Grade 7 ELA Curriculum Notebook

7th Grade
ELA Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
English Language Arts (ELA) .............................................................................................................. Page 4 Reading Standards for Literature .......................................................................................................... Page 5 Reading Standards for Informational Text ............................................................................................ Page 6 Writing Standards ................................................................................................................................. Page 7 Speaking and Listening Standards ......................................................................................................... Page 11 Language Standards .............................................................................................................................. Page 13 Reading Standards for History/Social Studies ....................................................................................... Page 16 Reading Standards for Science and Technical Studies .......................................................................... Page 17 Writing Standards for History/Social Studies, Science and Technical Studies ...................................... Page 18
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ELA................................................................................................................................................................. Page 21
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ELA................................................................................................................................................................. Page 23
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ELA................................................................................................................................................................. Page 26
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Understanding By Design .............................................................................................................................. Page 28 ELA................................................................................................................................................................. Page
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Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
SAGE ...................................................................................................................................................... Page 29 Ethics ..................................................................................................................................................... Page
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 33 MTSS...................................................................................................................................................... Page 35
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 37 ELA......................................................................................................................................................... Page 40
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 41
Glossary
Terms and acronyms used in this document ........................................................................................ Page 42
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English Language Arts ELA Standards
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, 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.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of Student Reading
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high–quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. The Utah Core Standards include an expectation that students will be introduced to cursive letters and words no later than grade three in order to develop sufficient recognition and reading fluency of
cursive text by the end of grade five.
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Reading standards for literature RL Key ideas and details
1. Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetext says explicitly as well as inferences drawn from the text.
2. Determineathemeorcentralideaofatextandhowitsdevelopmentover the course of the text; provide an objective summary of the text.
3. Analyzehowparticularelementsofastoryordramainteract(e.g.,how setting shapes the characters or plot.
Craft and structure
4. Determinethemeaningofwordsandphrasesastheyareusedinatext, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
5. Analyzehowadrama’sorpoem’sformorstructure(e.g.,soliloquy,sonnet) contribute to its meaning.
6. Analyzehowanauthordevelopsandcontraststhepointsofviewof different characters or narrators in the text.
Integration of knowledge and ideas
7. Compareandcontrastawrittenstory,drama,orpoemtoitsaudio,filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).
8. (Notapplicabletoliterature)
9. Compareandafictionalportrayalofatime,place,orcharacteranda
historical account of the same period as a means of understanding how
authors of fiction use or alter history.
Range of reading and level of text complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 6–8 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.
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Reading standards for informational text RI Key ideas and details
1. Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetext says explicitly as well as inferences drawn from the text.
2. Determinetwoormorecentralideasinatextandanalyzetheir development over the course of the text; provide an objective summary of the text.
3. Analyzetheinteractionsbetweenindividuals,events,andideasinatext (e.g., how ideas influence individuals or events, or how individuals influene ideas or events).
Craft and structure
4. Determinethemeaningofwordsandphrasesastheyareusedinatext, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone.
5. Analyzehowthestructureanauthorusestoorganizeatext,includinghow the major sections contribute to the whole and to the development of the ideas.
6. Determineanauthor’spointofvieworpurposeinatextandanalyzehow the author distinguishes his or her position from that of others.
Integration of knowledge and ideas
7. Compareandcontrastatexttoanaudio,video,ormultimediaversionof the text analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
8. Traceandevaluatetheargumentandspecificclaimsinatext,assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
9. Analyzehowtwoormoreauthorswritingaboutthesametopicshapetheir presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Range of reading and level of text complexity
10.By the end of the year, read literary nonfiction in the grades 6–8 band proficiently, with scaffolding as needed at the high end of the range.
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College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well– chosen details, and well–structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing–for example, to use narrative strategies within an argument and explanation within narrative–to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first draft as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when
circumstances encourage it.
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Writing Standards W Text Types and Purposes
1. Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.
a. Introduceclaim(s),acknowledgealternateoropposingclaims,and
organize the reasons and evidence logically.
b. Supportclaim(s)withlogicalreasoningandrelevantevidence,using
accurate, credible sources and demonstrating an understanding of
the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the
relationships among claim(s), counter claims, reasons, and evidence.
d. Establishandmaintainaformalstyle.
e. Provideaconcludingstatementorsectionthatfollowsfromthe
argument presented.
2. Writeinformative/explanatorytextstoexamineatopicandconveyideas,
concepts, and information through the selection, organization, and analysis of relevant content.
a. Introduceatopicclearly,previewingwhatistofollow;organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Developthetopicwithrelevant,well-chosenfacts,definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Usepreciselanguageanddomain-specificvocabularytoinform about or explain the topic.
e. Establishandmaintainaformalstyle.
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented.
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3. Writenarrativestodeveloprealorimaginedexperiencesoreventsusing effective technique, relevant descriptive details, and well-structured event sequences.
a. Engageandorientthereaderbyestablishingacontextandpointof view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Usenarrativetechniques,suchasdialogue,pacinganddescription, to develop experiences, events and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame to another.
d. Useprecisewordsandphrases,relevantdescriptivedetails,and sensory language to capture the action and convey experiences and events.
e. Provideaconclusionthatfollowsfromandreflectsonthenarrated experiences or events.
Production and Distribution of Writing
4. Produceclearandcoherentwritinginwhichthedevelopment,organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above)
5. Withsomeguidanceandsupportfrompeersandadults,developand strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of language standards 1-3 up to and including grade 7).
6. Usetechnology,includingtheInternet,toproduceandpublishwritingand link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
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Research to Build and Present Knowledge
7. Conductshortresearchprojectstoansweraquestion,drawingonseveral sources and generating additional related, focused questions for further research and investigation.
8. Gatherrelevantinformationfrommultipleprintanddigitalsources;assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis reflection, and research.
a. Applygrade7ReadingStandardstoliterature(i.e.,“Compareand contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).
b. Applygrade7ReadingStandardstoliterarynonfiction(i.e.,“Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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College and Career Readiness Anchor Standards for Speaking and Listening
The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Note on Range and Content of Student Writing
To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations–as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information respond to and develop what others have said; and analyze and synthesize a multitude
of ideas in various domains.
New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
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Speaking and Listening Standards SL Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grade 7 topics and texts, building on others’ ideas and expressing their own clearly.
a. Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;
explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
b. Followrulesforcollegialdiscussions,trackprogresstowardspecificgoals
and deadlines, and define individual roles as needed.
c. Pose questions that elicit elaboration and respond to other’s questions
and comments with relevant observations and ideas that bring the
discussion back on topic as needed.
d. Acknowledge new information expressed by others and, when
warranted, modify their own views.
2. Analyze the main ideas and supporting details presented in diverse media
formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify
a topic, text or issue under study.
3. Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and the relevance and sufficiency of the
evidence.
Presentation of Knowledge and Ideas
4. Presentclaimsandfindings,emphasizingsalientpointsinafocusedcoherent manner with pertinent descriptions, facts, adequate volume, and clear pronunciation.
5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
6. Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandof formal English when indicated or appropriate. (See grade 7 language standards 1 and 3).
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College and Career Readiness Anchor Standards for Language
The grades 6-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when
writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
6. Acquire and use accurately a range of general
academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Note on Range and Content of Student Writing
To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words-words, for example, that have similar denotations but different connotations. The inclusion of language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are
inseparable from such contexts.
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Language Standards L
Knowledge of Language
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
b. Use and ellipsis to indicate an omission.
c. Spell correctly.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g., emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact).
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibility from an array of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., belligerent, bellicose, rebel).
c. Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation and determine or clarify
its precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
Vocabulary Acquisition and Use
5. Demonstrate understanding figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context. b. Use the relationships between particular words (e.g., synonym/antonym, analogy) to
better understand each of the words.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Reading
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the next text says explicitly and make logical inferences from it; cite specific textural evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, 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.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Note on Range and Content of Student Reading Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because a majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these reading standards are meant to complement the specific content demands of the disciplines, not
replace them.
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Reading Standards for Literacy in RH History/Social Studies Grades 6-8
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an
accurate summary of the source distinct from prior knowledge or opinions.
3. Identify the steps in a text’s description of a process related to history/social studies
(e.g., how a bill becomes a law, how interest rates are raised or lowered).
Craft and Structure
4. Determinethemeaningofwordsandphrasesastheyareusedinatext,including vocabulary specific to domains related to history/social studies.
5. Describehowatextpresentinformation(e.g.,sequentially,comparatively,causally).
6. Identifyaspectsofatextthatrevealanauthor’spointofvieworpurpose(e.g.,loaded
language, inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
7. Integratevisualinformation(e.g.,incharts,graphs,photographs,videos,ormaps)with other information in print and digital texts.
8. Distinguishamongfact,opinion,andreasonedjudgementinatext.
9. Analyzetherelationshipbetweenaprimaryandsecondarysourceonthesametopic.
Range of Reading and Level of Text Complexity
10.By the end of grade 8, read and comprehend history/social studies texts in the grades 6- 8 text complexity band independently and proficiently.
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Reading Standards for Literacy in RST Science and Technical Subjects Grades 6-8
Key Ideas and Details
1. Cite specific textual evidence to support analysis of science and technical texts.
2. Determine the central ideas or conclusions of a text; provide an accurate summary of
the text from prior knowledge or opinions.
3. Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Craft and Structure
4. Determinethemeaningofsymbols,keyterms,andotherdomain-specificwordsand phrases as they are used in a specific scientific or technical context relevant to grade 6-8 texts and topics.
5. Analyzethestructureanauthorusestoorganizeatext,includinghowthemajor sections contribute to the whole and to an understanding of the topic.
6. Analyzetheauthor’spurposeinprovidinganexplanation,describingaprocedure,or discussing an experiment in a text.
Integration of Knowledge and Ideas
7. Integratequantitativeortechnicalinformationexpressedinwordsinatextwitha version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
8. Distinguishamongfacts,reasonedjudgementbasedonresearchfindings,and speculation in a text.
9. Compareandcontrasttheinformationgainedfromexperiments,simulations,video,or multimedia sources with that gained from reading a text on the same topic.
Range of Reading and Level of Text Complexity
10.By the end of grade 8, read and comprehend history/social studies texts in the grades 6- 8 text complexity band independently and proficiently.
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Utah Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Readiness Anchor Standards for Writing
The grades 6 – 12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number.
The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well– chosen details, and well–structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Note on Range and Content of Student Writing
For students, writing is a key means of asserting and defending claims, showing what they know about a subject and conveying what they have experienced, imagined, thought, and felt. To be college- and career-ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first draft as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage it. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and long time frames
throughout the year.
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Text Types and Purposes
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s)
from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence
that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), counter claims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the
argument presented.
2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concreate details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style and objective tone.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.
3. Not applicable as a separate requirement (Student’s narrative skills continue to grow in
these grades. The standards require that students be able to incorporate narrative elements effectively into arguments and informative/exploratory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
4. Write clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and effectively.
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Research to Build and Present Knowledge
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from informational texts to support analysis, reflection and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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ELA Essential Learning Standards
Focus Standards for ELA Grade 7
Reading Standards for Informational Text (7RI)
Key Ideas and Details
7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RI.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary
7.RI.3 Analyze the interactions between individuals, ideas, or events in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Craft and Structure
7.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact on specific word choices on meaning and tone.
Integration of Knowledge and Ideas
7.RI.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas
7.RIT.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Writing Standards (7W)
Text Types and Purposes
7.W.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize reasons and evidence logically.
7.W.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
7.W.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
Establish and maintain a formal tone.
Provide a concluding statement or section that follows from and supports the argument presented.
Production and Distribution of Writing
7.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.W.6: Use technology, including internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.
7.W.7 Conduct short research projects to answer a question, drawing on several resources and generating additional related, focused questions for further research and investigation.
7.W.8 Gather relevant information from multiple print and digital sources; using search terms
effectively, assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
7.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research (i.e., Trace and evaluation the argument and specific claims in a text, distinguish claims that are supported by reasons and evidence from claims that are not).
7.W.1d:
7.W.1e:
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Language Standards (7L)
Knowledge of Language
7.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing:
Demonstrate command of Capitalization, punctuation, and spelling.
Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
7.L.2: 7.L.3:
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Curriculum Resources
Language Progressive Skills, by Grade
The following skills, marked with and asterisk (*) in language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.
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Texts illustrating the complexity, quality, and range of student reading in Grades 6 – 8
Literature, Stories, Drama, Poetry
Little Women by Louisa May Alcott (1869)
The Adventures of Tom Sawyer by Mark Twain (1876)
“The Road Not Taken” by Robert Frost (1915)
The Dark is Rising by Susan Cooper (1973)
Roll of Thunder, Hear My Cry by Mildred Taylor Teague (1976)
Informational Text: Literary Nonfiction
“Letter on Thomas Jefferson” by John Adams (1776)
Narrative of the Life of Frederick Douglas, an American Slave by Frederick Douglas (1845)
“Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940” by Winston Churchill (1940)
Harriet Tubman: Conductor on the Underground Railroad by Ann Petry (1955) Travels with Charley: In Search of America by John Steinbeck (1962)
Given space limitations, the illustrative texts listed above are meant only to show titles that are representative of a range of topics and genres. At a curricular or instructional level, within and across grade levels, texts need to be selected around topics or themes that generate knowledge and allow students to study those topics or themes in depth.
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Pacing Guide
ELA Focus Standards Pacing Guide by Semester
Semester 1 Reading Informational Text (RFT)
7.RIT.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Key Ideas and Details
7.RIT.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary
7.RIT.3 Analyze the interactions between individuals, ideas, or events in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
7.RIT.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact on specific word choices on meaning and tone.
Craft and Structure
7.RIT.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas
7.RIT.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
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Semester 2 Argument Writing (W)
7.W.7 Conduct short research projects to answer a question, drawing on several resources and generating additional related, focused questions for further research and investigation.
Reading/ Research
7.W.8 Gather relevant information from multiple print and digital sources; using search terms effectively, assess the credibility and accuracy of each source and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
7.W.1b: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text
Development
7.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research (i.e., Trace and evaluation the argument and specific claims in a text, distinguish claims that are supported by reasons and evidence from claims that are not).
7.W.1a Introduce claim(s), acknowledge alternate or opposing claims, and organize reasons and evidence logically.
Organization
7.W.1c: Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
7.W.1e: Provide a concluding statement or section that follows from and supports the argument presented.
7.W.1d: Establish and maintain a formal tone.
Language Knowledge and Use for Production and Distribution of Writing
7.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing:
7.L.2: Demonstrate command of Capitalization, punctuation, and spelling.
7.L.3: Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
7.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
7.W.6: Use technology, including internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.
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Units
Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
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Assessment Standards
Q1
Q2
Q3
Q4
Choice of SAGE interim test or grade level common assessment using District LA, school/teacher created, SAGE formative, UTIPS, or commercial test
SAGE Interim, ELA only, no Writing
Grade Level Common Assessment using District LA, school/teacher created, SAGE formative, UTIPS, or commercial test
SAGE summative Window for 2016-17 is Mar 27 – May 19
SAGE
The link for further information on SAGE ELA is:
http://www.schools.utah.gov/assessment/SAGE/ELA.aspx
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Purpose of Testing (from USBE testing ethics training)
The purpose of statewide assessment is for accountability.
When administered properly, standardized assessments allow students to demonstrate their abilities, knowledge, aptitude, or skills (see R277 – 404). Valid and reliable results from uniform assessments provide information used by:
Students, to determine how well they have learned the skills and curriculum they are expected to know;
Parents, to know whether their student is gaining the skills and competencies needed to be competitive and successful;
Teachers, to gauge their students’ understanding and identify potential areas of improvement in their teaching;
LEAs (districts or charter schools), to evaluate programs and provide additional support;
State, for school accountability; and
Public, to evaluate schools and districts.
As educators, we are obligated to provide students with an opportunity to demonstrate their knowledge and skills fairly and accurately.
Educators involved with the state – wide assessment of students must conduct testing in a fair and ethical manner (see Utah Code 53A-1-608; R277-404).
The best test preparation a teacher can provide is good instruction throughout the year that covers the breadth and depth of the standards for a course, using varied instructional and assessment activities tailored to individual students.
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Ethical Assessment Practices (USBE ethics training) Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
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Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
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Intervention Standards
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
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Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
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Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
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Supplemental Resources
Provo City School District’s Instructional Model
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• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
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• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
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• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Association
The International Literacy Association is the largest professional association for literacy teachers.
Their website is at: https://www.literacyworldwide.org/.
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Evidence-based Pedagogical Practices
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
National Reading Panel Research
The federal government commissioned a National Reading Panel to review and compile the best evidence of effective practices for reading instruction.
The full report and executive summary can be accessed at:
https://lincs.ed.gov/communications/NRP
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Assessment Standards
College and Career Readiness
Curriculum Resources
ELA
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Language Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
English Language Arts, includes components of Reading, Writing, Speaking and Listening, and Language.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(L) A component of ELA Standards that focus on conventions of standard English grammar, usage, and mechanics as well as learning other ways to use language to convey meaning effectively.
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Math Content Standards
Mathematical Practice Standards
MTSS
Pacing Guide
Pathways of Progress
Performance of Understanding.
Provo Way Instructional Model
Reading Standards: Foundational Skills
SAGE
(MC) Math Content Standards identify the knowledge of concepts and the skills students need for college and career readiness.
The 8 Mathematical Practice Standards describe varieties of expertise that mathematics educators at all levels seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. All 8 mathematical practice standards are essential standards.
Multi-Tiered Systems of Support is an approach to academic and behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(POP) An evaluation of individual student growth or improvement over time compared to other students with the same level of initial skills. It empowers educators to set goals that are meaningful, ambitious, and attainable.
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
(RF) A component of ELA Standards that focus on helping students gain a foundation where curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades as well as acquiring the habits of reading independently and closely, which are essential to their future success.
Student Assessment of Growth and Excellence. This is the state end of level test for ELA and Math grades 3 – 8, and Science grades 4 – 8.
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