readington township school district an intervention and ... · reading strategies q track print...

READINGTON TOWNSHIP SCHOOL DISTRICT

An Intervention and Support Program for

Language Arts and Mathematics Literacy

Grades K-8

Jorden Schiff, Ed.D. Tami Crader, Ed.D. Superintendent Assistant Superintendent

Date Adopted: August 25, 2009

Readington Township Board of Education

Deborah Labbadia, President Annette Marsh, Vice President

Mark Berry Janet Cole Rick Finn

David Livingston Joan Neumann Marlene Orlandi Joanne Sekella

Intervention Program Committee

Administration

Dr. Jorden Schiff, Superintendent Dr. Tami Crader, Assistant Superintendent

Mary Jean DiRoberto, Supervisor of Humanities Matthew Hall, Supervisor of Math, Science and Technology

Staci Beegle, Child Study Team Supervisor

Board of Education David Livingston

Community

Michelle Wheeler

Instructional Staff Denise Anthony Lillian Liskovec Sue Blanton Alison Newcamp Donna Degrau Mary Padavano AnneMarie Ehler Lora Petersen Ann Kane Linda Schoener Beverly Lax Meryl Vance

TABLE OF CONTENTS Page Number Philosophy 1 Literacy and Math Intervention Program Description 2 Intervention Program in Kindergarten 3 Language Arts Benchmarks 3 Mathematics Benchmarks 5 Intervention Program in Grade 1 7 Language Arts Benchmarks 7 Mathematics Benchmarks 9 Intervention Program in Grade 2 11 Language Arts Benchmarks 11 Mathematics Benchmarks 14 Intervention Program in Grade 3 15 Language Arts Benchmarks 15 Mathematics Benchmarks 18 Intervention Program in Grade 4 20 Language Arts Benchmarks 20 Mathematics Benchmarks 23 Intervention Program in Grade 5 26 Language Arts Benchmarks 26 Mathematics Benchmarks 30 Intervention Program in Grades 6, 7 and 8 35 Language Arts Benchmarks – Grade 6 35 Language Arts Benchmarks – Grade 7 39 Language Arts Benchmarks – Grade 8 42 Mathematics Benchmarks – Grade 6 46 Mathematics Benchmarks – Grade 7 46 Mathematics Benchmarks – Grade 8 46

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Philosophy

The Readington Township School District provides a program of intervention support so that all children are given the opportunity to learn in a supportive environment that meets their individual needs. Since children have diverse backgrounds, experiences, learning styles, and developmental levels, an intervention program that provides the strategies to become an independent learner is a necessary component for success. Recognizing that a small portion of students may not meet grade level expectations, the Readington Township Schools will provide opportunities to appropriately address the needs of these students. Intervention children are those students whose learning characteristics and educational needs require qualitatively and/or quantitati vely differentiated educational experiences and services. The unique needs of each individual must be taken into account in the planning of their programs. To implement this philosophy, the following will apply: Ø Eligibility will be determined by multiple criteria which may include district-wide

and literacy and math state assessments, student performance, portfolio assessment (when applicable), and teacher/parent recommendation.

Ø Students who score below the level of proficiency on a state assessment will be recommended to have intervention services based on demonstrated needs.

Ø The most effective intervention model will be identified to meet the learning needs of the targeted student population through a continuum of placement options.

Ø Assessment of progress is ongoing and is conducted in conjunction with the classroom teacher.

Ø Intervention staff will model best practices based on current research and will instruct in both literacy and/or mathematics.

Ø Students will be dismissed from the program based on the achievement of skills at the grade level.

Ø Support for students will be given in the areas of language arts and mathematics literacy.

Ø Instruction will occur on a regular schedule utilizing appropriate materials and strategies aligned to the curriculum.

Ø Parent communication will be a critical component. Ø Parents will be notified when students require a more intensive program. Ø The intervention teacher will support the classroom teacher to ensure continual

student progress.

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Literacy and Math Intervention Program Description The intent of the intervention program is to

• identify those students who are performing below grade level expectations in math and literacy based on district curricula and the New Jersey Core Curriculum Content Standards

• develop a plan to remediate the identified individual math and literacy deficiencies

• monitor student progress to ensure student growth toward specific remediation goals

Intervention students will be identified using multiple criteria including state test scores, district diagnostic/portfolio assessments, classroom observation, and parent input. Intervention services will be provided in a small-group setting where students will receive individualized support according to their needs. In grade levels where intervention is offered as a supplement to the regular classroom setting, the intervention teachers will work collaboratively with the classroom teacher to provide student support. Established exit criteria at each grade level will be used to determine when intervention services are no longer necessary. In addition to the regular literacy intervention program, identified first and second grade students will be eligible for literacy support through the Building Blocks programs. These programs, delivered by the Building Blocks teachers, provide daily instruction that targets students’ individual needs in a structured, small group setting.

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Intervention Program in Kindergarten

Program Description Some Kindergarten students, identified through various portfolio assessments, Kindergarten screening and teacher referral as needing extra foundational skills, will be supported by the intervention teacher. The intervention teacher will work in conjunction with the classroom teacher to provide extra support in literacy and math. Instruction will occur on a regular and consistent basis. Teachers will ensure that foundational skills are secure. The goal of the Kindergarten intervention program is to have targeted students achieve grade level benchmarks for literacy and mathematics.

Kindergarten Language Arts Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: Reading Concepts About Print

q understand sound/word relationship q recognize letters q recognize words q understand word spacing q follow words across pages q understand function of book parts q understand concept of author/illustrator

Phonological Awareness q demonstrate phonemic awareness q recognize written word/spoken word relationship q recognize letter sound correspondences q produce rhymes

Decoding and Word Recognition q recognize sight words q recognize upper and lowercase letters in alphabet q recognize and read name

Fluency q retell and reenact stories q identify meaningful text q follow text during read alouds q listen and respond to text

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Reading Strategies

q track print when read aloud q make predictions q use picture clues q make personal connections q “read” familiar texts from memory

Vocabulary and Concept Development q develop vocabulary q identify and sort words q explain common signs and symbols q apply learned vocabulary and grammar

Comprehension Skills q respond to poems and stories q identify story elements from read alouds q identify favorite books and stories q retell a story q participate in shared reading q make predictions

Inquiry and Research q know literacy areas in classrooms q choose books

Writing Writing Process

q recognize speech/written word relationship q contribute to shared writing q create picture stories q print first and last name q sequence story events

Writing as a Product q present finished product q choose work samples for portfolio

Mechanics and Handwriting q recognize directionality and spacing of words q increase penmanship control q copy all letters of alphabet q label pictures

Spelling q spell name and familiar words q print words using letter/sound knowledge

Writing Forms, Audiences and Purposes q communicate a response q discuss work samples q respond to literature

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Speaking Discussion

q share experiences and discuss ideas q participate in conversations q react to literature

Questioning and Contributing q participate in conversations q ask questions q give directions q make predictions

Word Choice q use language to describe q suggest rhyming words q approximate grammar patterns

Oral Presentation q sing and recite orally q use social conventions

Listening Active Listening

q listen for a variety of purposes and audiences Listening Comprehension

q listen to read aloud q answer questions pertaining to read aloud q follow oral directions q demonstrate comprehension of story

Viewing and Media Literacy Constructing Meaning

q make predictions q discuss favorite characters

Visual and Verbal Messages q sequence pictures q identify purpose of pictures

Kindergarten Mathematics Benchmarks

The following benchmarks will be addressed based upon the needs of the intervention students: q Read, write, compare, and identify place value to the tens q Compare and order numbers q Understand the meaning of the symbols +, -, = q Add 1digit numbers to 10 using concrete objects

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q Subtract 1 digit numbers from 10 q Use estimation to determine whether the result of a computation is reasonable q Recognize coins and their values q Recognize, identify, and draw basic shapes q Recognize and create shapes that have symmetry q Recognize, describe, extend and create or duplicate patterns q Tell time to the hour q Select and use appropriate standard units of measure and measurement tools to

solve real life problems including measurement to the inch and cm q Construct and analyze data using picture graphs q Clearly use mathematical language and vocabulary including colors, shapes and size

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Intervention Program in Grade 1

Program Description First grade students, identified through various portfolio assessments and teacher referral, will be supported by the intervention teacher. Assessment of progress is ongoing and is conducted in conjunction with the classroom teacher. Instruction will occur on a regular and consistent basis, emphasizing specific strategies. Teachers will ensure that foundational skills are secure. The goal of the first grade intervention program is to have targeted students achieve grade level benchmarks for literacy and mathematics.

Grade 1 Language Arts Benchmarks

The following benchmarks will be addressed based upon the needs of the intervention students: Reading Concepts about print

q practice reading environmental print q locate parts of book q practice one to one correspondence and tracking

Phonological Awareness q understand all sound/letter relationships q identify syllables in words q blend sounds to make words q manipulate letters to change words

Decoding and Word Recognition q identify all consonant sounds q recognize rhyming words q decode one syllable words q sound out unknown words q recognize high frequency words q decode using context clues q recognize/use common word families

Fluency q begin to read with fluency and expression q self monitor when reading

Reading Strategies q use prior knowledge q establish purpose for reading q use picture cues

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q make sense from text q monitor reading using strategies q use graphic organizers q begin to use study skills q make logical predictions q track print when listening to text q return to beginning of a sentence and try again

Vocabulary and Concept Development q develop sight words q use synonyms and antonyms q demonstrate an understanding of common and/or specific vocabulary

Comprehension Skills q draw simple conclusions q read and recognize various genres q sequence information q identify and discuss story elements q make simple inferences q engage in silent and independent reading q identify main idea q relate personal experiences q demonstrate an ability to recall facts and details of text q respond to teacher generated questions

Inquiry and Research q ask and explore questions q draw conclusions q begin to use alphabetical order


q generate ideas q use basic writing process q use simple sentences q use pictures, developmental spelling or conventional text to create writing drafts q revisit to add detail q mimic author style q edit work

Writing as a Product q produce finished writings q produce personal stories q write structurally sound sentences

Mechanics and Handwriting q write all letters from memory q use basic punctuation and capitalization q use directionality and spacing q form letters legibly

Spelling

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q apply sound/symbol relationship q use developmental spelling q develop awareness of conventional spelling

Writing Forms, Audiences and Purposes q respond to literature q discuss writing samples

Speaking Discussion

q speak in complete sentences q retell personal experiences q offer personal opinions q role play q react to literature

Questioning and Contributing q respond to ideas and questions q answer questions q give simple directions

Word Choice q use new vocabulary q use descriptive words q begin to use proper grammar and syntax

Oral Presentation q recite literature q participate in choral reading q retell a story q begin to read aloud with expression q practice speaking before a group q role play


q hear all parts of words q listen to identify characters and events q listen to produce a rhyme q listen and contribute to class discussions q listen and respond appropriately to multi-step directions

Listening Comprehension q listen to make predictions q follow simple oral directions q recall information from listening q listen to retell stories q respond to questions based on a read aloud q follow text in read alouds

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q retell a story from media program q distinguish between “pretend” and “real” q speculate about visual representations

Visual and Verbal Messages q sequence pictures to tell a story

Grade 1 Mathematics Benchmarks

The following benchmarks will be addressed based upon the needs of the intervention students: q Read, write, compare, and identify place value to the hundreds q Develop an understanding of commonly used fractions with a denominator of 2 q Identify whole numbers as odd or even q Compare and order numbers q Add 1 digit numbers q Subtract 1 digit numbers q Develop fluency with basic addition and subtraction up to 18, addition and

subtraction to 10 q Use estimation to determine whether the result of a computation is reasonable q Count and perform simple computations using varied coins q Recognize, identify, classify, compare and draw 2-D and 3 -D shapes and reinforce

geometric vocabulary, basic shapes and vocabulary q Recognize and create shapes that have symmetry q Recognize, describe, extend and create or duplicate patterns q Tell time to the hour and half hour q Select and use appropriate standard units of measure and measurement tools to

solve real life problems including measurement to the inch and cm q Construct and analyze data using picture graphs q Select and apply a variety of appropriate problem-solving strategies to solve

problems including open-ended, non-routine and problems with multiple solutions

q Organize and communicate mathematical thinking and strategies coherently and clearly using mathematical language and vocabulary

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Program Description Second grade students, identified through various portfolio assessments and teacher referral, will be supported by the intervention teacher. Assessment of progress is ongoing and is conducted in conjunction with the classroom teacher. Instruction will occur on a regular and consistent basis, emphasizing specific strategies. Teachers will ensure that foundational skills are secure. The goal of the second grade intervention program is to have targeted students achieve grade level benchmarks for literacy and mathematics.

Grade 2 Language Arts Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: Reading Concepts about print

q use all parts of text q recognize purpose of paragraph

Phonological Awareness q manipulate middle sounds to change words q sound out unknown words

Decoding and Word Recognition q identify small known words within an unknown word q use beginning sound of unknown word q blend or decode multi-syllable words q read irregularly spelled words q identify consonant blends

Fluency q pause at endpoints q use appropriate pace q use appropriate inflection q read silently and independently q self monitor q use learned strategies for meaning

Reading Strategies q skip difficult words and read on q return to beginning of a sentence q use prior knowledge q make predictions q use pictures and context clues q monitor and self correct errors

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Vocabulary and Concept Development q increase sight words q use prefixes and suffixes q use new vocabulary q understand antonyms and synonyms q use dictionary with teacher assistance q use pictures and context clues

Comprehension Skills q recall facts and details q identify cause and effect q identify main idea and details q begin to make inferences and draw conclusions q compare and contrast genres q identify story elements q respond to text with questions q retell q engage in purposeful silent reading q relate personal experiences q follow written directions q identify different genres q read and interpret charts and graphs q apply study skills

Inquiry and Research q locate information using alphabetical order q read fiction and nonfiction q produce evidence of reading q draw conclusions


q generate ideas q develop story structure q use sentences q use basic writing process q compose first draft q revise and edit drafts q add details q use computer as part of writing process q use graphic organizers to assist with writing

Writing as a Product q produce finished writing q produce a narrative q write nonfiction pieces q write a descriptive piece

Mechanics and Handwriting q use correct endpoint punctuation q apply rules of capitalization

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q write legibly in manuscript Spelling

q use correct spelling for high frequency and learned words q recognize and apply basic spelling patterns

Writing Forms, Audiences and Purposes q create written pieces q write across the curriculum q write in a variety of simple genres q respond to literature through writing

Speaking Discussion

q stay focused on a topic of discussion q give opinions q speak in complete sentences

Questioning and Contributing q ask and answer questions q identify a problem and steps for solving it q ask and answer questions in complete sentences

Word Choice q use descriptive words

Oral Presentation q role play q understand importance of looking at a speaker q participate in small group discussion q retell a story


q listen to identify story elements q listen and contribute to class discussions

Listening Comprehension q follow oral directions q demonstrate understanding from what was heard


q make inferences based on various media Visual and Verbal Messages

q interpret messages in visual arts

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Grade 2 Mathematics Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: q Read, write, compare, and identify place value to the thousands q Develop an understanding of commonly used fractions with denominators of 2, 4 q Identify whole numbers as odd or even. q Compare and order numbers q Add 2 digit numbers q Subtract 2 digit numbers q Develop fluency with basic addition and subtraction facts q Use estimation to determine whether the result of a computation is reasonable q Count and perform simple computations introducing dollars with varied coins and

dollars q Recognize, identify, classify, compare and draw 2-D and 3 -D shapes and reinforce geometric vocabulary q Identify geometric properties including right angles, line segments and lines of

symmetry q Directly measure perimeter and area of simple 2-D shapes q Recognize, describe, extend and create patterns q Tell time to 5 minute intervals q Select and use appropriate standard units of measure and measurement tools to

solve real life problems including measurement to the ½ in. and cm q Construct and analyze data using bar, line, pictographs and picture graphs q Select and apply a variety of appropriate problem-solving strategies to solve

problems including open-ended, non-routine and problems with multiple solutions

q Organize and communicate mathematical thinking and strategies coherently and clearly using mathematical language and vocabulary

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Program Description Third grade students, identified through various portfolio assessments, benchmark and New Jersey State assessments, and teacher referral, will be supported by the intervention teacher. Assessment of progress is ongoing and is conducted in conjunction with the classroom teacher. Instruction will occur on a regular and consistent basis, emphasizing specific strategies. Teachers will ensure that foundational skills are secure. The goal of the third grade intervention program is to have targeted students achieve grade level benchmarks for literacy and mathematics.

Grade 3 Language Arts Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: Reading Concepts about print:

q recognize purposes for print conventions q use glossary or index q recognize printed materials provide varied and specific information

Phonological Awareness q know all sound symbol relationships

Decoding and Word Recognition q recognize prefix and suffix q decode words q recognize homophones q use context to accurately read words with more than one pronunciation

Fluency q read aloud fluently working toward using proper intonation and inflection q read with automaticity

Reading Strategies q understand purpose q predict q monitor comprehension and accuracy q self correct errors q use picture and context clues q familiarize students with various graphic organizers

Vocabulary and Concept Development q spell studied words correctly q recognize words that cause comprehension difficulty

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q infer word meanings q use dictionary q use picture and context clues q develop bank of sight words

Comprehension Skills q recognize purpose q use comprehension strategies q ask meaningful questions q recognize figurative language q discuss themes q summarize major points q draw conclusions and make inferences q recognize first person point of view q compare and contrast story elements q engage in independent reading q use reasoning to support facts and opinions q relate personal experiences q retell q apply study skills q recognize differences among genres q follow written directions q recognize literary elements q distinguish cause and effect, main idea and supporting details q interpret information in graphs, charts and diagrams q respond to text

Inquiry and Research q draw conclusions q produce evidence of understanding fiction and nonfiction text q use alphabetical order to locate information q use test taking strategies


q generate ideas q write various genres q compose first draft q revise a draft q use reference materials to revise work such as dictionary or internet q edit q use technology to aid in writing q reflect on own writing q use graphic organizers q use rubrics to improve writing

Writing as a Product q write a descriptive piece q write a narrative piece

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q write a piece with beginning, middle, and end q share and discuss own writing with other students

Mechanics and Handwriting q use standard English conventions q use grade appropriate grammar

- singular and plural nouns - subject/verb agreement - adjectives, adverbs - pronouns

q write legibly in manuscript and cursive Spelling

q apply conventional spelling forms Writing Forms, Audiences and Purposes

q write for variety of purposes and audiences q generate ideas q write sequentially q vary sentence structure q respond to literature q write a narrative text q write nonfiction text

Speaking Discussion

q contribute to discussions q stay focused on topic q take turns q support opinion with details q react to various texts q speak in complete sentences

Questioning and Contributing q develop appropriate questions q contribute to classroom discussions q respond to others’ ideas q identify a problem and solutions

Word Choice q use vocabulary related to topic q adapt language for purpose q expand vocabulary use q use correct grammatical patterns

Oral Presentation q use pictures to support presentation q use feedback q participate in role play


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q use background knowledge to make connections q understand verbal and nonverbal messages q identify main idea and details q identify main characters and events

Listening Comprehension q follow directions q predict and summarize main ideas q paraphrase


q develop awareness of media forms q identify theme and main ideas q make inferences

Visual and Verbal Messages q recognize effect of visual arts q compare and contrast media characters q develop awareness of point of view

Grade 3 Mathematics Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: q Read, write, compare, and identify place value to the ten thousands q Identify whole numbers as odd or even q Develop an understanding of commonly used fractions with denominators of 2, 3, 4,

10 q Compare and order numbers q Add 3 digit numbers using multiple strategies q Subtract 3 digit numbers q Develop fluency with basic addition, subtraction and multiplication facts q Introduce division as repeated subtraction q Use estimation to determine whether the result of a computation is reasonable q Introduce multiplication of 2 digit numbers by 1 digit numbers q Count and perform simple computations with money using dollars and cents q Recognize, identify, classify, compare and draw 2-D and 3 -D shapes and reinforce geometric vocabulary q Identify geometric properties including various types of angles and lines of symmetry q Determine the area and perimeter of simple shapes q Recognize, describe, extend and create patterns q Tell time to the nearest minute, introduce elapsed time and time before and after the

hour in both digital and analog representations

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q Select and use appropriate standard units of measure and measurement tools to solve real life problems including measurement to the ¼ in. and cm

q Construct and analyze data using graphs representing change over time

q Select and apply a variety of appropriate problem-solving strategies to solve problems including open-ended, non-routine and problems with multiple solutions

q Organize, consolidate and communicate mathematical thinking and strategies coherently and clearly using mathematical language and vocabulary

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Program Description Fourth grade students, identified through various portfolio assessments, benchmark and New Jersey State assessments, and teacher referral, will be supported by the intervention teacher. Assessment of progress is ongoing and is conducted in conjunction with the classroom teacher. Instruction will occur on a regular and consistent basis, emphasizing specific strategies. Teachers will ensure that foundational skills are secure. The goal of the fourth grade intervention program is to have targeted students achieve grade level benchmarks for literacy and mathematics.

Grade 4 Language Arts Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: Reading Concepts About Print

q develop knowledge about various print formats q recognize purposes of print conventions q read and interpret charts and graphs q use index and glossary

Decoding and Word Recognition q know and use common word families to decode q recognize roots and affixes q recognize compounds, contractions, and abbreviations

Fluency q attend to punctuation marks when reading q read aloud fluently using proper intonation and inflection q read with automaticity

Reading Strategies q understand purpose for reading q check for understanding q identify words causing comprehension difficulty q make predictions and check to verify

Vocabulary and Concept Deve lopment q infer word meanings from learned roots, prefixes and suffixes q use all word types q infer specific word meanings in context of reading passages q identify and use antonyms, synonyms, homophones and homographs correctly q use a dictionary

Comprehension Skills q discuss themes across cultures

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q identify comprehension skills q cite evidence from text q follow multi-steps in written directions q recognize point of view of author q summarize q recognize literary elements q draw conclusions and make inferences from text q recognize cause/effect, fact/opinion, main idea and supporting ideas in nonfiction q recognize differences among forms of literature, including poetry, drama, fiction

and non-fiction q retell plot q distinguish between first and third person point of view q recognize figurative language q recognize narrative elements

Inquiry and Research q use library classification systems, print or electronic, to locate information q draw conclusions from information gathered q interpret graphic sources of information


q use strategies to organize writing ideas q produce drafts of various genres q revise drafts by re-reading for meaning, elaborating, organization, closing,

opening, and improving word choice q revise drafts for spelling, mechanics, clarify and fluency q edit, including with others, to understand and consider ideas for revision q use reference materials q use computer applications q reflect on writing

Writing as a Product q create narrative pieces q write informational reports q sharpen focus on written pieces by adding detail, changing order of ideas, using

dialogue, strengthening opening and closing q identify sentences and fragments q improve clarity q provide logical sequence q engage the reader using various strategies

Mechanics and Handwriting q use standard English conventions q use complex sentences q use English grammar q use punctuation appropriately q use capital letters correctly q indent paragraphs

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q use reference materials , such as dictionary, thesaurus q write legibly in manuscript or cursive

Spelling q expand spelling competency q spell grade level words appropriately

Writing Forms, Audiences and Purposes q write for different purposes q study different genres q write independently q respond to literature in writing to demonstrate understanding of text q write personal narrative q write informational reports q write letters q demonstrate higher order thinking skills q use relevant graphics in writing (maps, charts, illustrations)

Speaking Discussion

q support central ideas q stay focused on a topic q take turns speaking without dominating

Questioning and Contributing q develop questioning techniques q use interview techniques q evaluate information q use group cooperation

Word Choice q role play q use figurative language in speaking q adapt language

Oral Presentation q speak for a variety of audiences and purposes q deliver presentation q maintain audience interest during presentation


q listen for a variety of purposes q listen to a variety of speakers q interpret vocabulary gained through listening

Listening Comprehension q demonstrate competence in active listening q develop listening strategies q make inferences q follow oral directions

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q view, create, and interpret graphs q use graphs to report data q distinguish between factual and fictional visuals q identify central theme q identify target audience

Visual and Verbal Messages q understand creators have a purpose and target audience q explore messages found in advertisements q discuss emotional impact of photos q compare and contrast media sources

Living with Media q express preferences, advantages, and disadvantage for media choices

Grade 4 Mathematics Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: Number and Numerical Operations Number Sense

q read, write and identify whole numbers through one million q read, write and use fractions (with denominators of 2,3,4,5,6,8,10, 12, 16) as part

of a whole, subset of a set, and as a location on a number line. q read, write, and use decimals through hundredths q understand place value concepts q demonstrate a sense of relative magnitude of numbers q understand various uses of numbers – counting, measuring, labeling, locating q identify odd and even whole numbers q compare and order numbers q use concrete and pictorial models to relate whole numbers, commonly used

fractions and decimals and representative equivalent forms of same number q choose mental math, pencil/paper or calculator as appropriate method to solve a

problem q explore settings that give rise to negative numbers – i.e., temperatures below 0

degrees, debts, extensions of number line q check reasonableness of results of computation

Numerical Operations q develop meaning of four basic operations q memorize basic multiplication and division facts q construct, use and explain procedures for whole number calculation with pencil

and paper, mental math, calculator q recall basic addition and subtraction facts

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q use efficient and accurate pencil and paper procedures for computation of whole numbers: addition of 3 -digit numbers, subtraction of 3-digit numbers, multiplication of 2-digit numbers, division of 3-digit by 1-digit numbers

q count and perform simple computations with money using standard dollars and cents notation

q check reasonableness of results of computations. q use concrete models to explore addition and subtraction of factions q understand the relationship between inverse operations (addition and

subtraction, multiplication and division) Estimation

q construct and use variety of estimation procedures q understand usefulness of estimation q use estimation to determine whether answer is reasonable

Geometry and Measurement Geometric Properties q identify and describe spatial relationships of two or more objects in space q use properties of standard 3 -D shapes and 2-D shapes to identify, classify and describe them q identify and describe relationship among 2-D shapes q understand and apply concepts involving lines, angles, and circles q recognize, describe, extend and create space filling patterns Transforming Shapes q describe and use geometric transformations – slide, flip, turn, tessellations Coordinate Geometry q locate, name and use coordinates to follow directions from one point to another Units of Measurement q select and use appropriate standard units of measurement and measurement

tools to solve life problems – length, area, volume, weight, capacity q solve problems involving elapsed time Measuring Geometric Objects q determine area of 2-D shapes on a square grid q distinguish between area and perimeter and use each appropriately in problem-

solving situations q measure and compare volume of 3-D objects using materials such as rice or

cubes Patterns

q recognize, describe, extend, and create patterns Functions and Relationships

q use concrete and pictorial models to explore basic concepts of a function: input/output tables, function machines, T-Charts

Modeling q recognize and describe change in quantities – i.e., graph representing change

over time q construct and solve simple open sentences involving any one operation

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Procedures q understand, name and apply the properties of operations and numbers:

commutative, associative, identify, property of zero q understand and use concepts of equals, less than, and greater than in number

sentences Data Analysis

q read, interpret, construct, analyze, generate questions about and draw inferences from displays of data: pictograph, bar graph, line plot, line graph, table, mean, median, mode

Probability q use everyday events and chance devices (dice, coins, unevenly divided

spinners) to explore probability q determine probabilities of events and express as fractions q predict probabilities in a variety of situations

Discrete Math – Systematic Listing and Counting q represent and classify data according to attributes – such as shape or color, and

relationships; venn diagrams, numerical and alphabetical order q represent all possibilities for a simple counting situation; organized lists, charts,

tree diagrams; dividing into categories Discrete Math – Vertex – Edge Graphs and Algorithms

q find the smallest number of colors needed to color a map or graph Mathematical Processes

Problem Solving q solve problems that arise in mathematics and other contexts: open-ended, non-

routine problems, problems with multiple solutions, problems that can be solved in several ways

q select and apply a variety of appropriate problem-solving strategies q monitor progress and reflect on process used Communication q use communication to organize and clarify mathematical thinking: reading and

writing, discussion, listening, questioning Connections q apply mathematics in practical situations and in other disciplines Reasoning q use reasoning to support mathematical conclusions and problem solving q rely on reasoning, rather than answer keys, teachers, or peers, to check

correctness of problem solutions Representations q create and use representations to organize, record, and communicate

mathematical ideas; base-ten blocks, charts, diagrams, graphs Technology q use calculators as problem-solving tools

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Program Description Fifth grade students, identified through various portfolio assessments, benchmark and New Jersey State assessments, and teacher referral, will be supported by the intervention teacher. Assessment of progress is ongoing and is conducted in conjunction with the classroom teacher. Instruction will occur on a regular and consistent basis, emphasizing specific strategies. Teachers will ensure that foundational skills are secure. The goal of the fifth grade intervention program is to have targeted students achieve grade level benchmarks for literacy and mathematics.

Grade 5 Language Arts Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: Reading Concepts About Print

q use index and glossary q use text features for comprehension (headings, introductory and concluding

paragraphs) Decoding and Word Recognition

q use the pronunciation key q use context clues or knowledge of phonics, syllabication, prefixes and suffixes to

decode new words q interpret new words correctly in context q apply spelling and syllabication rules that aid in decoding and word recognition

Fluency q adjust reading speed appropriately for different purposes and audiences q apply knowledge of letter-sound associations, language structures and context to

recognize words q read silently for the purpose of increasing speed, accuracy and reading fluency q read aloud in ways that reflect understanding of proper phrasing and intonation q apply self-correctly strategies to decode and gain meaning from print both orally

and silently Reading Strategies

q activate prior knowledge and anticipate what will be read or heard q vary reading strategies according to their purpose for reading and the nature of

the text

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q reread to make sense of difficult paragraphs or sections of text q make revisions to text predictions during and after reading q apply graphic organizers to illustrate key concepts and relationships in a text

Vocabulary and Concept Development q use dictionary to define unknown words q use thesaurus to identify alternative word choices and meanings q infer word meanings from learned roots, prefi xes and suffixes q infer specific word meanings in the context of reading passages q identify and correctly use antonyms, synonyms, homophones and homographs

Comprehension Skills and Text q identify author’s purposes, views and beliefs q identify genre by their distinctive elements q use cause and effect and sequence of events to gain meaning q construct meaning from text by making conscious connections to self, an author,

and others q recognize persuasive and propaganda techniques used to influence readers q recognize different points of view q understand that theme refers to the central idea or meaning of a selection and

recognize themes whether implied or stated directly q distinguish between major and minor details q make inferences using textual information and provide support evidence q recognize common organizational patterns in text that support comprehension

(captions, headings) q identify and analyze text types, formats, and elements in nonfiction q recognize literary elements in stories q recognize figurative language in text q identify and respond to the elements of sound and structure in poetry q read regularly in materials appropriate for their independent reading level q interpret idiomatic expressions q apply a variety of study strategies q utilize a variety of test taking strategies

Inquiry and Research q use library classification systems, print or electronic, to locate information q develop and revise questions for investigations q use multiple sources to locate information q draw conclusions from information gathered from multiple sources q interpret and use graphic sources of information such as maps, graphs,

timelines, or tables to address research questions q summarize and organize information by taking notes, outlining ideas, and/or

making charts

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Writing Writing as a Process

q write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending

q write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph

q generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming

q develop an awareness of form, structure, and author’s voice in various genres q use strategies such as graphic organizers and outlines to elaborate and organize

ideas for writing q draft writing in a selected genre with supporting structure according to the

intended message, audience, and purpose for writing q make decisions about the use of precise language, including adjectives, adverbs,

verbs, and specific details q review drafts by rereading for meaning, narrowing focus, elaborating and

deleting, as well as reworking organization, openings, closings, word choice and voice

q review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision

q review and edit work for spelling, usage, clarify, organization, and fluency q use a variety of reference materials to review work q use computer writing applications during the writing process q understand and apply the elements of a scoring rubric to improve and evaluate

writing q reflect on writing of self, noting strengths and setting goals for improvement

Writing as a Product q expand knowledge of characteristics and structures of selected genres q write a range of grade appropriate essays across curricula q write grade appropriate, multi-paragraph, expository pieces across curricula q write various types of prose, such as short stories, biography, autobiography, or

memoir, that contain narrative elements q support main idea, topic or theme with facts, examples, or explanations, including

information from multiple sources q write sentences of varying length and complexity using specific nouns, verbs,

and descriptive words q use transitions between ideas

Mechanics, Spelling and Handwriting q use standard English conventions (sentence structure, grammar, usage,

punctuation, capitalization, spelling, handwriting)

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q use increasingly complex sentence structure and syntax to express ideas q use knowledge of English grammar and usage to express ideas effectively q use quotation marks and related punctuation correctly in passages of dialogue q use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell

words correctly in writing q study examples of narrative and expository writing to develop understanding of

the reasons for and use of paragraphs and indentation q edit writing for correct grammar usage, capitalization, punctuation, and spelling q use a variety of reference materials, such as dictionary, grammar reference,

and/or internet/software resources to edit written work q write legibly in manuscript or cursive

Writing Forms, Audiences, and Purposes q write for different purposes and a variety of audiences q gather, select and organize information appropriate to a topic task and audience q develop and use knowledge of a variety of genres, including expository,

narrative, persuasive, poetry, critiques, and everyday/workplace writing q organize a response that develops insight into literature by exploring personal

reactions, connecting to personal experiences, and referring to the text through sustained use of examples

q use transitions between and within paragraphs q organize paragraphs using topic sentences q write narratives, establishing a plot or conflict, setting, characters, point of view,

and resolution q use narrative techniques (dialogue, sensory description, etc.) q write persuasive essays q write friendly/business letters in correct format and coherent style q use a variety of strategies to organize writing q demonstrate higher order thinking skills and writing clarity when answering open-

ended and essay questions in content areas or as responses to literature q use relevant graphics in writing q review scoring criteria of relevant rubrics

Speaking Discussion

q support a position with details q accept others’ opinions and respond appropriately

Questioning and Contributing q demonstrate use of a variety of questions q solve a problem through group cooperation

Word Choice q use varied word choice q select vocabulary to fit audience

Oral Presentation q develop and deliver a formal presentation q use clear and precise language q use visuals for clarification

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q use verbal and nonverbal elements to maintain audience focus q use notes


q evaluate speaker and give appropriate feedback q recognize persuasive techniques while listening

Listening Comprehension q interpret and apply received information q determine valuable information from oral selections q ask pertinent questions q take notes and draw conclusions


q understand use of persuasive text as related to advertising q classify media genres q research media coverage q distinguish different points of view in media q draw conclusions q make inferences q evaluate visual text

Visual and Verbal Messages q understand uses of technology q interpret verbal and nonverbal messages

Living with Media q express and justify preferences of media choices q examine and evaluate effects of media

Grade 5 Mathematics Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students: Number Sense

q use real life experiences to construct meaning for numbers; all fractions as part of a whole as subset of a set, as a location on a number line, and as divisions of whole numbers; all decimals

q recognize the decimal nature of US currency and compute with money q demonstrate a sense of the relative magnitude of numbers q use whole numbers, fractions, and decimals to represent equivalent forms of the

same number q develop and apply number theory concepts in problem solving situations; primes,

factors

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q compare and order numbers Numerical Operations

q recognize the appropriate use of each arithmetic operation in problem situations q construct, use, and explain procedures for performing addition and subtraction

with fractions and decimals q use an efficient procedure for division of a 3 digit number by a 2 digit number q select an appropriate computational method in a given situation depending on

the context and numbers q check the reasonableness of results of computations q understand and use the various relationships among operations and properties of

operations Estimation

q use a variety of estimation strategies for both number and computation q recognize when an estimate is appropriate and understand the usefulness of an

estimate as distinct from an exact number q determine the reasonableness of an answer by estimating the result of

operations q determine whether a given estimate is an overestimate or an underestimate

Geometry Properties

q understand and apply concepts involving lines and angles q identify describe, compare, and classify polygons q identify similar figures q understand and apply the concepts of congruence and symmetry

Transforming Shapes

q use a translation, reflection, or rotation to map one figure onto another congruent figure

q recognize, identify, and describe geometric relationships and properties as they exist in nature, art and other real work

Coordinate Geometry

q create geometric shapes with specified properties in the first quadrant on a coordinate grid

Units of Measurement

q select and use appropriate units to measure angles and area q convert measurement units within a system q know approximate equivalents between the standard and metric systems q use measurements and estimates to describe and compare phenomena

Measuring Geometric Objects

q use a protractor to measure angles q develop and apply strategies and formulas for finding perimeter and area

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q recognize that rectangles with the same perimeter do not necessarily have the same area and vice versa

q develop informal ways of approximating the measures of familiar objects

Patterns and Algebra q recognize, describe, extend, and create patterns involving whole numbers

Functions and Relationships

q describe arithmetic operations as functions, including combining operations and reversing them

q graph points satisfying a function from T-charts, from verbal rules, and from simple equations

Modeling

q use number sentences to model situations; using variables to represent unknown quantities; using concrete materials, tables, graphs, verbal rules, algebraic expressions/equations

q draw freehand sketches of graphs that model real phenomena and use such graphs to predict and interpret events

Procedures

q solve simple linear equations with manipulatives; variables on one side Data Analysis

q collect generate organize and display data; data generated from surveys q read interpret, select, construct, analyze, generate questions about, and draw

inferences from displays of data q respond to questions about data and generate their own questions and

hypotheses Probability

q determine probabilities of events. q determine probability using intuitive experimental, and theoretical methods q model situations involving probability using simulations and theoretical models

Discrete Mathematics – Systemic Listing and Counting q solve counting problems and justify that all possibilities have been enumerated

without duplication: charts, tree diagrams, tables q explore the multiplication principle of counting in simple situations by

representing all possibilities in an organized way Discrete Mathematics – Vertex Edge Graphs and Algorithms

q devise strategies for winning simple games Problem Solving

q learn mathematics through problem solving inquiry and discovery

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q Solve problems that arise in mathematics and in other context q Select and apply a variety of appropriate problem solving strategies q Pose problems of various types and levels of difficulty q Monitor progress and reflect on the process of a problem solving activity q Distinguish relevant from irrelevant information and identify missing information

Communication

q use communication to organize and clarify mathematical thinking: reading and writing; discussion, listening and questioning

q communicate mathematical thinking coherently and clearly to peers, teachers, and other, both orally and in writing

q analyze and evaluate the mathematical thinking and strategies of others q use the language of mathematics to express mathematical ideas precisely

Connections

q recognize recurring themes across mathematical domains q use connections among mathematical ideas to explain concepts q recognize that mathematics is used in a variety of contexts outside of

mathematics q apply mathematics in practical situations and in other disciplines q trace the development of math concepts over time and across cultures q understand how math ideas interconnect and build on one another to produce a

coherent whole. Reasoning

q recognize that math facts, procedures, and claims must be justified q use reasoning to support math conclusions and problem solutions q select and use various types of reasoning and methods of proof q rely on reasoning rather than answer keys teachers or peers to check the

correctness of their problem solutions q make and investigate math conjectures q evaluate examples of mathematical reasoning and determine whether they are

valid Representations

q create and use representations to organize, record, and communicate math ideas

q select apply and translate among math representations to solve problems q use representations to model and interpret physical, social, and mathematical

phenomena Technology

q use technology to gather, analyze, and communicate mathematical information

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q use computer spreadsheets, software, and graphing utilities to organize and display quantitative information

q use graphing calculators and computer software to investigate properties of functions and their graphs

q use calculators as problem solving tools

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Intervention Program in Grades 6, 7 and 8

Program Description Sixth, seventh and eighth grade students, identified through various portfolio assessments, New Jersey State and benchmark assessments, and teacher referral, will be supported by the intervention teachers. Assessment of progress is ongoing and instruction will occur on a regular and consistent basis, emphasizing specific strategies. Teachers will ensure that foundational skills are secure. The goal of the sixth, seventh and eighth grade intervention programs is to have targeted students achieve grade level benchmarks for literacy and mathematics.

Language Arts Benchmarks The following benchmarks will be addressed based upon the needs of the intervention students:

Grade 6

Reading Concepts About Print

q identify and use common textual features (e.g., contents) and graphic features (e.g., charts, maps, diagrams) to comprehend information

q develop an understanding of the organizational structure of printed material (e.g., chronological, sequential)

Decoding and Word Recognition q continue to use structural analysis such as root words, prefixes, suffixes, and

multi-syllabic words and words in context to decode new words Fluency

q apply basic principles of fluency including automaticity, proper phrasing and expression

Reading Strategies Before q set a purpose for reading q activate prior knowledge q make predictions During q use questioning techniques (essential questions) q use graphic organizers q use context clues to make meaning q make mental images q reread to make sense of text

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After q check to verify predictions q revise predictions q distinguish between relevant and irrelevant material

Vocabulary and Concept Development q infer word meanings using context clues, etymology and roots, prefixes, and

suffixes q understand vocabulary concepts – idioms, antonyms, and synonyms q use thesaurus to identify alternative word choices and locate multiple

meanings Comprehension and Response to Text

q respond logically and critically to text for author’s purpose, ideas, views, and beliefs

q distinguish fact and opinion, main idea, and suporting details in text q make inferences using connections with text q understand cause and effect and sequence of events in a text q begin to recognize biases evident in text q analyze features of a text and themes q distinguish between major and minor details q recognize common organizational pattterns (headings and captions q identify genre by their distinctive elements q begin to manipulate sound and structure in poetry q identify and analyze literary elements, setting, plot, character, and theme q identify sensory details in text q introduce idiomatic expression and its use in text q introduce third person point of view q formulate questions to interpret text that will generate how, why and what if

Inquiry and Research q develop and revise questions for investigations q use multiple sources to locate information q draw conclusions from information q interpret graphic sources of information (maps, graphs, timelines or tables) q take notes q make charts q produce projects and reports, using visuals, media, and/or technology


q write expository/information o state a clear purpose o develop the topic o develop conclusions

q expand knowledge of form, structure and voice q use graphic organizers and outlines to organize ideas q use a variety of sentence types and syntax q make decisions about the use of precise language

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q write appropriately and intentionally for a given audience, purpose or message

q use computer applications during the writing process q review drafts

o reread for meaning o narrow focus o elaborate and delete o revise openings, closing, word choice, organization, and consistency of

voice o review and edit work for spelling, usage, clarify, organization, and

fluency q use rubrics to evaluate writing q reflect upon writing, noting strengths and setting goals for improvement

Writing as a Product

q write a range of grade appropriate multi-paragraph essays, including persuasive, personal memoir, descriptive, expository

q write works of more challenging prose (short story, memoir) q discuss own writing with other students q support main idea with examples, evidence, and explanation in persuasive

and expository writing o use relevant details o vary sentence structure o use appropriate and varied transitional words, phrases and sentences o engage the reader

q produces a narrative with a beginning, middle and end o establish a plot with a conflict, setting, characters, point of view, and

resolution Mechanics, Spelling, and Handwriting

q use Standard English conventions such as grammar and usage, punctuation q follow spelling rules q write legibly in cursive in accordance with district standards q use reference materials to self-correct

Writing Forms, Audiences, and Purposes q write for different purposes (to inform, entertain, persuade) q write persuasive essays with clearly stated positions or opinions supported by

organized and relevant evidence q respond to literature by making a personal connection q introduce narrative techniques (dialogues, specific actions of characters,

sensory description, expression of thoughts and feelings of characters, similes and metaphors)

q support clearly stated positions with organized and relevant evidence q support main ideas with facts, examples, and explanations q maintain a single focus q use higher-order thinking skills when answering open-ended questions

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q use relevant graphics in writing (maps, charts, illustrations, graphs, and photographs)

q develop an emergent personal style and voice q develop a collection of writings (portfolio)

Speaking Discussion

q support a position with organized, appropriate details q retell main events of a story q stay focused on a topic q ask relevant questions q present ideas and opinions spontaneously in response to a topic q acknowledge and respond to others’ opinions q use precise language q participate in class discussion appropriately

Questioning and Contributing q demonstrate effective use of a variety of questions q discuss information heard q offer personal opinions q ask for restatement q generate explanation q begin to solve a problem through group cooperation q use varied word choice q use figurative language purposefully q select and use suitable vocabulary

Video/Technological Presentation q prepare, rehearse, and deliver a formal presentation q include logical sequence, introduction, main ideas, supporting details,

concluding remarks q use clear, precise, organized language q use props effectively while speaking /presenting q use verbal and non-verbal elements of delivery


q listen attentively and critically q use appropriate feedback and questions q listen to determine a speaker’s purpose and perspective

Listening Comprehension q respond to a story, interview, or oral report q interpret and apply received information q ask pertinent questions q take notes q draw conclusions from information heard q begin to make inferential connections q follow three- and four -step oral directions

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q distinguish between factual and fictional visual representations q identify the central theme in a movie, film, or illustration q begin to distinguish different points of view in media texts q evaluate media messages for credibility q discuss the use of visual representations to support a message

Grade 7


q identify and use common textual features (e.g., contents) and graphic features (e.g., charts, maps, diagrams) to comprehend information

q develop an understanding of the organizational structure of printed material (e.g., chronological, sequential)

Decoding and Word Recognition q continue to use structural analysis such as root words, prefixes, suffixes, and

multi-syllabic words and words in context to decode new words Fluency

q apply basic principles of fluency including automaticity, proper phrasing, and expression

Reading Strategies Before q set a purpose for reading q activate prior knowledge q make predictions During q use questioning techniques (essential questions) q use graphic organizers q use context clues to make meaning q make mental images q reread to make sense of text After q check to verify predictions q revise predictions q distinguish between relevant and irrelevant material

Vocabulary and Concept Development q infer word meanings using context clues, etymology and roots, prefixes, and

suffixes q expand reading vocabulary by identifying and correctly using idioms and

words with literal and figurative meaning q develop an extended vocabulary through listening

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q explain relationship between words with multiple meanings Comprehension and Response to Text

q speculate about text by generating literal and inferential questions q distinguish between essential and non-essential information q differentiate among fact, opinion, bias, and propaganda in newspapers q articulate the purposes and characteristics of different genres q analyze ideas and recurring themes, such as bravery, loyalty, friendship, and

loneliness, found in texts q analyze and explain the elements of setting, characterization, and plot q begin to understand how characters influence the progression and resolution

of the plot q identify and analyze literary techniques and elements such as figurative

language, meter, and style of text q demonstrate an understanding of the author’s use of idioms, analogies, and

figurative language in prose and poetry q explain the author’s point of view in informational text q read critically by identifying, analyzing, and applying knowledge of the

purpose (e.g., author’s point of view), structure, theme, and elements of more challenging non-fiction and providing support from the text as evidence of understanding

Inquiry and Research q develop and revise questions for investigations q use multiple sources to locate information q draw conclusions from information q interpret graphic sources of information (maps, graphs, timelines or tables) q take notes q make charts q produce projects and reports, using visuals, media, and/or technology


q write stories or scripts with well developed story elements and sufficient descriptive detail

q write a multi-page composition that has logical organization and clear development and detail

q generate and narrow topics considering purpose and audience q revise, review and edit q develop writing stamina q use a variety of sentence structure q use precise language q peer edit q develop voice q use reference materials as needed q continue to use and demonstrate an understanding of rubrics q reflect to determine strengths and set goals

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Writing as a Product q use model text to produce written work with voice and tone q write a wide range of essays q write various types of prose q publish writing q write a narrative with a conflict, resolution, and some character development

Mechanics, Spelling and Handwriting q use standard English conventions q use effective word choice q write legibly in cursive in accordance with district standards q use transition words to reinforce a logical progression of ideas

Writing Forms, Audiences, and Purposes q use a variety of strategies to organize writing including sequence,

problem/solution, and order of importance q gather, select, and organize information appropriate to a topic q respond to literature by making personal connections q write personal narratives, short stories, memoirs, poetry, persuasive and

expository text that relate clear coherent events q use narrative and descriptive language that shows compositional risks q explore central idea or theme of an information reading q state a position clearly in a persuasive essay by stating the issue (purpose for

writing) q present evidence (examples, explanations) when writing persuasive essays q develop a collection of writings (portfolio)

Speaking Discussion

q support a position with organized, appropriate details q retell main events of a story q stay focused on a topic q ask relevant questions q present ideas and opinions spontaneously in response to a topic q acknowledge and respond to others’ opinions q use precise language q participate in class discussion appropriately

Word Choice

q use varied word choice q use figurative language purposely and select and use appropriate vocabulary


concluding remarks q use clear, precise, organized language q use visuals such as charts or graphs when presenting q use props effectively while speaking

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q use verbal and non-verbal elements of delivery q incorporate peer feedback and teacher suggestions for revisions


q listen attentively and critically q use appropriate feedback and questions q analyze oral persuasive techniques q listen to determine a speaker’s purpose and perspective

Listening Comprehension q respond to a story, interview, or oral report q interpret and apply received information q ask pertinent questions q take notes q draw conclusions from information heard q make inferences q follow three- and four -step oral directions q paraphrase a speaker’s purpose and point of view



Grade 8


q use organizational structures to understand information q navigate web-based content q use a text index and glossary index independently q interpret and use common features (e.g., paragraphs, index, glossary, table of

contents) to synthesize and evaluate information Decoding and Word Recognition

q explain relationships between and among words including connotation, denotation, antonyms/synonyms, and words with multiple meanings

q infer word meaning from learned roots, prefixes and suffixes in more challenging text

Fluency q apply basic principles of fluency including automaticity, proper phrasing, and

expression

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Reading Strategies Before q set a purpose for reading q activate prior knowledge q make predictions During q use questioning techniques (essential questions) q use graphic organizers q use context clues to make meaning q make mental images q reread to make sense of text After q check to verify predictions q revise predictions q distinguish between relevant and irrelevant material

Comprehension and Response to Text q understand text features that affect the construction o f meaning in a variety of

genres q recognize cause and effect, fact/opinion/propaganda, bias, idioms, analogies,

metaphors, similes q analyze the elements of setting, characterization, plot q analyze ideas and recurring themes in text – e.g., good vs. evil q demonstrate an understanding of an author’s use of idioms, analogies,

metaphors and similes in prose and poetry q make text to text, text, to self, and text to world connections q formulate literal and inferential questions using authentic text q recognize third person point-of-view q use authentic text – print/online (e.g., train schedules, directions, brochures);

make judgments about the importance of such documents


q follow basic principles of the writing process that include: prewriting – generate and narrow topics drafting – use model text revising – rework organization, openings, and closings editing – spelling and mechanics reflection – assess with rubric, make adjustments

q use a variety of sentence structures correctly that include independent and dependent clauses, prepositional and adverbial phrases and varied sentence openings in order to develop a personal style

q develop voice Writing as a Product

q apply a variety of strategies to generate, select, narrow, and develop ideas q write persuasive, speculative, expository, personal essays

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q demonstrate knowledge of specific characteristics – e. g., determining whether a piece is narrative persuasive, informational, etc.

q demonstrate understanding of voice and tone q support main idea, topic, or theme with facts, examples, or explanations q develop a collection (portfolio) of writings

Writing Forms, Audiences, and Purposes q write electronic text to globally communicate and collaboratively solve

problems q create web-based text which includes graphics and sound q examine the central idea or theme of a written text; support the analysis with

details from articles and personal connections q develop the use of a personal style and voice effectively to support the

purpose q demonstrate higher order thinking skills and writing clarity when answering or

developing open-ended and essay questions q introduce narrative and descriptive writing techniques that show

compositional risks ( e.g. dialogue, literary devices, sensory words and phrases)

q state position clearly in a persuasive essay q present evidence, examples, and justification when presenting arguments

Speaking Discussion

q present ideas and opinions spontaneously in response to a topic q participate in class discussions q retell main events of stories, or summarize information gleaned from a text q support a position acknowledging opposing views

Questioning q ask relevant questions – literal, inferential, evaluative q problem solve through group collaboration q question to clarify others’ opinions q paraphrase others’ comments to clarify viewpoints q develop a hypotheses through group collaboration

Word Choice q paraphrase, illustrate, clarify and/or expand on a topic or idea q use language that stimulates an audience’s interest q defend language to persuade, explain, or seek information


concluding remarks q use clear, precise, organized language q use visuals such as charts or graphs when presenting q use props effectively while speaking q use verbal and non-verbal elements of delivery

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q incorporate peer feedback and teacher suggestions for revisions Listening Active Listening

q demonstrate active listening behaviors in a variety of situations q listen to determine a speaker’s purpose, attitude and perspective



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Grades 6, 7 and 8 Mathematics Benchmarks

Number and Numerical Operations Number Sense

q demonstrate and understand place value and round to a certain place value q use whole numbers, fractions, and decimals to represent equivalent forms q compare and order fractions, decimals, and whole numbers q construct meanings for and compare integers, improper fractions, mixed

numbers, fractions, and decimals q understand and use whole number percents between 1 and 100 q understand primes, composites, factors and multiples q know common multiples and common factors q understand and use ratios, proportions, and percents (including percents greater

than 100 and less than 1) q use whole numbers, fractions, decimals, and percents to represent equivalent

forms q understand the number system, compare, and order including rational numbers,

percents, exponents, square roots, absolute values, and numbers represented in scientific notation

q understand and use rates in a variety of situations q recognize that repeating decimals correspond to fractions and determine their

fractional equivalence Numerical Operations

q add and subtract 3 digit numbers q develop proficiency with basic multiplication and division facts q multiply of 2 digit numbers by 2 digit numbers q construct procedures for performing addition and subtraction with fractions and

decimals q divide 3 digit by 2 digit numbers q find squares and cubes of whole numbers q understand and apply the standard order of operations for the four basic

operations including parenthesis q perform calculations with fractions and decimals q use exponents to find whole number powers of numbers q compute calculations involving integers q use and perform calculations involving multiplication, division, subtraction,

addition, and exponentiation with integers, whole numbers, decimals, and fractions.

q find square and cube roots of numbers and understand the inverse nature of power and roots

q solve problems involving proportions and percents.

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Estimation q construct and use a variety of estimation strategies (e.g., rounding and mental

math for quantities and the result of computations) q use estimation to determine if the result of a computation is reasonable q determine whether a given estimate is an overestimate or underestimate

Geometry and Measurement Geometric Properties

q identify, classify, and describe vertex, edge, face, side, angle q identify, classify, and describe 3D figures - cube, rectangular prism, sphere,

cone, cylinder, pyramid q identify, classify, and describe 2D figures - square, rectangle, circle, triangle,

pentagon, hexagon, octagon q identify and describe lines of symmetry q understand and apply concepts involving lines, angles, and circles (line, line

segment, and endpoint) q identify and describe relationships among two-dimensional shapes (congruence) q understand and apply concepts involving lines, angles, and circles (point,

parallel, and perpendicular; acute, right and obtuse angles; diameter, radius, and center)

q understand and apply concepts involving lines, angles, and circles (ray, intersecting, and the sum of the interior angle measures of a triangle is 1800)

q identify similar figures q understand and apply rotational symmetry q identify, describe, and draw the faces of 3D objects (top, front, side) q identify three dimensional shapes with a given net q understand and apply the concept of similarity: using proportions to find missing

measures; scale drawings; models of 3D objects q understand and apply transformations: Finding the image, given the pre image,

and vice versa; Sequence of transformations needed to map one figure onto another

q understand and apply concepts involving complementary and supplementary angles; vertical angles; bisectors and perpendicular bisectors

q create two-dimensional representations (e.g. nets or projected views) for the surfaces of 3D objects

Transforming Shapes q describe and use geometric transformations (slide, flip, turn) q use a translation, a reflection, or a rotation to map one figure onto another

congruent figure Coordinate Geometry

q locate and name points in the first quadrant on a coordinate grid q use coordinates to give or follow directions from one point to another on a grid q use coordinates in four quadrants

Units of Measurement q use appropriate standard units to measure and estimate measurements in real

life problems

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q solve problems involving elapsed time q convert measurement units within a system q use a scale to find a distance on a map or a length on a scale drawing q solve problems requiring calculations that involve different units of

measurements Measuring Geometric Objects

q determine the area of compound shapes on a grid q distinguish between perimeter and area in problem solving situations q use a protractor to measure angles q develop and apply strategies for finding perimeter and area of squares and

rectangles q develop and apply strategies for finding perimeter and area of triangles,

parallelograms, and trapezoids and circumference and area of a circle q develop and apply strategies for surface area of a rectangular prism and volume

of rectangular prisms and cylinders q develop and apply strategies for finding perimeter and area of compound shapes q develop and apply strategies for finding the volume of a cone and a pyramid q develop and apply strategies for finding surface area of a triangular or

rectangular prism, triangular or rectangular pyramid q use formulas to find volume and surface area of a sphere

Patterns and Algebra Patterns

q recognize, describe, extend, and create patterns (next = now…..) Functions & Relationships

q explore the basic concept of a single function q explore the basic concept of combining two functions and reversing a function q understand graph functions

Modeling q construct and solve simple open sentences for a variable involving any one

operation q use number sentences to model situations and use variables to represent

unknown quantities Procedures

q understand and apply the properties of operations and numbers (commutative, identity element for multiplication is 1, and any number multiplied by 0 is 0)

q understand the symbols for equal, greater than, and less than q understand and apply the properties of operations and numbers (associative and

division by 0 is undefined) q solve simple linear equations; whole number coefficients only; variables on one

or both sides q understand and apply the properties of operations and numbers (distributive

property; the product of a number and its reciprocal is 1) q evaluate numerical expressions q solve simple linear equations – multistep, integer coefficients only

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q understand and apply the properties of operations and numbers (Additive inverse and multiplicative inverse)

q substitute a number for a variable q translate a verbal phrase or sentence into an algebraic expression or equation,

and vice versa Data Analysis, Probability and Discrete Mathematics Data Analysis

q construct and analyze pictograph, bar graph, and table q construct and analyze line Plot and line graph q understand mean, median, and mode q construct and analyze circle graphs q understand range q construct and analyze tables and histograms q construct and analyze box-and-whisker plot, upper quartile, lower quartile q construct and analyze scatter plot q understand the effect of additional data on measures of central tendency

Probability

q predict probabilities in a variety of situations q understand likely and unlikely; improbable, fair, and unfair q understand more likely and less likely; equally likely q recognize experimental and theoretical probability q know multiplication rules for probabilities q determine probabilities of compound events

Discrete Mathematics – Systematic Listing and Counting q construct and analyze Venn diagrams, organized lists and charts q construct and analyze tree diagrams q construct and analyze tables q explore permutations and combinations

Discrete Mathematics – Vertex-Edge Graphs and Algorithms q analyze vertex edge graphs and tree diagrams q find shortest route of networks

Mathematical Processes Problem Solving

q develop and solve open ended problems q solve problems with multiple solutions q use and explain problem solving strategies q distinguish relevant from irrelevant information and identify missing information

Communication q use communication to organize and clarify mathematical thinking

Connections q recognize recurring themes and patterns q apply mathematics in practical situations

Reasoning q use reasoning to support mathematical conclusions and solutions

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Representations q create and use representations to organize, record, and communicate

mathematical ideas Technology

q use calculator as a mathematical tool

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