TRENTON PUBLIC SCHOOLS...Lucy Feria Interim Superintendent of Schools Board Approved June 2016 School Improvement Officers’ Process Manual SEPTEMBER, 2013 ATTACHMENT 1-RR

TRENTON PUBLIC

SCHOOLS

Instructional Framework

2.0

Lucy Feria Interim Superintendent of Schools

Board Approved June 2016

School Improvement Officers’ Process Manual

SEPTEMBER, 2013

ATTACHMENT 1-RR

Page 2 of 237

Table of Contents

Title Page .......................................................................................................................................... 1

Table of Contents ............................................................................................................................. 2

Purpose of the Instructional Framework ............................................................................................ 5

Trenton’s Vision of Instruction .......................................................................................................... 7

Making the Vision a Reality ............................................................................................................... 9

Instructional Practices to Eliminate the Achievement Gap .............................................................. 10

Language Arts ...................................................................................................................... 10

Reading Instruction ................................................................................................... 10

Writing Instruction .................................................................................................... 18

Vocabulary Instruction .............................................................................................. 21

Mathematics ........................................................................................................................ 22

Implementing Standards for Mathematical Practices ................................................. 22

Making Meaning of the Mathematical Practices ........................................................ 38

Science ................................................................................................................................ 41

Argumentative Writing in Science ............................................................................. 41

Social Studies ....................................................................................................................... 59

Text Frames .............................................................................................................. 59

All Content ..................................................................................................................................... 61

Critical Thinking ................................................................................................................... 62

Writing Rubrics .................................................................................................................... 66

Standards-based Bulletin Boards .......................................................................................... 85

Assessments ........................................................................................................................ 88

Reflective Instructional Conversations Increase Student Achievement .................................. 89

Professional Learning Communities ...................................................................................... 92

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Lesson Study Design ............................................................................................................. 96

Focused Learning Walks and Instructional Rounds .............................................................. 104

Master Scheduling Considerations...................................................................................... 107

Instructional Minutes ............................................................................................. 107

Appendices .................................................................................................................................. 110

A: Board Approved District Lesson Plan Template ......................................................... 111

B: Walk-through Tools .................................................................................................. 115

C. KUD: Collaborative Unit Planning Resource .............................................................. 130

D. Recommended Time Allotment for Specific Learning Tasks Content and Grade ......... 134

Language Arts ........................................................................................................ 135

English as a Second Language ................................................................................ 144

Bilingual ................................................................................................................ 151

Dual Language ....................................................................................................... 154

Sheltered Class ...................................................................................................... 155

Mathematics ......................................................................................................... 156

Science .................................................................................................................. 159

CTE ........................................................................................................................ 162

Social Studies ........................................................................................................ 163

World Language .................................................................................................... 168

Physical Education and Health ............................................................................... 174

Art ........................................................................................................................ 178

Music .................................................................................................................... 182

Technology Literacy ............................................................................................... 186

E. Common Core Mathematics Vocabulary Terms ...................................................... 189

F. Vocabulary for the Common Core, Source List for Terms ......................................... 195

G. Six Step Process for Vocabulary Instruction (Marzano) ……………………….…………….….197

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H. Student Writing Portfolio ………………………………………………………...……………………..….212

I. Close Reading Procedure……………………………………………………………………..…………….…216

J. Guidelines for Literacy PLC & Intervention Framework…………………………………………..219

J. Guidelines for Mathematics PLC & Intervention Framework…………………………………..227

Board Members…………………………………………….…………………………………………………………….……………....236

Acknowledgements…………………………………………………………….………………………………………….………….…236

Notes…………………………………………………………………………………………………………..…………………..……………237

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Purpose of the Instructional Framework

What is it precisely, that makes some teachers so exceptionally successful with students? How do they plan and prepare for their classes? What is it about their instructional practices that captivates students and motivates them to succeed? How do they teach every child in a way that honors his/her linguistic, racial, cultural, socioeconomic diversity? How do these teachers create and sustain a positive, student-focused learning environment in the fact of often daunting circumstances? Trenton Public School teachers, school-based leaders, and central office staff will find answers to these questions and much more in the following pages. This document reflects the vision, experience and hard work teachers, principals and other educators. It offers us a common language as we share our expertise about teacher and learning. This Instructional Framework (IF) builds a common understanding that will help students reach higher levels of learning across the system. Further, this document recognizes and honors the complex and demanding work of the classroom teacher – for no one has a greater effect on the learning of students, or a greater ability to shape their future. The purpose of IF is to provide a blueprint for high quality teaching and learning in every classroom in each school within Trenton Public Schools. The district’s curriculum was created using the Common Core State Standards (CCSS), New Jersey (NJ) Content Standards, and the Next Generation Science Standards lessons (NGSS). Hence, these standards should undergird each daily lesson (See Appendix A for the district’s lesson plan template). The IF will:

Support creating a culture of uniform expectations in teaching and learning by advancing a district lesson planning template and self-reflection protocol,

Support creating shared beliefs and practices as schools and individuals improve their practice through high functioning teacher directed and administrator influenced Professional Learning Communities (PLCs),

Provide foundational resources through professional development that enables the district, schools and individual teachers to address fundamental practices,

Build common understandings with explicit instructional strategies based on research-based “best practices”, and

Present and support a research-based platform for collaboration and reflective practices.

Ultimately, the IF will provide an intentional outline identifying specific components that should be implemented to maximize time on task, engaged, and academically successful students. Ongoing professional development opportunities will be presented to build awareness, as well as capacity to fully appreciate every aspect of the instructional framework.

To support the challenging work of teaching and learning, a series of tools, common understandings regarding best practice, and a vision of instruction constitutes Trenton’s IF. These tools and common understanding are based on the belief that we learn best when learning from each other and that data can assist us in knowing where and how to focus our efforts.

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Centrally, Trenton’s Vision of Instruction, maps the way, describing agreed upon exemplary instructional practices.

The Personal Reflection Protocol (PRP) supports the collaborative work of teachers and the opportunity for individual teachers to observe and then reflect on their own practices.

The Classroom Walkthrough Tool (CWT) provides data educators can use to inform their practice and then enhance their day-to-day interactions with children based on the feedback received.

Using Trenton’s Lesson Design Protocol (LDP), we plan together for instruction and later collaboratively reflect on how to improve instruction. We also determine how to best respond to learners as individuals and as an entire class.

The Common Language components of the IF assist us in building our understanding of the dynamic teacher and learning environment from the same body of work.

The Connections to the Danielson Framework is essential so all stakeholders understand that this work is aligned and will only accelerate our efforts to enhance student achievement.

This IF is intended to help us, as teacher and leaders, reflect on the work, plan for professional development, provide instruction that is effective and culturally responsive, and promote learning for ourselves and our students.

Lesson Study

Protocol and Self-

Reflection

Resource

Classroom Walk-

Thru Tool

Linked Naturally

to Danielson

PLCs

VISION FOR

INSTRUCTION

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Trenton’s Vision of Instruction

The Trenton’s Vision of Instruction (VOI) The VOI is based on six interconnected components: relationships, knowledge, skills, thinking, application, and assessment. In addition to other variables like a viable curriculum; strong instructional leaders (school-based and centrally-based); collaborative, trusting, and inviting school communities; it is through these very connected yet district components of instruction that we envision eliminating the achievement gap in Trenton Public Schools. COMPONENT #1: RELATIONSHIPS (alignment to the Danielson Framework Domain #2)

Relationships are positive as the teacher creates optimal conditions for learning, maintains high expectations, and provides social support and differentiation of instruction based on students’ needs.

1. Teacher ensures the classroom is a positive, engaging, safe, and challenging academic environment.

2. Teacher differentiates processes and/or product to meet the needs of diverse learners (the content should be the same for each student).

3. Students work collaboratively to share knowledge, complete projects, and/or critique their work.

COMPONENT #2: KNOWLEDGE (alignment to the Danielson Framework Domains #1 and #3)

Knowledge is deepened as the teacher provides opportunities for students to personalize learning objectives, connect to prior learning, and communicate to build conceptual understanding.

4. Teacher ensures the focus and rigor of the lesson is aligned to the standards and is clearly communicated to all students.

Knowledge

Skills

ThinkingApplication

Assessment

Relationships

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5. Students connect prior knowledge and new information to discover meaning and develop conceptual understanding beyond recall.

6. Students engage in meaningful communication, which could include speaking/writing/listening that builds and/or demonstrates conceptual knowledge and understanding.

COMPONENT #3: SKILLS (alignment to the Danielson Framework Domains #1 and #3)

Skills are manifested as the teacher provides opportunities for students to develop and demonstrate rigorous conceptual understanding.

7. Teacher is intentional about providing a variety of opportunities for students to develop and demonstrate skills through elaborate reading, writing, speaking, modeling, diagramming, displaying, or solving.

8. Students’ skills are used to demonstrate conceptual understanding. 9. Students demonstrate appropriate methods and/or use appropriate tools within the subject

area to acquire and/or represent information. COMPONENT #4: THINKING (alignment to the Danielson Framework Domain #1 and 3)

Thinking is evident as the teacher provides opportunities for students to respond to open-ended questions, to explain their thinking processes, and to reflect to create personal meaning.

10. Teacher uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and/or communication skills.

11. Students develop and/or demonstrate effective thinking processes either verbally or in writing. 12. Students demonstrate verbally or in writing that they are intentionally reflecting on their own

learning. COMPONENT #5: APPLICATION (alignment to the Danielson Framework Domain #3)

Application of skills, knowledge, and thinking is evident as the teacher provides opportunities for students to make meaningful personal connectives and to extend their learning within and/or beyond the classroom.

13. Teacher relates lesson content to other subject areas, personal experiences, and contexts. 14. Students demonstrate a meaningful personal connection by extending learning activities in the

classroom and/or beyond the classroom. COMPONENT #6: ASSESSMENT (alignment to the Danielson Framework Domain #1 and 3)

Formative and summative assessments are aligned with standards and are used to inform instruction, monitor student progress, and motivate student learning.

15. Teacher uses a variety of assessment tools, strategies and data to plan, monitor, and guide instruction.

16. Students are active participants in the assessment of their learning with the teacher and their peers.

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Making the Vision a Reality THEORY OF ACTION If each educator knows, understands, applies, and reflects on the components of the VOI, and uses Trenton’s IF both collaboratively and individually, then the resulting exemplary instruction will help produce increased student achievement.

USES Individual Study the IF Use the Personal Reflection Protocol PLCs/Grade Level/Department Meetings Student of the IF Use the Personal Reflection Protocol Use the Lesson Design Protocol Use the PLC forum as intended (i.e., professional learning in a collaborative environment) Analysis of the Classroom Walkthrough Data (aggregate data only) School Level Study the IF Analysis of the Classroom Walkthrough Data (aggregate data only) Development, Implementation, On-going Monitoring, and Revision of the School Improvement Plan

Individual PLCs/Grade Level/Department

Meetings School

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Instructional Practices to Eliminate the Achievement Gap

Language Arts Reading Instruction

“Good Reading Instruction” Elementary The most important goal of reading instruction in elementary school is to help students acquire the skills and knowledge they need to read grade-level text fluently and with good comprehension. Reading comprehension is a very complex skill. Its most essential elements involve:

• skill in reading text accurately and fluently; • sufficient background knowledge and vocabulary to make sense of the content; • skill in using reading strategies that improve understanding or repair it when it breaks down; • ability to think and reason about the information and concepts in the text; and

motivation to understand and learn from text. Reading proficiency at the end of elementary school requires that students be able to identify the words on the page accurately and fluently; that they have enough knowledge and critical thinking to understand the words, sentences, and paragraphs; and that they be motivated and engaged enough to use their knowledge and critical thinking to understand and learn from the text. Research emphasize motivation to understand and learn from the text is a critical component of reading comprehension. It takes real effort to understand the many textbooks and other forms of complex written materials students begin to encounter as they move through elementary school and into middle and high school. Unless students are appropriately engaged, they often do not fully apply the skills they have, nor will they be motivated to acquire additional skills and knowledge. Although the focus of reading instruction changes dramatically from the early to later grades, three program elements are critical at all grade levels:

Consistently implemented, high quality core classroom instruction and follow-up small-group instruction that is well-differentiated according to student needs.

Use of student performance data to guide instruction and allocate instructional resources.

Resources to provide interventions for struggling readers.

5 Targets of Instruction and Methods Used for Reading Instruction Target of Instruction

Grade Brief Description

Phonemic Awareness

K

Teachers use explicit instructional techniques and systematic practice to help students acquire skill in identifying the sounds (phonemes) in spoken words.

Systematic and explicit instruction is used to teach students the relationships between letters and the sounds they typically represent in

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Phonics/word analysis

K-3 words. Students also receive instruction and practice to help them learn how to use their knowledge of letter-sound relationships to “sound out” unfamiliar words in text.

Fluency K

1st

2-5

Teachers provide repeated exposures to words that occur very frequently in kindergarten texts so that students learn to read Students expand the range of words they can recognize “by sight” as they do large amounts of reading, which contributes significantly to the growth of their text-reading fluency. Most words are learned after students have read them correctly multiple times. Teacher modeling of reading in phrases and with proper expression can also help build fluency. Teachers encourage extensive reading and use specific methods, such as timed readings, partner reading, and reader’s theater, to stimulate growth in fluency. Continued growth in students’ ability to read grade-level text fluently occurs primarily as a result of large amounts of practice in reading meaningful text.

Vocabulary K-3

4-5

Teachers use a variety of techniques, from explicit instruction to incidental teaching, to expand students’ vocabulary, or knowledge of the meaning of words. Teachers often read texts to students that are beyond their current independent reading ability in order to expose them to more challenging vocabulary than they encounter in text they can read on their own. This helps prepare students for the higher levels of vocabulary they will encounter as they move into higher grades. The growth of students’ knowledge of word meanings continues to be supported by robust vocabulary instruction that involves explicit instruction in definitions, many opportunities to access word meanings in varied contexts, and instruction in vocabulary-learning strategies that can be applied when students encounter unknown words in text.

Reading Comprehension

K

1

Oral language comprehension—Teachers read stories and other kinds of text, and discuss their meaning with students to enhance the students’ ability to understand both narrative and expository text. At the same time, these activities can help deepen students’ interest in reading and their sense of reading as a meaningful activity. Reading Comprehension—Teachers begin to teach specific comprehension strategies, such as the use of story structure, to help students increase their reading comprehension. They also create many

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2

3

4-5

opportunities for students to discuss the meaning of the text they are reading. Writing in response to reading and sharing and discussing student writing is also an important instructional technique for reading comprehension. Teachers model and explicitly teach reading comprehension strategies, and provide scaffold support for their use during reading. They also create many opportunities for students to engage in high-level discussions of the meaning of both narrative and expository text. Writing continues to be used as an aid to building reading comprehension, and also as a way of monitoring the growth of students’ spelling knowledge. Students continue to be taught and supported in the use of reading comprehension strategies, and continue to learn how to construct the meaning of text as they participate in carefully guided discussions, both with the teacher and among themselves. Writing in response to reading continues to be an important instructional technique in this area. Teachers continue to provide explicit instruction and modeling in the use of reading comprehension strategies before, during, and after reading. They also integrate reading and writing activities, both to stimulate reading comprehension and to monitor growth in students’ ability to understand increasingly complex text. They continue to discuss high-level questions about text meaning, and work to create engaging situations in which students are motivated to learn from text. Learning of important content (science, history, social studies, literature) is supported by a variety of effective methods for teaching, such as use of graphic organizers, routines for comparing and contrasting concepts, etc.

Middle School

4 Targets of Instruction and Methods Used for Reading Instruction Target of Instruction

Grade Brief Description

Decoding

6-8

An essential part of phonics and decoding instruction is blending, in which students are explicitly taught how to blend sounds to decode words. Decoding should begin with simple 2- or 3-letter words and then move gradually to more complex words. As students learn to decode sound/spellings to blend words, they must also learn and practice spelling, or encoding—the process of hearing sounds in words, relating the sounds to their spellings, and writing those spellings to form written words. This encoding process is an essential part of learning the alphabetic system and becoming proficient in its use.

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Vocabulary 6-8 At the middle school level vocabulary should be very high utility in nature; specifically, the words taught should be general-purpose academic words as opposed to the low-frequency and often relatively unimportant, if colorful and exotic, words (e.g., refuse, burrowed) that are sometimes selected by teachers or targeted for instruction by textbooks. Vocabulary growth is the result of the extensive amount of reading that occurs in a balanced reading program that includes read-alouds and think-alouds; shared, guided, and independent reading experiences; and fictional and informational book readings that focus children’s attention on meanings of unfamiliar words in context.

Fluency 6-8 On average, students in grades 6–8 are able to read grade-level material at about 120–150 WCPM (word count per minute). Secondary-level students typically spend most of their engaged reading time reading silently, but silent reading fluency can be difficult to assess since a teacher cannot directly observe whether the student actually reads all of the text passage or the number of errors the student makes while reading. Therefore, reading assessments and read alouds must be administered to determine fluency.


6-8 To correspond with a typical reading lesson, comprehension strategy instruction can be organized into a three-part framework, with specific activities used before, during, and after reading.

Before Reading -Activate students' background knowledge important to the content of the text by discussing what students will read and what they already know about its topic and about the text organization. Establish a purpose for reading. Identify and discuss difficult words, phrases, and concepts in the text. Preview the text (by surveying the title, illustrations, and unusual text structures) to make predictions about its content. Think, talk, and write about the topic of the text.

During Reading-remind students to use comprehension strategies as they read and to monitor their understanding. Ask questions that keep students on track and focus their attention on main ideas and important points in the text. Focus attention on parts in a text that require students to make inferences. Call on students to summarize key sections or events. Encourage students to return to any predictions they have made before reading to see if they are confirmed by the text. After Reading-Guide discussion of the reading. Ask students to recall and tell in their own words important parts of the text. Students should be able to evaluate and discuss the ideas encountered in the text. Apply and extend these ideas to other texts and real life situations. Summarize what was read by retelling the main ideas. Discuss ideas for further reading.

High School

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Reading Instruction Reading at the high school level is Literature based novels that incorporate note taking, paraphrasing, vocabulary, writing, and instruction in text structures. At the high school level, writing and reading are done simultaneously. In literature classes students are expected to produce written and oral presentations, model skimming and scanning, and identify signal words. Determine the structure, identify a note-taking tool, predict the main idea, read the text and take notes. Students must be able to compare multiple texts as well as provide supporting evidence from the text during expository writing.

“Good Reading Instruction” Elementary The most important goal of reading instruction in elementary school is to help students acquire the skills and knowledge they need to read grade-level text fluently and with good comprehension. Reading comprehension is a very complex skill. Its most essential elements involve:

• Skill in reading text accurately and fluently; • Sufficient background knowledge and vocabulary to make sense of the content; • Skill in using reading strategies that improve understanding or repair it when it breaks

down; • Ability to think and reason about the information and concepts in the text; and motivation to understand and learn from text.

Reading proficiency at the end of elementary school requires that students be able to identify the words on the page accurately and fluently; that they have enough knowledge and thinking ability to understand the words, sentences, and paragraphs; and that they be motivated and engaged enough to use their knowledge and thinking ability to understand and learn from the text. Research emphasize motivation to understand and learn from the text is a critical component of reading comprehension. It takes real effort to understand the many textbooks and other forms of complex written materials students begin to encounter as they move through elementary school and into middle and high school. Unless students are appropriately engaged, they often do not fully apply the skills they have, nor will they be motivated to acquire additional skills and knowledge. Although the focus of reading instruction changes dramatically from the early to later grades, three program elements are critical at all grade levels:

Consistently implemented, high quality core classroom instruction and follow-up small-group instruction that is well-differentiated according to student needs.

Use of student performance data to guide instruction and allocate instructional resources.

Resources to provide interventions for struggling readers. 5 Targets of Instruction and Methods Used for Reading Instruction

Grades

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Phonemic Awareness

K Teachers use explicit instructional techniques and systematic practice to help students acquire skill in identifying the sounds (phonemes) in spoken words.

Phonics/word analysis

K-3

Systematic and explicit instruction is used to teach students the relationships between letters and the sounds they typically represent in words. Students also receive instruction and practice to help them learn how to use their knowledge of letter-sound relationships to “sound out” unfamiliar words in text.

Fluency K 1st 2-5

Teachers provide repeated exposures to words that occur very frequently in kindergarten texts so that students learn to read Students expand the range of words they can recognize “by sight” as they do large amounts of reading, which contributes significantly to the growth of their text-reading fluency. Most words are learned after students have read them correctly multiple times. Teacher modeling of reading in phrases and with proper expression can also help build fluency. Teachers encourage extensive reading and use specific methods, such as timed readings, partner reading, and reader’s theater, to stimulate growth in fluency. Continued growth in students’ ability to read grade-level text fluently occurs primarily as a result of large amounts of practice in reading meaningful text.

Vocabulary K-3 4-5

Teachers use a variety of techniques, from explicit instruction to incidental teaching, to expand students’ vocabulary, or knowledge of the meaning of words. Teachers often read texts to students that are beyond their current independent reading ability in order to expose them to more challenging vocabulary than they encounter in text they can read on their own. This helps prepare students for the higher levels of vocabulary they will encounter as they move into higher grades. The growth of students’ knowledge of word meanings continues to be supported by robust vocabulary instruction that involves explicit instruction in definitions, many opportunities to access word meanings in varied contexts, and instruction in vocabulary-learning strategies that can be applied when students encounter unknown words in text.

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K 1 2 3 4-5

Oral language comprehension—Teachers read stories and other kinds of text, and discuss their meaning with students to enhance the students’ ability to understand both narrative and expository text. At the same time, these activities can help deepen students’ interest in reading and their sense of reading as a meaningful activity. Reading Comprehension—Teachers begin to teach specific comprehension strategies, such as the use of story structure, to help students increase their reading comprehension. They also create many opportunities for students to discuss the meaning of the text they are reading. Writing in response to reading and sharing and discussing student writing is also an important instructional technique for reading comprehension. Teachers model and explicitly teach reading comprehension strategies, and provide scaffold support for their use during reading. They also create many opportunities for students to engage in high-level discussions of the meaning of both narrative and expository text. Writing continues to be used as an aid to building reading comprehension, and also as a way of monitoring the growth of students’ spelling knowledge. Students continue to be taught and supported in the use of reading comprehension strategies, and continue to learn how to construct the meaning of text as they participate in carefully guided discussions, both with the teacher and among themselves. Writing in response to reading continues to be an important instructional technique in this area. Teachers continue to provide explicit instruction and modeling in the use of reading comprehension strategies before, during, and after reading. They also integrate reading and writing activities, both to stimulate reading comprehension and to monitor growth in students’ ability to understand increasingly complex text. They continue to discuss high-level questions about text meaning, and work to create engaging situations in which students are motivated to learn from text. Learning of important content (science, history, social studies, literature) is supported by a variety of effective methods for teaching, such as use of graphic organizers, routines for comparing and

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contrasting concepts, etc.

Middle School

(6-8th Grade) (88 minutes) Allotted Time Component & Description

5-10 minutes Do Now

Vocabulary

Spiraled Review

Journal prompt

Reader’s Workshop 2-3x/ week

Writer’s Workshop 2-3x/week

15 minutes

-Mini-Lesson (I Do) Demonstrate the reading skill through modeling. -Read-Aloud (can be in conjunction with mini-lesson)

10 minutes

-Mini-Lesson (I do) Demonstrate the writing skill through modeling -Mentor Text (can be in conjunction with mini-lesson to introduce the specific writing skill used by the author and then practiced with students)

10 minutes

Guided Practice (We Do) Complete an activity with students to practice reading skill.

5 minutes

Guided Practice (We do) Complete an activity (shared writing) with students to practice teaching point.

15 minutes

Independent Practice (You Do) Student are engaged in the learning process through accountable talk, independent reading, conferring for reading, small group, partners, and cooperative learning groups to internalize reading skill.

25 minutes

Independent Practice (You Do) Students are engaged in the learning process and demonstrating their understanding of the writing skill/teaching point introduced. Students will have a choice of topic and independently write.

40 minutes Data Driven Learning Stations

Independent Reading or Writing

Guided Reading Groups (based on Lexile data)

I-Ready/Achieve 3000

Literature Circles

Demonstration of Learning

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“Good Writing Instruction”

Elementary Fluency of writing is an essential emphasis in grades K-5, and students need to write every day. At the kindergarten level, it is often difficult to determine which genre a piece of writing represents, and that is perfectly appropriate. In kindergarten and 1st grade students must learn how to write complete sentences before writing in the different genres. Differentiating student writing by genres is a gradual process. Teachers can help students become effective writers by teaching a variety of strategies for carrying out each component of the writing process and by supporting students in applying the strategies until they are able to do so independently. Over time, students will develop a repertoire of strategies for writing. Teachers should explain and model the fluid nature in which the components of the writing process work together, so that students can learn to apply strategies flexibly—separately or in combination—when they write. At the elementary level several genres are taught and are expanded at the middle and high school level.

Middle School

Writing at the middle school is a process through which students communicate thoughts and ideas. It is a highly complex, cognitive, self-directed activity, driven by the goals student writers set for what they want to do and say and the audience(s) for whom they are writing. To meet these goals, student writers must skillfully and flexibly coordinate their writing process from conception to the completion of a text. Components of the writing process include planning; drafting; sharing; revising; editing; evaluating; and, for some writing pieces, publishing. Students also should learn that writing is used for a variety of purposes, such as conveying information, making an argument, providing a means for self-reflection, sharing an experience, enhancing understanding of reading, or providing entertainment. Learning how to write well for different purposes is important not only for success in school, but also for active participation in professional and social life. Teachers should begin by teaching students the different purposes for writing and how specific genres, or forms of writing defined by specific features, can help students achieve their writing goals. When students understand the connection between different genres and writing purposes, they may be more likely to use different genres and think more critically about how to structure their writing. Students also must learn to adjust their writing to be most effective for their intended readers. Examples of good writing and techniques for writing in specific genres can help students write more effectively for different purposes and audiences. At the middle school level students concentrate on several genres that are expanded from the elementary level.

High School At the proficient level or above, high school students are able to plan, draft, and complete error-free essays of upwards of 1,500 words or more. High school students should know how to select the appropriate form of writing for various audiences and purposes, including narrative, expository, persuasive, descriptive, business, research and literary forms. Students in ninth to twelfth grade should exhibit an increasing facility with complex sentence structures, more sophisticated vocabulary, and an evolving individual writing style. When revising selected drafts, students are expected to improve the development of a central theme, the logical organization of content, and the creation of meaningful relationships among ideas. In addition, students must edit their essays for the correct use of standard American English. At the high school level students concentrate on several genres that are expanded from the elementary and middle level.

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Writing Genre Descriptors

Narrative This is all about story telling; whether fictional or non-fictional. This genre is one of the most commonly written and read pieces, because it is much easier to narrate your experiences or to report about someone else’s. It is used to write personal essays, biographies, plays and movie scripts, but their main goal is to entertain the readers. At the elementary level the teacher introduces the structure to the students. Narrative writing usually follows a given structure consisting of five elements such as: Setting: The time and venue of the event or story Characters: The protagonist (the main character) and other people featured in the story Problem: The challenge faced by the main character Events: How the main character handles the problem Resolution: The final solution to the problem

Personal Essays

Writing in which an author explores and shares the meaning of a personal experience. Students write short essays on their experiences, likes and dislikes. In elementary writing, spelling, structure and grammar is addressed.

Composing Letters

Writing a letter is an essential tool that is learned as early as 1st grade. This genre covers the following; heading, greeting/salutation, body of letter, closing and signature. Encouraging children to write letters from an early age will improve their communication, social and handwriting skills, and teach them what they need to know about writing and structuring letters.

Expository An expository writing is done in almost the same way as other types of writings, but the only difference is that it majorly focuses on presentation of facts, data and information about a given subject, instead of the personal opinions or viewpoints of the writer. At the end of the writing, the writer should state his opinions about the subject, but only after highlighting facts and illustrations which made him to come up with these opinions. The writing is also common in many books, magazines and newspapers.

Persuasive Persuasive writing involves the ability to persuade your view point through writing. Persuasion requires great skill and effort to convince your readers to endorse your opinion or viewpoint. You write with the sole objective of persuading your readers. Unlike persuasive advertisements that depend on visual appeal to strengthen the argument, persuasive writing utilizes the power of words to confidently and passionately relay a very important matter. Play on words and deep passion will certainly render the desired effect, as long as the writer understands the strength of reader’s convictions. Students should write on topics on which the writer has a preconceived notion. Such writings are common in newspapers and magazines, particularly on the editorial section.

Descriptive Descriptive writing involves describing a given subject. With descriptive writing, the writer tries to create the real picture or situation in the mind of the reader. To present your description in a more effective way, you should use all the human senses – touch, smell, sight, sound and taste. Use them to describe an event, a scene, a location, an object, a person and so on. The objective is to apply descriptive words when writing. The writer often presents his work step by step. This writing style is in common books, magazines and newspapers.

Journals Students write to themselves and to specific, known audiences. Their writing is personal and often less formal than other genres. They share news, explore new ideas,

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and record notes. Students learn the special formatting that letters and envelopes require.

Poetry Writing

Students create word pictures and play with rhyme and other stylistic devices as they create poems. Through their wordplay, students learn that poetic language is vivid and powerful but concise and that poems can be arranged in different ways on a page.

Reflective Writing

The purpose of reflective writing is to help you learn from a particular practical experience. It will help you to make connections between what you are taught in theory and what you need to do in practice. You reflect so that you can learn. In reflective writing, you are trying to write down some of the thinking that you have been through while carrying out a particular practical activity, such as writing an essay. Through reflection, you should be able to make sense of what you did and why and perhaps help yourself to do it better next time. You might reflect for many reasons in many ways, for example, in a diary or personal log. But here we are interested in the kind of writing that you do for assessment. You are often asked to provide a record of what you did plus a reflection of how you did it and how you are using what you are taught in your classes and any practical experience you are gaining to do this. Reflective writing gives you the chance think about what you are doing more deeply and to learn from your experience. You have the opportunity to discover how what you are taught in class helps you with your real-world or academic tasks. Writing your thoughts down makes it easier for you to think about them and make connections between what you are thinking, what you are being taught and what you are doing. Your written reflection will also serve as a source of reference and evidence in the future.

Research Writing a research paper is an essential aspect of academics. This genre of writing results from gathering, investigating, and organizing facts and thoughts on a topic. A research paper can be used for exploring and identifying scientific, technical and social issues.

Response to literature

Writing in which the author reacts to the action, characters, plot, philosophy, or other elements of a piece of literature. When you write a response to literature, often one requiring research, you are essentially making an argument. You are arguing that your perspective-an interpretation, an evaluative judgment, or a critical evaluation-is a valid one.

Literature Review

A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period. A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

Case Study A case-study is the most difficult to give you clear advice about as it may contain many other genres. The main advantage of a case study is that it gives you a chance to study one aspect of a real-world problem in detail from many different viewpoints. That is its main advantage. It doesn’t just restrict itself to a single research procedure such as a library search or interview data – but it could use either. At the beginning, therefore, you need a problem to solve. You will then lead the reader through the stages of the investigation, which you will describe and evaluate, to the

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solution. A case-study can, for example, make use of: Library research. Interviews, Questionnaires, Observation, Diaries, Historical documents, Collection of current documents. First you need to identify a problem. This could be, for example, the introduction of a new working practice in a factory or office. You would then describe the new practice, what it is, how it works, why it was introduced; then observe how it works, talk to people who are affected by it, talk to managers and then evaluate the results and come to a conclusion.

*Please note, there are other writing genres, however, the list above is just a sample of what is introduced in elementary and secondary education.

Vocabulary Instruction

This document lists the source of each vocabulary term from the book Vocabulary for the Common Core (Marzano & Simms, 2013). For more information about these words, including descriptions, examples, recommended grade levels, an organization scheme that groups related words into teaching clusters, and more, please see the book.

As we explain in Vocabulary for the Common Core, this list is presented to teachers and administrators as a menu from which they can select the words most appropriate for the content taught in their class-rooms and schools. Vocabulary for the Common Core also presents research supporting direct vocabulary instruction, a six-step process for vocabulary instruction, a complete explanation of how we selected and organized the terms in the book, and a process for selecting words to teach, which can be used by individual teachers or by school and district administrators to create classroom, school, and district wide vocabulary programs.

As explained in Vocabulary for the Common Core, our lists include words from the Common Core State

Standards (CCSS), Building Background Knowledge for Academic Achievement (Marzano, 2004), and

Designing and Teaching Learning Goals and Objectives (Marzano, 2009) and are sorted using Beck,

McKeown, and Kucan’s (2002) Tier 1, 2, and 3 scheme. Tier 1 words are outside the scope of this work,

Tier 2 words are limited to cognitive verbs found in the CCSS and listed in Designing and Teaching

Learning Goals and Objectives, and Tier 3 words are those from the CCSS and Building Background

Knowledge (see Appendix F).

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Mathematics Implementing Standards for Mathematical Practices

#1 Make sense of problems and persevere in solving them.

Summary of Standards for

Mathematical Practice Questions to Develop Mathematical Thinking

1. Make sense of problems and persevere in

solving them.

• Interpret and make meaning of the

problem looking for starting points.

Analyze what is given to explain to

themselves the meaning of the problem.

• Plan a solution pathway instead of

jumping to a solution.

• Monitor the progress and change the

approach if necessary.

• See relationships between various

representations.

• Relate current situations to concepts or

skills previously learned and connect

mathematical ideas to one another.

• Students ask themselves, “Does this make

sense?” and understand various

approaches to solutions.

How would you describe the problem in your own

words?

How would you describe what

you are trying to find?

What do you notice about...?

What information is given in the problem?

Describe the relationship between the quantities.

Describe what you have already tried. What might you

change?

Talk me through the steps you’ve used to this point.

What steps in the process are you most confident about?

What are some other strategies you might try?

What are some other problems that are similar to this

one?

How might you use one of your previous problems to

help you begin?

How else might you organize...represent...show...?

Institute for Advanced Study/Park City Mathematics Institute/ Created by Learning Services,

Modified by Melisa Hancock, 2013

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#1 Make sense of problems and persevere in solving them.



Implementation Characteristics: What does it look like in planning and delivery?

Task: elements to keep in mind when determining learning experiences

Teacher: actions that further the development of math practices within their students

Task:

Requires students to engage with conceptual ideas that underlie the procedures to complete

the task and develop understanding. Requires cognitive effort - while procedures may be followed, the approach or pathway is

not explicitly suggested by the task, or task instructions and multiple entry points are

available. The problem focuses students’ attention on a mathematical idea and provides

an opportunity to develop and/or use mathematical habits of mind. Allows for multiple entry points and solution paths as well as, multiple representations,

such as visual diagrams, manipulatives, symbols, and problem situations. Making

connections among multiple representations to develop meaning.

Requires students to access relevant knowledge and

experiences and make appropriate use of them in

working through the task.

Requires students to defend and justify their

solutions.

Teacher:

Allows students time to initiate a plan; uses question prompts as needed to assist students in

developing a pathway. Continually asks students if their plans and solutions make sense. Questions students to see connections to previous solution attempts and/or tasks to make

sense of current problem.

Consistently asks to defend and justify their solution by comparing solution paths.

Differentiates to keep advanced students challenged during work time

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#2 Reason abstractly and quantitatively.


Mathematical Practice

Questions to Develop Mathematical

Thinking

2. Reason abstractly and quantitatively.

• Make sense of quantities and their

relationships.

• Able to decontextualize (represent a

situation symbolically and manipulate the symbols) and contextualize (make meaning

of the symbols in a problem) quantitative relationships.

• Understand the meaning of quantities and

are flexible in the use of operations and their

properties.

• Create a logical representation of the

problem.

• Attend to the meaning of quantities, not just

how to compute them.

What do the numbers used in the problem

represent?

What is the relationship of the quantities?

How is _______ related to ________?

What is the relationship between ______and

______?

What does _______ mean to you?

(e.g. symbol, quantity, diagram)

What properties might we use to

find a solution?

How did you decide in this task that you

needed to use...? Could you have used

another operation or property to solve this

task? Why or why not?



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#2 Reason abstractly and quantitatively.

Implementation Characteristics: What does it look like in planning and delivery? Task: elements to keep in mind when determining learning experiences


Task:

Includes questions that require students to attend to the meaning of quantities and their

relationships, not just how to compute them.

Consistently expects students to convert situations into symbols in order to solve the problem

and then requires students to explain the solution within a meaningful situation.

Contains relevant, realistic content.

Teacher:

Expects students to interpret, model, and connect multiple representations.

Asks students to explain the meaning of the symbols in the problem and in their solution.

Expects students to give meaning to all quantities in the task.

Questions students so that understanding of the relationships between the quantities and/or

the symbols in the problem and the solution are fully understood.



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#3 Construct viable arguments and critique the reasoning of others.



Questions to Develop

Mathematical Thinking

3. Construct viable arguments and critique the

reasoning of others.

• Analyze problems and use stated

mathematical assumptions, definitions, and

established results in constructing arguments.

• Justify conclusions with mathematical ideas.

• Listen to the arguments of others and ask

useful questions to determine if an argument

makes sense.

• Ask clarifying questions or suggest ideas to

improve/revise the argument.

• Compare two arguments and determine

correct or flawed logic.

What mathematical evidence supports your

solution?

How can you be sure that...? / How could you

prove that...? Will it still work if...?

What were you considering when...?

How did you decide to try that strategy?

How did you test whether your approach

worked?

How did you decide what the problem was

asking you to find? (What was unknown?)

Did you try a method that did not work? Why

didn’t it work? Would it ever work? Why or

why not?

What is the same and what is different about...?

How could you demonstrate a counter-

example?



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#3 Construct viable arguments and critique the reasoning of others.



Task:

Is structured to bring out multiple representations, approaches, or error analysis.

Embeds discussion and communication of reasoning and justification with others.

Requires students to provide evidence to explain their thinking beyond merely using

computational skills to find a solution.

Expects students to give feedback and ask questions of others’ solutions.

Teacher:

Encourages students to use proven mathematical understandings,

(definitions, properties, conventions, theorems, etc.), to support their

reasoning.

Questions students so they can tell the difference between assumptions and

logical conjectures.

Asks questions that require students to justify their solution and their solution pathway.

Prompts students to respectfully evaluate peer arguments when solutions are shared.

Asks students to compare and contrast various solution methods.

Creates various instructional opportunities for students to engage in mathematical

discussions (whole group, small group, partners, etc.).



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#4 Model with Mathematics.





4. Model with mathematics.

• Understand this is a way to reason

quantitatively and abstractly (able to

decontextualize and contextualize).

• Apply the math students know to solve

problems in everyday life.

• Able to simplify a complex problem and

identify important quantities to look at

relationships.

• Represent mathematics to describe a

situation either with an equation or a

diagram and interpret the results of a

mathematical situation.

• Reflect on whether the results make sense,

possibly improving/revising the model.

• Ask themselves, “How can I represent this

mathematically?”

What number model could you construct to represent

the problem?

What are some ways to represent the quantities?

What’s an equation or expression that matches the

diagram? number line? chart? table?

Where did you see one of the quantities in the task in

your equation or expression?

Would it help to create a diagram, graph, table?

What are some ways to visually represent…?

What formula might apply in this situation?



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#4 Model with Mathematics

Implementation Characteristics: What does it look like in planning and delivery?

Task: elements to keep in mind when determining learning experiences


Task:

Is structured so that students represent the problem situation and their solution symbolically,

graphically, and/or pictorially (may include technological tools) appropriate to the context of the

problem.

Invites students to create a context (real-world situation) that explains numerical/symbolic

representations.

Asks students to take complex mathematics and make it simpler by creating a model that will

represent the relationship between the quantities.

Requires students to identify variables, compute and interpret results, report findings, and justify

the reasonableness of their results and procedures within context of the task.

Teacher:

Demonstrates and provides student’s experiences with the use of various mathematical models.

Questions students to justify their choice of model and the thinking behind the model.

Asks students about the appropriateness of the model chosen.

Assists students in seeing and making connections among models.

Give students opportunity to evaluate the appropriateness of the model.



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#5 Use appropriate tools strategically.





5. Use appropriate tools strategically.

• Use available tools recognizing the strengths

and limitations of each.

• Use estimation and other mathematical

knowledge to detect possible errors.

• Identify relevant external mathematical

resources to pose and solve problems.

• Use technological tools to deepen their

understanding of mathematics.

• Use mathematical models for visualizing and

analyzing information

What mathematical tools could we use to

visualize and represent the situation?

What information do you have?

What do you know that is not stated in the

problem?

What approach are you considering trying first?

What estimate did you make for the solution?

In this situation would it be helpful to use a

graph..., number line..., ruler..., diagram...,

calculator..., manipulative?

Why was it helpful to use ____?

What can using a ______ show us that

_____may not?

In what situations might it be more informative

or helpful to use...?



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#5 Use appropriate tools strategically.



Task:

Requires multiple learning tools. (Tools may include: manipulatives (concrete models), calculator, measurement tools, graphs, diagrams, spreadsheets, statistical software, etc.)

Requires students to determine and use appropriate tools to solve problems.

Requires students to demonstrate fluency in mental computations.

Asks students to estimate in a variety of situations:

-a task when there is no need to have an exact answer -a task when there is not enough information to get an exact answer -a task to check if the answer from a calculation is reasonable

Teacher:

Demonstrates and provides students experiences with the use of various math tools. A variety of tools are within the classroom learning environment and readily available.

Allows students to choose appropriate learning tools and questions students as to why they chose the tools they used to solve the problem.

Consistently models how and when to estimate effectively, and requires students to use

estimation strategies in a variety of situations.

Asks student to explain their mathematical thinking with the chosen tool.

Asks students to explore other options when some tools are not available.



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#6 Attend to precision.





6. Attend to precision.

• Communicate precisely with others and

try to use clear mathematical language

when discussing their reasoning.

• Understand meanings of symbols used in

mathematics and can label quantities

appropriately.

• Express numerical answers with a degree

of precision appropriate for the problem

context.

• Calculate efficiently and accurately.

What mathematical terms apply in this situation?

How did you know your solution was reasonable?

Explain how you might show that your solution

answers the problem.

Is there a more efficient strategy?

How are you showing the meaning of the

quantities?

What symbols or mathematical notations are

important in this problem?

What mathematical language..., definitions...,

properties can you use to explain...?

How could you test your solution to see if it

answers the problem?



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#6 Attend to precision.



Task:

Requires students to use precise vocabulary (in written and verbal responses) when

communicating mathematical ideas.

Expects students to use symbols appropriately.

Embeds expectations of how precise the solution needs to be (some may more appropriately

be estimates).

Teacher:

Consistently demands and models precision in communication and in mathematical solutions.

(uses and models correct content terminology). Expects students to use precise mathematical vocabulary during mathematical conversations.

(identifies incomplete responses and asks students to revise their response). Questions students to identify symbols, quantities, and units in a clear manner



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#7 Look for and make use of structure.





7. Look for and make use of structure.

• Apply general mathematical rules to

specific situations.

• Look for the overall structure and

patterns in mathematics.

• See complicated things as single

objects or as being composed of

several objects.

What observations do you make about...?

What do you notice when...?

What parts of the problem might you eliminate?

simplify?

What patterns do you find in...?

How do you know if something is a pattern?

What ideas have we learned before that were

useful in solving this problem?

What are some other problems that are similar to

this one?

How does this relate to...?

In what ways does this problem connect to other

mathematical concepts?



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#7 Look for and make use of structure.



Task:

Requires students to look for the structure within mathematics in order to solve the problem. (i.e. – decomposing numbers by place value, working with properties, etc.).

Asks students to take a complex idea and then identify and use the component parts to solve problems. i.e. building on the structure of equal sharing, students connect their understanding to the traditional division algorithm. When “unit size” cannot be equally distributed, it is necessary to break down into a smaller “unit size”. (example below)

4 )351

-32

31

-28

3

Expects students to look at problems and think about them in an unconventional way that demonstrates a deeper understanding of the mathematical structure—leading to a more efficient

way of solving the problem. They recognize and identify structures from previous experience(s) and apply this understanding in a new situation. (i.e. 7 x 8 = (7 x 5) + (7 x 3) OR 7 x 8 = (7 x 4) + (7 x 4). New situations could be distributive property, area of composite figures, multiplication fact strategies.)

Teacher:

Encourages students to look at or something they recognize and have students apply the information in identifying solution paths (i.e. composing/decomposing numbers and geometric figures, identifying properties, operations, etc.).

Expects students to explain the overall structure of the problem and the big math idea used to solve the problem.

3 hundreds units cannot be distributed into 4 equal groups. Therefore, they must be broken down into tens units. There are now 35 tens units to distribute into 4 groups. Each group gets 8 sets of tens, leaving 3 extra tens units that need to become ones units. This leaves 31 ones units to distribute into 4 groups. Each group gets 7 ones units, with 3 ones units remaining. The quotient means that each group has 87 with 3 left.



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#8 Look for and express regularity in repeated reasoning





8. Look for and express regularity in

repeated reasoning.

See repeated calculations and looks

for generalizations and shortcuts.

See the overall process of the

problem and still attend to the details.

Understand the broader application

of patterns and see the structure in

similar situations.

Continually evaluate the

reasonableness of their intermediate

results.

Will the same strategy work in other situations?

Is this always true, sometimes true or never true?

How would you prove that...?

What do you notice about...?

What is happening in this situation?

What would happen if …?

Is there a mathematical rule for...?

What predictions or generalizations can this pattern

support?

What mathematical consistencies do you notice?



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#8 Look for and express regularity in repeated reasoning



Task:

Addresses and connects to prior knowledge in a non-routine way.

Present several opportunities to reveal patterns or repetition in thinking so generalizations can be made.

Requires students to see patterns or relationships in order to develop a mathematical rule.

Expects students to discover the underlying structure of the problem and come to a generalization. Connects to a previous task to extend learning of a mathematical concept.

Teacher:

Encourages students to connect task to prior concepts and tasks.

Prompts students to generate exploratory questions based on current tasks.

Asks what math relationships or patterns can be used to assist in making sense of the problem.

Asks for predictions about solutions at midpoints throughout the solution process and encourages students to monitor each other’s intermediate results.

Questions students to assist them in creating generalizations based on repetition in thinking and procedures.



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Making Meaning of the Mathematical Practices (K-12)

Practice #1: Make Sense of Problems and Persevere In Solving Them

Students: Because Teachers:

Analyze and explain the meaning of the problem

Actively engage in problem solving (Develop, carry out, and refine a plan)

Show patience and positive attitudes Ask if their answers make sense Check their answers with a different

method

Pose rich problems and/or ask open ended questions

Provide wait-time for processing/finding solutions

Circulate to pose probing questions and monitor student progress

Provide opportunities and time for cooperative problem solving and reciprocal teaching

Practice #2: Reason Abstractly and Quantitatively Students: Because Teachers:

Represent a problem with symbols Explain their thinking Use numbers flexibly by applying

properties of operations and place value Examine the reasonableness of their

answers/calculations

Ask students to explain their thinking regardless of accuracy

Highlight flexible use of numbers Facilitate discussion through guided

questions and representations Accept varied solutions/representations

Practice #3: Construct Viable Arguments and Critique the Reasoning of Others


Make reasonable guesses to explore their ideas

Justify solutions and approaches Listen to the reasoning of others, compare

arguments, and decide if the arguments of others makes sense

Ask clarifying and probing questions

Provide opportunities for students to listen to or read the conclusions and arguments of others

Establish and facilitate a safe environment for discussion

Ask clarifying and probing questions Avoid giving too much assistance (e.g.,

providing answers or procedures)

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Practice #4: Model with Mathematics


Apply prior knowledge to new problems and reflect

Use representations to solve real life problems

Apply formulas and equations where appropriate

Pose problems connected to previous concepts

Provide a variety of real world contexts Use intentional representations

Practice #5: Use Appropriate Tools Strategically


Select and use tools strategically (and flexibly) to visualize, explore, and compare information

Use technological tools and resources to solve problems and deepen understanding

Make appropriate tools available for learning (calculators, concrete models, digital resources, pencil/paper, compass, protractor, etc.)

Use tools with their instruction

Practice #6: Attend to Precision


Calculate accurately and efficiently

Explain their thinking using mathematics vocabulary

Use appropriate symbols and specify units of measure

Recognize and model efficient strategies for computation

Use (and challenge students to use) mathematics vocabulary precisely and consistently

Practice #7: Look For and Make Use of Structure


Look for, develop, and generalize relationships and patterns

Apply reasonable thoughts about patterns and properties to new situations

Provide time for applying and discussing properties

Ask questions about the application of patterns

Highlight different approaches for solving problems

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Practice #8: Look For and Express Regularity in Repeated Reasoning


Look for methods and shortcuts in patterns and repeated calculations

Evaluate the reasonableness of results and solutions

Provide tasks and problems with patterns

Ask about answers before and reasonableness after computations

NOTE: Teachers are encouraged to use anchor charts so students may refer back to these questions

throughout instruction. Additionally, posting these questions throughout the classroom may begin

enhance utilization.

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Science Argumentative Writing in Science

Argumentative writing in science for middle and high school students is a process for writing five

paragraph essays citing information from 2-3 texts to support a position on a topic in science.

The Process

Students will be given two articles on a topic to read and complete graphic organizers where they will

explain in their own words and cite quotes from each article to support their explanations. There is an

alternative graphic organizer for students who struggle the most with reading where students can

dissect each article paragraph by paragraph. Articles for middle school will be between 400-1,000

words each and articles for high school will be between 600-1,400 words each. After the students have

completed the graphic organizers, they will then synthesize their information in a pre-writing outline.

The outline will be in a format that can easily be transferred to the essay.

Students will then write the rough draft and use the essay checklist where they can self-assess each

paragraph they wrote or have another student dissect each paragraph to see which standards they

have met for each paragraph and which they need to continue working on. When the students have

completed the self -assessment and/or peer assessment, they will sit down with the teacher who will

use the checklist to assess their work. The teacher will ask the student questions to assess the result of

their self-assessment and then offer more feedback if needed. The student will proceed to write or

type their final copy and staple it on top of every step they took in the process for a final grade.

The Pedagogy

As gleaned from the research, teachers have been instructed to spend 20% of the time using whole

group instruction, 40% of the time using cooperative learning, and 40% of the time for students to

work as individuals. During direct instruction, individual students will read paragraphs to the class,

students will pair-share what they think the most important information and main idea of the

paragraph is and what texts give that impression. Students will then report out their findings to the

whole group and the teacher will facilitate the discussion. After the teacher models the process,

students will break off into groups of four that were selected by the teacher based on student data. For

40% of the instructional period, students will work together to analyze articles. The remaining 40% of

the time, students will work independently to analyze articles.

Students will write their essays independently and then self-assess using a detailed and specified

checklist. Afterwards, students will engage in peer assessment with a student who is moving

at the same pace. The final stage before the final copy will be teacher assessment. The student will

then write their final copy as their individual exemplar.

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Constructivist Teaching in Science

Constructivist teaching is where students are actively engaged in the learning process. In the science

classroom, this should be visible through a variety of teaching methods. The first is cooperative

learning. Students should be working in groups of 2-4 solving problems. Additionally, classes should

have discussions where students can share their answers and report out to the class and allow

students to share their voice and receive respectful feedback from their peers. Students should engage

in labs where they can interact with the materials and see for themselves what is happening as

opposed to simply being told. They can also use computer-simulated programs that allow students to

manipulate situations and see what the end result can be. When the students are working in pairs, the

teacher is circulating throughout the room providing feedback to students and assisting them in their

path of learning and self-discovery.

TPS Science Department PARCC Argumentative Writing Process

1. Read article #1. 2. Complete Graphic Organizer #1. 3. Read article #2. 4. Complete Graphic Organizer #2. 5. Complete pre-writing graphic organizer. 6. Complete rough draft using PARCC Traditional Grading Checklist. 7. Student receives feedback from teacher and/or peers using the PARCC Traditional Grading

Checklist as a guide. 8. Student completes final copy and staples it on top of assignments 1-7.

Methodology Recap

20% of the Instructional Period: Whole Group Instruction 40% of the Instructional Period: Cooperative Learning 40% of the Instructional Period: Independent Learning

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Graphic Organizer #1 – Option #1

Name:

Title of Article:

Paragraph # What I Believe the Author is Saying

What in the Text Makes Me Believe that

What I Believe the Most Important Fact in the Paragraph is

A quote from the paragraph

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Name:

Title of Article:

1. What is the main argument the author is making?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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____________________________________________________________________________________

____________________________________________________________________________________

2. Find one quote from the text that supports the author’s argument. Write it below.

____________________________________________________________________________________

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____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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____________________________________________________________________________________

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3. Restate the quote in your own words and write three pieces of evidence that the author uses in your

own words.

____________________________________________________________________________________

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____________________________________________________________________________________

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____________________________________________________________________________________

____________________________________________________________________________________

4. Find another quote from the text that supports the author’s argument. Write it below.

____________________________________________________________________________________

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____________________________________________________________________________________

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own words.

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____________________________________________________________________________________

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own words.

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Cite article in APA or MLA format:


Name:

Title of Article:

Paragraph # What I Believe the Author is Saying

What in the Text Makes Me Believe that

What I Believe the Most Important Fact in the Paragraph is

A quote from the paragraph

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Name:

Title of Article:

1. What is the main argument the author is making?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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____________________________________________________________________________________

____________________________________________________________________________________

2. Find one quote from the text that supports the author’s argument. Write it below.

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own words.

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____________________________________________________________________________________

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own words.

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own words.

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Cite article in APA or MLA format:

Argumentative Essay Pre-Writing

Name:

Paragraph #1

1. State the author you agree with __________________________________________________

2. State three reasons you agree with this author below and disagree with the other author.

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Paragraph #2

1. Write the first quote that you will use to support your argument

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Page 51 of 237

2. State what the quote means in your own words.

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3. Why do you agree with this author’s evidence (quote)?

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4. How does this disagree with the other author?

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5. Why you believe the other author is wrong on this subtopic?

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Page 52 of 237

Paragraph #3


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Page 53 of 237


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Paragraph #4


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Page 54 of 237


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Paragraph #5

1. Restate your argument in your own words.

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2. How does your evidence prove your position?

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Page 55 of 237

3. What do you suggest for the future? [Future Improvements or Future Areas of Research]?

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Essay Checklist

Introductory Paragraph

_______ Student states their position in the first sentence. [5 points]

_______ Students provides three examples to support their position. [8 points]

_______ Paragraph is 3-5 sentences long. [7 points]

First Body Paragraph

_______ Student states the main idea in the first sentence. [4 points]

_______ Student properly quotes and cites evidence from a text. [4 points]

_______ Student gives at least two sentences explaining how the quotes supports their position.

[8 points]

_______ Student properly quotes and cites evidence from a different text. [1 point]

_______ Student gives at least two sentences explaining how these quotes support or conflict with the

first quote. [2 points]

_______ Student can explain why they agree or disagree with second quote. [1 point]

Second Body Paragraph




[8 points]


Page 56 of 237




Third Body Paragraph




[8 points]





Conclusion

_______ Student summarizes their main points without repeating or adding new information. [8 points]

_______ Paragraph is at least 3-5 sentences. [7 points]

_______ The last sentence either connects the topic to today (if topic is dealing with the past), connects it

to the future (if the topic is in the present), or makes a suggestion for improvement (if

applicable). [5 points]

PARCC Writing Rubric Made Easy

4 3 2 1 0 Student successfully uses more than one quote in a paragraph to support the essay’s position. Student correctly uses quotes of one article for or against the quotes in the other article in the same paragraph. Student uses academically rich vocabulary correctly.

Student correctly uses quotes from the sources and explains them. Student uses quotes to support one’s arguments.

Student summarizes what the authors say without adding any insight. Student uses quotes, but does not comment on them or explain them. Essay is the appropriate length [a 5-paragraph essay is 5-paragraphs].

Student makes a minimal attempt. Student mentions the words from the topic, but not in a context that has anything to do with the essay’s topic. [For example, student mentions his experience of being thirsty in an essay about water shortage.] Essay is not the length assigned [A 5-paragraph essay is 1-3 paragraphs].

Student does not attempt to write on the topic at all. Student does not even mention the words from the question in the essay.

Page 57 of 237

Research Simulation Task and Literary Analysis Task

Construct

Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension of

Key Ideas and

Details

The student response

demonstrates full

comprehension of ideas

stated explicitly and

inferentially by providing an

accurate analysis and

supporting the analysis with

effective and convincing

textual evidence.


demonstrates


stated explicitly and/or

inferentially by providing a

mostly accurate analysis,

and supporting the analysis

with adequate textual

evidence.


demonstrates basic




generally accurate analysis

and supporting the analysis

with basic textual evidence.


demonstrates limited




minimally accurate

analysis and supporting the

analysis with limited textual

evidence.


demonstrates no

comprehension of

ideas by providing

inaccurate or no

analysis and little to no

textual evidence.

Writing

Written

Expression


addresses the prompt and

provides effective and

comprehensive

development of the claim

or topic that is

consistently appropriate

to the task by using clear

and convincing

reasoning supported by

relevant textual

evidence;

demonstrates purposeful

coherence, clarity, and

cohesion, making it easy

to follow the writer’s

progression of ideas;

establishes and maintains

an effective style,

attending to the norms

and conventions of the

discipline.



provides mostly effective


or topic that is mostly

appropriate to the task,

by using clear reasoning

supported by relevant

textual evidence;

demonstrates coherence,

clarity, and cohesion,

making it fairly easy to

follow the writer’s


establishes and

maintains a mostly

effective style, while



discipline.



provides some


or topic that is somewhat


by using some reasoning

and text-based evidence;

demonstrates some

coherence, clarity, and/or

cohesion, making the

writer’s progression of

ideas usually discernible

but not obvious;

has a style that is

somewhat effective,

generally attending to the

norms and conventions of

the discipline.



develops the claim or

topic and provides

minimal development that

is limited in its

appropriateness to the

task by using limited

reasoning and text-based

evidence; or

is a developed, text-based

response with little or no

awareness of the prompt;





ideas somewhat unclear;

has a style that has

limited effectiveness, with

limited awareness of the

norms of the discipline.


is undeveloped and/or

inappropriate to the task;

lacks coherence,

clarity, and

cohesion.

has an inappropriate

style, with little to no

awareness of the

norms of the

discipline.

Writing

Knowledge of

Language and

Conventions

The student response to the

prompt demonstrates full

command of the

conventions of standard

English at an appropriate

level of complexity. There

may be a few minor errors

in mechanics, grammar, and

usage, but meaning is

clear.


prompt demonstrates some

command of the




may be errors in mechanics,

grammar, and usage that

occasionally impede

understanding, but the

meaning is generally clear.


prompt demonstrates

limited command of the






often impede

understanding.


to the prompt

demonstrates no

command of the

conventions of

standard English.

Frequent and varied

errors in mechanics,

grammar, and usage

impede

understanding.

Page 58 of 237

Narrative Task (NT)

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing

Written Expression


is effectively developed

with narrative elements

and is consistently

appropriate to the task;







an effective style,



discipline.


is mostly effectively

developed with narrative

elements and is mostly







establishes and

maintains a mostly




discipline.


is developed with some

narrative elements and is

somewhat appropriate

to the task;

demonstrates some




ideas usually

discernible but not

obvious;

has a style that is

somewhat effective,



the discipline.


is minimally developed

with few narrative

elements and is limited in

its appropriateness to

the task;












inappropriate to the

task;

lacks coherence, clarity,

and cohesion;



awareness of the norms

of the discipline.

Writing

Knowledge of Language

and Conventions



command of the







clear.



command of the






occasionally impede




prompt demonstrates







often impede

understanding.


prompt demonstrates no

command of the


English. Frequent and

varied errors in mechanics,

grammar, and usage

impede understanding.

NOTE:

The reading dimension is not scored for elicited narrative stories. The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level

standards 1-4 for writing. Tone is not assessed in grade 6. Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation,

organizing a logical event sequence, describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-11, narrative elements may include, in addition to the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be assessed are expressed in grade-level standards 3 for writing.

A response is considered unscoreable if it cannot be assigned a score based on the rubric criteria. For unscoreable student responses, one of the following condition codes will be applied.

Page 59 of 237

Social Studies Text Frames

Within the instructional framework for social studies content, we will continue to emphasize teaching

literacy skills across the curriculum. Reading and writing skills are critical to ensure our students are

ready for college and careers. Argumentative, informational, and narrative non-fiction text now require

students to engage reading complexities and practice writing high quality responses. Research on

learning, reading, and decision-making indicates learners who study text structures approach reading

with an advantage because they how information unfolds in varying text structures. Younger students

have a sense of narrative text structures because of their access to “stories” and familiarity with plot,

theme, and setting. This awareness must increase as students’ progress through school. Social Studies

teachers can support literacy skills in a variety of ways and one is teaching text structures. This

instructional strategy is a new concept for many students and learning text structures increases

student engagement and capacity for using thinking skills.

Nonfiction organizational text patterns in Social Studies are a blend of Time/Order – Chronological

and Description. Common text structures are description, sequence, compare and contrast, cause and

effect, and problem/solution. Scholastic Inc., Teaching Students to Read Nonfiction and Teaching

Nonfiction Text Structures are two of many resources available for teaching text structures.

To teach a text structure: introduce an organizational pattern (descriptive 1st) – the signal

words and phrases that identify the text structure (for example, characteristics, for instance,

such as, is like, including, to illustrate) – and give each student a graphic organizer for the

specific text pattern.

NOTE: A description graphic organizer works reciprocally because students can use a

descriptive graphic organizer to become familiar with the different text structures – (for a

practical exemplar on teaching text structures see www.teachingwithamountainview.com )

once on the website type Informational text Structures into the search box.

While teaching text structures give students multiple opportunities to work on the text – for activities

and worksheets (www.ereadingworksheets.com) – with chances to analyze the text structure through

informational non-fiction text, students will begin to identify signal words and phrases in a text that

will identify the pattern. Teaching text structure facilitates close reading and engagement. Students

can then use the graphic organizer to express their level of understanding.

The first writing activity should be whole class instruction followed by small group – partner – and

independent writing. Learning text patterns supports students’ ability to read for information and

teaches students to predict the types of information that will be included in a text. To rank students

basic ability to read they identify the main idea, cite textural evidence, and provide supporting details.

To rank your students reading ability of non-fiction informational text they must look for signal words

to identify a particular text structure.

http://www.teachingwithamountainview.com/

http://www.ereadingworksheets.com/

Page 60 of 237

Using Graphic Organizers

Strategically situating the Venn diagram graphic organizer in the text structure learning sequence is

critical to a scaffold learning process. Looking at two or more items to establish similarities and

differences through a Venn diagram graphic organizer is perhaps a familiar starting point to introduce

one of several text patterns. However, we must reflect thoughtfully on previous practices with graphic

organizers and clearly understand that students must be assessed proficient with the signal words and

phrases associated with a particular text pattern before introducing a graphic organizer. It is important

to teach text structures in order beginning with Description and finishing with Compare and Contrast.

The use of the Venn diagram to compare and contrast is most effective following the teachings of

description, problem/solution, and time/order – chronology. Lastly, compare/contrast and cause/

effect. The T-Chart is a viable alternative when requiring students to compare and contrast on an

assignment.

RI.4.5 – Describe to overall structure of a text

R.CCR-5 – Analyze the structure of text, including how specific sentences, paragraphs, and larger

portions of the text (e.g., a section, chapter, scene, or stanza relate to each other and the whole. In our

social studies classroom, we want students thinking about how structural features affect the meaning

of different kinds of text

RH6-8.3 – Identify key steps in a text’s description of a process related to history/social studies

RH6-8.4 – Determine the meaning of words and phrases as they are used in a text, including vocabulary

specific to domains related to history/social studies

RH6-8.5 – Describe how a text presents information (e.g., sequentially, comparatively, causally).

IMPORTANT HIGHLIGHT – TEACHING TEXT STRUCTURES:

Teaching text structures is not a new concept, however it is underutilized; The National Education

Association articles and resources, teaching strategies, tools and ideas endorses the notion that

teaching text structures will allow the student to monitor their comprehension and encourage the

reader to question the text. www.nea.org/tools/using-text-structure.htm l

Additional Resource:

www.njcore.org/resources/use-text-structure-organize-and...

http://www.nea.org/tools/using-text-structure.htm

http://www.njcore.org/resources/use-text-structure-organize-and

Page 61 of 237

All Content

Page 62 of 237

Critical Thinking Skills

1 Knowledge

Identification and recall information

Define Fill in the blank List Identify

Label Locate Match Memorize

Name Recall Spell

State Tell Underline

Who ___________________? How__________________? What ___________________? Describe ______________? Where __________________? What is _______________? When ___________________?

2 Comprehension

Organization and selection of facts and ideas

Convert Describe Explain

Interpret Paraphrase Put in order

Restate Retell in your own words Rewrite

Summarize Trace Translate

Re-tell _____ in your own word. What differences exists between ______? What is the main idea of _______? Can you write a brief outline?

3 Application

Use of facts, rules, and principles

Apply Compute Conclude

Demonstrate Determine Draw

Given an example Illustrate Make

Show Solve State a Rule or principle Use

How is ____ an example of _____? Do you know of another instance where _____? How is _______ related to ______? Could this have happened in _____? Why is ______ significant?

4 Analysis

Separating a whole into its parts

Information

Analyze Categorize Classify Compare

Contrast Debate Deduct Determine the factors

Diagram Differentiate Dissect Distinguish

Examine Infer Specify

What are the parts or features of ________? How does _____ compare/contrast with _____? Classify ______ according to _______. What evidence can you present for ________? Outline/diagram/web/map _______.

Page 63 of 237

5 Synthesis

Combining ideas to form a new whole

Change Combine Compose Construct Create Design

Find an unusual way Formulate Generate Invent Originate

Predict Pretend Produce Rearrange Reconstruct Reorganize

Revise Suggest Suppose Visualize Write

What would you predict/infer from ______? Justify your response. What solutions would you suggest from ____? Just your answer with evidence from a text or experience. What ideas can you add to _______? What might happen if you combined ______ with _______? How would you create/design a new ______?

6 Evaluation

Developing opinions, judgments or decisions

Appraise Choose Compare Conclude

Decide Defend Evaluate Give your opinion

Judge Justify Prioritize Rank

Rate Select Support Value

Do you agree that _____? Explain. Prioritize ______ according to _____. What do you think about _____? Justify your answer with evidence from the text or experiment. How would you decide about ______? Defend your answer with evidence from a text or experiment. What is most important? Justify your answer with claims rooted in evidence. What criteria would you use to assess _____?

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C R I T I C A L T H I N K I N G R U B R I C f o r P B L (for grades 3-5; CCSS ELA aligned)

Critical Thinking

Opportunity at Phases

of a Project Below Standard Approaching Standard At Standard

Above

Standard

Launching the

Project:

Analyze Driving

Question and

Begin Inquiry

• I cannot explain what I would need to know

to be able to answer the Driving Question

• I still need to learn how another person

might think differently about the Driving

Question

• I still need to learn how to ask questions

about what our audience or product users

might want or need

• I can identify a few things I would need to

know to be able to answer the Driving

Question

• I can understand that another person might

think differently about the Driving Question

• I can ask a few questions about what our

audience or product users might want or need

• I can explain what I would need to know to

be able to answer the Driving Question

• I can explain how different people might

think about the Driving Question

• I can ask lots of questions about what our

audience or product users might want or

need

Building Knowledge,

Understanding, and

Skills:

Gather and

Evaluate

Information

• I still need to learn how to use information

from different sources to help answer the

Driving Question

• I still need to learn how to think about

whether my information is relevant or if I

have enough

• I can use information from different sources

to help answer the Driving Question, but I

may have trouble putting it together

• I can think about whether my information is

relevant and if I have enough, but I don’t

always decide carefully

• I can use information from different

sources to help answer the Driving

Question (CC 3-5.RI.7, W.7)

• I can decide if my information is relevant

and if I have enough

Developing and

Revising Ideas and

Products:

Use Evidence and

Criteria

• I still need to learn how to identify the

reasons and evidence an author or speaker

uses to support a point

• I still need to learn how to decide if an idea

for a product or an answer to the Driving

Question is a good one

• I still need to learn how to use feedback

from other students and adults to improve

my writing or my design for a product

• I can identify some of the reasons and

evidence an author or speaker uses to support

a point

• I can tell when an idea for a product or an

answer to the Driving Question is a good one,

but cannot always say why

• I can sometimes use feedback from other

students and adults to improve my writing or

my design for a product

• I can explain how an author or speaker

uses reasons and evidence to support a

point that helps me answer the Driving

Question (CC 3-5. RI.8, SL.3)

• I can explain how to decide if an idea for a

product or an answer to the Driving

Question is a good one

• I can use feedback from other students and

adults to improve my writing or my design

for a product (CC 3-5.W.5)

Presenting Products

and Answers to

Driving Question:

Justify Choices

• I still need to learn how to explain my ideas

in an order that makes sense

• I still need to learn how to use appropriate

facts or relevant details to support my ideas

• I can explain my ideas, but some might be in

the wrong order

• I can use some facts and details to support my

ideas, but they are not always appropriate and

relevant

• I can explain my ideas in an order that

makes sense (CC 3-5.SL.4)

• I can use appropriate facts and relevant

details to support my ideas (CC 3-5.SL.4)

Page 65 of 237

C R I T I C A L T H I N K I N G R U B R I C f o r P B L (for grades 6-12; CCSS ELA aligned)

Critical Thinking

Opportunity at

Phases of a Project Below Standard Approaching Standard At Standard

Above

Standard

Launching the

Project:

Analyze Driving

Question and

Begin Inquiry

• sees only superficial aspects of, or one point of

view on, the Driving Question • identifies some central aspects of the Driving

Question, but may not see complexities or consider

various points of view

• asks some follow-up questions about the topic or the

wants and needs of the audience or users of a

product, but does not dig deep

• shows understanding of central aspects of the Driving

Question by identifying in detail what needs to be known to

answer it and considering various possible points of view on

it

• asks follow-up questions that focus or broaden inquiry, as

appropriate (CC 6-12.W.7)

• asks follow-up questions to gain understanding of the wants

and needs of audience or product users

Building Knowledge,

Understanding, and

Skills:

Gather and

Evaluate

Information

• is unable to integrate information to address the

Driving Question; gathers too little, too much, or

irrelevant information, or from too few sources

• accepts information at face value (does not evaluate

its quality)

• attempts to integrate information to address the

Driving Question, but it may be too little, too much,

or gathered from too few sources; some of it may not be relevant

• understands that the quality of information should be

considered, but does not do so thoroughly

• integrates relevant and sufficient information to address the

Driving Question, gathered from multiple and varied

sources (CC 6,11-12.RI.7)

• thoroughly assesses the quality of information (considers

usefulness, accuracy and credibility; distinguishes fact vs.

opinion; recognizes bias) (CC 6-12.W.8)

Developing and

Revising Ideas and

Products:

Use Evidence and

Criteria

• accepts arguments for possible answers to the

Driving Question without questioning whether

reasoning is valid

• uses evidence without considering how strong it is

• relies on “gut feeling” to evaluate and revise ideas,

product prototypes or problem solutions (does not use criteria)

• recognizes the need for valid reasoning and strong

evidence, but does not evaluate it carefully when

developing answers to the Driving Question

• evaluates and revises ideas, product prototypes or

problem solutions based on incomplete or invalid

criteria

• evaluates arguments for possible answers to the Driving

Question by assessing whether reasoning is valid and

evidence is relevant and sufficient (CC 6-12.SL.3, RI.8)

• justifies choice of criteria used to evaluate ideas, product

prototypes or problem solutions

• revises inadequate drafts, designs or solutions and explains

why they will better meet evaluation criteria (CC 6-12.W.5)

Presenting Products

and Answers to

Driving Question:

Justify Choices,

Consider

Alternatives &

Implications

• chooses one presentation medium without

considering advantages and disadvantages of using

other mediums to present a particular topic or idea

• cannot give valid reasons or supporting evidence to

defend choices made when answering the Driving

Question or creating products

• does not consider alternative answers to the Driving

Question, designs for products, or points of view

• is not able to explain important new understanding

gained in the project

• considers the advantages and disadvantages of using

different mediums to present a particular topic or

idea, but not thoroughly

• explains choices made when answering the Driving

Question or creating products, but some reasons are

not valid or lack supporting evidence

• understands that there may be alternative answers to

the Driving Question or designs for products, but

does not consider them carefully

• can explain some things learned in the project, but is

not entirely clear about new understanding

• evaluates the advantages and disadvantages of using

different mediums to present a particular topic or idea (CC

8.RI.7)

• justifies choices made when answering the Driving Question

or creating products, by giving valid reasons with supporting

evidence (CC 6-12.SL.4)

• recognizes the limitations of an answer to the Driving

Question or a product design (how it might not be complete,

certain, or perfect) and considers alternative perspectives

(CC 11-12.SL.4)

• can clearly explain new understanding gained in the project

and how it might transfer to other situations or contexts

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Writing Rubrics

Picture Criteria Needs Guidance

Developing Skills

Meets Standards

Exceed Standards

Student sounds

out words

including

beginning and

ending. Some

vowels are

included

Student’s

picture matches

writing

The tree is green.

Student writes a

complete

sentence to

describe picture

or idea.

Student uses

capital letters to

begin sentences

and mostly

lower case for

the rest.

Student

attempts to use

punctuation

Student writes

from left to

right.

Student’s

handwriting is

legible, there

are spaces

between words.

Page 67 of 237

Trenton Public Schools Writing Rubric Grades 1-2

Page 68 of 237

Trenton Public Schools Writing Rubric

Grades 3-5 Scoring Rubric for Writing

Name: __________________________ ___Fiction ____Poetry ____Informational

____Myth/ Legend/ Fable ____ Narrative ____Friendly Letter

5 4 3 2 1

Conventions

There are few or no errors in punctuation, capitalization, grammar & spelling.

There are a few Errors in grammar, spelling, punctuation, and capitalization.

Errors in grammar, capitalization, punctuation & spelling are more frequent.

There are many errors in grammar, spelling, capitalization, and punctuation.

The errors in grammar, capitalization, spelling, punctuation & interfere with understanding.

Organization

An original title is present. The paper has a clear beginning, middle ending. Ideas & details are presented in logical order. Transitions such as Finally or The next day are used to show the relationships among ideas.

An appropriate title is present. The ideas and details are mostly presented in logical order. The writer uses some transitions to show the relationships among ideas. The paper seems complete.

A title is present. The paper is somewhat organized, but seems unfinished. Sometimes it is not clear how the details used connect to the main idea or story. Some of the details are not in the right spot.

There is little organization to the paper. A lot of the writing does not connect to the main 'idea or story. The ending is missing or does not connect to the story or main idea.

There is little no organization to the paper. There is no beginning or end to the paper. Ideas seem scrambled, jumbled, and disconnected. The paper is confusing. The details do not fit with the main idea.

Ideas/Focus

Paper is focused, clear & specific. Writing is full of details for support and shows what is important about the topic. Keeps reader's attention.

The writing is generally focused on the topic & purpose. Writing tells a story or makes a point. Details are present but not developed.

The writing is somewhat focused on the topic and purpose. Details are general and not specific. Topic may be too big.

The writing is related to the topic, but does not have a clear focus. Details are not clear. Reader is uncertain of the focus.

The writing is not focused on the topic and purpose. Reader will have difficulty identifying the main idea or purpose of the paper.

Voice

The writer's viewpoint is evident. Text used elicits a variety of emotions. Paper has a lot of personality. Writes with a clear sense of audience.

The writer's viewpoint is somewhat clear. The writing is individual and expressive. Paper has some personality.

The writer's individually fades in and out. The writer’s viewpoint is apparent intermittently. Very little personality to the writing.

The writer's viewpoint is unclear. Little to no personality to the writing. Audience is fuzzy-could be anybody, anywhere.

The writer seems uninterested in what he or she is writing bout. Writer does not share own thoughts or ideas about topic.

Word

Choice

The writer uses precise, fresh, original words and phrases. The writing is interesting to read.

The word choices are clear. The writer uses some interesting words and phrases.

The word choices get the message across, but don 't capture anyone's attention.

The writer does not use words or phrases that make the writing clear to the reader.

Writer uses word choices that are confusing, unclear, or inappropriate.

Sentence/

Fluency

The writer consistently uses a variety of sentences. The writing is natural and flows smoothly. Sentences begin with a variety of words.

The writer uses some variety in sentences. Paper flows smoothly, but has some rough spots. Not all sentences begin the same.

Writer uses simple sentences. Some sentences are choppy or awkward, but most are smooth and clear. Sentences tend to begin the same.

The writer doesn't use much variety in his or her sentences. Little to no use of linking words to connect sentences. The writer uses short, repetitive sentence patterns.

There is little or no variety in sentences. Some of the sentences are unclear. Paper is difficult to

read. Difficult time identifying where one sentence ends and the next begins.

/30 Grade

Page 69 of 237

Trenton Public Schools Writing Rubric Grades 6-8

Personal and Fictional Narrative Scoring Rubric

SIX TRAITS 4 3 2 1

Ideas and Content

* Includes a clearly presented, central idea with supporting details. * Establishes well developed characters, situation/plot, point of view, setting and /or conflict. *Uses multiple sensory details.

*Includes a central idea with relevant facts, supporting details, and/or explanations. *Establishes characters, situation/plot, point of view, setting and/or conflict. *Uses sensory details.

*Includes a central idea with limited facts, supporting details, and/or explanations. *Attemps to establish characters, situation/plot, point of view, setting and /or conflict.

* Lacks a central idea, but may contain marginally related facts, details and/or explanations. * Lacks the devlopment of characters, situation/plot, point of view, setting and/or conflict.

Organization *Organizing structure is very clear and includes paragraphs and effective transitional words/phrases. *Has a thoroughly developed sequence of events or time order that strongly engages the reader and moves to a powerful conclusion.

*Organizing structure that includes paragraphs and adequate transitional words/phrases. *Has a sequence of events or time order that strongly engages the reader and moves to a conclusion.

*Organizing structure is weak with an inconsistent focus and very few paragraphs. *Has a minimal sequence of events or time order that fails to engage the reader and/or conclude.

*Organization has no clear structure, focus, or paragraphs. *Has weak sequences that fail to engage the reader or conclude.

Voice *Voice is appropriate to the topic, purpose, and audience. * Writing is exceptionally expressive and engaging. *Uses a range of narrative devices (dialogue, suspense, etc.)

*Voice is present. *Shows an awareness of an audience. *Writing is somewhat engaging. *Uses some narrative devices.

*Voice is inconsistant or weak. *Writing shows little sense of audience. *Uses few narrative devices or none at all.

*Little or no voice is present. * Writing shows no real personal involvement.

Sentence Fluency

*Sentences have natural flow and rythym. *Sentence length, structure, and complexity is varied.

*Sentences flow. *Sentence structures are correct and varied.

* Has fragmented, run-on, or confusing sentences. *Sentence structures are limited in variety.

*Sentences are incomplete, unclear, and/or lacking in variety.

Word Choice *Uses extensive precise and creative verbs, adverbs, nouns, and adjectives that paint a visual image.

*Uses precise and creative verbs, adverbs, nouns, and adjectives that begin to paint a visual image.

*Uses limited word choice and descriptive language.

* Uses dull, highly repetitive word choice with little or no descriptive language.

Conventions *Spelling, capitalization, punctuation, paragraphing, and grammar are effective and make the paper easy to read and understand. *Contains few if any errors in conventions.

*Spelling, capitalization, punctuation, paragraphing, and grammar are mostly correct. * Errors don’t make writing difficult to read and don’t interfere with the meaning.

*Spelling, capitalization, punctuation, paragraphing, and grammar create problems that slow the reader or cause confusion. *Contains frequent convention errors that are noticeable.

*Spelling, capitalization, punctuation, paragraphing, and grammar errors are so numerous that they make writing difficult to follow.

Trenton Public Schools

Grades 6 to 12 Writing Rubric

FOCUS CONTENT ORGANIZATION STYLE LINGUISTIC COMPLEXITY

VOCABULARY USAGE

LANGUAGE CONTROL

4 I made a point and wrote about only one topic. I understood the assignment.

I included a lot of relevant information, details, and explanation.

My text follows a clear order, and I used various transitions effectively.

If someone reads my text, they can hear my author’s voice. I have adjusted the tone of my text to fit the reader: What s/he knows and expects.

I have used various types of sentences, both simple and complex.

I have used a variety of general, specific and technical words. I have picked the right words for each idea I expressed in my text.

I have edited my text so that there are few or no grammar, spelling, punctuation, or other language errors. The language in my text is 100% easy to understand because I have edited it.

3 I wrote about one topic and tried to make a point, but the point may not be very clear. I understood the assignment.

I have included enough information, details, and explanation, but I could add more.

My text is written in order, and I have used some transitions. I need to use a variety of transitions next time.

If someone reads my text, they will hear my author’s voice in some parts. Some parts of the text fit the audience’s expectations.

I have used various sentence types, but I need to add more complex sentences next time.

I have used specific and technical vocabulary, but sometimes I haven’t used the words correctly. I need to use more variety in words next time.

I still have some errors in my text that come from my first language. I need to do a better job of editing grammar, spelling, punctuation, and other language errors. None of the errors made my text hard to understand.

2 I wrote about one topic, but I didn’t really make a point.

I have not included enough information, details, and explanation. I have copied some of the information directly from another text.

I have tried to organize, but my text is hard to follow. I need to add more transitions and to use them correctly.

My text is mostly too simple to express my author’s voice. I have not thought about my audience enough in writing my text.

I have used only phrases and short sentences. I need to add more variety in my sentences. I have copied some sentences from other texts.

I have used general words, but sometimes I have used them incorrectly. I have not used technical or specific words. I have not varied my words very much.

I have quite a few errors in grammar, spelling, punctuation, and other language features that make my own text hard to understand sometimes. If I had a model to follow, my text is easy to understand.

1 I did not write about one topic only, and I did not make a point.

I have little information or explanation and few or no details in my text.

I have not put my text in order. I have not used transitions at all.

If someone read my text, they would not hear my author’s voice. I have not thought about my audience in writing my text.

I used only words or phrases and few or no sentences. I have copied quite a few sentences from other texts.

I have used only general words from school; I have not used technical or specific words. I have not varied my words at all.

I have many errors in grammar, spelling, punctuation, and other language features, so my text is very hard to understand. If I had a model to follow, my text is usually easy to understand.

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GRADE 3 EXPANDED SCORING RUBRIC FOR ANALYTIC AND NARRATIVE

WRITING

Construct

Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension

of Key Ideas

and Details

*Notes: Type of

textual evidence

required is grade

and prompt specific

and included in the

scoring guide


demonstrates accurate

comprehension of the

central ideas expressed

in the text(s) and

references the text

explicitly


may reference the text

explicitly, but



central ideas

expressed in the

text(s).


does not demonstrate


ideas expressed in the

text(s).

Writing

Written

Expression

Development of

Ideas


addresses the prompt

and shows effective

development of the

topic and/or narrative

elements1 by using

reasoning, details,

text-based evidence,

and/or description; the

development is largely

appropriate to the task

and purpose.



and shows some

development of the


elements1 by using

some reasoning,

details, text-based

evidence, and/or

description; the

development is


to the task and

purpose.


makes reference to the

topic of the prompt and

develops the topic

and/or narrative

elements1 minimally by

using limited

reasoning, details,

text-based-evidence,

and/or description; the

development is limited

in its appropriateness

to the task and

purpose.


may not address the

prompt, does not

develop the topic or

narrative elements,

and is therefore


task and purpose.

Writing

Written

Expression

Organization


consistently

demonstrates

purposeful and

controlled organization2

and includes an

introduction and

conclusion.


demonstrates

purposeful

organization2 that

sometimes is not

controlled and may or

may not include an

introduction and/or

conclusion.


demonstrates little or

no organization2.

1 Per the CCSS, narrative elements include development of characters, sequencing of events, and development of a sense of closure. The elements to be assessed are expressed in

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grade-level standards 3 for writing and elucidated in the scoring guide for each PCR.

2 The elements of organization to be assessed are expressed in the grade-level standards 1-3 for writing and

elucidated in the scoring guide for each PCR.

Coded Responses: (All coded responses are scored with a 0 on the rubric) A=No response

B=Response is unintelligible or undecipherable C=Response is not

written in English

D=Response is too limited to evaluate

Note—additional codes may be added after the tryout or piloting of tasks

GRADE 3 (August, 2013) CONDENSED SCORING RUBRIC FOR PROSE CONSTRUCTED RESPONSE

ITEMS

Writing

Written

Expression

Clarity of

Language


uses linking words and

phrases, descriptive

words, and/or temporal

words to express ideas

with clarity.






with limited clarity.

The student

response does not

use linking words

and phrases,

descriptive words,

and/or temporal

words to express

ideas with clarity.

Writing

The student The student response The student response The student response The student response response demonstrates demonstrates demonstrates limited demonstrates little to demonstrates command of the inconsistent command command of the no command of the command of the conventions of of the conventions of conventions of conventions of conventions of standard English standard English. There standard English. standard English.

Knowledge of

Language and

Conventions

standard English

consistent with

effectively edited

writing. Though there

consistent with edited

writing. There may be

a few distracting errors

in grammar and

are a few patterns of

errors in grammar and

usage that may

occasionally impede

There are multiple

distracting errors in

grammar and usage

that sometimes

There are

frequent

distracting errors

in grammar and

usage that often

impede may be a few minor usage, but meaning is understanding. Impede understanding. understanding. errors in grammar clear. and usage, meaning is clear throughout the response.

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

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NOTE:

The reading dimension is not scored for elicited narrative stories.

Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a

logical event sequence, describing scenes, objects or people, developing characters personalities, and

using dialogue as appropriate.

The elements of organization to be assessed are expressed in the grade-level standards W1-W3 and

elucidated in the scoring rules for each individual PCR.

Reading

Comprehension of Key

Ideas

and Details

*Notes: Type of textual

evidence required is grade

and prompt specific and

included in the scoring

guide



and full comprehension of

the central ideas

expressed in the text(s)

and references the text

explicitly.



comprehension of the central

ideas expressed in the text(s)

and references the text

explicitly

The student response may

reference the text explicitly,

but demonstrates limited


central ideas expressed in

the text(s).

The student response does

not demonstrate

comprehension of the ideas

expressed in the text(s).

Writing

Written Expression

--The student response


shows effective

development of the topic

and/or narrative elements

by using reasoning,

details, text-based

evidence, and/or

description; the

development is largely

appropriate to the task and

purpose.


consistently demonstrates

purposeful and controlled

organization. and includes

an introduction and

conclusion.






with clarity.



shows some development of

the topic and/or narrative

elements by using some

reasoning, details, text-based

evidence, and/or description;

the development is somewhat

appropriate to the task and

purpose.


demonstrates purposeful and

controlled organization. and

includes an introduction and

conclusion.

--The student response uses

linking words and phrases,

descriptive words, and/or

temporal words to express

ideas with clarity.


makes reference to the topic

of the prompt and develops

the topic and/or narrative

elements minimally by using

limited reasoning, details,

text-based-evidence, and/or

description; the development

is limited in its

appropriateness to the task

and purpose.



organization. that sometimes

is not controlled and may or

may not include an

introduction and/or

conclusion.

--The student response uses

linking words and phrases,

descriptive words, and/or

temporal words to express

ideas with limited clarity.

--The student response may

not address the prompt, does

not develop the topic or

narrative elements, and is

therefore inappropriate to the

task and purpose.


demonstrates little or no

organization.

--The student response does

not use linking words and

phrases, descriptive words,

and/or temporal words to

express ideas with clarity.

Writing

Knowledge of Language

and Conventions


demonstrates

c o m m a n d of the


English consistent with

effectively edited


may be a few minor

errors in grammar and

usage, meaning is clear

throughout the

response.


demonstrates command of

the conventions of

standard English


writing. There may be a

few distracting errors in

grammar and usage, but

meaning is clear.


demonstrates inconsistent

command of the conventions

of standard English. There

are a few patterns of errors in

grammar and usage that may

occasionally impede

understanding.





are multiple distracting errors

in grammar and usage

that sometimes



demonstrates little to no



are frequent distracting

errors in grammar and usage

that often impede

understanding.

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Coded Responses: (All coded responses are scored with a 0 on the rubric)

A=No response

B=Response is unintelligible or undecipherable

C=Response is not written in English


Note—additional codes may be added after the tryout or field testing of tasks

GRADES 4 AND 5 EXPANDED SCORING RUBRIC FORANALYTIC AND NARRATIVE

WRITING

Construct Measured


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Reading

Comprehension

of Key Ideas and

Details

*Notes: Type of

textual evidence

required is grade

and prompt

specific and

included in the

scoring guide


provides an accurate

analysis of what the

text says explicitly and

inferentially and

references the text

explicitly to support

the analysis, showing

full comprehension of

complex ideas

expressed in the

text(s).

The student

response provides a

mostly accurate


text says explicitly

and inferentially and

references the text to

support the analysis,

showing

comprehension of

ideas expressed in

the text(s).

The student

response provides a

minimally accurate


text says and may

reference the text

showing limited

comprehension of

ideas expressed in

the text(s).


provides an

inaccurate analysis or

no analysis of the

text, showing little to

no comprehension of

ideas expressed in

the text(s).

Writing Written

Expression

Development of

Ideas



and provides effective

and comprehensive

development of the


elements1 by using

clear reasoning,

details, and/or

description; the

development is

consistently


purpose, and

audience.

The student

response addresses

the prompt and

provides effective

development of the


elements1 by using

reasoning, details,

and/or description;

the development is

largely appropriate to

the task, purpose,

and audience.

The student

response addresses

the prompt and

develops the topic

and/or narrative

elements1 minimally

by using limited

reasoning, details,

and/or description;

the development is

limited in its

appropriateness to

the task, purpose,

and/or audience.


is underdeveloped

and therefore


task, purpose, and/or

audience.

Writing Written

Expression

Organization


demonstrates effective


cohesion and includes

a strong introduction

and conclusion.

The student

response

demonstrates

coherence, clarity,

and cohesion2, and

includes an

introduction and

conclusion.

The student

response


coherence, clarity,

and/or cohesion2,

and may or may not

include a clear

introduction and/or

conclusion.


demonstrates a lack

of coherence, clarity

and cohesion.2


A=No response


C=Response is not written in English D=Response is too limited to evaluate

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GRADES 4 AND 5

CONDENSED SCORING RUBRIC FOR POSE CONSTRUCTED RESPONSE ITEM

(Revised July 29, 2014)

Research Simulation Task (RST) and Literary Analysis Task (LAT)

Construct Measured Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing

Written

Expression

Clarity of

Language

. The student response

uses language well to

attend to the norms


discipline. The

response includes

concrete words and

phrases, sensory

details, linking and

transitional words,

and/or domain-specific

vocabulary effectively

to clarify ideas.


attends to the

norms and

conventions of the

discipline. The

response includes

concrete words and

phrases, sensory


transitional words,

and/or domain-

specific vocabulary to

clarify ideas.

The student

response shows

limited awareness of

the norms of the

discipline. The

response includes

limited descriptions,

sensory details,

linking and

transitional words, or

domain-specific

vocabulary to clarify

ideas.


shows little to no

awareness of the

norms of the

discipline. The

student response

lacks the

descriptions, sensory


transitional words, or

domain-specific

vocabulary needed to

clarify ideas.

Writing

Knowledge of

Language and

Conventions

The student response The student response The student The student The student response demonstrates demonstrates response response demonstrates little to

command of the

conventions of

standard English

consistent with

effectively edited


may be a few minor

command of the

conventions of

standard English




in grammar and usage,

but meaning is clear.

demonstrates

inconsistent

command of the

conventions of

standard English.

There are a few

patterns of errors in


command of the

conventions of

standard English.

There are multiple

errors in grammar

and usage

demonstrating

no command of the

conventions of

standard English.

There are frequent

and varied errors in

grammar and usage,

demonstrating little or

no control over

errors in grammar

and usage, meaning

is clear throughout

grammar and usage

that may occasionally

impede

minimal control over

language. There are

multiple distracting

errors in grammar

language. There are

frequent distracting

errors in grammar

and usage that often the response. understanding. and usage that impede

sometimes impede understanding. understanding.

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Reading Comprehension of Key Ideas

and Details

The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective textual evidence.

The student response demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a mostly accurate analysis and supporting the analysis with adequate textual evidence.

The student response demonstrates limited comprehension of ideas by providing a minimally accurate analysis and supporting the analysis with limited textual evidence.

The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.

Writing Written Expression


addresses the prompt and provides effective development of the topic that is consistently appropriate to the task by using clear reasoning and relevant, text- based evidence;

demonstrates effective coherence, clarity, and cohesion appropriate to the task;

uses language effectively to clarify ideas, attending to the norms and conventions of the discipline.


addresses the prompt and provides some development of the topic that is generally appropriate to the task by using reasoning and relevant, text-based evidence;

demonstrates coherence, clarity, and cohesion appropriate to the task;

uses language to clarify ideas, attending to the norms and conventions of the discipline.


addresses the prompt and provides minimal development of the topic that is limited in its appropriateness to the task by using limited reasoning and text-based evidence; or

is a developed, text-based response with little or no awareness of the prompt;

demonstrates limited coherence, clarity, and/or cohesion appropriate to the task;

uses language that demonstrates limited awareness of the norms of the discipline.


is undeveloped and/or inappropriate to the task;

lacks coherence, clarity, and cohesion;

• uses language that demonstrates no clear awareness of the norms of the discipline.

Writing Knowledge of Language and

Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

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Narrative Task (NT)

Construct Measured

Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing Written Expression


is effectively developed with narrative elements and is consistently appropriate to the task;

demonstrates effective coherence, clarity, and cohesion appropriate to the task;

uses language effectively to clarify ideas, attending to the norms and conventions of the discipline.


is developed with some narrative elements and is generally appropriate to the task;

demonstrates coherence, clarity, and cohesion appropriate to the task;

uses language to clarify ideas, attending to the norms and conventions of the discipline.


is minimally developed with few narrative elements and is limited in its appropriateness to the task;

demonstrates limited coherence, clarity, and/or cohesion appropriate to the task;

uses language that demonstrates limited awareness of the norms of the discipline.




lacks coherence, clarity, and cohesion;

use of language demonstrates no clear awareness of the norms of the discipline.

Writing Knowledge of Language and

Conventions

The student response to the prompt demonstrates full command of the conventions of standard English at an appropriate level of complexity. There may be a few minor errors in mechanics, grammar, and usage, but meaning is clear.

The student response to the prompt demonstrates some command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt demonstrates limited command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that often impede understanding.

The student response to the prompt demonstrates no command of the conventions of standard English. Frequent and varied errors in mechanics, grammar, and usage impede understanding.

NOTE:

The reading dimension is not scored for elicited narrative stories.

Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate.

The elements of organization to be assessed are expressed in the grade-level standards W1-W3.


Coded Responses:

A=No response



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D=Off-topic

E=Refusal to respond

F=Don’t understand/know

* This rubric is subject to further refinement based on research and study.

GRADES 6 -11 EXPANDED SCORING RUBRIC FOR ANALYTIC AND NARRATIVE

WRITING

1 Per the CCSS, narrative elements in grades 3-‐ 5 may include: establishing a situation, organizing a

logical event sequence, describing scenes, objects or people, developing characters personalities, and

using dialogue as appropriate. In grades 6-‐ 8, narrative elements may include, in addition to the grades 3-

‐ 5 elements, establishing a context, situating events in a time and place, developing a point of view,

developing characters’ motives. In grades 9-‐ 11, narrative elements may include, in addition to the

grades 3-‐ 8 elements, outlining step-‐ by-‐ step procedures, creating one or more points of view, and

constructing event models of what happened. The elements to be assessed are expressed in grade-‐ level

standards 3 for writing and elucidated in the scoring guide for each PCR.

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension of Key

Ideas and Details

*Notes The type of textual

evidence required is grade

and prompt specific and

included in the scoring

guide.


provides an accurate

analysis of what the text

says explicitly and

inferentially and cites

convincing textual evidence

to support the analysis,

showing full

comprehension of complex

ideas expressed in the

text(s).

The student

response provides

an accurate analysis

of what the text says

explicitly and

inferentially and cites

textual evidence to

support the analysis,

showing extensive

comprehension of

ideas expressed in

the text(s).

The student

response provides a

mostly accurate


text says explicitly

or inferentially and

cited textual

evidence, shows a

basic

comprehension of

ideas expressed in

the text(s).

The student

response provides

a minimally

accurate analysis

of what the text

says and cited

textual evidence,

shows limited

comprehension of

ideas expressed in

the text(s).

The student

response

provides an

inaccurate

analysis or no

analysis of the

text, showing

little to no

comprehensio

n of ideas

expressed in

the text(s).

Page 80 of 237

Writing Written

Expression

Organization


demonstrates

purposeful coherence,

clarity, and cohesion2

and includes a strong

introduction,

conclusion, and a

logical, well-executed

progression of ideas,

making it easy to


progression of ideas.


demonstrates a great

deal of coherence,

clarity, and cohesion2,

and includes an

introduction,

conclusion, and a

logical progression of

ideas, making it fairly

easy to follow the


ideas.

The student

response

demonstrates some

coherence, clarity,

and/or cohesion2,

and includes an

introduction,

conclusion, and

logically grouped

ideas, making the

writer’s progression

of ideas usually

discernible but not

obvious.

The student

response


coherence, clarity,

and/or cohesion2,

making the writer’s

progression of ideas

somewhat unclear.


demonstrates a lack

of coherence, clarity

and cohesion.2

Writing Written

Expression

Clarity of

Language


establishes and

maintains an effective

style, while attending

to the norms and

conventions of the

discipline. The

response uses precise

language consistently,

including descriptive

words and phrases,

sensory details, linking

and transitional words,

words to indicate

tone3, and/or domain-

specific vocabulary.


establishes and


style, while attending to

the norms and

conventions of the

discipline. The

response uses mostly

precise language,


words and phrases,

sensory details, linking

and transitional words,

words to indicate tone3,

and/or domain-specific

vocabulary.

The student

response establishes

and maintains a

mostly effective style,

while attending to the

norms and

conventions of the

discipline. The

response uses some

precise language,


words and phrases,

sensory details,

linking and

transitional words,

words to indicate

tone3 and/or domain-

specific vocabulary.

The student

response has a style

that has limited

effectiveness, with

limited awareness of

the norms of the

discipline. The

response includes

limited descriptions,

sensory details,

linking or transitional

words, words to

indicate tone3, or

domain-specific

vocabulary.



style. The student

writing shows little to

no awareness of the

norms of the

discipline. The

response includes

little to no precise

language.

The student response The student response The student The student The student response demonstrates demonstrates response response demonstrates little to

Writing Written

Expression

Development of Ideas



provides effective and

comprehensive

development of the

claim, topic and/or

narrative elements1 by

using clear and convincing

reasoning, details, text-

based evidence, and/or

description; the

development is consistently


purpose, and audience.



and provides effective

development of the

claim, topic and/or

narrative elements1

by using clear

reasoning, details,

text-based evidence,

and/or description;

the development is

largely appropriate to

the task, purpose,

and audience.

The student

response

addresses the

prompt and

provides some

development of the

claim, topic and/or

narrative elements1

by using some

reasoning, details,

text-based

evidence, and/or

description; the

development is

somewhat

appropriate to the

task, purpose, and

audience.

The student

response addresses

the prompt and

develops the claim,

topic and/or

narrative elements1

minimally by using

limited reasoning,

details, text-based

evidence and/or

description; the

development is

limited in its

appropriateness to

the task, purpose,

and/or audience.

The student

response is

underdevelop

ed and

therefore

inappropriate

to the task,

purpose,

and/or

audience.

Page 81 of 237

Writing

Knowledge

of

Language

and

Conventio

ns

command of the

conventions of

standard English

consistent with

effectively edited


may be a few minor

command of the

conventions of

standard English




in grammar and


clear.

demonstrates

inconsistent

command of the

conventions of

standard English.

There are a few

patterns of errors in


command of the

conventions of

standard English.

There are multiple

errors in grammar

and usage

demonstrating

no command of the

conventions of

standard English.

There are frequent

and varied errors in

grammar and usage,

demonstrating little or

no control over

errors in grammar

and usage, meaning

is clear throughout

grammar and usage

that may occasionally

impede

minimal control over

language. There are

multiple distracting

errors in grammar

language. There are

frequent distracting

errors in grammar

and usage that often the response. understanding. and usage that impede

sometimes impede understanding. understanding.

2 The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards 1-4 for writing and elucidated in the scoring guide for each PCR.

3 Tone is not assessed in grade 6


A=No response





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GRADES 6 - 11

CONDENSED SCORING RUBRIC FOR POSE CONSTRUCTED RESPONSE ITEM

(Revised July 29, 2014)

Research Simulation Task and Literary Analysis Task

Construc

t

Measure

d


Reading

Comprehension of

Key Ideas and Details


demonstrates full


stated explicitly and

inferentially by providing

an accurate analysis and

supporting the analysis

with effective and

convincing textual

evidence.


demonstrates




a mostly accurate

analysis, and supporting

the analysis with

adequate textual

evidence.


demonstrates basic




a generally accurate

analysis and supporting

the analysis with basic

textual evidence.






a minimally accurate

analysis and supporting

the analysis with limited

textual evidence.


demonstrates no


by providing inaccurate

or no analysis and little

to no textual evidence.

Writing

Written

expression


addresses the

prompt and provides

effective and

comprehensive

development of the claim or

topic that is consistently

appropriate to the task by

using clear and convincing

reasoning supported by

relevant textual evidence;

demonstrates

purposeful coherence,


making it easy to



establishes and


style, attending to the

norms and

conventions of the

discipline.



and provides mostly

effective development

of the claim or topic

that is mostly

appropriate to the

task, by using clear

reasoning supported

by relevant textual

evidence;

demonstrates


cohesion, making it

fairly easy to follow

the writer’s


establishes and

maintains a mostly




discipline.



and provides some

development of the

claim or topic that is

somewhat

appropriate to the

task, by using some

reasoning and text-

based evidence;

demonstrates some

coherence, clarity,

and/or cohesion,



usually discernible but

not obvious;

has a style that is

somewhat effective,

generally attending to

the norms and

conventions of the

discipline.



and develops the claim

or topic and provides

minimal development

that is limited in its

appropriateness to the

task by using limited

reasoning and text-

based evidence; or

is a developed, text-

based response with

little or no awareness

of the prompt;


coherence, clarity,

and/or cohesion,



somewhat unclear;


limited effectiveness,

with limited awareness

of the norms of the

discipline.




lacks coherence,

clarity, and cohesion.




of the discipline.

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Writing

Knowledge of

Language and

Conventions

The student response to

the prompt

demonstrates full

command of the




may be a few minor

errors in mechanics,

grammar, and usage, but

meaning is clear.


the prompt demonstrates

some command of the




may be errors in

mechanics, grammar, and

usage that occasionally

impede understanding,

but the meaning is

generally clear.


the prompt


command of the




may be errors in

mechanics, grammar,

and usage that often



the prompt

demonstrates no

command of the


English. Frequent and

varied errors in

mechanics, grammar,

and usage impede

understanding.

Narrative Task (NT)

Construct Measured


Writing

Written

Expression


is effectively developed

with narrative elements

and is consistently








an effective style,



discipline.


is mostly effectively

developed with narrative

elements and is mostly







establishes and

maintains a mostly




discipline.


is developed with some

narrative elements and is


to the task;

demonstrates some




ideas usually

discernible but not

obvious;

has a style that is

somewhat effective,



the discipline.


is minimally developed

with few narrative

elements and is limited in

its appropriateness to

the task;













task;

lacks coherence, clarity,

and cohesion;




of the discipline.

Writing

Knowledge

of Language

And Conventions



command of the







clear.



command of the






occasionally impede




prompt demonstrates







often impede

understanding.


prompt demonstrates no


of standard English.

Frequent and varied errors


usage impede

understanding.

NOTE:

The reading dimension is not scored for elicited narrative stories. The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-level standards

1-4 for writing. Tone is not assessed in grade 6. Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a

logical event sequence, describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate. In grades 6-8, narrative elements may include, in addition to the grades 3-5 elements, establishing a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-11, narrative elements may include, in addition to the grades 3-8 elements, outlining step-by-step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be assessed are expressed in grade-level standards 3 for writing.


Coded Responses:

A=No response

B=Response is unintelligible or undecipherable C=Response is not written in English D=Off-topic

E=Refusal to respond

F=Don’t understand/know

* This rubric is subject to further refinement based on research and study.

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STANDARDS-BASED BULLETIN BOARDS

Definition:

A Standards-Based Bulletin Board (SB3):

Shows the connections between a student’s work, the standard the works are to meet, and assessment that is used to decide when the works meet the standard.

A SB3can be used as an instructional tool for students, informational tool for parents and visitors, as well as an assessment tool for teachers and administrators on student tasks and activities.

The idea is that a SB3 provides a transparent view into the classroom instruction.

The SB3 are used to show the teaching and learning that occurs inside the classroom but are also used for learning as other teachers, classes, students, parents and visitors all stop to read the student work.

SB3 are one of the ways that we make our teaching visible, transparent.

Title of Unit Standards-Based or

Essential Question

Standards

Addressed

Criteria

Chart

Rubric Assignment

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Page 86 of 237

Prepare a Standards-Based Bulletin Board (SB3):

Post:

Title of the Standards-Based Unit or Essential Question should head the SB3. Standards addressed in this part of the unit/or lesson. Standards-based bulletin boards should

be changed, minimally, every quarter to match the instruction being taught. o Every board in the classroom does not have to be standards-based bulletin board.

Teachers are encouraged to have creative and expressive classrooms; however, student work displayed should meet standards. And, all classrooms should have at least one board dedicated to standards based work.

The Student Task, with all the requirements. The Criteria Chart or Rubric for the assignment as they designate the requirements and

assessment of the assignment. Post Student Work that represents a 3 or a 41 posted below these essential items.

o In order to encourage students who did make a 3 or 4, consider holding “work enhancement” sessions to allow students to perfect their work so it can meet standards to be displaced.

It is crucial to have Teacher Comments that reflect the rubric (should be posted on the back of the student work so it not visible or given directly to the student).

o Comments like “Good job” are great for the ego, but do little to help a student improve or know what they did well so that they could do it again.

o The comments need to come from the rubric so that students know concretely what criterion they met and those that they need to improve.

o It is also important to have the grade/assessment on the paper. o The rubric and/or criteria chart work as a self-check for students.

Some teachers have added a separate column on the criteria chart for the teacher to note/assess demonstrates to students the area(s) in which they excelled or even omitted a component.

o Using the rubric as a cover page is a method of communicating the high expectations a teacher has for students—it could also serve as the place for teacher commentary.

o “At the beginning of the school year, much of the work posted may not meet the standard or may be displayed as "a work in progress" but as the year progresses, more and more of the posted work will meet the standard and even exceed the standard.” Middle School Teacher.

1 Rubric used is a 4 point rubric.

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Helpful Hints:

Consider setting aside a section of a white board for posting the White Board Configuration including today’s standards, objectives, Do Now, class assignments, homework, and upcoming events.

o This provides the visitor a connection to the Standards-Based Bulletin Board. o Many use the projector to show this information at the beginning of class, but visitors

will not always be there in time to view this. By having it posted on the white board or chart paper, it provides a reminder to students, teachers, and visitors.

o Teachers can easily refer back to the standard, objectives, and agenda items as key intervals—beginning, as they have completed an objective, and/or during the lesson.

o This reference provides an important link to what has been completed towards the goals of lesson and unit.

o Students will find this link to be quite helpful in knowing that they are making headway toward a goal.

Most of your bulletin boards should be reserved for displaying standards-based student work. Many teachers have perfected the basic bulletin board design; but for those who need ideas, one could

cover the surfaces with butcher paper, a sturdy fabric, plastic outdoor tablecloths, or wrapping paper

and add a title/essential question and appropriate graphic.

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Assessments

There are many types of assessments: diagnostic, formative, summative, norm-referenced,

criterion-referenced, and interim/benchmarked are the types overviewed here. There are five main question types: multiple choice, constructed response, extended

constructed response, technology enhanced, and performance task. Three main delivery methods of assessment: paper and pencil, online, or computer adaptive

testing (which uses an algorithm to adapt to a user’s responses). Scoring can be done by hand, by computer, or distributed scoring.

http://www.edudemic.com/the-6-types-of-assessments-and-how-theyre-changing/

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Reflective Instructional Conversations Increase Student Achievement

Conduct Assessments of Learning and Teaching

The assessment of learning and teaching can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor. Assessing learning alone is not sufficient because the ultimate success of students is also dependent upon their motivation and commitment to learning. Similarly, assessing only teaching behaviors and course activities is not sufficient because qualities of the instructor may be appreciated by students but not optimally helpful to their learning and growth. Done in tandem, assessing teaching and learning can help instructors improve and refine their teaching practices and help improve students’ learning and performance.

Assess Student Learning

Techniques and tools:

Most of these methods are designed as formative assessments but they can also be adapted for summative use.

Assessing Prior Knowledge (see Appendix ? for examples) Classroom Assessment Techniques (see Appendix ? for examples) Concept Maps Student Response Systems (Clickers) Performance Rubrics

Students' Self-Assessment

Exam Wrappers (see Appendix ? for an example)

Assess Your Teaching Practice

There are a range of tools and methods available for assessing your teaching. The Eberly Center

provides many of these, such as:

observing or video-taping your class and providing you with constructive feedback helping you design and interpret early course feedback conducting one-on-one consultations

To explore these and other possibilities, contact the Eberly Center.

Additional methods for assessing your own teaching:

Early Course Feedback Classroom Assessment Techniques

http://www.cmu.edu/teaching/designteach/teach/assesslearningteaching.html#assess-learning

http://www.cmu.edu/teaching/designteach/teach/assesslearningteaching.html#assess-teaching

http://www.cmu.edu/teaching/designteach/teach/priorknowledge.html

http://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Assessment-Grading/Rubrics/ClassroomAssess.pdf

http://www.cmu.edu/teaching/resources/Teaching/CourseDesign/Assessment-Grading/OngoingAssessments/conceptmap.pdf

http://www.cmu.edu/teaching/resources/Teaching/TechnologyTools/Clickers-generalinfo.pdf

http://www.cmu.edu/teaching/designteach/teach/examwrappers/index.html

http://www.cmu.edu/teaching/eberly/index

http://www.cmu.edu/teaching/designteach/teach/early-course-feedback.html

http://www.cmu.edu/teaching/resources/Teaching/Assessment/ClassroomAssess.pdf

Data Driven Conversations Regarding Student Achievement

WHAT: What are particular areas of strength and challenge? Identify the a data point (i.e., common assessments, SRI, SMI, Model Curriculum Benchmarks, etc.)

Area of strength (be specific for example identify grade, student groups, standard-level performance)

Evidence (i.e., particular scores)

Area of concern (be specific for example identify grade, student group, standard-level performance)

Evidence (i.e., particular scores)

WHY: What are the potential reasons for specific strengths and challenges?

ACTION: How are we going to build on successes and remedy challenges?

Specific strength or challenge Potential cause Evidence

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What needs to be shared or changed?

What specific actions will be taken? Who will be responsible for this task?

What is the target date for the completion of this task?

How will success be measured?

Professional Learning Communities (PLCs)

An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.

Read what advocates say about the impact of PLCs (http://www.allthingsplc.info/about)

What Are Professional Learning Communities?

It has been interesting to observe the growing popularity of the term professional learning community. In fact, the term has become so commonplace and has been used so ambiguously to describe virtually any loose coupling of individuals who share a common interest in education that it is in danger of losing all meaning. This lack of precision is an obstacle to implementing PLC processes because, as Mike Schmoker observes, “clarity precedes competence” (2004a, p. 85). Thus, we begin with an attempt to clarify our meaning of the term. To those familiar with our past work, this step may seem redundant, but we are convinced that redundancy can be a powerful tool in effective communication, and we prefer redundancy to ambiguity.

We have seen many instances in which educators assume that a PLC is a program. For example, one faculty told us that each year they implemented a new program in their school. In the previous year it had been PLC, the year prior to that it had been “understanding by design,” and the current year it was “differentiated instruction.” They had converted the names of the various programs into verbs, and the joke on the faculty was that they had been “UBDed, PLCed, and DIed.” The PLC process is not a program. It cannot be purchased, nor can it be implemented by anyone other than the staff itself. Most importantly, it is ongoing—a continuous, never-ending process of conducting schooling that has a profound impact on the structure and culture of the school and the assumptions and practices of the professionals within it.

We have seen other instances in which educators assume that a PLC is a meeting—an occasional event when they meet with colleagues to complete a task. It is not uncommon for us to hear, “My PLC meets Wednesdays from 9:00 a.m. to 10:00 a.m.” This perception of a PLC is wrong on two counts. First, the PLC is the larger organization and not the individual teams that comprise it. While collaborative teams are an essential part of the PLC process, the sum is greater than the individual parts. Much of the work of a PLC cannot be done by a team but instead requires a school wide or district wide effort. So we believe it is helpful to think of the school or district as the PLC and the various collaborative teams as the building blocks of the PLC. Second, once again, the PLC process has a pervasive and ongoing impact on the structure and culture of the school. If educators meet with peers on a regular basis only to return to business as usual, they are not functioning as a PLC. So the PLC process is much more than a meeting.

So, what is a PLC? We argue that it is an ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous.

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job-embedded learning for educators. The following section examines the elements of the PLC process more closely.

A Focus on Learning

The very essence of a learning community is a focus on and a commitment to the learning of each student. When a school or district functions as a PLC, educators within the organization embrace high levels of learning for all students as both the reason the organization exists and the fundamental responsibility of those who work within it. In order to achieve this purpose, the members of a PLC create and are guided by a clear and compelling vision of what the organization must become in order to help all students learn. They make collective commitments clarifying what each member will do to create such an organization, and they use results-oriented goals to mark their progress. Members work together to clarify exactly what each student must learn, monitor each student’s learning on a timely basis, provide systematic interventions that ensure students receive additional time and support for learning when they struggle, and extend and enrich learning when students have already mastered the intended outcomes.

A corollary assumption is that if the organization is to become more effective in helping all students learn, the adults in the organization must also be continually learning. Therefore, structures are created to ensure staff members engage in job-embedded learning as part of their routine work practices.

There is no ambiguity or hedging regarding this commitment to learning. Whereas many schools operate as if their primary purpose is to ensure that children are taught, PLCs are dedicated to the idea that their organization exists to ensure that all students learn essential knowledge, skills, and dispositions. All the other characteristics of a PLC flow directly from this epic shift in assumptions about the purpose of the school.

A Collaborative Culture with a Focus on Learning for All

Collaboration is a means to an end, not the end itself. In many schools, staff members are willing to collaborate on a variety of topics as long as the focus of the conversation stops at their classroom door. In a PLC, collaboration represents a systematic process in which teachers work together interdependently in order to impact their classroom practice in ways that will lead to better results for their students, for their team, and for their school.

Collective Inquiry into Best Practice and Current Reality

The teams in a PLC engage in collective inquiry into both best practices in teaching and best practices in learning. They also inquire about their current reality including their present practices and the levels of achievement of their students. They attempt to arrive at consensus on vital questions by building shared knowledge rather than pooling opinions. They have an acute sense of curiosity and openness to new possibilities.

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Collective inquiry enables team members to develop new skills and capabilities that in turn lead to new experiences and awareness. Gradually, this heightened awareness transforms into fundamental shifts in attitudes, beliefs, and habits which, over time, transform the culture of the school.

Working together to build shared knowledge on the best way to achieve goals and meet the needs of clients is exactly what professionals in any field are expected to do, whether it is curing the patient, winning the lawsuit, or helping all students learn. Members of a professional learning community are expected to work and learn together.

Action Orientation: Learning by Doing

Members of PLCs are action oriented: they move quickly to turn aspirations into action and visions into reality. They understand that the most powerful learning always occurs in a context of taking action, and they value engagement and experience as the most effective teachers. Henry Mintzberg’s (2005) observation about training leaders applies here: deep learning requires experience, which requires taking action. It “is as much about doing in order to think as thinking in order to do” (p. 10). In fact, the very reason that teachers work together in teams and engage in collective inquiry is to serve as catalysts for action.

A Commitment to Continuous Improvement

Inherent to a PLC are a persistent disquiet with the status quo and a constant search for a better way to achieve goals and accomplish the purpose of the organization. Systematic processes engage each member of the organization in an ongoing cycle of:

Gathering evidence of current levels of student learning Developing strategies and ideas to build on strengths and address weaknesses in that learning Implementing those strategies and ideas Analyzing the impact of the changes to discover what was effective and what was not Applying new knowledge in the next cycle of continuous improvement

The goal is not simply to learn a new strategy, but instead to create conditions for a perpetual learning environment in which innovation and experimentation are viewed not as tasks to be accomplished or projects to be completed but as ways of conducting day-to-day business—forever. Furthermore, participation in this process is not reserved for those designated as leaders; rather, it is a responsibility of every member of the organization.

Results Orientation

Finally, members of a PLC realize that all of their efforts in these areas (a focus on learning, collaborative teams, collective inquiry, action orientation, and continuous improvement) must be

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assessed on the basis of results rather than intentions. Unless initiatives are subjected to ongoing assessment on the basis of tangible results, they represent random groping in the dark rather than purposeful improvement. As Peter Senge and colleagues conclude, "The rationale for any strategy for building a learning organization revolves around the premise that such organizations will produce dramatically improved results."

This focus on results leads each team to develop and pursue measurable improvement goals that are aligned to school and district goals for learning. It also drives teams to create a series of common formative assessments that are administered to students multiple times throughout the year to gather ongoing evidence of student learning. Team members review the results from these assessments in an effort to identify and address program concerns (areas of learning where many students are experiencing difficulty). They also examine the results to discover strengths and weaknesses in their individual teaching in order to learn from one another. Most importantly, the assessments are used to identify students who need additional time and support for learning. Frequent common formative assessments represent one of the most powerful tools in the PLC arsenal.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006) Learning by Doing: A Handbook for Professional Learning Communities at Work™, pp. 2–4.

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Lesson Study Design

Protocol

Step I: Thinking Through a Lesson Design

Part One: Selecting and Setting Up an Arts Performance Task

What enduring understandings about (dance, music, theatre, visual arts) will your students take away from this lesson?

In what ways does the lesson build on students’ previous knowledge? What definitions, concepts or ideas do the students need to know in order to begin on the task?

What are all of the ways the performance task can be approached?

Which of these methods do you think most of your students will use?

What misconceptions might students have?

What errors might students make?

What are your expectations for students as they work on and complete this task?

Part Two: Supporting Students’ Exploration of the Task

As students are working independently or in small groups:

What questions will you ask to focus their thinking?

What will you see/hear that lets you know students are thinking about the task?

What questions will you ask to assess students’ grasp of enduring understandings?

What questions will you ask to advance students’ grasp of enduring understandings?

What questions will you ask to encourage students to share their thinking with others or to assess their understanding of their peers’ ideas?

How will you ensure that students remain engaged in the task?

What will you do if a student does not know how to begin to solve the task?

What will you do if a student finishes the task almost immediately and becomes bored or disruptive?

What will you do if students focus on non-arts aspects of the activity?

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Part Three: Sharing and Discussing the Task

How will you orchestrate the class discussion so that you accomplish your goals?

What specific questions will you ask so that students will:

Make sense of the ideas that you want them to learn?

Expand on, debate and question the learnings being shared?

Make connections with other areas of their curriculum?

Look for patterns?

Begin to form generalizations?

What will you see or hear that lets you know that students in the class understand the enduring understandings that you intended for them to take away from this lesson?

What will you do as a follow-up that will build on this lesson?

Step 2: Planning With Your Team

Before the Lesson Study

___ Notify your schools, your administration, & your teachers of the time you will be off campus. (3 wks. in advance)

___ Arrange the time & location you will be on campus to teach lesson study classes with the administration, and your teachers. Ask the classroom teacher to have the students arrive with nametags. (3 weeks in advance.)

___ Give your team members information about your lesson times & locations at least a week in advance.

___ Prepare to teach the lesson so you can confidently teach it.

___ Prepare your class using AIG guidelines so they will be ready to receive the lesson. Schedule this out well in advance of the lesson study.

___ Fax or e-mail your Lesson Study schedule with locations to your supervisor.

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Bring the following things to the lesson study session: At the Lesson Study Session:

___ Pencil and Paper ___ Arrive on time

___ All the lesson plans ___ Work until you have done a

___ Creating Observation Questions Worksheet thorough job

___ A Snack

___ Lunch if you are not planning to eat out

Suggested Schedule

1. Pre-teach Meeting- Meet in the morning at least an hour and a half before the class. a. If you are teaching, arrive early to set up the lesson before the other team members

arrive. b. Discuss and agree on observation questions (Use “Creating Observation Questions”

worksheet). c. Discuss and agree on how to measure those questions. d. Discuss and agree on who will observe and record what.

2. Observing- No helping! a. Do not interfere with the natural process of the lesson. b. Note observation on the lesson plan form and/or blank lesson form.

3. Preparing for the feedback session -

a. Take a break – The purpose of the break is to give everyone a chance to gather their thoughts, look at their notes and to prepare to discuss the lesson.

b. Schedule the feedback session in a quiet location. 4. Sharing feedback- Choose a facilitator, Timekeeper & Recorder. (It is better that the facilitator

not be the person who taught the lesson that day.)

a. The person who taught the lesson speaks first about the experience sharing what they think worked in the lesson, what didn’t work and what they think should be changed.

b. The other participants take turns in a round-robin format beginning with sharing positive notes about the lesson.

c. Discussion focuses on the data collected at the research lesson - on lesson content, motivation, student development, & social behavior of the students, not the teacher.

d. Critical feedback should be supported by concrete evidence from observations of the students and should center around what in the lesson affected it and what changes in the lesson can improve the result. (Pedagogy of the lesson will be discussed as a natural part of examining whether the lesson design worked. However questions and comments like “Why did you tell your students to stand up by saying that?” or “Maybe you should have stopped there to clarify your instructions.” are clearly about teacher decision making, style & strategy. Don’t go there.)

e. Allow all participants to voice and absorb the feedback in a reflective non-judgmental manner, including waiting time before responding.

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5. Re-teach plans - Talk about what was successful and what might be changed. Revise lesson. 6. If time allows, teach lesson again - Go through the process the 2nd time and send your revision

to your content supervisor.

Step 3: Feedback / De-brief Session: Please Do’s and Don’ts

Focus on the students, not the teacher; the learning, not the teaching

Please Do focus on:

Lesson Presentation:

Look at the pacing of the lesson Look at lesson flow Note how teacher-directed the lesson is

Lesson Content - Note:

“What changes do we need to make to improve the lesson?” Vocabulary Development Prior Knowledge of Student Scaffolding Share successful methods and strategies for teaching similar content from other

disciplines - “I use a drum to show the accented beat. The students really hear it and like it. Maybe we should write that into our lesson.”

Students:

Engagement - Look at body language: “Shining Eyes” Development- Physical development in performing movement What qualities do we hope students will develop? (love of music) Social Behavior - Quiet student participation, how students treat each other Record Student Comments Record Intuitive Leaps Record evidence of student Learning What road-bocks did students encounter because of the lesson?

Observer Participation:

Move around the room to see and observe student work Take notes

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Generally:

What went well in regard to the lesson? What did not go well in regard to the lesson? How can we revise the lesson to improve it?

Please Don’t

Lesson Presentation - Do not observe:

Spacing and use of room during the lessons. (other than dictated in the lesson) Teacher mannerisms How effective were the directions given? How effective were the choices during lesson delivery?

Observer Participation – Do not:

Pass out papers Help students to do the work. Answer questions about the lesson.

Generally – Do not comment on:

What did the teacher do well? What didn’t the teacher do well? What tips can we give the teacher to improve their practice?

CREATING OBSERVATION QUESTIONS

What evidence from the lesson will help us reflect on our goals for learning and student development?

1. What are our goals for learning in this lesson?

(Academic learning- What did students learn as expressed in their answers? To what extent did

the class demonstrates an increased capacity in the skills needed to accomplish the performance

task they will have to do at the end of the module?)

List Performance task

List Scoring tool:

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2. What are our goals for student development? (Social Behavior- How often did the quietest children speak up? Physical development?)

3. What do we want to see regarding student motivation? (Motivation- What percent of children had “shining eyes”? What indications did we have that students were engaged during the learning process?) (Engage- To have the favorable attention of someone.)

4. How will we collect our observations? (Target specific parts of the lesson i.e. % of students who sang/spoke the rhythm of the melody using rhythmic syllables correctly in step 2)

5. Who will observe and collect what?

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SAMPLE

Elementary Arts Teacher Survey

Discoveries, Growth, Challenges

Discipline: DANCE MUSIC THEATRE VISUAL ARTS

Name (Optional): _______________________________________________________

Instructional Guide Module Studied: Grade: __________ Module: _____________

As a result of the Lesson Study process, please give one or more good examples of the revisions you have made or would like to make in the lessons/modules you observed or taught

(attach additional pages as needed to complete reflection)

How would you describe the benefits of Lesson Study to a new teacher or a teacher who has not yet participated in the process?

(attach additional pages as needed to complete reflection)

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Lesson Study Reflection Survey

Please rate the following statements:

1 – Strongly Disagree 2 – Disagree Somewhat 3 – Agree Somewhat 4 -Agree Strongly

LESSON STUDY PROCESS 1 2 3 4

My initial impression of the Lesson Study process was that it would be useful to me as professional development.

I found Lesson Study to be a process important to my professional development.

I learned more about how to create successful lesson design by collaborating with my colleagues.

I have adapted or altered some of my teaching strategies as a result of this Lesson Study process.

I have a greater understanding of the purposes and possibilities of the Arts Instruction Guide as a result of the Lesson Study Process.

We reviewed the Lesson Study Protocols at each meeting of the Lesson Study Group and found it helpful.

INSTRUCTIONAL GUIDES: Impressions after Lesson Study 1 2 3 4

In an articulated K-6 program, the Instructional Guide Benchmarks are realistic and attainable by most students.

In the module we studied the Performance Task was realistic and attainable by most students.

In an articulated K-6 program, the Instructional Guide Enduring Understandings were realistic and attainable by most students.

The Instructional Guide Enduring Understandings were developmentally appropriate, well-articulated and built life-long learning.

In the module we studied, the lessons we designed were appropriate to prepare students for the Performance Task.

We made appropriate choices in the lessons we chose to study.

The lessons that we chose to study were improved by the revision process.

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Focused Learning Walks and Instructional Rounds

Instructional Walk-thru Briefing

The purpose of this document is two-fold: (1) to provide a high level overview of the 5 types of

instructional walk-thrus and (2) to describe the conditions staff should expect during instructional walk-

thrus. Ultimately, the instructional walk-thrus are intended to enhance practice by celebrating and

highlighting exemplary practices, assessing transfer of professional development offerings to date,

informing subsequent professional development offerings, and identifying additional opportunities to

support high quality instructional practices day-to-day, classroom-to-classroom, and school-to-school.

The 5 instructional walk-thrus are:

1. Intra-school instructional walk-thru (administrator led) a. Purpose:

To assess instructional practice, examine transfer from professional development

offerings, and inform subsequent professional development offerings.

b. School Community Engagement:

School community members should expect this type of instructional walk-thru daily.

2. Intra-school instructional walk-thru (teachers led)

a. Purpose:

To examine and improve practice (examples include, but are not limited to lesson study,

instructional practice analysis, problem of practice examination, etc.)


School community members involved in this instructional walk-thru should volunteer to

participate in this professional learning opportunity.

3. Inter-school instructional walk-thru (administrator led2)

a. Purpose:

To engage in instructional norming from school-to-school and assist school-based

leaders collect data on a problem of practice.


School community members will receive advance notice of the instructional walk-thru.

2 The “administrator led” language in this instructional walk-thru type refers to multiple school-based administrators. Unlike the first instructional walk-thru described, this walk-thru is facilitated by several school-based administrators.

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4. Inter-school instructional walk-thru (district supervisors and regional achievement center,

RAC, staff led OR principal, district staff, principal coach, and RAC staff led)

a. Purpose:

To examine transfer from professional development offerings to literacy and

mathematics coaches, inform subsequent professional development offerings for

literacy and mathematics coaches, and/or provide support to the entire school

community (via staff meetings, professional learning communities, and after school

professional development offerings).


School community members will receive advance notice of the instructional walk-thru.

5. Inter-school instructional walk-thru (district leadership team led)

a. Purpose:

To assess instructional practice, examine transfer from professional development

offerings, inform subsequent professional development offerings, and provide feedback

to contribute to instructional agenda setting for the school community.


School community members will receive notice of the instructional walk-thru.

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Instructional walk-thru participants will: Instructional walk-thru participants will not:

Smile and greet the teacher and paraprofessional upon entry to the classroom

Look for clear and measurable objectives (3-part objectives will be noted, if observed)

Look for instruction aligned to the posted objective

Look for a written lesson plan visibility seen on the teacher’s desk

Look for standards-based bulletin

boards (student work with rubrics and meaningful feedback)

Look for word walls (interactive word

walls will be noted, if observed); use of academic language is explicit

Look for evidence of a positive

behavioral management system

Look for evidence of assignments requiring students to write to source (writing folders may be reviewed if they are labeled as such)

Look for evidence of rigor (academic,

behavior, and cognitive student engagement, cognitive demand of questions/assignments, and student discourse)

Stop instruction

Talk to teacher or paraprofessional regarding practice (unless a teacher or paraprofessional initiates conversation with the participants – participants will listen and thank the teacher or paraprofessional for the information shared)

Go through student/teacher desks

Make generalizations relative to teacher

practice based on a 10-15 minute instructional walk-thru (instead commentary relative to the “moment in time” observation will be the extent of reflections shared)

Give feedback regarding specific teachers

(instead there will be an emphasis on whole-school program – exception will be during the teacher led instructional walk-thru where specific teacher feedback and professional reflection is the primary focus of the instructional walk-thru)

Master Scheduling Requirements: Instructional Minutes3

K-5 Schools

Literacy Math Social Studies/Science

Physical Education, Technology, VPA, World

Language

Intervention/Enrichment Lunch

150 min 80min 35 min (A/B) 40 min (daily rotation – M, T, W, TH, F)

45 (weekly) 35 min

1. Instructional Minutes: Teachers - 405; Students - 390

2. Passing Time: Schools must incorporate passing time before and after transitions

3. Elementary Common Planning: 60 minutes once a week and/or 30 minutes twice a week

4. Librarians/Counselors: submit schedule of student contact to principal - may be in the prep schedule

5. Special Education:

Special Education Department will follow the General Education Instructional Minutes and these minutes will reflect in the student's

IEP's

According to N.J.A.C.6A:14-4.2 " Students with disabilities shall be educated in the least restrictive environment to the maximum

extent appropriate, a student with a disability is educated with children who are not disabled"

If there will be a deviation from the District Instructional Minutes in the student's IEP, the decision will be made by Child Study Team

to meet the needs of those students affected

3 The instructional minutes Board approved May 2014.

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All the students placed in Special Class Program (Resource/In –Class/Out of Class) will reflect the same schedule as the General

Education classes

6. Intervention: Intervention/Enrichment activities will be integrated into the instructional blocks. A separate I &

E class will take place once a week for 45 minutes

7. English as a Second Language: (ESL schedules will be developed with the supervisors)

ELP Levels 1-2 ELP Level 3 ELP Level 4

80 Minutes 80 minutes 80 minutes

8. Physical Education Breakdown at Elementary Level: 150 minute weekly requirement

Responsibility Participants Activity/Lesson Daily Minutes Weekly Minutes Classroom Teachers

All classes Breakfast Program/Morning Warm-ups, stretching/breathing

7 (x5) 35

PE/Health Teacher

All students Instruction 40 (x1) 40

Classroom Teachers

All Classes After Lunch/Before Dismissal Cool Down Activities

15 (x5) 75

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9. World Language Breakdown at Elementary Level: Mandated program that offers sufficient amount of contact time and frequency of

instruction

K – 5 World Language (Rosetta Stone and Salsa DVD)

Can become part of specialist rotation (i.e. media specialist) 40 minutes once a week

The requirements that apply to elementary teachers who are assigned to world language instruction is a feature of the NJAC regulations.

In the elementary grades, teachers are highly qualified to teach all subjects, including world language under the highly qualified status

reflected under the elementary education content knowledge test. There are additional considerations reflected on the code and HQ

guidelines combined.

Appendices

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Appendix A Board Approved

District Lesson Plan Template

District Lesson Plan Template4

Teacher: School: Grade/Subject: Week of:

Essential Question(s):

NJCCCS: CSSS/WIDA

Lesson Objective

Opening/ Do Now

Description of Each Instructional Component

Formative Assessments:

Checks for Understanding

Differentiation/ Modifications

Closing/ Reflection/ Assessment

Materials/ Resources

Used

M

SWBAT…

1. 2. 3.

1. 2. 3.

T

SWBAT…

1. 2. 3.

1. 2. 3.

4 Lesson plan can be used in portrait or landscape layout (whatever is the preference of the teacher).

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Lesson Objective

Opening/ Do Now

Description of Each Instructional Component

Formative Assessments:


Differentiation/ Modifications


Materials/ Resources

Used

W

SWBAT…

1. 2. 3.

1. 2. 3.

TH

SWBAT…

1. 2. 3.

1. 2. 3.

F

SWBAT…

1. 2. 3.

1. 2. 3.

LESSON PLAN COMPONENTS: SOME SUGGESTED/POSSIBLE ACTIVITIES

LESSON PLAN COMPONENTS SUGGESTED ACTIVITIES

Objective

Student Friendly Language - Combine Content & Language Objectives: “By the end of the lesson, students will know _____ and be able to_____”

Objective Should Be Measurable in Some Way

For Math: Use the 8 Practices That Guide the Lesson

Opening/Do Now

Summarization of Previous Lesson Pre-Assessment with Key Vocabulary Hook Activity (Entrance Ticket, etc.) How the Lesson is Relevant

Instructional Components:

Description

Mini-Lesson

Direct Instruction

Guided or Independent Practice

Cooperative Learning – Small Groups/Pairs/Jigsaw

Summative Assessment Learning Centers/Work Stations


Formative Assessments


Index Card Summaries and Questions

Oral Questioning using Randomization Techniques Analogy Prompt Surveying/Polling Activities

Think-Pair-Share Written Responses Using Individual White Boards Misconception Check

Fill-In-The-Blank Quiz Visual Representation

Frayer Model


Differentiation

Tiered Activities (Leveled Reading, etc.)

Interest-Based Options/Student Process/Product Choice

Flexible Grouping Based on Ability Level Learning Modality-Based Options

Closing/Reflection

Summarizing Activity

Exit Card

Homework Assignment

3-2-1 Reflection

Whip Around

Circle, Triangle, Square

Acrostic Summary

Student Journal Entries/Learning Logs Dear Student Letter


Materials & Resources Used

Texts/Readings

Multimedia – Websites, Laptops, Video, etc.

Manipulatives Lab Equipment

Appendix B

Walk-through Tools

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Unified Walk-through Tool: Instruction

Observer:

School:

Teacher Name:

Grade/Subject:

Date:

Time Observed:

Turnaround Indicator Yes No N/A Evidence

Current lesson plan includes: objectives aligned to the CCSS, lesson, guided practice, independent practice, small group instruction. (TP 3.1) (D 1c, 1e, 1f)

Teacher uses multiple measures of data to differentiate. (ex: targeted small groups) (TP 3.5, 4.2) (D 1b, 1f, 3d, 3e, 4a, 4b)

Behavioral expectations for students are clearly displayed. (TP 2.1, 3.6) (D 2d)

A student-friendly CCSS aligned objective is posted and instruction corresponds to the objective. (TP 3.1) (D 1c, 3a, 3c)

Instruction matches the rigor of CCSS objectives. (TP 3.1) (D 3c)

Students can articulate the learning objective and how it relates to larger concepts. (TP 3.1) (D 3a, 3c)

Teacher implements lesson using a gradual release of responsibility. (I Do, We Do, You Do) (TP 3.2) (D 3e)

Teacher demonstrates appropriate/necessary content knowledge. (TP 3.4) (D 3a)

Checking for understanding is aligned to the objective, engages all students, and is used to adjust instruction. (TP 3.3) (D 3b, 3d, 3e)

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Teacher holds high academic standards for students. (TP 2.3,3.6) (D 3a)

Teacher holds high behavior standards for students. (TP. 2.3, 3.6) (D 2a, 2b,)

Teacher's directions are clear and transitions are smooth. (TP 2.2) (D 2c, 3a)

Teacher implements a clear behavioral management system consistently. (TP 2.1, 3.6) (D 2a, 2d)

Students are actively engaged in learning activities. (TP 2.2, 3.2) (D 2b, 2c, 3c)

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ES/Bilingual/World Language Instructional Framework

Lesson Plan Components Strategies

Objectives: State daily in writing and orally. Request students to verbalize their understanding of the objective to be learned (content-what) and what they should be able to do (product-how).

Student friendly language-Combine content and Language Objectives and Targeted % for mastery (3 part Objective): “By the end of the lesson, I will know______ and be able to _______”

Objectives should be measurable

Opening/Do Now: Hook activity the helps either bridge the previous day lesson and/or introduce today’s lesson.

*Link Lessons: Lists statements. T or F or rewrite the statements to make them true. * Spark Interest: Present something graphic and visual to catch student’s interest related to the new topic (video, picture, short film, magazine, newspaper, science demonstration). Elicit predictions, opinions, ranking of events. *Anticipatory Activities: “start your Brain engines” or “think about it”; Paired or small group activity that elicit class discussion and where students check and compare their answers to others and/or to right answers. *Personalizing a Lesson: Students’ interest is sparked when they can share their own and hear about others’ life experiences (Ex. Teachers’ experiences)

Links past learning (prior knowledge) and experiences to new concepts about to be presented.

Makes explicit connections among concepts; serves as a form of reinforcement and review.

Jumpstart students’ interest and engages in classroom discussion.

Activates and build background knowledge for all students.

Increases motivation by stimulating student interest and curiosity about the topic and demonstrating its relatedness to the real world.

Indicates how the lesson I relevant

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Serves as a pre-assessment with key vocabulary

Description

Mini-lesson: Brief, informative explanations that demonstrate what readers do. A key instructional practice in meaning centered reading programs. http://eric.ed.gov/?id=ED386702

Direct instruction (“I do”

Select topics that emerge from students' reading needs

Choose a few familiar books to illustrate key points

Use a timer to limit the lessons to 7 minutes

Include mini-lessons as a routine part of reading instruction.

Guided and Independent Practice: Interactive instruction between teacher and students. After the teacher introduces new learning, he/she begins the student practice process by engaging students in a similar task to what they will complete later in the lesson independently. www.scsk12.org

Cooperative Learning-Small Groups/Pairs/Jigsaw (“We Do”/ I Do”).

Summative Assessment: Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically. at the end of a project, unit, course, semester, program, or school year.

Learning Centers/Work Stations

Summarizes student learning at the end of a unit. End of unit test.

Formative Assessments Checks for Understanding

Formative Assessments: Range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities to improve student attainment.

Analogy Prompt

Think-Pair Share

Misconception Check

Visual Representation

Surveying/Polling Activities

http://eric.ed.gov/?id=ED386702

http://www.scsk12.org/

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Written Responses using individual White Boards (ex. Popsicles Sticks)

Fill in the blank quiz

Frayer Model

Checks for Understanding: Oral questioning using randomization techniques that assess students’ depth of knowledge of the content. Provides teachers a framework for high order thinking (remembering, understanding, applying, analyzing, evaluating, creating-Bloom’s Taxonomy).

3-2-1

Fist to Five

4-3-2-1 Scoring Scale

ABCD Whisper

Capacity Matrix

Circle, Triangle, Square

Philosophical Chairs

Entrance/Exit ticket

Example/Non-Example

Fill in Your Thoughts

Give One Get One

Quick Writes

Word Sort

Whip Around

Others*

Differentiation

Differentiation: Tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment.

Tiered Activities (Leveled reading, etc)

Flexible Grouping Based on Activity Level

Interest-Based Options/Student process/Product Choice

RAFT

Others*

Closing/Reflection

Summarizing Activity: Teaches students how to discern the most important ideas in a text.

Ticket Out

Acrostics

Carousel Brainstorming

RAFT

K-W-L

Revisit Anticipation Guide

Word Splash

Inference Frames

Learning Logs

Numbered Heads Together

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Others*

Materials & Resources

Texts/Readings

Manipulatives

Multimedia- Websites, Laptops, Videos, etc.

Lab Equipment

Additional Resources Websites (Please see * for additional strategies)

Checks for Understanding:

http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

http://nelearn.myelearning.org/pluginfile.php/439/mod_page/content/17/strategies.pdf

Differentiation:

http://cnweb.cn.edu/tedu/New%20Website%20Docs/DifferentiatedInstructionStrategiesKit.pdf

Closing/Reflection:

http://www.gcasd.org/Downloads/Summarizing_Strategies.pdf

http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf

http://nelearn.myelearning.org/pluginfile.php/439/mod_page/content/17/strategies.pdf

http://cnweb.cn.edu/tedu/New%20Website%20Docs/DifferentiatedInstructionStrategiesKit.pdf

http://www.gcasd.org/Downloads/Summarizing_Strategies.pdf

Bilingual/ESL Classroom “Look Fors”

Teacher’s Name _____________________________ Administrator’s Name ________________________ Date: ________________________ Note: To be used for program support and professional development

Classroom Environment and Artifacts Fiction/story books are available in each language. Nonfiction books are available in each language. Reading Materials are organized (e.g. by genre, by language or by level). Classroom labels are displayed in each language. “Word Walls” are displayed in each language. ESL Teachers - English only. Tools, strategies, and rubrics are displayed in the language of instruction for that subject. Displayed student work with feedback Each student has a writing portfolio with graded work. Multiple cultural perspectives are evident and encouraged. Content objectives and daily schedule are posted. Classroom is well-organized, with different parts of the room serving different functions (library, writing center, computer area, etc.).

Comments: ________________________________________________ _________________________________________________________

Instructional Practices

Teacher employs a variety of teaching strategies including visuals, student

conversation, explicit vocabulary instruction, and sentence starters.

There are clear routines in the classroom to allow for efficient transitions, and little time is lost due to disruptions. Planned activities and assessments are differentiated for students’ language levels. Teacher encourages critical thinking by using higher-order-thinking questions and activities: ___Comparison/Contrast ___ Analysis ___Application ___ Evaluation ___Synthesis Teacher scaffolds input to promote comprehension (through use of visuals, guiding questions, modeling, and gestures). The lesson is clearly tied to the posted objectives, and the objectives are shared with the students. The teacher is well prepared to deliver the lesson, and the lesson plan is available as a resource. Teacher plans for flexible grouping: ___Whole-group ___ Small-group ___ Pair work ___ Individual work Comments: _________________________________________________

____________________________________________________________

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Student Engagement & Participation

Students are actively involved in using the language during the lesson. Students know what they are meant to learn, and why this is important. Students are actively engaged in the activity. Students are encouraged to ask questions and to share ideas. Students are encouraged to take risks with the language. Students work as a learning community. They willingly help peers and encourage peers’ learning. Comments: ________________________________________________ _________________________________________________________

Language Use and Language Distribution

One language is the focus of lesson delivery Language selected for instruction matches the guidelines for the grade level and content area. Students are encouraged to use the designated language of the lesson. Language used by the teacher is an appropriately formal model for students, according to their grade level and the academic setting. Students are introduced to new vocabulary and sentence structure, to help them develop more formal and academic language. Teacher talk is used effectively, but does not dominate the lesson. Students receive frequent feedback on their language use during the lesson. Percentage of each language used during the lesson: English _______ Spanish _______ Comments: ________________________________________________ _________________________________________________________

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Dual Language Classroom “Look Fors” Teacher: _______________________________ Room #: _____________ School: ______________________

Administrator’s Name: _____________________________ Date: __________________ Time: ______________

Note: To be used for program support and professional development

Preparation 4 3 2 N/O

Clearly states (orally and in writing) content objectives. Clearly states (orally and in writing) language objectives. Clearly states (orally and in writing) cultural objectives. Content concepts are appropriate for age and educational back ground level of students and aligned to curriculum.

Creates an L2-rich learning environment. Uses a variety of supplementary materials (graphs, models, visuals, dictionaries, etc.).

Adapts content (text, assignment) to all levels of student language proficiency and developmental level.

Plans meaningful activities that integrate lesson concepts with language practice opportunities in all four domains.

Comments:

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Building Background Explicitly links concepts to students’ backgrounds and experiences. Explicitly links past learning and new concepts. Emphasizes key vocabulary for students. Word walls and labeling are displayed in target language. Tools, strategies and rubrics are displayed in target language. Comments:

Comprehensible Input 4 3 2 N/O

Teacher remains in target language throughout the lesson**

Uses speech appropriate for students’ proficiency level (slower rate, enunciation, simple sentences for beginners).

Explains academic tasks clearly breaking complex information into component parts.

Uses a variety of techniques to make content concepts clear (modeling, visuals, hands-on, gestures, TPR, realia, etc.).

Uses a variety of re-reading and pre-writing activities to make language comprehensible (graphic organizers).

Rephrases, repeats message in a variety of ways. Comments:

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Strategies 4 3 2 N/O

Provides ample opportunities for students to use learning strategies: problem solving, predicting, estimating, organizing, summarizing, categorizing, evaluating, self-monitoring.

Uses scaffolding techniques consistently throughout lesson. Uses a variety of questions types to promote higher order thinking skills throughout the lesson.

Structures a variety of high-interest student learning centers. Comments:

Interaction 4 3 2 N/O

Provides frequent opportunities for interaction and discussion. Uses group configurations that support language, content, and cultural objectives of lesson.

Provides sufficient wait time for student responses throughout lesson. Allows students to clarify key concepts in L1 for strategic purposes with an aide, peer, or L1 text.

Comments:

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Practice/Application 4 3 2 N/O

Provides hands-on materials or manipulatives for students to practice using new concept knowledge.

Provides activities for students to apply content, language, and cultural knowledge in the classroom (drama, role play, etc.).

Provides activities that integrate all language skills (reading, writing, listening and speaking).

Creates opportunities to assist students in a non-threatening environment.

Communicates regularly with students and reinforces clear expectations about language use.

Comments:

Lesson Delivery 4 3 2 N/O

Supports the content objectives of the lesson.

Supports the language objectives of the lesson. Supports the cultural objectives of the lesson. Ensures all students are taking part and are on task throughout the lesson (90%-100%).

Paces the lesson appropriately to the students’ ability level. Uses cooperative group learning. Fosters development of multiple intelligences (visual, auditory, tactile, kinesthetic, etc.) through a variety of activities and learning styles.

Comments:

Review/Assessment 4 3 2 N/O

Gives a comprehensive review of key vocabulary.

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Gives a comprehensive review of key content concepts. Provides feedback to students regularly on their output (speech and writing).

Conducts frequent assessments of student comprehension and learning throughout the lesson on all lesson objectives (group response, whiteboard, thumbs up-down, exit ticket, etc.).

Comments:

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Dual Language ‘Look Fors” Feedback Form

Teacher: _______________________________ Room #: _____________ School: ______________________

Administrator’s Name: _____________________________ Date: __________________ Time: ______________

Note: To be used for program support and professional development

“Look Fors” Feedback Codes

4- Highly Evident 3- Moderately Evident 2- Minimally Evident N/O Not Observed

Observer/Teacher Feedback: ____________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

Appendix C

KUD: Collaborative Unit

Planning Resource

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KUD – Know, Understand, Do

Kn

ow

Facts, names, dates, places, information,

vocabulary

The original inhabitants of the Americas migrated from Asia into North America over the Bering land bridge

Multiplication tables

Ecosystem

Elements of culture (customs, values, shelter, geography)

Un

der

stan

d

Big ideas, generalizations, principles, ideas

that transfer across situations (“Students

should understand that...”)

Migration enables organisms to meet basic needs

Multiplication is repeated addition

All parts of an ecosystem affect all others parts.

Culture shapes people and people shape culture.

Do

Skills of the discipline, social skills,

production skills, processes (usually verb

phrases)

Trace and explain the migratory path of the original Americans

Use multiplication to solve story problems

Work collaboratively in a group to complete a assigned task

Write a unified compare and contrast paragraph

Examine varied perspectives; draw conclusions

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SAMPLE

KNOW

Facts, names, dates, places, information

• 4 quadrants in a coordinate plane • Fibonacci • 3.14 • Pythagorean Theorem • The multiplication tables

Eg., telling time.

The Know = the numbers 1-12, hour hand and

minute hand

The Understand = time helps us to organize our lives

The Do = count by 1, 5

UNDERSTAND

Essential truths that give meaning to the topic

Stated as a full sentence

Begin with, “I want students to understand THAT…”

(not HOW… or WHY… or WHAT)

• Multiplication is another way to do addition.

• There are a lot of ways to represent single number.

• There is more than one way to solve a problem.

• Make reasonable estimates.

• The Understand statements CONNECT the parts of a

subject to the student’s life and to other subjects.

They are purposeful and focus on the key ideas and

making connections while evaluating the

relationships that exit within the understandings.

“Students will come to understand that…..” (See IL

Learning Standards)

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Be able to DO

Skills (basic skills, skills of the discipline, skills of

independence, social skills, skills of production)

Verbs or phrases (not the whole activity)

• Analyze

• Solve a problem to find perimeter

• Find the decimal of 3/8 by using equivalent fractions.

• Evaluate work according to specific criteria

• Use a bar graph to represent data appropriately

Know the endpoint and the objective (what is it that I

want my students to learn?) Match students’ needs

to the task, outcome, or standard. Analyze the “task”

– what we want students to know, understand, be

able to do.

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Appendix D

Recommended Time Allotment for

Specific Learning Tasks

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Language Arts Kindergarten

Daily Time Instructional Component Description 8:45-9:00

15 min

Arrival/Jobs/Journal Take care of belongings, borrowed books and class jobs

Independent journal writing may occur

9:00-9:15 15 min

Morning Meeting

Greeting

Community building/song/movement activity

Morning message (shared writing)

9:15-9:30 15 min

Intentional Read Aloud

Whole group Objective driven Explicit vocabulary using student friendly definitions Planned purposeful questioning/discussion. Comprehension discussion/checking for understanding.

9:30-10:10 40 min

Literacy Centers

Children rotate through centers: Read and write the room, buddy reading, word work, pocket chart, computers/IPads, writing with a purpose, listening center.

Activity concepts and skills reinforce the current lesson and reteach, remediate, and/or enrich skills previously taught

One is teacher facilitated (Guided reading groups start by December) other is Para facilitated

10:10-10:30 20 min

Word Study

Whole/Small group direct instruction

Reinforcement during literacy centers and writers workshop Suggested timing (may vary depending on lesson) is direct

instruction/modeling 5 min, guided practice 8-10 min, and then independent practice for 5 min.

10:30-11:00 30 min

Writing Workshop

Timing guidance for breaking down workshop: Mini-lesson (5-1o minutes) which may incorporate modeled or

shared writhing and/or the use of a mentor text Students then go into independent writing, guided writing &

conferencing (10-15 min.) The workshop closes out with a share/author’s chair of 2-3

students with peer discussion (approx. 5 min). Teacher assesses mastery of the objective through checking

for understanding.

11:40-12:10 30 min

Reading Workshop

Mini lesson may begin with a mentor text and teacher sets a purpose for independent reading through the mini lesson (5-10 min).

Students practice skill while reading independently/ partners with their own leveled readers, while teacher conferences (5-15 min.)

Ends with a share where students come up and discuss their story and strategy practiced (approx. 5 min).

Teacher assesses mastery of the objective through checking for understanding.

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Language Arts 1st Grade

Daily Time Instructional Component Description

9:00-9:15

15 min

Intentional Read Aloud

Whole group Objective driven Explicit vocabulary using student friendly definitions Planned purposeful questioning/discussion. Comprehension discussion/checking for understanding.

9:15-9:35

20 min

Word Study

Whole/Small group direct instruction

Reinforcement during literacy centers and writers workshop Suggested timing (may vary depending on lesson) is direct

instruction/modeling 5 min, guided practice 8-10 min, and then independent practice for 5 min.

9:35-10:40

65 min

Guided Reading and Literacy Centers

Children rotate through centers ex. Read and write the room, buddy reading, word work, pocket chart, computers/IPads, writing, listening center.

Activity concepts and skills reinforce the current lesson and reteach, remediate, and/or enrich skills previously taught.

Guided reading groups are occurring during this time so that all students can be seen each day.

10:40-11:15

35 min

Writing Workshop

Timing guidance for breaking down workshop: Mini-lesson (5-1o minutes) which may incorporate modeled or

shared writhing and/or the use of a mentor text Students then go into independent writing, guided writing &

conferencing (15-25 min.) The workshop closes out with a share/author’s chair of 2-3

students with peer discussion (approx. 5 min). Teacher assesses mastery of the objective through checking for

understanding.

11:15-11:50

40 min

Social Studies/Science Embed Shared Reading

Please refer to the ss/sci framework

May begin with shared reading or read aloud based on a topic under study.

Includes options for student projects and small group work- experiments, extended research, or performance based tasks

The guidance for timing of reading: Before reading (3-5), during reading (8-10), and after reading (3-5).

12:30-1:05 35 min

Reading Workshop

Mini lesson may begin with a mentor text and teacher sets a purpose for independent reading through the mini lesson (5-10 min).

Students practice skill while reading independently/ partners with their own leveled readers, while teacher conferences (10-20 min.)

Ends with a share where students come up and discuss their story and strategy practiced (approx. 5 min).

Teacher assesses mastery of the objective through checking for understanding.

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Language Arts Second through Fifth Grade

Reader’s Workshop and Word Study Framework

Allotted Time

Literacy Block Components Description

15 min. Read Aloud Whole Group

Focused objective

Explicit vocabulary instruction

Purposeful questioning (before, during, and after)

Comprehension discussion/checking for understanding

5-15 min. Reading Workshop Mini Lesson

Whole Group mini lesson to set purpose for reading skills/strategies

Focused on one objective

Modeled by teacher

15-40 min. Work Period Begins with independent reading time for all students, 15-40 minutes, as the year progresses to build their stamina depending on grade level expectations

This is a time for independent/partner/small group activities

Students practice skill while reading independently/ partners with their own leveled readers

Teacher will be conducting one-on-one conferences, strategy groups, conducting assessments and can pull guided reading groups.

Work time can include independent reading time is followed by literacy activities/centers for the students.

5 min. Closing/ Group Share

Whole group teacher selects 2-5 students to share use of the skills and strategies that were taught

Teacher assesses mastery of the objective through checks for understanding.

10-20 min. Word Study Whole/small group direct instruction for phonics and spelling activities

Reinforcement during literacy centers and writing and reading workshop

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Language Arts Second through Fifth Grade

Writer’s Workshop Framework

Allotted Time Literacy Block Components Description

5-15 min. Writing Workshop Mini-Lesson

Whole group mini lesson

Focused on one objective

Modeling by teacher to whole group

15-30 min. Work Period As year and grade levels progress for students to build their stamina

Students work on their own writing, taking their pieces through the writing process (brainstorming, creating, revising, editing, publishing, selecting pieces for portfolio)

Writing partners and peer conferences may be utilized

Teacher will be conferencing and pulling small groups for focused re-teaching

5-8 min. Closing/Author’s Chair

A few students are selected to share their learning and writing at the author’s chair to class

Students are able to ask the student author questions about their writing and make suggestions

Students discuss writing and traits/feedback to author

Teacher assesses mastery of the objective through checks for understanding.

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Language Arts

Middle School

(6-8th Grade) (88 minutes)

Allotted Time Component & Description

5-10 minutes Do Now

Vocabulary

Spiraled Review

Journal prompt

Reader’s Workshop 2-3x/ week

Writer’s Workshop 2-3x/week

15 minutes

-Mini-Lesson (I Do) Demonstrate the reading skill through modeling. -Read-Aloud (can be in conjunction with mini-lesson)

10 minutes

-Mini-Lesson (I do) Demonstrate the writing skill through modeling -Mentor Text (can be in conjunction with mini-lesson to introduce the specific writing skill used by the author and then practiced with students)

10 minutes

Guided Practice (We Do) Complete an activity with students to practice reading skill.

5 minutes

Guided Practice (We do) Complete an activity (shared writing) with students to practice teaching point.

15 minutes

Independent Practice (You Do) Student are engaged in the learning process through accountable talk, independent reading, conferring for reading, small group, partners, and cooperative learning groups to internalize reading skill.

25 minutes

Independent Practice (You Do) Students are engaged in the learning process and demonstrating their understanding of the writing skill/teaching point introduced. Students will have a choice of topic and independently write.

40 minutes Data Driven Learning Stations

Independent Reading or Writing

Guided Reading Groups (based on Lexile data)

I-Ready/Achieve 3000

Literature Circles

Demonstration of Learning

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Language Arts Daylight/Twilight

(9-12 grade) (120 minutes) Readers (M/W) Writers (T/R) combination (F)

Components Allotted time Description

Do Now / Anticipatory Set

10 min.

The "Do Now" is 5 -10 minute, individual, pen-to-paper activity done at the start of each class. One of the purposes of the "Do Now" is to settle the students into an academic mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, or a reflection on the learning they have recently been doing.

Mini Lesson / Direct Instruction

20 min.

The mini-lesson is where the teacher introduces a new skill or strategy that is intended for students to utilize throughout the lesson. The teacher models this skill or strategy providing the opportunity for students to ask questions.

Guided Instruction

30 min.

Guided Instruction is almost always done with small, purposeful groups, which are composed based on students’ performance on formative assessments. The groups consist of students who share a common instructional need that the teacher addresses.

Collaborative Learning 40 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).

Independent Practice

10 min. Students are working independently to demonstrate their ability to synthesize all the information learned and processed during the course of the daily activities. This can be an assignment that is started in class and continues for homework or continues into another day (Practice Problems, Independent Project)

Exit Slip Questions

10 min. This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson. You should use this information to determine the re-teaching of material for the next day.

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Language Arts High School

(9-12 grade) (80 minutes) Readers and Writers are infused daily


Do Now

10 min.


Whole Group Instruction

10-15 min.

Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests.

Guided & independent Instruction

30 min.


Students are working independently to demonstrate their ability to synthesize all the information learned and processed during the course of the daily activities. This can be an assignment that is started in class and continues for homework or continues into another day (Practice Problems, Independent Project)

Small Group 20/30 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).

Exit Slip Questions


High School

Reading Instruction Reading at the high school level is Literature based novels that incorporate note taking, paraphrasing, vocabulary, writing, and instruction in text structures. At the high school level, writing and reading is done simultaneously. In literature classes students are expected to produce written and oral presentations, model skimming and scanning, and identify signal words. Determine the structure, identify a note-taking tool, predict the main idea, read the text and take notes. Students must be able to compare multiple texts as well as provide supporting evidence from the text during expository writing.

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English as a Second Language Elementary English as a Second Language

40 Minute Period Schedule *ESL Teachers may push-in during any content area period.

Components Daily Time Description

Academic and Oral Language Development

15 min.

* Explicit instruction emphasizing Vocabulary, Academic Discussion Strategies, Oral Grammar Skills, Social language functions and Word study. Activities reinforcing these skills/concepts should then be infused throughout the lesson, into literacy centers for continuous remediation/enrichment and across all content areas. * Can be completed in whole or small group based upon student need. A suggested timing breakdown (may vary depending on lesson) is direct instruction/ modeling 5 min., guided practice 8-10 min, and then independent practice for 5 minutes.

AND

Reading Workshop 25 min. This segment may consist of a Read-Aloud, Shared Reading, Guided Reading and independent reading which includes explicit vocabulary instruction, purposeful questioning throughout, and comprehension. Teacher should help children set a purpose for reading through the mini lesson (5-10 minutes). Then students practice reading independently while teacher conferences (5-15 min.) and ends with a share (5-8 minutes). Emphasis should be placed on Comprehension Skills, Word Study Skills, Literacy Skills and Fluency. Cross-curricular connections should be infused into the lesson. •Use realia •Use graphic organizers to represent knowledge •Assist students in creating mental images; encourage utilization of their five senses •Make physical models •Engage students in kinesthetic activities and hands-on activities to represent knowledge •Display visual learning aids throughout the classroom

OR

Writing Workshop 25 min.

Timing guidance for breaking down workshop: Mini-lesson (5-15 minutes) which typically uses a mentor text before engaging students in an shared writing, independent writing, guided writing & conferencing (10-15 min.) The workshop closes out with a share/author’s chair for of 2-3 students with peer discussion (5-8 minutes). Emphasis should be placed on Form, Process and Grammar. Cross-curricular connections should be infused into the lesson. •Use realia and graphic organizers to represent knowledge •Assist students in creating mental images; encourage utilization of their five senses

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•Make physical models •Engage students in kinesthetic activities and hands-on activities to represent knowledge •Display visual learning aids throughout the classroom

OR

Small Group Math 25 min. Children rotate through 3-4 small group hands on activities

(one teacher facilitated, one teacher assistant facilitated, and one or 2 independent) that reinforce the current lesson and reteach, remediate, and/or enrich as needed. •Use realia and graphic organizers to represent knowledge •Assist students in creating mental images; encourage utilization of their five senses •Make physical models •Engage students in kinesthetic activities and hands-on activities to represent knowledge •Display visual learning aids throughout the classroom

OR

SS/SCI- Read Aloud and center based cross curricular projects

25 min.

May begin with a Read-Aloud, if appropriate, based on a science or social studies topic under study. Includes options for student chosen activity and teacher chosen activities, including, but not limited to small group science or social studies activities. Teacher and teacher assistant interactions with children (in both student chosen and teacher chosen activities) extend/enrich children’s ideas, engagement with materials, and engagement with other children. Activities that the teacher embeds in the classroom learning areas are designed to reinforce, reteach, remediate, and enrich student learning within current topics and SLOs across content areas (blending literacy and mathematics with science and social studies experiences). •Use realia and graphic organizers to represent knowledge •Assist students in creating mental images; encourage utilization of their five senses •Make physical models •Engage students in kinesthetic activities and hands-on activities to represent knowledge •Display visual learning aids throughout the classroom

-

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English as a Second Language Middle School- Newcomer’s

ELA (6-8 grade) (160 minutes-double Block)



15 min.

Explicit instruction emphasizing Vocabulary, Academic Discussion Strategies, Oral Grammar Skills, Social language functions and Word study. Activities reinforcing these skills/concepts should then be infused throughout the lesson, into literacy centers for continuous remediation/enrichment and across all content areas. Can be completed in whole or small group based upon student need. A suggested timing breakdown (may vary depending on lesson) is direct instruction/ modeling 5 min. and 10 min. guided practice. Vocabulary should be used throughout the independent reading and writing practice.

Reading Workshop 25 min. This segment may consist of a Read-Aloud, Shared Reading, Guided and independent Reading which include explicit vocabulary instruction, purposeful questioning throughout, and comprehension. Teacher should help students set a purpose for reading through the mini lesson (5-10 minutes). Then students practice reading with partners while teacher circulates and monitors (5-10 min.) and ends with a share (5 minutes). Emphasis should be placed on Comprehension Skills, Word Study Skills, Literacy Skills and Fluency. Cross-curricular connections should be infused into the lesson. •Use realia (real objects) •Use graphic organizers to represent knowledge •Assist students in creating mental images; encourage utilization of their five senses •Engage students in kinesthetic activities and hands-on activities to represent knowledge (Role play and TPR) •Display visual learning aids throughout the classroom

Independent Reading Practice

20 minutes •Students practice skill while reading independently •Teacher will be conducting one-on-one conferences, strategy groups, conducting assessments and can pull guided reading groups •Work time can also include literacy activities/centers for the students


Timing guidance for breaking down workshop: Mini-lesson (5-15 minutes) which typically uses a mentor text before engaging students in a shared writing, independent writing, guided writing & conferencing (10-15 min.) The workshop closes out with a share/author’s chair for of 2-3 students with peer discussion (5-8 minutes). Emphasis should be placed on Form, Process and Grammar. Cross-curricular connections should be infused into the lesson. Adjust time as needed.

•Use realia and graphic organizers to represent knowledge •Assist students in creating mental images to elicit details in their writing

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•Display visual learning aids (anchor charts) throughout the classroom to reinforce, reteach, remediate, and enrich student learning within current topics.

Individual Writing Practice

20 minutes •Students will practice writing independently in various writing forms such as journal prompts, essay questions, and individual projects. •Teacher will be conducting one-on-one conferences to review, edit, and conduct assessments.

Small Group Language of Math (If applicable to lesson objective)

15 min. Students will work on activities that will reinforce the current lesson, reteach, remediate, and/or enrich as needed. •Use realia and graphic organizers to represent knowledge •Make physical models •Engage students in kinesthetic activities and hands-on activities to represent knowledge

•Display visual learning aids (anchor charts) throughout the classroom

Read Aloud and Center Based Cross Curricular Projects: Language of Social Studies and Science

25 min.

May begin with a Read-Aloud, if appropriate, based on a science or social studies topic under study. Includes options for student/teacher chosen activity, including, but not limited to small group science or social studies activities. Teacher can extend/enrich activities and/ or projects.

Exit Slip Questions

15 min. This should be the closure of the lesson and there should be multiple questions to measure the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson.

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English as a Second Language High School- Newcomer’s

(9-12 grade) (160 minutes-double Block)



15 min.

Explicit instruction emphasizing Vocabulary, Academic Discussion Strategies, Oral Grammar Skills, Social language functions and Word study. Activities reinforcing these skills/concepts should then be infused throughout the lesson, into literacy centers for continuous remediation/enrichment and across all content areas. Can be completed in whole or small group based upon student need. A suggested timing breakdown (may vary depending on lesson) is direct instruction/ modeling 5 min. and 10 min. guided practice. Vocabulary should be used throughout the independent reading and writing practice.

Reading Workshop 25 min. This segment may consist of a Read-Aloud, Shared Reading, Guided and independent Reading which include explicit vocabulary instruction, purposeful questioning throughout, and comprehension. Teacher should help students set a purpose for reading through the mini lesson (5-10 minutes). Then students practice reading with partners while teacher circulates and monitors (5-10 min.) and ends with a share (5 minutes). Emphasis should be placed on Comprehension Skills, Word Study Skills, Literacy Skills and Fluency. Cross-curricular connections should be infused into the lesson. •Use realia (real objects) •Use graphic organizers to represent knowledge •Assist students in creating mental images; encourage utilization of their five senses •Engage students in kinesthetic activities and hands-on activities to represent knowledge (Role play and TPR) •Display visual learning aids throughout the classroom

Independent Reading Practice

20 minutes •Students practice skill while reading independently •Teacher will be conducting one-on-one conferences, strategy groups, conducting assessments and can pull guided reading groups •Work time can also include literacy activities/centers for the students


Timing guidance for breaking down workshop: Mini-lesson (5-15 minutes) which typically uses a mentor text before engaging students in a shared writing, independent writing, guided writing & conferencing (10-15 min.) The workshop closes out with a share/author’s chair for of 2-3 students with peer discussion (5-8 minutes). Emphasis should be placed on Form, Process and Grammar. Cross-curricular connections should be infused into the lesson. Adjust time as needed.

•Use realia and graphic organizers to represent knowledge •Assist students in creating mental images to elicit details in their writing

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•Display visual learning aids (anchor charts) throughout the classroom to reinforce, reteach, remediate, and enrich student learning within current topics.

Individual Writing Practice

20 minutes •Students will practice writing independently in various writing forms such as journal prompts, essay questions, and individual projects. •Teacher will be conducting one-on-one conferences to review, edit, and conduct assessments.

Small Group Language of Math (If applicable to lesson objective)

15 min. Students will work on activities that will reinforce the current lesson, reteach, remediate, and/or enrich as needed. •Use realia and graphic organizers to represent knowledge •Make physical models •Engage students in kinesthetic activities and hands-on activities to represent knowledge

•Display visual learning aids (anchor charts) throughout the classroom

Read Aloud and Center Based Cross Curricular Projects: Language of Social Studies and Science

25 min.

May begin with a Read-Aloud, if appropriate, based on a science or social studies topic under study. Includes options for student/teacher chosen activity, including, but not limited to small group science or social studies activities. Teacher can extend/enrich activities and/ or projects.

Exit Slip Questions

15 min. This should be the closure of the lesson and there should be multiple questions to measure the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson.

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English as a Second Language Middle School

ELA (6-8 grade) (80 minutes)


Do Now

5 min.


Mini Lesson / Reading or writing

15 min.

Explicit instruction emphasizing Vocabulary, Academic Discussion Strategies, Oral Grammar Skills, Social language functions and Word study. Activities reinforcing these skills/concepts should then be infused into all components of lesson.


Guided Instruction

40 min. 2x (20 min sessions)


Use realia, graphic organizers to represent knowledge, assist students in creating mental images; encourage utilization of their five senses, make physical models , engage students in kinesthetic activities and hands-on activities to represent knowledge and display visual learning aids throughout the classroom

Closing/Group Share

20 min.

Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).

Exit Slip Questions

5 min.

This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson. You should use this information to determine the re-teaching of material.

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English as a Second Language Daylight/Twilight

ELA (9-12 grade) (120 minutes) Readers (M/W) Writers (T/R) combination (F)

Components Allotted time

Description


10 min.



20 min.

Explicit instruction emphasizing Vocabulary, Academic Discussion Strategies, Oral Grammar Skills, Social language functions and Word study. Activities reinforcing these skills, concepts should then be infused into all components of lesson.


Guided Instruction

30 min.



Collaborative Learning

2. min.




Exit Slip Questions


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English as a Second Language High School

ELA (9-12 grade) (80 minutes) Readers and Writers are infused daily


Description

Do Now

10 min.



10-15 min.

Explicit instruction emphasizing Vocabulary, Academic Discussion Strategies, Oral Grammar Skills, Social language functions and Word study. Activities reinforcing these skills, concepts should then be infused into all components of lesson.



30 min.



Use graphic organizers to represent knowledge, assist students in creating mental images; encourage utilization of their five senses, make physical models , engage students in kinesthetic activities and hands-on activities to represent knowledge and display visual learning aids throughout the classroom

Small Group 20/30 min.


Exit Slip Questions

10 min. This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson.

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Bilingual Middle School

ESL/Bilingual /ELA (6-8 grade) (80 minutes)


Do Now

5 min. The "Do Now" is 5 -10 minute, individual, pen-to-paper activity done at the start of each class. One of the purposes of the "Do Now" is to settle the students into an academic mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, or a reflection on the learning they have recently been doing.

Mini Lesson / Reading or Writing

15 min.



Guided Instruction

40 min. 2x( 20 min sessions)



Closing/ Group Share

20 min.


Exit Slip Questions

5 min.

This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson. You should use this information to determine the re-teaching of material.

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Bilingual High School

ESL/Bilingual / ELA (9-12 grade) (80 minutes) Reading and Writing are infused daily


Description

Do Now

10 min.



10-15 min.

Explicit instruction emphasizing Vocabulary, Academic Discussion Strategies, Oral Grammar Skills, Social language functions and Word study. Activities reinforcing these skills or concepts should then be infused into all components of lesson.


Guided & Independent Instruction

30 min.



Use graphic organizers to represent knowledge, assist students in creating mental images; encourage utilization of their five senses, make physical models , engage students in kinesthetic activities and hands-on activities to represent knowledge and display visual learning aids throughout the classroom

Small Group 20/30 min.


Exit Slip Questions

10 min. This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson.

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Bilingual Daylight/Twilight

ESL/Bilingual / ELA (9-12 grade) (120 minutes) Readers (M/W) Writers (T/TH) combination (F)


Description


10 min.



20 min.



Guided Instruction

30 min.




40 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).



Exit Slip Questions


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Dual-Language Grades K-5


Do Now

5 min.

The "Do Now" is 5 -10 minute, individual, interactive activity done at the start of each class. One of the purposes of the "Do Now" is to settle the students into an academic mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, or a reflection on the learning they have recently been doing.

Morning Routine and shared Writing (Morning Message/Grammar)


15 min.

Read Aloud


Word Study/Phonics

15 min.

Direct instruction on word study and phonics utilizing the model: I Do, We Do, You Do

Reading Workshop Focus

25 min.

Guided instruction in reading with a workshop focus following a model: I Do, We Do, You Do, becomes independent reading with gradual release and student conferencing.

Guided Reading and Literacy Centers

60 min. ( 20 min. center rotation )

Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice. Students engaged in hands-on literacy centers that are project based (Literature Circles, Group Work, Group Project, Stations).

Writing Workshop Focus Lesson

30 min.

Guided direct and modeled writing instruction.

Individual/small 0group writing activities, student conferencing and feedback, closing and share.

Math/Science/Social Studies

60 min.

Embedded subject content area guided reading instruction whole group/small group/individual work.

Writing Workshop

45 min.

Guided and modeled writing activities

Closing Activities

10 min.

Exit slips, checking for comprehension

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Sheltered Class General Framework (80 minutes)


Do Now

5 min.



15 min.



Guided Instruction

40 min. 2x( 20 min sessions)


Closing/ Group Share

20 min.


Exit Slip Questions

5 min.

This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson. You should use this information to determine the re-teaching of material for the next day.

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Mathematics Kindergarten


Do Now

8-10 min.

Number Talk

Mental Math Skills

Review of Pre-requisites

Mini Lesson

12-15 min.

Whole Group

Frequent/Random Checks for Understanding

Student Discourse

Center Activities

30 min. Hands on activity

Fact Fluency

Small group with teacher

Problem Solving

Closing 8-10 min. Exit ticket

Oral/Written student responses(all voices must be heard)

Teacher summary

Grades 1-5


Do Now

8-10 min.

Number Talk

Mental Math Skills


Homework Review 5 min. A few select problems to assess understanding of previous lesson

Mini Lesson

12-15 min.

Whole Group


Student Discourse/Viable Arguments

Center Activities 40-45 min. Hands on activity

Fact Fluency


Problem Solving

Technology

Writing/Vocabulary



Teacher summary

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Mathematics Grades 6-8


Do Now

8-10 min.

Number Talks/Mental Math

Journal Writing


Spiral review of prior units SLO’s

Homework Review 5 min. A few select problems to assess understanding of previous lesson

Mini Lesson

12-15 min.

Whole Group

Frequent/Random Checks for Understanding(teacher practices good questioning techniques ,Bloom’s)


Center Activities

40-45 min. Modeling


Problem Solving/Writing

Technology(Reflex, I-Ready, ALEKS)

PARCC Practice

Review of prior unit SLO’s/spiral review

Create your own problem based on specified SLO



Teacher summary(good questioning techniques)

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Mathematics

Grades 9-12 Components Allotted

time Description

Do Now

8-10 min.

Journal Writing


Homework Review

5-8 min. A few select problems to assess understanding of previous lesson

Mini Lesson

12-15 min. Whole Group



Cooperative Groups

40-45 min. Modeling

Real Life Application

Problem Solving/Writing

Technology(MathXL, Success Net)

PARCC Practice



Teacher summary

Grades 9-12 Daylight/Twilight


Description

Do Now

8-10 min.

Journal Writing


Homework Review

8-10 min. A few select problems to assess understanding of previous lesson

Mini Lesson

15-20 min.

Whole Group



Cooperative Groups

30 min. Modeling


Math Centers 40-45 min. Technology-Math XL, Success Net, RTI

Skill Based Practice

Problem of the day/week

Small Group with Teacher

Project work/Creation



Teacher summary

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Science Grades K-5


Do Now 2 min. Teachers can show a clip from BrainPop or

YouTube and have students take notes or answer a

discussion question.

Teachers can provide a discussion question for

students to provide a written answer to.

Anticipatory

Set/Mini-Lesson

12 min. Teachers present information using the PSI slides

and utilize the formative assessments embedded

in the presentations.

Cooperative Learning

Problems

24 min. Students will work cooperatively to solve problems

and answer higher order scientific questions.

Teacher may review a problem or two during the

last five minutes.

Exit Ticket 2 min. Closing question(s) with a written answer or an

answer using the clickers

Science

Grades 6-8 Components Allotted

time Description

Direct Instruction 2-5 min. Teachers can show a clip from BrainPop or YouTube and have students take notes or answer a discussion question.

Teachers can provide a discussion question for students to provide a written answer to.

Direct Instruction/Mini-Lesson

20 min. Teachers present information using the PSI slides and utilize the formative assessments embedded in the presentations.

Cooperative Learning Problems

50 min. Students will work cooperatively to solve problems and answer higher order scientific questions.

Teacher may review a problem or two during the last five minutes.

Exit Ticket 2-5 min. Closing question(s) with a written answer or an answer using the clickers

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Science

High School Components Allotted time Description

Do Now 2-5 min. Teachers can show a clip from BrainPop or YouTube and have students take notes or answer a discussion question.



20 min. Teachers present information using the PSI slides and utilize the formative assessments embedded in the presentations.



Review of Problems 10 min. Teacher may review the most challenging problems.


Science

High School (Daylight-Twilight)





15 min. Teachers present information using the PSI slides or presentations they use that meet the Next Generation Science Standards Student Learning Objectives (SLO).

Utilize the formative assessments embedded in the PSI presentations or create your own.




Anticipatory Set/Mini-Lesson

15 min. Teachers present information using the PSI slides or presentations they use that meet the Next Generation Science Standards Student Learning Objectives (SLO).

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Exit Ticket 2-5 min. Closing question(s) with a written answer or an answer using the clickers.

Science High School

Advanced Placement (AP) Components Allotted time Description

Do Now 2-5 min. Teachers can show a clip from YouTube or another site and have students take notes or answer a discussion question.



10 min. Teachers present information using the Progressive Science Initiative (PSI) slides or presentations they use that meet the AP Standards.


Sample AP Problems 25 min. Students will work cooperatively to solve problems and answer higher order scientific questions.



10 min. Teachers present information using the PSI slides or presentations they use that meet the AP Standards.


Sample AP Problems 25 min. Students will work cooperatively to solve the types of problems that appear on the AP test.


Exit Ticket 2-5 min. Closing question(s) with a written answer or an answer using the clickers.

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CTE High School

(Certification Tested Area) Components Allotted time Description




10 min. Teachers present the information that students need to know to complete the daily activity.

Hands-on Activity 40-45 min. Students will work on the course appropriate activity that is related to the test.

CTE Test Prep Practice

15-20 min. Students will practice the test questions that are related to the test they are taking.

Teachers will present students with test taking strategies.


High School CTE (Without Certification Tests)





10 min. Teachers present the information that students need to know to complete the daily activity.

Hands-on Activity 50-55 min. Students will work on the course appropriate activity that is related to the test.

Review of lesson 10 min. Teacher will review the lesson, the activity, and relate the activity to the mini-lesson and lesson objectives.


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Social Studies

Elementary Grades K-3 40 minutes


Happy Now 5 min. The "Happy Now" is 5 minute, whole group and individual activity done at the start of each class. One of the purposes of the "Happy Now" is to ensure students experience the joy of learning. Happy Now can serve as a review of previous material, a warm-up to new material, or a reflection on the learning they have recently been doing.

Esteem Warm-Up Phonics-Vocabulary Recitation

5 min. The warm-up or mini-lesson is where the teacher introduces a new skill or strategy that is intended for students to utilize throughout the lesson. The teacher models this skill or strategy providing the opportunity for students to ask questions.

Guided Instruction 20 min. Teacher guided instruction provides informal small purposeful group instruction; The groups consist of students who share common instructional needs.

Closing/ Group Share Exit Slip Questions

5 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations). This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson. You should use this information to determine the re-teaching of material for the next day.

Page 164 of 237

Social Studies Elementary Grades 4-5 40 minutes


Do Now 5 min. The "Do Now" is 5 -10 minute, individual, pen-to-paper activity done at the start of each class. One of the purposes of the "Do Now" is to settle the students into an academic mode i1runediately upon entering the class. It can also serve as a review of previous mate1ial, a warm-up to new material, or a reflection on the learning they have recently been doing.


10 min. The mini-lesson is where the teacher introduces a new skill or strategy that is intended for students to utilize throughout the lesson. The teacher models this skill or strategy providing the opportunity for students to ask questions.

Guided Instruction 15 min.

Guided Instruction is almost always done with small, purposeful groups, which are composed based on students' performance on formative assessments. The groups consist of students who share a c0mmon instructional need that the teacher addresses.

Closing/ Group Share 5 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).

Exit Slip Questions 5 min. This should be the closure of the lesson and there should be multiple questions to gauge the understanding of the lesson objectives and activities that transpired throughout the course of the period. This activity is to assess if students have gained an understanding of the lesson. You should use this information to determine the re-teaching of material for the next day.

Note: Some schools rotate science and social studies using a 20 day scope and sequence schedule, which could be a best

practice if done with fidelity. However, there is wide variation in the field. Accordingly, additional work is underway to

bring more consistency in practice. To this end, elementary principals are encouraged to engage the Supervisor of Social

Studies and Science to enhance this work on his/her respective campus.

Page 165 of 237

Social Studies Middle School

Grades 6-8 80 minutes


Do Now 5 min. The "Do Now" is 5 -10 minute, individual, pen-to-paper activity done at the start of each class. One of the purposes of the "Do Now" is to settle the students into an academic mode i1runediatel y upon entering the class. It can also serve as a review of previous material, a warm-up to new material, or a reflection on the learning they have recently been doing.

Mini Lesson/ Reading or writing

15-18 min. The mini-lesson is where the teacher introduces a new skill or strategy that is intended for students to utilize throughout the lesson. The teacher models this skill or strategy providing the opportunity for students to ask questions.

Guided Instruction 40 min. 2x( 20 min sessions)

Guided Instruction is almost always done with small, purposeful groups, which are composed based on students' performance on formative assessments. The groups consist of students who share a c0mmon instructional need that the teacher addresses.

Closing/ Group Share 20 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).


Page 166 of 237

Social Studies High School Grades 9-12 120 minutes


Do Now 10 min. The "Do Now" is 5 -10 minute, individual, pen-to-paper activity done at the start of each class. One of the purposes of the "Do Now" is to settle the students into an academic mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, or a reflection on the learning they have recently been doing.


10-15 min. Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire ai1d/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests.


30 min. Guided Instruction is almost always done with small, purposeful groups, which are composed based on students' performance on formative assessments. The groups consist of students who share a common instructional need that the teacher addresses. Students are working independently to demonstrate their ability to synthesize all the information learned and processed during the course of the daily activities. This can be an assignment that is started in class and continues for homework or continues into another day (Practice Problems, Independent Project)

Small Group 20/30 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).

Exit Slip Questions


Page 167 of 237

Social Studies Daylight/Twilight

Grades 9-12 120 minutes


Do Now/ Anticipatory Set

10 min. The "Do Now" is 5 -10 minute, individual, pen-to-paper activity done at the sta1i of each class. One of the purposes of the "Do Now" is to settle the students into an academic mode immediately upon entering the class. It can also serve as a review of previous material, a warm-up to new material, or a reflection on the learning they have recently been doing.


20 min. The mini-lesson is where the teacher introduces a new skill or strategy that is intended for students to utilize throughout the lesson. The teacher models this skill or strategy providing the opportunity for students to ask questions.

Guided Instruction 30 min. Guided Instruction is almost always done with small, purposeful groups, which are composed based on students' performance on formative assessments. The groups consist of students who share a common instructional need that the teacher addresses.


40 min. Students are working together in pairs or small groups to demonstrate an understanding of the direct instruction and guided practice (Literature Circles, Group Work, Group Project, Stations).




Page 168 of 237

World Language

Elementary School K-1 Salsa DVD 40 minutes


Entering Activities Anticipatory Set/ Do Now

5 min.

Establish goals, objective(s), & expectations (academic and behavioral) in kid friendly language

Interactive TPR activities (circle time, songs, rhyme, etc.)

Vocabulary review practice

Building Background Knowledge/ Vocabulary Development

10 min.

Build background knowledge/connect with prior knowledge, establish relevance

Review Vocabulary: Word study (flashcards, word wall)

Oral Practice: Choral Repetitions

Social language functions

Whole Group Teaching/Learning Instruction

20 min.

SALSA DVD Video

Closure

5 min.

Check for individual and whole group understanding using one of the following: o Questions and answers, review

objective, provide feedback, make connections, reinforce effort, and/or provide recognition, exit slip (matching)

Page 169 of 237

World Language Elementary School 2-5*

40 minutes Components Allotted time Description


5-10 min.

Use of Rosetta Stone’s trademarked instructional methodology


Interactive TPR activities (circle time, songs, rhyme, etc.)

Vocabulary, grammar sentences practice

Building Background Knowledge/Academic Vocabulary Development

5-10 min.

Use of Rosetta Stone’s trademarked instructional methodology


Review/discuss homework

Review of Academic/Unit Vocabulary: Word study

Use of clues (charts, content vocabulary flashcards, etc.)

Oral Grammar Skills


Personalized Learning

25 min.

Use of the Rosetta Stone’s trademarked instructional methodology

Closure

5 min.

Teacher directed closing

Independent Practice HW

20 min.

Student use of technology: Rosetta Stone

* Course taught by a teacher holding an elementary certification and is utilizing Rosetta Stone and

Salsa DVD for World Language Instruction.

Page 170 of 237

World Language Middle School



5-10 min.


Independent reading

Vocabulary, grammar sentences

Pre-test, journal/log prompt, written reflection/response

Building Background Knowledge/ Academic Vocabulary Development

10 min.


Review/discuss homework

Review of Academic Vocabulary: Word study

Use of clues (charts, content vocabulary flashcards, etc.)

Oral Grammar Skills


Whole Group Teaching/ Learning Interactive Instruction

15 min. Read aloud, think aloud, teacher-led discussion, role play, direct instructions, Comprehension Skills, Literacy Skills, Fluency, Grammar

Inquiry techniques: questions, cues

Model use of non-linguistic representations (graphic organizers)

Model summarizing and note taking

Probe for understanding, provide feedback, reinforce effort, provide recognition

Use of formative assessments. Check for whole group understanding using one of the following strategies: resolve questions, review objective, provide feedback, make connections

Small Group Guided Practice Centers

45 min. Practice/extend learning by: demonstrating, clarifying, linking, evaluating, generating/testing hypotheses applying, synthesizing

Conference with students, Check for understanding, as needed, provide feedback and reinforce effort

Self-monitored student work: Rosetta Stone Listening Center

Project-Based learning Center

Grammar practice/Writing Center

Monitor and adjust guided practice

Continued

Page 171 of 237

Closure

5-10 min.

Check for individual understanding using one of the following: One-minute summary, exit slip, one-problem quiz, identifying similarities and differences, journal writing

Check for whole group understanding using one of the following : resolve questions, review objective, provide feedback, make connections, reinforce effort, and/or provide recognition

Assign reinforcing homework and practice


30 min. Review, practice, or apply learning through homework or other activity that reinforces what was taught.

Application of skills learned (i.e., presentation, projects, etc.)

Student use of technology

Page 172 of 237

World Language High School 80 minutes



5-10 min.


Independent reading Vocabulary, grammar sentences Pre-test, journal/log prompt, written reflection/response

Building Background Knowledge/ Academic Vocabulary Development

10 min.


Review/discuss homework Review of Academic Vocabulary: Word study Use of clues (charts, content vocabulary flashcards, etc.) Oral Grammar Skills Social language functions

Whole Group Teaching/ Learning Interactive Instruction

15 min. Read aloud, think aloud, teacher-led discussion, role play, direct instructions, Comprehension Skills, Literacy Skills, Fluency, Grammar

Inquiry techniques: questions, cues Model use of non-linguistic representations

(graphic organizers) Model summarizing and note taking Probe for understanding, provide feedback, reinforce

effort, provide recognition Use of formative assessments. Check for whole group

understanding using one of the following strategies: resolve questions, review objective, provide feedback, make connections

Small Group Guided Practice Centers

45 min. Practice/extend learning by: demonstrating, clarifying, linking, evaluating, generating/testing hypotheses applying, synthesizing

Conference with students, Check for understanding, as needed, provide feedback and reinforce effort Self-monitored student work:

Rosetta Stone Listening Center Project-Based learning Center Grammar practice/Writing Center Monitor and adjust guided practice

Continued

Page 173 of 237

Closure

5-10 min.

Check for individual understanding using one of the following: One-minute summary, exit slip, one-problem quiz, identifying similarities and differences, journal writing

Check for whole group understanding using one of the following : resolve questions, review objective, provide feedback, make connections, reinforce effort, and/or provide recognition

Assign reinforcing homework and practice


30 min.

Review, practice, or apply learning through homework or other activity that reinforces what was taught.

Application of skills learned (i.e., presentation, projects, etc.)

Student use of technology: Rosetta Stone Software

Page 174 of 237

Physical Education and Health Elementary Physical Education


Opening/ Do Now

5 min.

Daily activity fitness log warm up to record progress of exercises of their choice

Writing exercise, review word wall.

Instruction of lesson Game/Activity

5 min. 15-20 min.

Introduce the lesson, stations used. Demonstrations, examples/predictions.

Motor skill development

Small group/large group practice

Whole group practice and activity.

Formative assessments: Checks for understanding Closing/ Reflection/ Assessment

5-10 min. 5 min.

Use a skills rubric to ensure all understand lesson or skill desired. Performance task. Fitness Gram.

Exit ticket/PFT score card o (Personal and social responsibility), common

assessment.

Elementary Health Education 40 minutes


Opening/ Do Now

5 min.

Review word wall, write new words, review pass lesson.

Instruction of lesson/ Game/Activity

5 min. 15-20 min.

Introduce lesson, Picture of organs of the body, Visuals of food and food chart. Fitness plan. Sequencing relay game.

Stations

Formative assessments: Checks for understanding


5-10 min. 5 min.

Flash cards, quiz. Fill in the blank. Math Tag, ABC Freeze Tag

Exit ticket, review of lesson, and list 5 ways to make healthy choices.

Page 175 of 237

Physical Education Grades 6-8


Opening/Do Now

10 min.

Warm-ups, fitness plan review, Motor skill review. Written quiz.

Instructional Component Game/Activity

35 min.

Demonstrations, skill building, mini lesson /activity.

Small group, whole group, lead up games

Deliver direct instruction to minimize exercise –related injuries and illnesses.

Team development, tournaments, rules of the game/activity.

Formative Assessments: Checks for understanding Closing/ Reflection/ Assessment

20 min. 15 min.

Drills using rubric, written common assessment. Oral questioning. Fitness Gram.

Game/activity observation.

Performance task. Fitness Gram.

Cool down, class meet in the middle of the gym reflect on the lesson/activity. Exit ticket.

Health Education Grades 6-8


Opening/Do Now

10mins.

Summary of the lesson, journal entry, entry ticket, quiz sheet, text readings.

Instruction of lesson

45mins.

Review and introduce lesson, present activity, group work, small group, projects, work stations, and role play.


15mins. 15mins.

Quizzes, think-pair-share, question and answer period, fill-in the blank quiz. Student self- assessment, goal setting, portfolio.

Journal entry, 3-2-1 reflection, group report out, exit ticket. Essay.

Page 176 of 237

Physical Education and Health Physical Education

Grades 9-12 Components Allotted time Description

Opening/Do now

10 minutes

Warm- up, develop fitness and prepare for skills and activity. Written quiz.

Instruction of lesson Game/Activity

45 minutes

Introduction of lesson, skill development,

Small group/ whole group. Rules of the activity. Team development, tournaments.

Demonstrations, examples, directions.


15 minutes 10 minutes

Review Drills, 1 on 1.

Rubric used for game performance chart.

Application of drills through teamwork. Written assessment on activities.

Personal fitness chart, cool down, exit ticket. Performance task. Fitness Gram.


Component Allotted time Description

Opening/Do now

10mins.

Review the objective with a writing exercise. Write in journal, entry ticket.

Instructions/ Activity

45mins.

Introduction of the lesson. Independent or group work. Project development and, planning. Research, creativity and role play.

Formative Assessments: Checks for understanding Closing/ Reflection/ Assessment

15mins. 10mins.

Group report out, individual report out, writing exercise. Discussions question and answers. Common assessment/quiz, think-pair-share.

Exit ticket, writing assignment. Review journal entries. Student self-assessment, goal setting, portfolio.

Page 177 of 237

Physical Education and Health Daylight Physical Education


Opening/Do now

15mins.

Warm- up, develop fitness and prepare for skills and activity. Written quiz


60mins.

Introduction of lesson, skill development,

Small group whole group. Rules of the activity. Team development, tournaments.

Demonstrations, examples, directions.

Formative assessments: Checks for Understanding Closing/ Reflection/ Assessment

20mins. 15mins.

Review Drills, 1 on 1.

Rubric used for game performance chart

Application of drills through teamwork. Written assessment on activities.

Personal fitness chart, cool down, exit ticket. Performance task.



Opening/Do now

20mins.

Review the objective with a writing exercise. Write in journal, entry ticket.


65mins.

Introduction of the lesson. Independent or group work. Project development and, planning. Research, creativity and role play

Formative assessments: Checks for understanding


20mins. 15mins.

Group report out, individual report out, writing exercise. Discussions question and answers. Common assessment/quiz, think-pair-share.

Exit ticket, writing assignment. Review journal entries. Student self-assessment, goal setting, portfolio.

Page 178 of 237

Art Kindergarten


Do Now 8-10 min. Identify Art In Daily Life

Mini Lesson

12-15 min.

Whole Group-Individuals-Elements of Art


Student Discourse/Discussions/Explanations

Center Activities 30 min. Shapes-Two Dimensional-Forms Three Dimensional

Small group with

Analysis/Synthesis/Analysis

Primary Colors

Closing 8-10 min. Exit ticket-What did we learn Today?

Oral/student responses(all voices must be heard)

Teacher Summary-Examples of Shapes and Forms


Do Now

8-10 min.

Identify Art In Daily Life

Photographs-Self Portraits

Review Elements-Shape-Form

Review 5 min. Review Shapes and Forms

Identify Shapes and Forms in Daily Life

Mini Lesson

12-15 min.

Identify Primary Colors


Write out Text Sentences

Identify Secondary Colors

Center Activities 40-45 min. Identify Shapes and Forms of Animals

Fish Anatomy, Sea Animals, Land Animals


Correct Shapes and Forms

Describe Symmetry

Synthesize-Words/Shape Form

Introduce Value-Light-Dark

Compare-Contrast

Non-Verbal-Representations

Pictorials-Two and Three Dimensional

Closing 8-10 min. Exit ticket-What did I Learn Today?


Teacher Summary-Today We learned

Page 179 of 237

Art


Do Now

8-10 min.

Elements of Art

Shapes-Geometric Figures-Forms

Value-Shades-Light to Dark

Lines-Dots-Infinity

Mathematical Connections to Artistic Elements

Grids-Artistic Measurements-Drawings

Self Portraits

Colors-Space-Textures

Artistic Vocabularies

Review 5 min. Project Based Learning-Hands On

Two and Three Dimensional Projects

Journal Writing Affective Domain-Bios

Record of previous lesson

Mini Lesson

12-15 min.

Whole Group Discussions Q&A

Frequent/Random Checks for Understanding (teacher practices good questioning techniques ,Bloom’s)

Student Explanations’ of Project Process/Volunteers/Teacher Selection

Center Activities 40-45 min. Visual Modeling-Patterns-Designs-Plan-Theme-Repetition-Arrangement-Order-Consistency-Stencil- Mold-Matrix

Small group Jigsaw Projects

Journal Writing-Process and Product

Technology-Artistic History

Artist Biography Research

Review of prior Songs and Activities

Create Solo and Group Products

Advance Visual Arts-Imaginativeness

Closing 8-10 min. Exit ticket-What did you learn today?


Examples:

Teacher Summary(good questioning techniques)

Student Verbal and/or Written Explanations

Student Verbal Descriptions-Expositions-Justifications-Affective-Emotional Domain

Affective Domain-Emotional- Impact of Visuals

Page 180 of 237

Art Grades 9-12


Do Now

8-10 min.

Journal Writing-Bios-Artists and Visual Arts-Affective Domain-Emotional Impact-Self and Society

Review of Pre-requisites-Elements of Art

Review 5-8 min. A few selected Projects Works-Artist to assess understanding of previous Artistic projects

Mini Lesson

12-15 min.

Whole Group-Individual Projects


Student Discourse/ Explanations of Written Works and Artistic Products

Explanation and Rationalization Verbally and Written-Process to Product-Step by Step

Groups 40-45 min. Project Based-Historical-Affective-Bios

Planning and preparing for creativity

Introduction to human creative skills and it’s applications

Introduction to ingenuity, craftsmanship and knowledge and hands on applications

Ancient and Modern Artifacts

Art History and Culture Research-Technology Based

Biography of Artist

Closing 8-10 min. Exit ticket-Explain What you Learned today Oral/Written student responses(all voices must be heard)

Teacher Summary- Art Connections with Daily Life

Page 181 of 237

Art Grades 9-12

Daylight Components Allotted time Description

Do Now

8-10 min.

Journal Writing-Bios-Affective Domain and Visual Arts-Emotional Impact on self and Society

Review of Pre-requisites-Elements of Art

Review 8-10 min. A few selected AProjects and Products to assess understanding of previous lesson and artistic products.

Mini Lesson

15-20 min.

Whole Group-Individual Projects/Products Demonstrations


Student Discourse/ Student Explanation

Student Process to Product verbal and written explanations.

Cooperative Groups

30 min. Modeling


Product Centers 40-45 min. Group and Individual Product work

Skill Based Practice-Read Write-History

Small Group with Teacher-Affective Domain

Project work-Product Displays

Closing 10-12 min. Exit ticket-What did we accomplish today?


Teacher Summary-Student Explanation

Page 182 of 237

Music Kindergarten


Do Now

8-10 min.

Rhythmic Patterns-Echo/Repeat

Melodic Vocalization-Echo-Repeat

Weekly Song

Mini Lesson

12-15 min.

Whole Group-Spotlight on Music


Student Discourse/Discussions/Explanations

Center Activities 30 min. Echo Repeat after me

Small group with teacher sing-along

Song Phrase Analysis/Synthesis/Analysis

Closing 8-10 min. Exit ticket-What did we learn Today?

Oral/student responses(all voices must be heard)

Teacher Summary-If You Can Say It-You Can Play It


Do Now

8-10 min.

Rhythmic Patterns-Echo/Repeat

Melodic Vowels-Ahh-EeeOoo

Review of Songs

Review 5 min. Singing Posture Checklist

Breathing Checklist

Mini Lesson

12-15 min.

Memorize Song Lyrics as a Story


Write out Text Sentences

Center Activities 40-45 min. Tap out the Rhythm

Sing Melody-with Vowels

Intonation Fluency


Correct Rhythmic-Melodic Problems

Sing with Piano Accompaniment-Vowels Only

Synthesize Words, Melody, Rhythms, Harmony

Introduction to Musical Graphic Notations


Oral/Written student responses(all voices must be heard) Test Song Lyrics/Written

Teacher summary

Page 183 of 237

Music Grades 6-8


Do Now

8-10 min. Posture Check List

Feet-Knees-Spine-head-Shoulders-Arms

Breathing Checklist

Review of Pre-requisites-Vowels-Melodies-Rhythms

Circular review of prior songs-activities

Review 5 min. A few select song phrases to assess understanding

Journal Writing Affective Domain-Bios-Record

of previous lesson-Intonation-Rhythm-Harmony

Mini Lesson

12-15 min.

Whole Group Singing-

Frequent/Random Checks for Understanding(teacher practices good questioning techniques ,Bloom’s)

Student Solos/Volunteers/Teacher Selection

Center Activities

40-45 min. Modeling-Singing-Tapping-Vocalizing-

Small group singing with teacher

Lyric Writing

Technology-Composer-Performers’ History

Breathing Practice

Review of prior Songs and Activities

Create Solo and Group performances

Advance Musical Notations Identification

Closing 8-10 min. Exit ticket-What did you learn today?


Teacher summary(good questioning techniques)

Page 184 of 237

Music


Do Now

8-10 min.

Journal Writing-Bios-Lyrics-Affective Domain


Review 5-8 min. A few select Songs-Musical Works-Artist to assess understanding of previous Musical projects

Mini Lesson

12-15 min. Whole Group-individual


Student Discourse/ Explanations of Written Works

Groups

40-45 min. Project Based-Historical-Affective-Bios

Introduction to Rhythmic Notation-Percussion

Introduction to melodic Structure

Introduction to Piano-Keyboard

Piano-Keyboard Melodic Notations

Percussion Notations

Class Performances

Closing 8-10 min. Exit ticket-Explain What you Learned today


Teacher summary-Connections

Page 185 of 237

Music


Do Now

8-10 min.

Journal Writing-Bios-Affective Domain


Review 8-10 min. A few select problems to assess understanding of previous lesson

Mini Lesson

15-20 min. Whole Group-Soloist performances-Demonstrations


Student Discourse/ Student Explanation

If You Can Say It-you Can Play It.

Cooperative Groups

30 min. Modeling


Piano-Centers 40-45 min. Technology-Electric Keyboards-Pianos

Skill Based Practice-percussion

Percussion Notation-Read Write

Small Group with Teacher

Project work-Solo Performances-Demonstration



Teacher summary-Student Explanation-If You Can Say It You Can Play It

Page 186 of 237

Technology Literacy Grades K-2


Opening/

Do Now

15 – 20 min. Typing exercise using online tools such as typing web, type to learn. Students’ progress should be tracked. Min: 15 minutes

Hook Activity (Entrance Ticket, etc.)

How the Lesson is Relevant

Connection to other subjects

Instructional

20 – 25 min. Mini Lesson

Guided / Independence Practice

Technology Project

Cooperative Learning /Small Groups

Formative assessments/Checks for Understanding

Closing/

Reflection

5 min. Exit Cards

Reflection Activities

Homework Assignment

Next Steps – Project

Journals Entries / Learning Logs


Opening/

Do Now

10 – 15 min. Typing exercise using online tools such as typing web, type to learn. Students’ progress should be tracked. Min: 10 minutes

Hook Activity (Entrance Ticket, etc.)



Instructional

25 – 30 min. Mini Lesson


Technology Project

Cooperative Learning /Small Groups

Formative assessments / Checks for understanding

Closing/

Reflection

5 min. Exit Cards


Homework Assignment



Page 187 of 237

Technology Literacy Grades 6-8


Opening/

Do Now

10 – 15 min. Block: 15 - 20

Typing exercise/ mini test using online tools such as typing web, type to learn – once a week. Students’ progress should be tracked. Min: 10 minutes

Hook Activity (Entrance Ticket, etc.) – 10 min. – ( on the non-typing day)



Instructional

25 – 30 min. Block: 50

Mini Lesson


Technology Project

Cooperative Learning /Small Groups/

Formative assessments / Checks for understanding/

Closing/

Reflection

5 min. Block: 10

Exit Cards

Homework Assignment




Page 188 of 237

Technology Literacy Grades 9-12


Opening/

Do Now

Block: 15 – 20 Typing exercise/ mini test using online tools such as typing web, type to learn – 1x to 2 x’s per week – if required. Students’ progress should be tracked. Min: 10 minutes.

Hook Activity (Entrance Ticket, etc.) – 10 min. – (on a non-typing day)



Instructional

Block: 50

Mini Lesson


Technology Project

Cooperative Learning /Small Groups/

Formative assessments / Checks for understanding/

Closing/

Reflection

Block: 10 Exit Cards


Homework Assignment



Page 189 of 237

Appendix E

Common Core Mathematics Vocabulary Terms


Kindergarten First Grade Second Grade

Count

Ones

Tens

Forward

Zero

Greater than Less than Equal

Addition

Subtraction

Length

Weight More Less

Taller

Shorter

Longer

Larger

Smaller

Sort

Above

Below

Beside

In front of

Behind

Next to

Square

Circle

Triangle

Rectangle

Flat shape

Solid shape

Corners

Sides

Penny?

Dime?

Addition

Subtraction

Sum

Difference

Group

Counting On

Making ten

Doubles

Combinations

Equal sign

True

False

Unknown

Digits

Two-digit number Greater than sign Less than sign

Mental math

Unit

Centimeter

Inch

Hours

Half hour

Minutes

Digital

Clock

Trapezoid

Half-circle

Quarter-circle

Cube

Right rectangular prism Cone Cylinder

Half

Fourth

Quarter (fraction) Nickel?

Addition facts

Hundreds

Skip count

Expanded form

Standards form

Number names

Value

Ruler

Yardstick

Meterstick

Measuring tape

Foot

Yard

Meter

Number line A.M. P.M.

Dollar

Quarter (coin)

Half Dollar (coin)

Cents

Line plot

Picture graph

Bar graph

Angles

Faces

Quadrilaterals

Pentagon

Hexagon

Rows

Columns

Thirds

Halves


Third Grade Fourth Grade Fifth Grade

Multiply

Product

Divide

Quotient

Remainder

Array

Unknown

Equal shares

Factor

Variable

Pattern Even Odd

Round

Unit fraction

Equivalent

Whole number

Fraction bar

Numerator

Denominator

Elapsed time

Open number line

Gram

Kilogram

Liter

Scale (of graph)

Unit square

Area

Perimeter

Rhombus

Quadrilaterals

Formula

Estimation

Factor pairs

Multiples

Prime

Composite

Sequence

Area model

Equation

Equivalent fractions

Mixed number

Improper fraction

Decimal

Hundredths Tenths Pound

Ounce

Conversion

Table

Line plot

Angle

Ray

Endpoint

Degrees

Protractor

Points

Lines

Line segments

Right angle

Acute angle

Obtuse angle

Perpendicular lines

Parallel lines

Right triangle

Line of symmetry

Parentheses

Brackets

Braces

Numerical expression

Evaluate

Ordered pairs

Coordinate plane

Powers of 10

Decimal point

Thousandths

Volume

Origin x-coordinate y-coordinate x-

axis y-axis formula

Page 192 of 237


Sixth Grade Seventh Grade Eighth Grade

Ratio

Unit rate

Tape diagram

Double number line diagram Percent

Greatest Common

Factor

Least Common

Multiple

Distributive

Property

Integer

Positive Number

Negative Number

Opposite

Zero pair

Absolute value

Inequality

Exponents

Term

Coefficient

Order of operations

Substitution

Dependent variable

Independent variable

Nets

Median

Mode

Range

Mean

Dot plot

Histogram

Box plot

Interquartile range Mean absolute deviation

Proportion

Simple Interest

Tax

Markup

Markdown

Percent of increase

Percent of decrease

Gratuities

Commissions

Percent error

Additive inverse

Multiplicative inverse

Scale drawing

Plane sections

Circumference

Supplementary angles Complementary angles

Vertical angles

Adjacent angles

Surface area

Sample population

Random sampling

Variability

Probability

Frequency

Simple event

Compound events

Tree diagram

Simulation

Terminating decimal

Repeating decimal

Irrational number

Integer exponent

Square root

Cube root

Radical

Scientific notation

Slope y-intercept

slope-intercept

form linear

equation like terms

simultaneous linear

equations function

input output non-

linear functions

rate of change

rotation

Reflection

Translation

Congruent

Dilation

Similar figures

Transversal

Corresponding angles

Interior

Exterior

Pythagorean theorem

Cone volume formula Cylinder volume formula Sphere volume formula Scatter plot Outlier

Positive association

Negative association

Line of best fit Bivariate

measurement data

Page 193 of 237


High School Number

and Quantity

High School

Algebra

High School

Functions

Rational exponent

Complex number

Conjugate

Moduli

Imaginary number

Real number

Rectangular form

Polar form

Quadratic equation

Polynomial

Fundamental theorem of

Algebra

Vector

Initial point

Terminal point

Velocity

Parallelogram rule

Scalar multiplication

Matrices

Zero matrix

Identity matrix

Determinant

Complete the square

Maximum

Minimum

Exponential function

Geometric series

Remainder Theorem

Binomial Theorem

Pascal’s Triangle

Logarithmic Function

Domain

Range

Function notation

Fibonacci sequence

Recursive process

Intercepts

Increasing intervals

Decreasing intervals

Positive intervals

Negative intervals

Relative maximum

Relative minimum

Symmetries

End behavior

Periodicity

Rate of change

Step function

Absolute value function

Asymptote

Exponential function

Logarithmic function

Trigonometric function

Period

Midline

Amplitude

Exponential growth

Exponential decay

Constant function

Arithmetic sequence

Geometric sequence

Invertible function

Radian measure

Arc

Sine

Cosine

Tangent

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High School Geometry

High School

Statistics and Probability

Angle

Circle

Perpendicular lines

Parallel lines

Line segments

Point

Line

Arc

Rigid motion

Congruent

Angle-Side-Angle

(ASA)

Side-Angle-Side (ASA)

Side-Side-Side (SSS)

Inscribed

Scale factor

Dilation

AA similarity

Theorem

Law of Sines

Law of Cosines

Dot plot

Histogram

Box plot

Interquartile range

Standard deviation

Outlier

Frequency table

Relative frequency

Joint relative frequency

Marginal relative frequency

Conditional relative frequency

Residuals

Correlation

Causation

Correlation coefficient

Sample survey

Experiment

Observational studies

Margin of effort

Simulation models

Subsets

Unions

Intersections

Complements

Independent

Conditional probability

2-way frequency table

Addition Rule

Multiplication Rule

Permutations

Combinations

Theoretical probability

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Appendices F

VOCABULARY FOR THE COMMON CORE

SOURCE LIST FOR TERMS

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Vocabulary

SOURCE LIST FOR TERMS

Topic Page(s)

Tier 2 Academic Terms: Cognitive Verbs 4

Tier 3 Domain-Specific Terms: English Language Arts 26

Tier 3 Domain-Specific Terms: Mathematics 72

(Full document of terms available on the Department of Curriculum, Instruction, Professional Development, Assessment, and Accountability)

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Appendix G

Six Step Process for Vocabulary Instruction

(Marzano)

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1. Provide a description, explanation, or example of the new term. Looking up words in dictionaries is not useful for teaching vocab

Marzano’s Six Step Process

Teaching Academic Vocabulary

1. Provide a description, explanation, or example of the new term.

(Include a non-linguistic representation of the term for ESL kids.)

2. Ask students to restate the description, explanation, or example

in their own words. (Allow students whose primary existing

knowledge base is still in their native language to write in it.)

3. Ask students to construct a picture, symbol, or graphic

representing the word.

4. Engage students periodically in activities that help them add to

their knowledge of the terms in their notebooks.

5. Periodically ask students to discuss the terms with one another.

(Allow in native language when appropriate)

6. Involve students periodically in games that allow them to play

with terms.

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Provide a context for the term Introduce direct experiences that provide examples of the term Tell a story that integrates the term Use video as the stimulus for understanding information Ask students to investigate the term and present the information to the

class (skit, pantomime, poster, etc.) Describe your own mental picture of the term Find or create pictures that explain the term

2. Ask students to restate the description, explanation, or example in their own words.

Monitor and correct misunderstandings Must be student’s original ideas, not parroting the teacher

3. Ask students to construct a picture, symbol, or graphic representing the word.

Model, model, model Provide examples of student’s drawings (and your own) that are rough but

represent the ideas Play “Pictionary” Draw an example of the term Dramatize the term using speech bubbles Let them find a picture on the internet, if necessary

4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Highlight prefixes, suffixes, root words that will help them remember the meaning of the term Identify synonyms and antonyms for the term List related words Write brief cautions or reminders of common confusions Translate the term into another language for second language students Point out cognates to words in Spanish

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Write incomplete analogies for students to complete Allow students to write (or draw) their own analogies Sort or classify words Compare similarities and differences

5. Periodically ask students to discuss the terms with one another.

Think-Pair-Share Compare their descriptions of the term Describe their pictures to one another Explain to each other any new information they have learned (“aha’s”) Identify areas of disagreement or confusion and seek clarification Students can make revisions to their own work

6. Involve students periodically in games that allow them to play with terms.

Pictionary “Oops” (formerly known as “Bang”) Upset the fruit basket Memory Jeopardy (vocab words are on the board, players make up a question to define) Charades Name that Category ($100,000 Pyramid) Password Talk a Mile a Minute (like Catch Phrase) Bingo (you give definition, kid marks the word) Create a skit (assign groups of 3-4 kids 3 vocab words to make a skit out of)

Swat Game (post 2 sets of words, kids on 2 teams compete to find words first and swat with fly-swatter)

BEFORE you begin your next UNIT of INSTRUCTION: 1. What Power Indicators (standards) are included in this Unit? List indicators. - - - 2. What is the key academic vocabulary needed in this Unit? List words. - -

Page 201 of 237

- - - -

3. Plan to provide or activate background knowledge: __ Study Trip __ Guest Speaker (expert)

__ Bring In Live Sample __ Bring In Actual Artifacts

__

Theme Day (“Indian Day”)

__ Video (United Streaming) __ Show Photos

__ Posters __ Models of Actual Items

__ Graphic Organizer __ PowerPoint

__ Community Circle Topic __ Read Aloud (story)

__ Other

4. Now you are ready to plan your Unit’s lessons, activities, and assessments.

Plan for direct vocab. instruction: (Marzano’s 6 Steps for Teaching Vocab.) 1. YOU provide a description, explanation or example.

(story, sketch, powerpoint) 2. Ask students to re-state or re-explain meaning in their own words. (journal, community circle, turn to your neighbor) 3. Ask students to construct a picture, graphic, or symbol for each word. 4. Engage students in activities to expand their word knowledge. (add to their notes, use graphic organizer format) 5. Ask students to discuss vocabulary words with one another. (collaborate) 6. Have student play games with the words. (Bingo w/definitions, Pictionary , Charades)

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Page 203 of 237

_________________________

Synonym

_________________________

Antonym

In my own words: ________________________________________________________

____________________________________________________________________________

Sentence ________________________________________________________________

____________________________________________________________________________

_________________________

Synonym

_________________________

Antonym

In my own words: ________________________________________________________

____________________________________________________________________________

Sentence ________________________________________________________________

____________________________________________________________________________

Picture Word

__________________

Picture Word

__________________

Page 204 of 237

Connect Two

Choose two words from your list. Describe to your partner

or group how those two words are related. You all need to

write how they are connected. Then your partner can

choose two other words.

Example:

______Courteous_______ and ___drenched____

are connected because a courteous person will

share his umbrella so someone doesn’t get drenched.

______________________________and _______________________

are connected because _______________________________

_________________________________________________________

_________________________________________________________

______________________________and _______________________

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are connected because _______________________________

_________________________________________________________

_________________________________________________________

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WEBSITES

Article on using student friendly definitions versus typical dictionary definitions http://www.schoolsmovingup.net/cs/smu/download/rs/10753/McKeown.LearningWordMeaning.p df?x-r=pcfile_d This article discusses what it means to learn vocabulary and also a few ways promote vocabulary acquisition. The authors also talk about word consciousness. http://www.schoolsmovingup.net/cs/smu/download/rs/10061/BaumannCh12%20(SchoolsMovingU p%20Showcase%201).pdf?x-r=pcfile_d “Browse our webinar archives, where you can watch and listen to full web presentations by leaders in the field of school improvement.” Each archive includes questions, discussions, and accompanying resources from the live webinar. http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/webinars/past.htm Elfrieda Hiebert presentation on Strategic Vocabulary Selection: Choosing words for narrative and informational texts. http://www.textproject.org/presentations/summer-2008-strategic-vocabulary-selection Resource page from Illinois School District U-46 on academic vocabulary including links to activities and games http://www.u-46.org/roadmap/dyncat.cfm?catid=477 Reference site on the English language; word origins, Greek & Latin roots, historical development of English http://wordinfo.info/ Reference sites for word origins, synonyms, antonyms. www.dictionary.com www.thesaurus.com Example from a teacher of building background knowledge: Using a “dresser” analogy to teach the structure of informational text. http://www.mail-archive.com/[email protected]/msg00234.html A verbatim transcript of a presentation given by Bob Marzano: What Works in Schools: A Research-Based Approach to School Improvement www.simulconference.com/ASCD/2003/scs/3170a.shtml Click on the English Language Learners link to find more ideas about teaching academic vocabulary. Doing What Works website http://dww.ed.gov

http://www.schoolsmovingup.net/cs/smu/download/rs/10753/McKeown.LearningWordMeaning.pdf?x-r=pcfile_d






http://www.schoolsmovingup.net/cs/smu/download/rs/10061/BaumannCh12%20(SchoolsMovingUp%20Showcase%201).pdf?x-r=pcfile_d






http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/webinars/past.htm

http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/webinars/past.htm

http://www.textproject.org/presentations/summer-2008-strategic-vocabulary-selection










http://www.u-46.org/roadmap/dyncat.cfm?catid=477




http://wordinfo.info/

http://wordinfo.info/

http://www.dictionary.com/

http://www.dictionary.com/

http://www.thesaurus.com/

http://www.thesaurus.com/

http://www.mail-archive.com/[email protected]/msg00234.html




http://www.simulconference.com/ASCD/2003/scs/3170a.shtml



http://dww.ed.gov/

http://dww.ed.gov/

Page 211 of 237

BOOKS Accelerated Vocabulary Instruction Strategies for Closing the Achievement Gap for all Students by Nancy Akhavan; Scholastic, 2007 Creating a Robust Word-Learning classroom, Includes ideas for read-aloud lessons & content areas, includes a packet of graphic organizer overheads. Bringing Words to Life Robust Vocabulary Instruction by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan; The Guilford Press, 2002. Rationale for teaching vocabulary, how to choose words to teach (Tier 1, Tier 2, Tier 3), how to teach vocabulary Building Academic Vocabulary (Teacher’s Manual) by Robert Marzano & Debra J. Pickering; ASCD, 2005 Creating a list of academic vocabulary words how to teach them. Includes academic vocabulary word lists for content areas. Building Background Knowledge for Academic Achievement Research on What Works in Schools by Robert Marzano; ASCD, 2004 Rationale for building background knowledge and how to build it, Includes lists of academic vocabulary for content areas Getting into Words Vocabulary Instruction that Strengthens Comprehension by Shira Lubliner; Paul H. Brookes Publishing, 2005 Strategies to strengthen comprehension, develop metacognitive skills & build word knowledge. Includes cue cards for students in both English & Spanish Words, Words, Words Teaching Vocabulary in Grades 4-12 by Janet Allen, Stenhouse Publishers, 1999 Developing effective practices in vocabulary instruction, Includes 22 effective graphic organizers to use

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Appendix H

Student Writing Portfolios

Page 213 of 237


Office of Curriculum, Instruction, & Assessment

Implementation Plan for Writing Portfolios

2016/2017

The Common Core Writing Standards for Literacy require students at every grade level to engage in disciplinary specific writing tasks. For each type of writing, there are a number of skills that our students must learn in order to write well.

Writing portfolios, consisting of samples of individual student work that represents the interests and growth of the student over time, shall be a required part of the writing process in kindergarten through grade twelve. Through these portfolios teachers are able to monitor student progress, over time, in mastering these required writing skills. The student writing portfolio will contain purposefully selected subsets of student work.

The NJ Model Curriculum consists of five units that are taught over the school year. Within the units there are specific writing objectives and genre focus for each grade level. There will be additional requirements where needed, and those will be specified.

Assessed Writing Genres by Grade Level & NJ Model Curriculum Unit

Grade Level Unit 1

Unit 2

Unit 3

Unit 4

K

Narrative Informative/Explanatory Opinion Shared Research

1


2


3

Opinion Informative Literary Analysis Compare/Contrast Texts (2)

Research Debate

4

Opinion Informative

Literary Analysis Compare/Contrast Texts (3)

Research Debate

5

Opinion Informative Literary Analysis Compare/Contrast Texts (3)

Research Debate

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Grade Level Unit 1 Unit 2 Unit 3 Unit 4

6 Literary Analysis

Argument Literary Analysis

Research

7 Literary Analysis

Argument Narrative Research

8 Literary Analysis

Argument Literary Analysis

Research

9 Informative/Explanatory

Argumentative

Research Process

Research Informational Project


Argumentative

Research

Informative/Explanatory


Argumentative

Research



Argumentative

Research


Requirement per Unit:

Each writing portfolio must include at least one published piece per unit. To include all drafts and revisions for the chosen piece. Must have the rubric used and teacher feedback throughout the process.

Steps of the Writing Process:

Brainstorming/ Drafting

Revising

Editing

Publishing

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At the end of the year each portfolio will contain a minimum of 5 published pieces to include evidence of each pieces progression through the steps of the writing process. This shall include a scored rubric and teacher commentary for each piece.


Portfolio Check List K-12

Student Name: ___________________________________

Teacher Name:___________________________________

Units Genre of Writing Enclosed: opinion, narrative, etc.

Completion Date of published piece

Teacher Feedback on published document Y/N

Drafts/ Revisions Attached with teacher commentaries Y/N

Rubric Attached to document Y/N

Student Initials

Teacher Initials

1

2

3

4

5

*Extra

*Extra

*Extra

*The student can choose additional documents/projects to add to his/her portfolio.

Page 216 of 237

Appendix I

Close Reading Procedure

Page 217 of 237

Close Reading Procedure

••

Select a short, worthy passage. Create text-dependent questions and answers (see back).

Teacher prepares

BEFORE LESSON

___________________________________________________________________ 1. Establish the purpose for reading with students.

1st Reading

2. Students read the text independently with pencil (circle confusions, note important events or other teacher-prompted details, e.g. "what are your impressions of Salvador?"). A quick write can also be used here. Teacher walks around and may target students needing assistance.

1st Discussion 3. Partner talk. Students discuss their notes and/or quick write from above and check for understanding with each other. Teacher may also provide a discussion prompt, e.g. "I was

amazed to learn that ________." Teacher walks around. DURING LESSON

2nd Discussion 4. Students share out from their partner talk. Discuss unfamiliar words/phrases. Teacher assesses student understanding through the discussion to further refine her modeling.

2nd Reading

3rd Discussion

5.

6.

Teacher reads text aloud (shared reading) and thinks aloud, modeling how she tracks her understanding, thinks

through difficulties, etc. Teacher emphasizes deep meaning concepts. Class discussion. Teacher poses text-dependent questions

working from explicit to implicit. Students must respond with text evidence.

______________________________________________________________________ 7. Journal writing. Teacher gives a prompt designed to

send the student to the text for evidence, e.g., "write a short summary of the invention of Post-It Notes and assign at least two characteristics to the inventors, using at least two quotations from the text."

AFTER LESSON

ALL T

EA

CH

ER

T

EA

CH

ER

& S

TU

DE

NT

A

LL S

TU

DE

NT

Page 218 of 237

Types of Questions • Right There Answer is stated directly in the text, in one place. • Think and Search Answer is clearly in the text but will be found

in more than one place. Readers must understand how passages in the text connect.

• Author and You Readers combine text with their schema. Inference. • On Your Own Readers may not need the text. Readers use their

schema to answer.

Questioning the Author •

1. 2.

3.

Students should, over time, learn to ask themselves these questions as they read. The teacher asks these questions (or variations of them) to help students internalize this habit. The idea is not to challenge a writer but to encourage students to read the text closely to find evidence. What is the author trying to tell you? What is the author's message? What is the author talking about? Why is the author telling you that?/Does the author say it clearly? What would you say instead? What does the author mean here? Did the author explain this clearly? Does this make sense with what the author said before? How does this connect with what the author has told us before? Does the author tell us why? Why do you think the author tells us this now? How do things look for this character now? How has the author settled this for us? Given what the author has already told us about this character, what do you think he's up to?

QU

ES

TIO

NS

BO

OK

E

XP

LIC

IT

QU

ES

TIO

NS

BR

AIN

IM

PLIC

IT

INIT

IAT

ING

F

OLL

OW

-UP

N

AR

RA

TIV

E

Page 219 of 237

Appendix J Guidelines for Literacy PLC and Intervention Framework

Page 220 of 237

Guiding Questions for Language Arts PLC

Looking Forward-Student Level (20 minutes)

What standards will we be teaching over the next two weeks?

How is the standard measured on the state and district assessments?

Are the ELA assessments we use aligned (format and questioning techniques) similar to the state

assessments? If yes, how does this help the students? If no, how do we rectify this?

Are the tasks students are required to do in class similar to the way students are being assessed

on the state assessments? If yes, what evidence are we using to measure the student’s growth?

If no, how do we rectify this?

Looking back-Student level (20 minutes)

What data are you utilizing to assess student’s growth in the classroom? What did we learn?

How will you use that data to improve classroom instruction?

What literary strategies did you use that was effective and which ones were not? Explain why.

Skill Remediation

Do we have Journey’s Centers set up? How often are we using them? What barriers

do we have? How can we overcome them?

Have we differentiated the instruction using chucking, scaffolding and other methods to

address all learners (gifted and talented, ESL and lower level students) in the classroom?

What evidence do we have to support this?

Are we building background knowledge and utilizing academic vocabulary? If yes,

how does this help the students? If no, how do we rectify this?

Looking Forward-District Level

What additional training, support, or professional development do we need?

Page 221 of 237

Appendix J

Intervention Framework for Language Arts Response to Intervention (RTI) in English Language Arts (ELA) may be seen as a means of providing high-quality

teaching and responsive caregiving through the delivery of differentiated support for all young children. In other

words, RTI frameworks are a means for implementing a hierarchy of support that is differentiated through a

data-based decision-making process (Greenwood et al. 2011; National Professional Development Center on

Inclusion 2012) Figure 1, “Illustration of the ELA RTI Framework”, presents one way of conceptualizing a ELA RTI

framework. Specifically, the triangle represents three tiers of teaching and/or caregiving. Tier 1 represents

high-quality teaching and responsive caregiving that should be available to all young children. Tier 1 is purposely

depicted as wider than Tiers 2 and 3 to symbolize its function as the foundation for other practices. And it is

proportionally deeper than Tiers 2 and 3 to indicate that more intensive support or instruction are less likely to

be necessary if high-quality Tier 1 support and instruction are in place. Similarly, Tier 2 is depicted as

proportionally deeper than Tier 3 to indicate that the added implementation of effective Tier 2 support and

instruction reduces the need for highly individualized Tier 3 efforts. The arrow going up (and down) the left

side of the triangle illustrates that teaching and responsive caregiving efforts increase (or decrease) in intensity

and frequency, and individualization is more (or less) specialized as a child’s needs in a particular area increase

(or decrease). The up and down arrows in the center of the triangle indicate that RTI frameworks should be

dynamic in nature. The cycle around the triangle in Figure 1 further illustrates the iterative and dynamic

process of gathering, summarizing and analyzing, decision making, implementing, and evaluating. Iterative

processes are often used in RTI to implement systems of support or instruction and to evaluate responses

to teaching and caregiving

Tier 3

Individualized

Tier 2

Tier 1

Tier 1: Whole Group.

Core or Universal

outcomes. Teaching

/caregiving strategies.

Tier 2: Small Group.

Targeted outcomes

and

teaching/caregiving

strategies.

Tier 3: Programs

with Highly

individualized

outcomes and

teaching/caregivin

g strategies.

Figure 1

Page 222 of 237

I. Elementary Programs

Tier I

Whole group ( Journey’s) & Model Curriculum

Tier 2

Small group instruction (Journey’s stations; small group; centers)

Journey’s reteach and retest skills that was not mastered by 80%.

Teacher conferences

*Tier 3

See chart below

II. Middle School Programs

Tier 1

Whole group ( HMH) & Model Curriculum

Tier 2

Small group instruction (Interactive readers; small group; centers)

HMH reteach and retest skills that was not mastered by 80%

Teacher conferences

*Tier 3

See chart below

III. High School Programs

Tier 1

Whole group (Springboard- Day Light Twilight)

Whole group (Aligned Curriculum, Main-West)

Tier 2

Small group instruction (centers)

Springboard reteach and retest skills that was not mastered by 80%

Teacher conferences

*Tier 3

See chart below

*Tier 3 intervention programs are assigned to students based on their needs and levels. These

programs are used in COMBINATION with teacher support and guidance.

Page 223 of 237

Intervention Programs by School & Grade Level

Elementary DRA (Fall, Winter & Spring) to identify reading levels

Grade Level Targeted Students Program Tier level Materials Facilitator

Pre K to 2nd *Autistic Students *CMI Students *MD Students

Waterford

III Technology Intervention Teacher

K to 5th * 3-5 Certain schools only

*On the CUFF students (green- DRA) *At Risk Students (yellow/Pink on DRA) *LLD Students *At Risk

Learning A-Z *Reading A-Z *Razz Kids Lexia Lexia Achieve 3000

III III III III

*Leveled text *Technology Technology Technology Technology

Mainstream Teacher Intervention & Mainstream Teacher LDTC Teacher Mainstream Teacher

Middle Schools Kilmer I-Ready (Fall) to identify reading levels

Grade Level Targeted Students

Program Tier level

Materials Facilitator

6th At Risk Read 180 III Technology Mainstream Teacher & Intervention Teacher

6th, 7th, 8th On Cuff students

BlueFord Series III Leveled Text Mainstream Teacher

6th, 7th, 8th LLD students System 44 III Technology Special Ed. Teacher

6th, 7th, 8th On level students At Risk students ELL students

HMH Series *Interactive Reader *Adapted Interactive Reader *ELL Adapted Interactive Reader

II & III II & III II & III

Technology Modified text Modified text Language

Mainstream Teacher Mainstream Teacher & Intervention Teacher

ELL Teacher

Page 224 of 237

6th, 7th, 8th All I-Ready III Technology Mainstream Teacher

Rivera I-Ready (Fall) to identify reading levels


Program Tier level Materials Facilitator

6th, 7th, 8th At Risk (mainstream)

Read 180 III Technology Mainstream Teacher

6th, 7th, 8th LLD students Read 180 III Technology Special Ed. Teacher

6th, 7th, 8th LLD students System 44 III Technology Special Ed. Teacher




Grade level text Modified text Modified text Language


ELL Teacher


Dunn I-Ready (Fall) to identify reading levels




Read 180 III Technology Mainstream Teacher

6th, 7th, 8th LLD students Read 180 III Technology Special Ed. Teacher

6th, 7th, 8th CMI students System 44 III Technology Special Ed. Teacher


HMH Series *Interactive Reader *Adapted Interactive Reader *ELL Adapted


Grade level Text Modified text Modified text Language


Page 225 of 237

Interactive Reader

ELL Teacher


Hedgepeth/Williams I-Ready (Fall) to identify reading levels









ELL Teacher

High School / Daylight-Twilight I-Ready (Fall, Winter & Spring) identify reading levels



9th grade ELL Read 180 III Technology Mainstream Teacher

9th, 10th, 11th, 12th

At Risk students Spring Board III Consumables & Technology

Mainstream Teacher

9th, 10th, 11th, 12th

All students I-Ready III Technology

Mainstream Teacher

Trenton Central High

I-Ready (Fall, Winter & Spring) identify reading levels Grade Level Targeted Students Program Tier level Materials Facilitator

9th grade ELL Read 180 (this model does not fit the block semester model)

III Technology Mainstream Teacher

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9th grade All Students Semester 1 Elements of Writing

II, III Consumables & Technology

Mainstream Teacher

9th, 10th, 11th grade

(At Risk Students) reading 3 grade levels below

I-Ready III Technology

Mainstream Teacher

Page 227 of 237

Appendix J

Guidelines for Math PLC and Intervention

Framework

Page 228 of 237

Guiding Questions for PLC

Looking Forward - Student Level [20 minutes]

What standards will we be teaching over the next two weeks?

How that is standard measured on the state and district assessments?

Are our classroom assessments that we are giving students similar to state

assessments? If yes, when do we plan on administering them? If no, how

do we rectify this?

Are the tasks students are working on in class similar to the way students

are being assessed? If yes, when do we plan on administering them? If no,

how

do we rectify this?

Looking Back - Student Level [20 minutes]

Review of Student Needs Graphic Organizer

What did we learn? How do we use that data?

Are students able to express the standard better in one format than the

other? [Multiple Choice; Open Ended; Grid-in; Inline Response; Drag and

Drop; Hot Spot; etc.] How do we use that data?

Skill Remediation

o Do we have a Reflex Math/iReady Center? How often are we using it?

What barriers do we have? How can we overcome them?

o Have we looked at Achieve the Core's Coherence Map to see the skills

from the previous years that directly link to the standards?

o Have we created an individualized remediation center in our

classroom? If not, what support do we need to make this

happen?

o Have we pulled extra activities for the students from

CommonCoreSheets.com, njctl.org, Eureka Math, or another site to

help remediate these skills?

Looking Forward - District Level

What additional training, support, or professional development do we need

Page 229 of 237

Documentation/ Method/ Strategy

_______ out of________ students demonstrate understanding

Evidence that some students understand

Evidence that some students do not understand

What do you think are causes of student misunderstanding

Why you think that

Next Steps

Number Talks and Academic Discussions

Common Checks For Understanding

Common Classwork Problems

Common Touch points

Benchmark Assessments

Other

Page 202 of 214

Response to Intervention in Math Response to Intervention (RTI) in Math consists in differentiating both high-quality teaching and responsive

caregiving so that all students achieve. RTI frameworks all provide a hierarchy of differentiated support which

bases instructional decisions upon relevant data (Greenwood et al. 2011; National Professional Development

Center on Inclusion 2012). Figure 1, “Illustration of the MATH RTI Framework”, presents a three-tier triangular

representation of teaching and/or caregiving. Tier 1 represents high-quality teaching and responsive caregiving

available to all students and is purposely depicted as wider than Tiers 2 and 3 to symbolize its foundational

function. The proportional depth of the RTI triangle’s Tier 1 component indicates the importance of providing

high-quality first-time instruction in order to minimize the need for extensive and intensive supports at Tiers 2

and 3. Similarly, by depicting Tier 2 as proportionally deeper than Tier 3, one indicates effective Tier 2

implementation reduces the need for highly individualized Tier 3 efforts. The arrow going up (and down) the left

side of the triangle illustrates that teaching and responsive caregiving efforts increase (or decrease) in intensity

and frequency, and individualization is more (or less) specialized as a child’s needs in a particular area increase (or

decrease). The up and down arrows in the center of the triangle indicate that RTI frameworks should be dynamic,

rather than static, allowing students to move freely among the three RTI tiers as necessary. The cycle around the

triangle in Figure 1 further illustrates the iterative and dynamic process of gathering, summarizing and analyzing,

decision making, implementing, and evaluating. Iterative processes are often used in RTI to implement systems of

support or instruction and to evaluate responses to teaching and caregiving

Tier 3

Individualized

Tier 2

Tier 1

Tier 1: Whole Group.

Core or Universal

outcomes. Teaching

/caregiving strategies.

Tier 2: Small Group.

Targeted outcomes and

teaching/caregiving

strategies.

Tier 3: Programs with

Highly individualized

outcomes and

teaching/caregiving

strategies.

Figure 1

Page 231 of 237

IV. Elementary Programs

Tier I

Whole group (My Math /PMI, Eureka Math) & Model Curriculum (Common Core

major content standards and the 8 Mathematical Practices).

Tier 2

Small group instruction (My Math/ PMI, Eureka Math; small group; centers)

Reteach and retest skills that were not mastered by 80%.

Teacher conferences

*Tier 3

See chart below

V. Middle School Programs

Tier 1

Whole group (Glencoe, Progressive Math Initiative (PMI), Eureka Math) &

Model Curriculum (Common Core major content standards and the 8

Mathematical Practices)

Tier 2

Small group instruction (Interactive readers; small group; centers)


Teacher conferences

*Tier 3

See chart below

VI. High School Programs

Tier 1

Whole group (Carnegie Math - Daylight Twilight)

Whole group (Pearson Math, PMI, Eureka Math – Main &West)

Tier 2

Small group instruction (centers)


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Teacher conferences

*Tier 3

See chart below

*Tier 3 intervention programs are assigned to students based on their needs and levels. These

programs are used in COMBINATION with teacher support and guidance.

Intervention Programs by School & Grade Level

Elementary iREADY (Fall, Winter & Spring) to identify math levels

Grade Level

Targeted Students Program Tier level

Materials Proctor

Pre K to 2nd

*Autistic Students *CMI Students *MD Students

Reflex Math

III Technology Teacher

K to 5th * 3-5 Certain schools only

*On the CUFF students (green - iReady) *At Risk Students (yellow/Pink on iReady) *LLD Students *At Risk

Reflex Math

III

III

III

III

*Technology Technology Technology Technology

Mainstream Teacher Teacher LDTC Teacher Mainstream Teacher

Middle Schools Kilmer IReady Assessment (Fall) to identify math levels

Grade Level

Targeted Students Program Tier level

Materials Proctor

6th At Risk iReady III Technology Mainstream Teacher & Intervention Teacher

6th, 7th, 8th On Cuff students iReady III Leveled Text Mainstream Teacher

6th, 7th, 8th LLD students iReady III Technology Special Ed. Teacher

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iReady II & III II & III II & III

Technology Modified problem sets Modified problem sets

Mainstream Teacher Teacher

ELL Teacher

6th, 7th, 8th All iReady III Technology Mainstream Teacher

Rivera IReady Assessment (Fall) to identify math levels


Program Tier level Materials Proctor


iReady III Technology Mainstream Teacher




iReady II & III II & III II & III



ELL Teacher

6th, 7th, 8th All IReady III Technology Mainstream Teacher

Dunn IReady Assessment (Fall) to identify math levels




iReady III Technology Mainstream Teacher


6th, 7th, 8th CMI students iReady III Technology Special Ed. Teacher

6th, 7th, 8th On level students At Risk students

iReady II & III

Grade level Text

Mainstream Teacher

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ELL students

II & III

II & III

Modified problem sets Modified text Language

Teacher

ELL Teacher

6th, 7th, 8th All IReady II & III Technology Mainstream Teacher

Hedgepeth/Williams iReady Assessment (Fall) to identify math levels



6th, 7th, 8th All IReady Reflex Math



IReady Reflex Math IReady Reflex Math IReady Reflex Math

I & II

I, II & III

I, II & III

Grade level problem sets Modified problem sets Modified text Language


ELL Teacher

High School / Daylight-Twilight IReady (Fall, Winter & Spring) identify math levels



9th grade ELL Carnegie Math iReady


9th, 10th, 11th, 12th

At Risk students

Carnegie Math III Consumables & Technology

Mainstream Teacher

9th, 10th, 11th, 12th

All students Carnegie Math III Technology

Mainstream Teacher

Trenton Central High

i-Ready (Fall, Winter & Spring) identify math levels Grade Level Targeted

Students Program Tier level Materials Proctor

9th grade ELL iReady Pearson XL


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Carnegie Math (pilot)

9th grade All Students iReady Pearson XL Carnegie Math (pilot)

II, III Consumables & Technology

Mainstream Teacher

9th, 10th, 11th grade

(At Risk Students) math 3 grade levels below

Pearson XL Khan Academy (completely free) or TenMarks (free version)

III Technology

Mainstream Teacher

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Trenton Board of Education Lucy Feria Interim Superintendent of Schools Jayne S. Howard Business Administrator/Board Secretary Jason Redd President Gerald Truehart Vice President

Members

Dr. Jane Rosenbaum Fiah Gussin

Guillermo Gomez-Salazar Dr. D. A. Graham Lucy Vandenberg

Acknowledgements Instructional Framework Committee

Everene Downing Principal Grants Management Sharron Grady Director, Health, Physical Education, Family Life and Athletics Monica Carmichael Director, Early Learning Norberto Diaz Supervisor, Visual & Performing Arts, Gifted & Talented Sandra Iturbides Supervisor, ESL/Bilingual Education/

World Language Lisa Rollins, Ed.D Supervisor, Language Arts (K-12) Michael Tofte Supervisor, Science (K-12) Edward Ward Supervisor, Instructional Technology,

Assessment, & Accountability

Page 237 of 237

NOTES

Documents

TRENTON PUBLIC SCHOOLS...Lucy Feria Interim Superintendent of Schools Board Approved June 2016 School Improvement Officers’ Process Manual SEPTEMBER, 2013 ATTACHMENT 1-RR