SAMPLER - Common Core Standards Pluscommoncore.standardsplus.org/files/samplers/CCI-Sampler... · 2019-02-28 · each of these statements may be true, only one truly fits as a topic

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INTERVENTIONCOMMON CORE

Grade

5Standards Plus®

Language Arts

SAMPLER

INTERVENTIONCOMMON CORE

Standards Plus®

Available for Grades 1-8 Language Arts and Math

Great for: Small Group Instruction

Summer School ProgramsAfter School Programs

Special Ed - Academic IEP Goals

INTERVENTION

COMMON COREGrade

5A/B

Standards Plus®

Topics:Reading Literature • WritingReading Informational Text

TEACHER EDITION A/B

Language Arts

Scaffolded lessons written to the Common Core Language Arts and Mathematics Standards.

Includes:

• Pre- and Post- Assessments for each set of instruction on a topic or idea

• Step-by-step direct instruction lessons that support student mastery of grade level standards

• Performance Tasks that provide students opportunities to apply their learning


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8+ Performance Tasks DOK 3-4

Students deepen and apply their skills

100+ Intervention LessonsDOK 1-2-3

Pre-AssessmentsUse assessment results to identify

and group students that need intervention

Scaffolded Intervention Lessons

Students learn the prerequisite skills necessary for the mastery

of grade-level standards

Post-Assessments

Administer a post-assessment to validate student progress

Standards Plus Intervention Includes

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Ready-To-Teach Direct Instruction Lessons

Standards Plus Intervention lessons are written in the Direct Instruction format because it is the most effective

research-based instructional delivery model and it is proven to increase student achievement.

Standards Plus Intervention works because teachers teach every lesson

Standards Plus® – Common Core Intervention Language Arts – Grade 5Strand: Writing Focus: Topic Sentences Lesson: # 1

Lesson Objective: Identify and construct a paragraph with a clear topic, supporting details, and summarizing conclusion. Introduction: “Today we will identify and write the basic parts of a paragraph. A paragraph is a group of sentences that work together. They deal with one main idea.” Instruction: “A paragraph begins with a topic sentence. A topic sentence tells the reader the main idea. A good topic sentence states the main idea in a clear and interesting way. The topic sentence helps the writer keep track of his/her ideas by stating what the paragraph is about and serves as a guide to the reader.” Guided Practice: “In today’s lesson, we will identify and write topic sentences. Let’s try some items together. Look at the first example. (Read Example A aloud to the students.) After the sentences, there are three possible topic sentences. Which topic sentence best fits the information? A. I am allergic to bees. B. Killer bees are called Africanized bees. C. Honeybees produce substances that are helpful to humans. While each of these statements may be true, only one truly fits as a topic sentence. Which one is it? (C) The rest of the sentences are about the substances that bees produce that are helpful to humans. Circle answer choice C. Look at Example B. Africa, South America, and Australia. These are all ideas that could be included in a paragraph. If you wanted to write a paragraph about Africa, South America, and Australia, what might the topic sentence be?” You may either construct a sentence together or have the students turn to a partner to come up with an idea. Model writing the topic sentence on the line (e.g., Africa, South America, and Australia are all continents with most or all of their land mass in the southern hemisphere). Independent Practice: “Now complete an item like the first example and an item like the second example. For number one, circle the letter next to the best topic sentence. For number two, write a topic sentence that matches the ideas listed.” Review: After a few minutes, review together. Closure: Review the definitions of a paragraph and a topic sentence. Answers: 1. C

2. Answers will vary; e.g., Space travel has made it possible to explore the galaxy.

St. Ed. pg. A-22

Standards Plus® Common Core Intervention is not licensed for duplication. Copying is illegal. © 2014 Learning Plus Associates

Teacher Lesson Plan

54

Introduction

Instruction

Guided Practice

IndependentPractice

Review &Closure


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Using Standards Plus Intervention

1.  Use assessment results to identify students that need intervention

2.  If students are assessed online, our Standards Plus Platform will automatically group them for intervention lessons

3.  If students are assessed using print:• login on the dashboard• select intervention lessons • select topic • download lessons

4.  Teach direct instruction intervention lessons that scaffold the instruction of skills necessary for mastery of grade level standards

5.  Administer a post-assessment to validate student progress

Intervention Program

To access Intervention lessons:

Intervention Program

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The entire Standards Plus Intervention Program is included as downloadable PDFs with your Standards Plus Program

Using Standards Plus Intervention Lessons: 1. Use assessment results to identify and group students that need intervention

2. Assign appropriate intervention lessons

3. Teach direct instruction intervention lessons that scaffold the instruction of skills necessary for mastery of grade level standards

4. Administer a post-assessment to validate student progress

5. Use performance tasks to provide students with opportunities to apply their learning.


WHY STANDARDS PLUS INTERVENTIONINCREASES STUDENT ACHIEVEMENT

Students are provided the prerequisite skills necessary for mastery of grade level standards

Teachers:Teachers are the most important factor in student learning. That’s why every Standards Plus lesson is directly taught by a teacher.

Direct Instruction format:“Direct Instruction is a proven method of instruction that fosters the most significant gains in student achievement and results in deep and enduring understanding of the concept.” (Peladeau, Forget & Gagne, 2003).

Discrete learning targets:Each lesson has a clear learning objective, providing easily understood instruction which allows students to learn and retain the information in their long term memory.

Multiple exposures to prerequisite standards/skills: Each standard/skill is broken down and presented in multiple scaffolded lessons providing multiple opportunities to practice and develop a deep understanding of a specific skill allowing for long term retention.

Immediate feedback:“The most powerful single modification that enhances achievement is feedback.” (John Hattie, 1992)Every lesson provides immediate feedback to the students.

www.standardsplus.org • 1-877-505-9152


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Standards Plus® Common Core Intervention Language Arts – Grade 5

Strand Lesson Focus Standard(s) References TE pg. St. Ed. pg. DOK

Reading Literature

Pre-‐1 Pre-‐Assessment – Understanding Literature RL.5.2, RL.5.4 12 A-‐3

1-‐2

1 Figurative Language – Simile

Prerequisite skills and scaffolded instruction to build readiness for grade

level standards and instruction.

14 A-‐4 2 Figurative Language – Metaphor 16 A-‐5 3 Plot and Main Events 18 A-‐6 4 Plot, Main Events, Theme 20 A-‐7 5 Plot and Main Events 22 A-‐8 6 Plot, Main Events, Theme 24 A-‐9 7 Characters and Setting 26 A-‐10

8 Characters and Setting 28 A-‐11 9 Characters and Setting 30 A-‐12 10 Characters and Setting 32 A-‐13 11 Summary 34 A-‐14 12 Summary 36 A-‐15 P1 Performance Task #1 (W.5.3, W.5.4, W.5.5, W.5.9a) 38 A-‐16-‐19 3

Post-‐1 Post-‐Assessment – Understanding Literature RL.5.2, RL.5.4 44 A-‐20 1-‐2

Writing

Pre-‐2 Pre-‐Assessment – Forming a Paragraph W.5.1, W.5.2, W.5.3, W.5.4, RI.5.5 52 A-‐21

1-‐2

1 Topic Sentences



54 A-‐22 2 Supporting Details 56 A-‐23 3 Conclusions 58 A-‐24 4 Topic Sentences 60 A-‐25 5 Supporting Details 62 A-‐26 6 Conclusions 64 A-‐27

7 Chronological Order 66 A-‐28 8 Chronological Order 68 A-‐29 9 Chronological Order 70 A-‐30 10 Using Transitions 72 A-‐31 11 Using Transitions 74 A-‐32 12 Using Transitions 76 A-‐33 P2 Performance Task #2 (W.5.1, W.5.4, W.5.5, W.5.9b) 78 A-‐34-‐35 3

Post-‐2 Post-‐Assessment – Forming a Paragraph W.5.1, W.5.2, W.5.3, W.5.4, RI.5.5 82 A-‐36 1-‐2

Pre-‐3 Pre-‐Assessment – Revising Writing W.5.4, W.5.5 84 A-‐37

1-‐2

13 Revise to Improve Coherence/Progression Prerequisite skills and scaffolded instruction to build readiness for grade


86 A-‐38

14 Revise to Improve Coherence/Progression 88 A-‐39




P3 Performance Task #3 (W.5.4, W.5.5, W.5.9a, W.5.9b) 96 A-‐43-‐46 3 Post-‐3 Post-‐Assessment – Revising Writing W.5.4, W.5.5 102 A-‐47 1-‐2


Resources

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Standards Plus Intervention - LA Grade 5 Lesson Index




Reading Inform

ational Text

Pre-‐4 Pre-‐Assessment – Historical Texts RI.5.1, RI.2, RI.3, RI.5.4, RI.5.8 110 B-‐3

1-‐2

1 Main Idea & Key Details



112 B-‐4

2 Determining Meaning 114 B-‐5

3 Using Word Meanings 116 B-‐6

4 Main Idea & Key Details 118 B-‐7








12 Quoting Text Accurately 134 B-‐15



P4 Performance Task #4 (RI.5.1, RI.5.6, W.5.1, W.5.4, W.5.5, W.5.9b) 140 B-‐18-‐20 3

Post-‐4 Post-‐Assessment – Historical Texts RI.5.1, RI.2, RI.3, RI.5.4, RI.5.8 144 B-‐21 1-‐2


Resources

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9



Capi

taliz

atio

n

Pre-‐5 Pre-‐Assessment-‐Capitalization Rules L.5.2 12 C-‐3

1-‐2

1 Quotations



14 C-‐4

2 Proper Nouns 16 C-‐5

3 Proper Nouns 18 C-‐6

4 In Letters 20 C-‐7

5 In Letters 22 C-‐8

6 Rule Review 24 C-‐9

P5 Performance Task #5 – Black Bart (L.5.2) 26 C-‐10 3 Post-‐5 Post-‐Assessment-‐Capitalization Rules L.5.2 28 C-‐11 1-‐2

Punc

tuat

ion

Pre-‐6 Pre-‐Assessment-‐Punctuation Rules L.5.2 34 C-‐13

1-‐2

1 Commas in a Series



36 C-‐14

2 Commas in Dates 38 C-‐15

3 Commas in Dates & Addresses 40 C-‐16

4 Quotations 42 C-‐17

5 Apostrophes in Contractions 44 C-‐18

6 Apostrophes to Show Possession 46 C-‐19

P6 Performance Task #6 – A Fishing Trip (L.5.2) 48 C-‐20 3 Post-‐6 Post-‐Assessment-‐Punctuation Rules L.5.2 50 C-‐21 1-‐2

Spel

ling

Pre-‐7 Pre-‐Assessment-‐Spelling Rules L.5.2, L.5.2e 56 C-‐23

1-‐2

1 Homophones



58 C-‐24

2 Homophones 60 C-‐25

3 Homophones 62 C-‐26

4 Vowel Sounds 64 C-‐27

5 Long Vowel Sounds 66 C-‐28

6 Vowel Sounds – Diphthongs 68 C-‐29

7 Vowel Sounds – ei Spellings 70 C-‐30

8 The /er/ Sound 72 C-‐31

9 Open and Closed Syllables 74 C-‐32

P7 Performance Task #7 – Rebus Stories (L.5.2, L.5.2e) 76 C-‐33 3

Post-‐7 Post-‐Assessment-‐Spelling Rules L.5.2, L.5.2e 78 C-‐34 1-‐2

Standards Plus® Common Core Intervention is not licensed for duplication. Copying is illegal.

© 2014 Learning Plus Associates

Resources

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Gra

mm

ar &

Usa

ge

Pre-‐8 Pre-‐Assessment-‐Building Sentences L.5.1, L.5.1a, L.5.1b, L.5.1c, L.5.1d 84 D-‐3

1-‐2

1 Nouns



86 D-‐4

2 Pronouns 88 D-‐5

3 Adjectives 90 D-‐6

4 Verbs 92 D-‐7

5 Adverbs 94 D-‐8

6 Articles & Conjunctions 96 D-‐9

7 Prepositions 98 D-‐10

8 Interjections 100 D-‐11

9 Verb Tenses 102 D-‐12




13 Irregular Verbs 110 D-‐16

14 Irregular Verbs 112 D-‐17

P8 Performance Task #8 – Verb Study (L.5.1, L.5.1b, L.5.1c, L.5.1d) 114-‐116 D-‐18-‐19 3

Post-‐8 Post-‐Assessment-‐Building Sentences L.5.1, L.5.1a, L.5.1b, L.5.1c, L.5.1d 118 D-‐20 1-‐2


Resources

3



11



Voca

bula

ry A

cqui

sitio

n & U

se

Pre-‐9 Pre-‐Assessment-‐Word Meanings L.5.4, L.5.4a, L.5.5, L.5.5a-‐c 124 D-‐21

1-‐2

1 Context Clues



126 D-‐22

2 Context Clues 128 D-‐23

3 Context Clues 130 D-‐24

4 Idioms 132 D-‐25

5 Idioms 134 D-‐26

6 Idioms 136 D-‐27

7 Idioms 138 D-‐28

8 Figurative Language – Hyperbole 140 D-‐29

9 Figurative Language – Personification 142 D-‐30

10 Synonyms 144 D-‐31

11 Synonyms 146 D-‐32

12 Antonyms 148 D-‐33

13 Antonyms 150 D-‐34

P9 Performance Task #9 – Analyzing Idioms (L.5.5, L.5.5b) 152 D-‐35 3

Post-‐9 Post-‐Assessment-‐Word Meanings L.5.4, L.5.4a, L.5.5, L.5.5a-‐c 154 D-‐36 1-‐2


Resources

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Sample Lessons Included in this Booklet



Reading Literature


1-‐2







Writing


1-‐2

1 Topic Sentences







1-‐2



86 A-‐38







Resources

2



Reading Literature


1-‐2







Writing


1-‐2

1 Topic Sentences







1-‐2



86 A-‐38







Resources

2

Writi

ng


13

Sample Lessons continue on thefollowing page


Pre-Assessment - Teacher Lesson Plan - Sample

Standards Plus® – Common Core Intervention Language Arts – Grade 5Strand: Writing Focus: Forming a Paragraph Pre‐Assessment: # 2

Procedure: Each intervention assessment is designed to be completed independently by the students. Read the directions aloud, and ensure that students understand how to mark their answer choices. Review: Review the correct answers with students as soon as they are finished.

Answers: 1. B 2. G 3. Answers may vary; possible answer: Cut the sandwich in half and

place it on a napkin or a plate. 4. H 5. 3 On Sunday evening, she went to her grandmother’s birthday party.

1 Friday after school, Lucy went to a skating party. 2 Lucy’s soccer team had a pizza party after the game on Saturday afternoon. 4 Lucy had a busy weekend!

St. Ed. pg. A-21


Teacher Lesson Plan

52


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Pre-Assessment - Student Page - Sample

Standards Plus® – Common Core Intervention Language Arts – Grade 5Strand: Writing Focus: Forming a Paragraph Pre‐Assessment: # 2

Directions: Read the following paragraph. Then, answer questions 1‐3.

_________________________. First, take two slices of bread out of the bag. Place the two slices of bread on the kitchen counter. Then, use a knife to spread peanut butter on one slice of bread. Next, spread jelly on the other slice of bread. Squish the two slices of bread together to create a sandwich.

1. Which of the following would make the best topic sentence for the paragraph above?

A. Making all kinds of sandwiches can be fun. B. Here is how to make a peanut butter and jelly sandwich. C. I like to bring sandwiches in my lunch box. D. Be careful not to make a mess when you cook.

2. Which of the following would be the best concluding sentence for the paragraph above?

F. I like to drink milk with all kinds of sandwiches. G. Finally, enjoy your peanut butter and jelly sandwich. H. Brush your teeth when you are finished. J. Take the dog out for a walk.

3. Write a sentence that could be included as an additional supporting detail sentence. Directions: Read the sentence. Select the word or phrase that is used as a transition in the sentence.

4. Landing in Los Angeles, the horrible trip was finally over. F. Landing G. horrible H. finally J. over

5. Read the topic sentence. Number the sentences to put them in chronological order.

Topic Sentence: Lucy went to three parties last weekend.

_____ On Sunday evening, she went to her grandmother’s birthday party.

_____ Friday after school, Lucy went to a skating party.

_____ Lucy’s soccer team had a pizza party after the game on Saturday afternoon.

_____ Lucy had a busy weekend!


Student Page

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Lesson Objective: Identify and construct a paragraph with a clear topic, supporting details, and summarizing conclusion. Introduction: “Today we will identify and write the basic parts of a paragraph. A paragraph is a group of sentences that work together. They deal with one main idea.” Instruction: “A paragraph begins with a topic sentence. A topic sentence tells the reader the main idea. A good topic sentence states the main idea in a clear and interesting way. The topic sentence helps the writer keep track of his/her ideas by stating what the paragraph is about and serves as a guide to the reader.” Guided Practice: “In today’s lesson, we will identify and write topic sentences. Let’s try some items together. Look at the first example. (Read Example A aloud to the students.) After the sentences, there are three possible topic sentences. Which topic sentence best fits the information? A. I am allergic to bees. B. Killer bees are called Africanized bees. C. Honeybees produce substances that are helpful to humans. While each of these statements may be true, only one truly fits as a topic sentence. Which one is it? (C) The rest of the sentences are about the substances that bees produce that are helpful to humans. Circle answer choice C. Look at Example B. Africa, South America, and Australia. These are all ideas that could be included in a paragraph. If you wanted to write a paragraph about Africa, South America, and Australia, what might the topic sentence be?” You may either construct a sentence together or have the students turn to a partner to come up with an idea. Model writing the topic sentence on the line (e.g., Africa, South America, and Australia are all continents with most or all of their land mass in the southern hemisphere). Independent Practice: “Now complete an item like the first example and an item like the second example. For number one, circle the letter next to the best topic sentence. For number two, write a topic sentence that matches the ideas listed.” Review: After a few minutes, review together. Closure: Review the definitions of a paragraph and a topic sentence. Answers: 1. C

2. Answers will vary; e.g., Space travel has made it possible to explore the galaxy.

St. Ed. pg. A-22


Teacher Lesson Plan

54

Writing - Teacher Lesson Plan - Sample


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A paragraph is a group of sentences that work together. They deal with one main idea. A paragraph begins with a topic sentence. A topic sentence tells the reader the main idea of the paragraph. Example A: Honeybees are the only insects that produce a food that humans eat—honey. They also produce beeswax that is used to make candles, lip balm, and other cosmetics. Beeswax is also used to polish furniture and floors.

A. I am allergic to bees. B. Killer bees are called Africanized bees. C. Honeybees produce substances that are helpful to humans.

Example B: Africa, South America, Australia

Directions: For number one, circle the letter next to the best topic sentence for the paragraph. For number two, write a topic sentence that matches the ideas listed.

1. First, they will fly to London. After three days in England, they will take a train to Paris. Four days later, they will drive to Italy. Finally, after six days in Italy, they will fly home.

A. I like to travel. B. Traveling the world is interesting. C. My cousins are taking a trip to Europe next summer.

2. Milky Way, comets, space stations, space shuttle.


Student Page

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Writing - Student Page - Sample


This Lesson Set Scaffolds Instruction for

the following Grade 5 Writing Standards...

The lesson set provides students multiple exposures

to prerequisite skills and grade level skills. This

guides learners toward the mastery of these

grade level standards.

W.5.1 - Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.5.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.5.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

RI.5.5 - Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, orinformation in two or more texts.


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The Lessons Scaffold instruction for standards W.5.1, W.5.2, W.5.3, W.5.4, RI.5.5

Prerequisite Skills

Grade Level Skills

LESSONS1-3

LESSONS4-6

Identify and construct

a paragraph with

a clear topic,

supporting details, and

summarizing conclusion.

Identify and construct

a paragraph with a

clear topic,

supporting details, and

summarizing conclusion.

LESSON OBJECTIVE: LESSON OBJECTIVE:

LESSONS7-9

LESSONS10-12

LESSON OBJECTIVE: LESSON OBJECTIVE:

Identify and use transitions within

and between paragraphs.

Identify and use chronological order

to present information.

InstructionStarts Here


Post-Assessment - Teacher Lesson Plan - SampleSt. Ed. pg. A-36

Standards Plus® – Common Core Intervention Language Arts – Grade 5Strand: Writing Focus: Forming a Paragraph Post‐Assessment: # 2

Procedure: Each intervention assessment is designed to be completed independently by the students. Read the directions aloud, and ensure that students understand how to mark their answer choices. Review: Review the correct answers with students as soon as they are finished.

Answers: 1. Answers may vary; possible answer: There are tiny animals that live in the sand at the beach.

2. F 3. D 4. F 5. 3 Now, she can crawl everywhere.

4 First, she began to roll over. 1 She’ll be walking in no time! 2 Then, she was able to sit up all by herself.


Teacher Lesson Plan

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Post-Assessment - Student Page - Sample

Standards Plus® – Common Core Intervention Language Arts – Grade 5Strand: Writing Focus: Forming a Paragraph Post‐Assessment: # 2

Directions: Read the following paragraph. Then answer questions 1‐3.

_____________________________ Starfish and sea cucumbers bury themselves in the sand

leaving marks and designs. The parchment worm digs a U-shaped burrow in the sand.

The garden eel burrows into the sand in the shallow waters. It emerges when it needs

to eat. There are tiny creatures crawling around, and you may not even see them. 1. Write a sentence that could be a topic sentence for the paragraph.

2. Which of the following would be the best concluding sentence for the paragraph above?

F. Next time you go to the beach, you may want to take a closer look. G. Sharks have a lot of teeth. H. A bucket is great for collecting shells. J. Sunburns are painful, so wear sunscreen.

3. Which of the following could be included as an additional supporting detail sentence?

A. I like to visit the seashore. B. You shouldn’t touch any sea creatures. C. I’ve seen kelp floating on the waves. D. Sand dollars are a type of sea urchin that burrow into the sand. Directions: Read each sentence. Select the word or phrase that is used as a transition in the sentence. 4. In conclusion, we hope to raise enough funds to expand the monkey house this year.

F. In conclusion G. hope H. enough J. this year

5. Read the topic sentence. Number the sentences to put them in chronological order.

Topic Sentence: My baby sister has learned to do a lot of things since she was born.

_____ Now, she can crawl everywhere.

_____ First, she began to roll over.

_____ She’ll be walking in no time!

_____ Then, she was able to sit up all by herself.


Student Page

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Standards Plus® Common Core Intervention Language Arts – Grade 5Writing Performance Task #2

Lesson Objective: The students will work individually to write their opinion in response to a writing prompt.

Instruction: Review elements of an opinion piece and capitalization and punctuation rules.

Guided Practice: Use the directions and prompt to teach students how to respond to a writing prompt: Read the directions for the writing exercise: What do you need to do? (Read the

paragraph, talk to a partner about great people you know, determine who you know that you think is the greatest, list evidence to support the opinion, fill in the graphic organizer.) o Prompt the students to read the Benjamin Franklin paragraph. Give an amount of time

(e.g., 4 minutes) for this activity. Then discuss the paragraph with the students to help them see how Benjamin Franklin was a great man.

o Have the students work in small groups to discuss people they know who are great and what makes those people great.

o Encourage students to use the graphic organizer to help them form their ideas about what to include in their writing.

Deconstruct the prompt: Read the prompt together. What is the prompt asking you to do? Let’s write a list of what you need to do: o Read the paragraph and think about great people you know and the traits that make

them great. Talk to a partner about the great people you know. o Select one person who you feel is the greatest and provide an idea for why you chose

him/her. o Provide supporting reasons for your opinion (1 per paragraph), and include examples

and evidence to support each reason. o Conclude by restating your opinion in a final paragraph.

Allow the students a few minutes to add to their graphic organizer. Review the level 4 portion of the rubric for the students. This is included at the bottom of

the prompt page. Students should all be aiming for a four on this writing sample. You may tell them what a 3, 2, and 1 score would look like, but they really need to know to which level they aspire.

Independent Practice: Briefly review the deconstruction of the prompt. Remind students that they may re‐read the directions and prompt and use their graphic organizers to help them write their responses. Provide at least 40 minutes for the actual writing of their opinion.

Review: At the end of the writing period, provide the students with the four‐point rubric and have the students score their own writing. They should write an explanation for why they scored their writing as they did. Collect the writing and student scores. Review the writing and make note of the things they did well, the things that require more work, and the accuracy (or lack thereof) of the student scoring. Discuss your findings with the students and have them discuss in small groups how they felt they did on the activity.

Standards Plus® Common Core Interventi on – Language Arts – Grade 5Writi ng Performance Task #2

St. Ed. pg. A-34-35


Teacher Lesson Plan

78

Performance Task - Teacher Lesson Plan - Sample


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Writing an opinion: State your opinion with 1‐2 sentences that clearly identify how you feel about the subject. Justify your opinion with supporting reasons that show why you hold your opinion. Provide examples and evidence for each supporting reason. Conclude by restating your opinion.

Punctuation Rules: Use correct ending punctuation in sentences. Use commas to separate items in a series. Place quotation marks around quoted material.

Capitalization Rules: Capitalize proper nouns. Capitalize the first word of every sentence. Capitalize titles of documents. State your opinion: Introducing the topic:

Supporting Reason #1:



Concluding the topic:

Benjamin Franklin

Benjamin Franklin was one of the founding fathers of the United States of America. He was a man of many talents and interests. As a newspaper man, he wrote articles and essays and published the Pennsylvania Gazette, the most popular newspaper in the colonies. He was a scientist and inventor, and many of his inventions are still used today. Among them are the lightning rod, the Franklin stove, and bifocal glasses. He was also a statesman. Benjamin Franklin was a diplomat, served in the Second Continental Congress, and was one of the writers of the Declaration of Independence. He even became ambassador to France, and he helped to gain support for the colonists during the Revolutionary War. Benjamin Franklin was a great American.



Student Page 1 of 2

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Performance Task - Student Page - Sample



Directions: Read the prompt below. Read the paragraph about Benjamin Franklin. Think about what made him great. Talk to your partner about great people you know. Talk about what makes them great. Determine the greatest person you know. Make notes about the reasons that support your opinion. Use the graphic organizer to help you organize your ideas before writing.

Writing Prompt: Read the paragraph about Benjamin Franklin. He was a great man for many reasons. There are great people in your life, too. Think about the greatest person you know. Think about the traits that make that person the greatest. Think of examples of things that person has done or how that person behaves that makes him or her the greatest. Write a five‐paragraph essay in which you begin with an opinion statement and a general idea of why you believe that person is great. In each body paragraph (3), write a reason that supports your opinion and provide examples and evidence to support the reason. Finish with a paragraph that restates your opinion and summarizes why you chose the person that you did. Writing Prompt – Deconstructed: o Read the paragraph and think about great people you know and the traits that make

them great. Talk to a partner about the great people you know. o Select one person who you feel is the greatest and provide an idea for why you chose

him/her. o Provide supporting reasons for your opinion (1 per paragraph), and include examples

and evidence to support each reason. o Conclude by restating your opinion in a final paragraph.

Opinion Rubric:

4 3 2 1 The student writes a statement that clearly identifies his/her opinion.

The student provides three clear reasons that support his/her stated opinion.

The student provides clear examples and evidence to support each reason.

The student concludes by restating his/her opinion.

The student uses complete and correct sentences no errors in capitalization, punctuation, and spelling.

The student writes a statement that identifies his/her opinion.

The student provides three reasons that support his/her stated opinion.

The student provides examples and evidence to support each reason.

The student concludes by restating his/her opinion.

The student uses complete and correct sentences with few errors in capitalization, punctuation, and spelling.

The student writes his/her opinion.

The student provides at least two reasons that support his/her stated opinion.

The student may provide some examples and evidence to support each reason.

The student provides a conclusion.

The student uses sentences with some errors in capitalization, punctuation, and spelling.

The student may not clearly write his/her opinion.

The student may provide at least one reason that supports his/her stated opinion.

The student may or may not provide examples and evidence to support the reason.

The student may fail to provide a conclusion.

The student uses sentences with many errors in capitalization, punctuation, and spelling.



Student Page 2 of 2

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Performance Task - Student Page - Sample


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“We have used Standards Plus Intervention for re-teaching in small groups, after-school intervention groups, English Learner Support groups

and Intervention groups during the school day. I love these materials because they offer additional lessons and re-teaching

guidance to help all students (even struggling students) obtain mastery.

Many of the students really took off academically. Several are on the Honor Roll as 6th and 7th graders and when asked, the students believe Standards Plus

Intervention /Re-Teach was the reason. Standards Plus is the best thing that has happened to my school! ”

- Academic Coach/Literacy Specialist,Lemonwood Elementary, Oxnard SD

The 140 teachers using Standards Plus Common Core Intervention in our district program are very happy with the materials.

We also appreciate all of the attention Standards Plus has given our district over the years. Our students will be

the ones who benefit.

- Coordinator of Educational Options, Ceres USD

What educators are saying aboutStandards Plus Intervention


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Ensure your implementation is a success with Standards Plus Support and Training

Standards Plus Support & Training

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Our commitment is your implementation success

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Online Implementation support

English Learners support materials

Training videos for Print & Digital

Visit us online for immediate support

For a 15% reorder grant order by by April 2019For immediate assistance, contact Joni at extension 116

Call for the following

1-877-505-9152

Onsite training

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www.standardsplus.org



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1-877-505-9152

Onsite training

Webinar training





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1-877-505-9152

Onsite training

Webinar training



All purchases include :

Also available :

Contact us for more information.

To learn more, please contact 1.877.505.9152

Grade Language Arts A/B Topics Language Arts C/D Topics

1 Reading Literature, Reading Informational Text, and Writing

Capitalization, Punctuation, Spelling, Grammar & Usage, Vocabulary, and Reading Foundational Skills


Capitalization, Punctuation, Spelling, Grammar & Usage, Vocabulary, and Reading Foundational Skills


Capitalization, Punctuation, Spelling, Grammar & Usage, and Vocabulary











Grade Mathematics A/B Topics Mathematics C/D Topics

1 Operations & Algebraic Thinking andNumber & Operations in Base 10

Measurement & Data andGeometry

2 Operations & Algebraic Thinking andNumber & Operations in Base 10

Measurement & Data andGeometry

3 Operations & Algebraic Thinking andNumber & Operations – Fractions

Number & Operations in Base 10, Measurement & Data, and Geometry

4 Number & Operations in Base 10 andNumber & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

5 Number & Operations in Base 10 andNumber & Operations – Fractions

Operations & Algebraic Thinking, Measurement & Data, and Geometry

6 Ratios & Proportional Relationships, The Number System, and Statistics & Probability

Expressions & Equations and Geometry

7 Ratios & Proportional Relationships, The Number System, and Expressions & Equations

Statistics & Probability and Geometry

8 Functions, The Number System, andExpressions & Equations

Statistics & Probability and Geometry

INTERVENTIONCOMMON COREStandards Plus®

Documents

SAMPLER - Common Core Standards Pluscommoncore.standardsplus.org/files/samplers/CCI-Sampler... · 2019-02-28 · each of these statements may be true, only one truly fits as a topic