTENDS items below. EXTENDS: Direct ions: Provide child with all of the coins. Ask questions and record responses below.
15¢ 20¢ 8¢
Student showed these
coins:
Student
showed these coins:
Student
showed these coins:
30
Name: _______________________________ First Grade ELA
Directions: Teacher says: I am going to say a word and you will tell me the middle vowel sound. For example, if I say tip, you would say I (short vowel sound for i).
Read the word aloud and student produces the medial vowel sound in
the word. Indicate words done successfully with a checkmark.
Meets
Student produces the correct medial vowel sound for 4-5 words.
Does Not Meet
If student is unable to produce the correct medial vowel sound for at least 4 words, administer the Partially Proficient assessment.
Proficient Partially Proficient bat _____ bat _____ hop _____ hop _____ sip _____ sip ______ hut ______ hut ______ ten _____ ten ______
Directions: In isolation, teacher produces the beginning, middle, and ending sound of the word and the students say the medial sound. Partially Proficient
Student produces the correct medial vowel sound for 4-5 words.
Below Student is not able to produce the correct medial vowel sound for at least 4 words.
Learning Target: (Proficiency) Isolate and pronounce medial vowel sounds in spoken single syllable words.
Learning Target: (Partially Proficient) Identify the medial sound when given individual sounds in a CVC word.
31
Time for Elephants 2nd Grade ELA Three interesting things about an elephant begin with the letter T—trunk, tusk, and teeth.
1
An elephant’s trunk has over forty thousand muscles and tendons. The trunk is a combination of the nose and the upper lip. An elephant uses its trunk for picking things up. It also uses its trunk for smelling.
2
An elephant has two tusks. The tusks are made of ivory. The tusks grow from the elephant’s upper jaw. An elephant has thee two “teeth instead of incisor teeth. The tusks grow throughout an elephant’s life. An elephant uses its tusks to drill for water and to dig up food.
3
All African elephants have tusks. Only some Asian male elephants have tusks. Some female Asian elephants also have tusks, but they are very small and hidden inside the mouth.
4
An elephant also has four other teeth. These teeth are molars. An elephant has one upper molar and one lower molar on each side of its mouth. Because an elephant eats a lot of plants, its molars get ground down. Ne molars move in to replace the old molars about every ten years. An elephant gets up to six sets of molars over it’s lifetime.
32
Grade 2 Reading Common Formative Assessment
Name:___________________________________Date:___________________ Learning Target 1: Identify the main ideas of sections of a text. Learning Target 2: Distinguish the main idea from the topic of the text. Directions: After reading the text about elephants, answer the following questions using complete sentences. 1. What is the main topic of the whole text? 2. What paragraph talks mainly about an elephant’s trunk? 3. What does paragraph #4 mainly talk about? 4. Elephants use their tusks in many ways. Which paragraph tells about this?
33
Second Grade Math
Name ______________________________ Date_____________
Learning Target: Use the symbols <, =, and > to record the comparison of two 3-digit numbers.
Compare the two numbers by drawing a symbol <, >, = in the box and writing the words less than, greater than, and equals on the line below.
Tim has 853 baseball cards in his collection. Susie has 583 baseball cards in her collection. Who has more baseball cards? Explain how you know using place value language. _______________________________________________________ _______________________________________________________ _______________________________________________________
Proficiency Partial Proficiency No Proficiency The answer is correct and the explanation includes how the decision was made written in place value language
The answer is correct but the explanation may be vague and/or place value language isn’t used.
The answer is incorrect.
(c) Jakicic, 201934
Third Grade Reading
Directions: Read the following story and answer the following questions in complete sentences. Highlight in the text what you used to help with your answer and include the paragraph number.
Carnival Fever
(1)Sophie moaned as her mother read the thermometer. She had a fever,
which meant she wasn’t going to Michelle’s birthday party. Michelle’s
parents had planned a carnival theme with games. Sophie loved carnival
games, but now she was going to miss all the fun because she had a fever.
(2)“I’m sorry, sweetie,” her mother said. “Maybe we could play a few games
here after you’ve rested a bit.”
(3)Sophie sighed and cuddled further under her blankets. Board games
weren’t the same as carnival games. She closed her eyes and dreamed of
booth after booth of ring toss, dart throw, duck pond, and can knockdown.
She won huge stuffed prizes for each game. Sophie was enjoying her dream
carnival until she heard her parent and older brother, Gavin, talking.
(4)She opened her eyes to see funny looking displays all over her bedroom.
Plastic water bottles covered her desk. Empty soda cans were stacked in a
pyramid on her chair. And a piece of cardboard with balloons taped to it
rested against her closet door.
Target: I can use evidence from the text to answer questions about conclusions from the text.
35
(5)“What is all this?” Sophie asked.
(6)“Your very own carnival,” her father said.
(7)“Here,” Gavin said, handing Sophie a newly sharpened pencil. “Try to pop
a balloon.”
(8)Sophie looked at the balloons taped to the cardboard. “You made a dart
game.”
(9)Her parent smiled. “Try it,” they said.
(10)Sophie aimed the pencil and popped the blue balloon in the middle.
“What do I win?”
(11)“Another game,” Gavin said, walking over to the chair with the soda
cans. He handed her a pair of rolled up socks. “Let’s see your best pitch.”
(12)Sophie laughed and tossed the socks at the cans. They all fell on the first
try.
(13)“Great!” her father said. “How about a game of ring toss.” He handed
Sophie a rubber band and pointed to the water bottles on her desk.
Before she could toss the rubber band, the phone rang. Sophie answered it.
(14)“Hi, Sophie. It’s Michelle. I heard you’re at home sick. I’m sorry you’re
missing my party. I know how much you love carnival games.”
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(15)“Yeah,” Sophie said, “but my family made my own carnival right in my
room. I’ll call you later. Enjoy your party and happy birthday.”
(16)Sophie hung up the phone and tossed the rubber band at the bottles.
She loved having her very own carnival.
Why was Sophie upset that she couldn’t go to Michelle’s birthday
party?
What did Sophie mean when she said board games were not the
same as carnival games?
What evidence from the text shows how Sophie’s feelings
changed from the beginning to the end of the story?
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Fourth Grade Reading
Directions: Read the two pieces of texts that are attached. First, decide if the text is a firsthand or a secondhand account.
1. List 2 ways the two accounts are alike
2. List 2 ways the accounts are different.
3. How is the focus of the firsthand account different from the focus of the secondhand account in these two pieces of text? Provide at least two specific examples to support your ideas.
The Focus Is Different Because….
1.
2.
Learning Target: I can compare and contrast a firsthand account and a secondhand account.
(c) Jakicic, 201938
Text #1: Email To: “Mom” <[email protected]> Subject: The Inauguration Hi Mom, I just want to tell you about my amazing day! Getting to stand there under the Washington Monument with hundreds of thousands of other proud Americans to witness Barack Obama’s inauguration was unbelievable! The crowd was full of people expressing a renewed hope in our country and the entire political process. We were surrounded by people of all races, creeds, and colors that all came together to honor progress and freedom. People, including myself, were overcome with emotion! I used to think that my beautiful daughter would never know an America where people like her can be whatever they want to be. Now that has changed. The first president she will ever know is brown, just like her! In one small way, the country I grew up in is gone forever. I have a renewed pride and excitement about the future and am so glad I got to be there to see it with my own eyes. My heart is full, my smile is permanent, and my spirit is unbreakable. Thank you, Mom, for raising me to believe in equality for all! You are the best! Text #2: Newspaper Article A Historic Inauguration Day On January 20th, 2009, Barack Obama became the first African American president of the United States of America. His inauguration was a historic event many Americans will remember for the rest of their lives. On Inauguration Day, thousands filled the streets around the National Mall in Washington, D.C. The crowd looked on as Barack Obama was sworn in as the 44th president of the United States of America. It was the largest crowd to gather for an inauguration in American history. Afterward, President Obama gave the Inaugural Address. The crowd applauded many times throughout. In his speech he said, “On this day, we gather because we have chosen hope over fear.” Many in the crowd were overcome with emotion and pride. Later, President Obama walked with his family in a parade to the White House. The crowds were filled with people of different races, ages, and backgrounds. They cheered and waved as the First Family passed. They were amazed and excited to see the first African American president in United States history. Source: Engage NY; https://www.engageny.org/resource/grade-4-ela-module-4-unit-1-lesson-9
(c) Jakicic, 201939
Name_______________________Date_____________Teacher_________________ 5th Grade . 1) The state of Illinois had a population of approximately 13,000,000 in the year 2012. Use a power of 10 to write 13,000,000? 2) Circle all of the expressions that are equivalent to 2,653,000. 2,653 x 10 2,653 x 102 2,653 x 106 2.653 x 103 2,653 x 108 2,653x 104
3) How many places, and in which direction, does the decimal point move when you divide 239.24 ÷ 102 ? 4) Circle all of the expressions that are equivalent to 12.83. 1283 ÷ 102 83 ÷ 103 1.283 x 10 128.3 x 104
Learning Target: Students will evaluate the value of powers of 10
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5 (Beyond Proficiency) In 2012 the United States population was estimated to be close to 314,000,000 people. President Obama was trying to challenge his daughters by asking them to write this value in a different creative way. The girls came up with the following answers. Circle the correct answer(s) and justify why each answer is correct. Then create 1 additional, accurate statement for President Obama. A. 31.4 x 103
B. 314 x 106
C. 31.4 x 107
D. 314 x 104
E My statement: ______________________________________ Because___________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
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6
Directions: Read the fiction text below. Then complete the graphic organizer and create a written summary in the space provided.
New Friends By: Patricia Russo
Dad had gone to work, and Mom and I were alone in our new house, which was
in a new city — in a new state. Dad was happy about his new job, and Mom was busy-busy- busy, getting everything unpacked and sorted out.
I was alone, and my mom was looking with wide eyes out the window. She loved our new neighborhood. Suddenly Mom got excited, and as she began turning, she grinned and gestured for me to come to the window. Now what?
On the other side of the street, I saw four or five kids. Yeah, five: three girls and two boys — all about my age. They were laughing and shoving each other playfully.
I looked at Mom. “Go over and say hello,” she instructed me. “Are you kidding me?” I signed. Mom did one of her flash frowns, making her face scrunch up. “I’m not kidding you,” she signed. “Go make friends, Ronnie. These are the kids you’ll be going to school with in September.”
She was right about that, and in only a couple of weeks, I was going to go to public school. The Board of Education had told my parents that there’d be no problem. They had three freelance interpreters on their list, so in case the main one got sick or something, there’d always be someone to cover her shift.
I felt O.K. about going to public school — nervous but not really freaked out. However, there was no way I was going to go outside now and make friends with a bunch of total strangers.
“They can’t sign,” I pointed out. Mom rolled her eyes. “Nobody’s born knowing sign. Nobody’s born knowing
anything. I learned. Your dad learned. Teach them.” What? Suddenly I was Miss Junior Ambassador to the hearing community? I
couldn’t believe Mom was serious, and I was being put in this awkward situation. She was very serious though, and grabbing my arm, she forcefully dragged me to the front door. “Go make friends.”
I still can’t believe what she did next. She shoved me out the door, and then shut it behind me, and my frustration was at an all time high.
A couple of days later, I was thrown for an even bigger loop when the short girl came to see me. Actually, the whole bunch came, but the other kids waited outside. She was clutching a book in her hands, and her face was bright red, and she was chewing her lip. She held up the book so I could see the title: Signing Is Fun.
You could’ve knocked me down with a feather duster, but of course my mom was beaming. The short girl glanced around, saw the coffee table, and set the book on it. “My name LINDA,” she spelled slowly and jerkily. Her face got even redder, like she was scared I was going to laugh at her. “Get book. Learn.”
“Isn’t that great?” Mom put in. “Her name is Ronnie.” Mom signed and spoke. “R-O-N-N-IE.” Linda spelled it out slowly. I nodded. I felt seriously weird. “Soccer. Play,”
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7
she signed. She didn’t know how to indicate questions yet, but that was O.K. “Yes,” I signed. “Good. Thanks.” She knew both those signs and smiled.
“You’ve been studying.” She nodded again. “Like. Interesting.” She really had been studying. Smiling, I signed, “Let’s go.” She didn’t get that, so I pointed to the front door. She grabbed her book, and we went. The other kids were outside. Linda spelled their names, one by one, slowly. I could tell she was nervous, but she did a good job. I nodded at each one and smiled. They all smiled back, and none of the hearing kids in my old neighborhood had ever learned a single sign, and I’d lived there my whole life. Mom had sworn she had nothing to do with this, and it was all Linda’s doing.
So not all hearing people were inconsiderate, I thought. Not all hearing people were afraid of people who weren’t exactly like them, and not all hearing people thought deaf people were stupid — or thought it was too much trouble to try to communicate with us. Later, when I was talking to Dad about it, he signed, “All it takes is one person to make you feel welcome.”
I Can Do More I Can I Almost Can I Need Some Help
• Summary includes the major plot elements in sequential order from the text •Summary is free of personal opinion and judgment •**Summary includes a thematic statement in the appropriate place
• Summary includes the major plot elements in sequential order from the text •Summary is free of personal opinion and judgment
• Summary includes some major plot elements in sequential order from the text •Summary is free of personal opinion and judgment
• Summary is missing plot elements. •Summary has personal opinions and judgments
Learning Target: I can provide a summary of a narrative text distinct from personalopinions and judgements.
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7. Directions: Provide a summary for the (fiction) text “New Friends” in the space provided below. ______________________________________________________________________
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