Grade 1 Curriculum Notebook.docx

1st Grade Curriculum Notebook
Current as of July 2018


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.
ELA Content Standards.......................................................................................................................Page 4 Math Practice Standards ....................................................................................................................Page 22 Math Content Standard .....................................................................................................................Page 26
Priority Learning Standards & Pacing Guides
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 15 Math.......................................................................................................................................................... Page 31
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 16 Math.......................................................................................................................................................... Page 32
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 35
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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.
Assessment by Quarter ......................................................................................................................Page 36 Ethics ..................................................................................................................................................Page 37
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 40 MTSS...................................................................................................................................................Page 43
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 46
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie .........................................................................................................................................Page 50
Glossary
Terms and acronyms used in this document .....................................................................................Page 51
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English Language Arts Standards
College and Career Readiness Anchor Standards for Reading
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.
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
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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informational texts independently and proficiently.
Reading standards for literature RL Key ideas and details
1. Askandanswerquestionsaboutkeydetailsinatext.
2. Retellstories,includingkeydetails,anddemonstrateunderstandingoftheir
central message or lesson.
3. Describecharacters,settings,andmajoreventsinastory,usingkeydetails.
Craft and structure
4. Identifywordsandphrasesinstoriesorpoemsthatsuggestfeelingsor
appeal to the senses.
5. Explainmajordifferencesbetweenbooksthattellstoriesandbooksthat
give information, drawing on a wide reading of a range of text types.
6. Identifywhoistellingthestoryatvariouspointsinatext.
Integration of knowledge and ideas
7. Useillustrationsanddetailsinastorytodescribeitscharacters,setting,or events.
8. (Notapplicabletoliterature)
9. Compareandcontrasttheadventuresandexperiencesofcharactersin
stories.
Range of reading and level of text complexity
10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
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Reading standards for informational text RI Key ideas and details
1. Askandanswerquestionsaboutkeydetailsinatext.
2. Identifythemaintopicandretailkeydetailsofatext.
3. Describetheconnectionbetweentwoindividuals,events,ideas,orpieces
of information in a text.
Craft and structure
4. Askandanswerquestionstohelpdetermineorclarifythemeaningof words and phrases in a text.
5. Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents, glossaries, electronic menus, icons) to locate key facts or information in a text.
6. Distinguishbetweeninformationprovidedbypicturesorotherillustrations and information provided by the words in a text.
Integration of knowledge and ideas
7. Usetheillustrationsanddetailsinatexttodescribeitskeyideas.
8. Identifythereasonsanauthorgivestosupportpointsinatext.
9. Identifybasicsimilaritiesinanddifferencesbetweentwotextsonthesame
topic (e.g., in illustrations, descriptions, or procedures).
Range of reading and level of text complexity
10. With prompting and support, read informational texts appropriately complex for grade 1.
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Reading standards: foundational skills RF
Print concepts
1. Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint. a. Recognizethedistinguishingfeaturesofasentence(e.g.,firstword,
capitalization, ending punctuation).
2. Demonstrateunderstandingofspokenwords,syllables,andsounds
(phonemes).
a. Distinguishlongfromshortvowelsoundsinspokensingle-syllable
words.
b. Orallyproducesingle-syllablewordsbyblendingsounds(phonemes),
including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
d. Segmentspokensingle-syllablewordsintotheircompletesequenceof
individual sounds (phonemes).
Phonics and word recognition
3. Knowandapplygrade–levelphonicsandwordanalysisskillsindecoding words.
a. Knowthespelling-soundcorrespondenceforcommonconsonant digraphs.
b. Decoderegularlyspelledone-syllablewords.
c. Know fine –e and common vowel team conventions for representing
long vowel sounds.
d. Useknowledgethateverysyllablemusthaveavowelsoundto
determine the number of syllable in a printed word.
e. Decodetwo-syllablewordsfollowingbasicpatternsbybreakingthe
words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
Fluency
4. Readwithsufficientaccuracyandfluencytosupportcomprehension.
a. Readgrade–leveltextwithpurposeandunderstanding.
b. Readgrade–leveltextorallywithaccuracy,appropriaterate,and
expression on successive readings.
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c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
College and Career Readiness Anchor Standards for Writing
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.
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
To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time
frames throughout the year.
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Writing Standards W Text Types and Purposes
1. Writeopinionpiecesinwhichtheyintroducethetopicornamethebook they are writing about, state an opinion, supply reasons for the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide some sense of closure.
2. Writeinformative/explanatorytextsinwhichtheynameatopic,supplysome facts about the topic, and provide some sense of closure.
3. Writenarrativesinwhichtheyrecounttwoormoreappropriatelysequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Production and Distribution of Writing
4. Thisstandardbeginsingrade3.
5. Withguidanceandsupportfromadults,focusonatopic,respondto
questions and suggestions from peers, and add details to strengthen writing
as needed.
6. Withguidanceandsupportfromadults,useavarietyofdigitaltoolsto
produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
7. Participateinsharedresearchandwritingprojects(e.g.,exploreanumberof “how to” books on a given and use them to write a sequence of instructions).
8. Withguidanceandsupportfromadults,recallinformationfromexperiences or gather information from provided sources to answer a question.
9. This standard begins in grade 4
Range of Writing
10. This standard begins in grade 3
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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
variousdomains.
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. Participateincollaborativeconversationswithdiversepartnersaboutgrade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion).
b. Build upon others’ talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the topics
and texts under discussion.
2. Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
3. Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
Presentation of Knowledge and Ideas
4. Describepeople,places,things,andeventswithrelevantdetails,expressing ideas and feelings clearly.
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.
6. Produce complete sentences when appropriate to task and situation. (See grade 1 language standards 1 and 3 for specific expectations.)
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College and Career Readiness Anchor Standards for Language
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.
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 build a foundation for college and career readiness, students Must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade–appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. 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. Independently identify and legibly write all upper– and lower–case letters (legibility is
defined as the letter being recognizable to readers in isolation from other letters in a
word).
b. Produce grade–appropriate text using legible writing.
c. Use common, proper and possessive nouns.
d. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops;
We hop).
e. Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their;
anyone, everything).
f. Use verbs to convey as sense of past, present, and future (e.g., Yesterday I walked
home; Today I walk home; and Tomorrow I will walk home).
g. Use frequently occurring adjectives.
h. Use frequently occurring conjunction (e.g., and, but, or, so, because).
i. Use determiners (e.g., articles, demonstratives).
j. Use frequently occurring prepositions (e.g., during, beyond, toward).
k. Produce and expand complete simple and compound declarative, interrogative,
imperative, and exclamatory sentences in response to prompts.
2. Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
a. Capitalize dates and names if people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
Knowledge of Language
3. This standard begins in grade 2.
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Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root word (e.g., looks, looked, looking).
5. With guidance and support from adults, demonstrate understanding of word relationships
and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the
categories represent.
b. Define words by category and by one or more key attribute (e.g., a duck is a bird that
swims; a tiger is a large cate with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home
that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek,
glance, stare, glare, scowl) by defining or choosing them or by acting out the
meanings.
6. Use word and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
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Language Arts Priority Learning Standards and Pacing Guide
Priority Standards are categorized as Priority 1 (red bold) Priority 2 (blue) and the rest of the core (black). Priority 1 standards are typically remediated during school specific intervention times.
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. Priorities are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
Pacing Guides are the order and timeline of the instruction of Priorities and standards over the span of a course (semester or year) in connection to the district adopted curriculum.
Please refer to the pacing guide in this link for the most up-to-date information on Priority standards and pacing guide
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Curriculum Resources
ELA
Wonders: Comprehensive Reading Program
Provo City School District has adopted McGraw’s Wonders Comprehensive Reading Program for grades 1-6. Classroom teachers have physical materials, including student books and teacher manuals, as well as digital access to all materials.
Directions for logging into Wonders:
For classroom teachers:
Step One: Log into https://connected.mcgraw-hill.com
Step Two: Enter Username: your email address
Step Three: Enter your password: psd###### (your six-digit employee ID number). Step Four: Once you are logged in, choose your teacher edition.
Make sure your Unit and week information is up-to-date.
For anyone without an assigned class:
Step One: Log into https://connected.mcgraw-hill.com Step Two: Log in using the following username: rw2017
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Step Three: Enter the password: 2017readingelem
Step Four: Choose the grade level teacher’s edition and from there locate the dropdown menu to choose the correct Unit and Week.
From the homepage, choose which components to use during planning and teaching.
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Other 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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Literature
Stories
Dramas Poetry
Range of Text Types for K–5
Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth
Includes staged dialogue and brief familiar scenes
Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem
Informational Text
Literary nonfictional and historical, scientific, and technical texts
Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of
topics.
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Staying on Topic Within a Grade and Across Grades:
How to build knowledge systematically in English Language Arts K–5.
Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, overtime, will form one big picture. At a curricular or instructional level, texts–within and across grade levels–need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. Children in the upper elementary grades will generally be expected to read these texts independently and reflect on them in writing. However, children in the early grades (particularly K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing in the manner called for by the standards.
Preparation for reading complex informational texts should begin at the very earliest elementary school grades. What follows is one example that used domain–specific nonfiction titles across grade levels to illustrate how curriculum designers and classroom teachers can infuse the English language arts block with rich, age–appropriate content knowledge and vocabulary in history/social studies, science, and the arts. Having students listen to informational read–alouds in the early grades helps lay the necessary foundation for students’ reading and understanding of increasingly complex texts on their own in subsequent grades.
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Exemplar Texts on Topic Across Grades: The Human Body
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Mathematics
Standards for Mathematical Practice
The Standards for Mathematical Practice 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. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).
1 Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solutions pathway rather than simply jumping into a solution attempt. The consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and the continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
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2 Reason abstractly and quantitatively
Mathematically proficient students make a sense of the quantities and their relationships in problem situations. Students bring two complimentary abilities to bear on problems involving quantitative relationships: the ability to decontextualize–to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents–and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
3 Construct viable arguments and critique the reasoning of others
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of tow plausible arguments, distinguish correct logic or reasoning form that which is flawed and– if there is a flaw in an argument–explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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4 Model with mathematics
Mathematically proficient students can apply mathematics the know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity on interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts, and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possible improving the model if it has not served its purpose.
5 Use appropriate tools strategically
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
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6 Attend to precision
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
7 Look for and make use of structure
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y )2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
8 Look for and express regularity in repeated reasoning
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
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Grade 1 Mathematics
In Grade 1, instructional time should focus on four critical areas:
1. Developing understanding of addition, subtraction, and strategies for
addition and subtraction within 20.
2. Developing understanding of whole number relationships and place value,
including grouping in tens and ones.
3. Developing understanding of linear measurement and measuring lengths as
iterating length units.
4. Reasoning about attributes of, and composing and decomposing geometric
shapes.
Operations and Algebraic Thinking
● Represent and solve problems involving addition and subtraction.
● Understand and apply properties of operations and the relationship between addition and subtraction.
● Add and subtract within 20.
● Work with addition and subtraction equations Number and Operations in Base Ten
● Extend the counting sequence.
● Understand place value.
● Use place value understanding and properties of
operations to add and subtract.
Measurement and Date
● Measure lengths indirectly and by iterating length units.
● Tell and write time.
● Represent and interpret data. Geometry
● Reason with shapes and their attributes
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
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Operations and Algebraic Thinking OA
Represent and solve problems involving addition and subtraction.
1. Use addition and subtraction within 20 to solve problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
3. Apply properties of operations as strategies to add and subtract. Examples: if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known, (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 or 12 (associative property of addition).
4. Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
Add and Subtract within 20.
5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
6. Add and subtract within 20, demonstrating fluency for addition and subtraction within
10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 or 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 or 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier known sums (e.g., adding 6 + 7) by creating the known equivalent 6 + 6 + 1 = 12 + 1).
Work with addition and Subtraction equations.
7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = [] – 3, 6 + 6 = [].
Understand and apply properties of operations and the relationship between
addition and subtraction.
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Numbers and Operations in Base ten NBT Extend the counting sequence
1. Countto120,startingatanynumberlessthan120.Inthisrange,readand write numerals and represent a number of objects with a written numeral.
Understand place value
2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones - called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four,
five, six, seven, eight, and nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, and 90 refer to one, two, three, four,
five, six, seven, eight, or nine tens (and 0 ones).
3. Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add and subtract.
4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number with a multiple of 10, using concrete models or drawings and strategies based on place value properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds the tens and tens, ones and ones, and sometimes it is necessary to compose a ten.
5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count, explain the reasoning used.
6. Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
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Measurement and Data MD Measure lengths indirectly and by iterating length units.
1. 2.
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-sized length units that span it with no gaps or overlaps.
Tell and write time.
3. Tell and write time in hours and half-hours using analog and digital clocks.
Represent and interpret data.
4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
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Geometry G Reason with shapes and their attributes.
1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half- circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
3. Partitioncirclesandrectanglesintotwoandfourequalshares,describethesharesusing the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
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Mathematics Essential Learning Standards and Pacing Guide
Priority Standards are categorized as Priority 1 (red bold) Priority 2 (blue) and the rest of the core (black). Priority 1 standards are typically remediated during school specific intervention times.
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. Priorities are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
Pacing Guides are the order and timeline of the instruction of Priorities and standards over the span of a course (semester or year) in connection to the district adopted curriculum.
Essential Skills List for Mathematics
All 8 Standards for Mathematical Practice are priorities.
1. Makesenseofproblemsandpersevereinsolvingthem.
2. Reasonabstractlyandquantitatively.
3. Constructviableargumentsandcritiquethereasoningofothers. 4. Modelwithmathematics.
5. Useappropriatetoolsstrategically.
6. Attendtoprecision.
7. Lookforandmakeuseofstructure.
8. Lookforandexpressregularityinrepeatedreasoning.
The standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout their education.
Please refer to the pacing guide in this link for the most up-to-date information on Priority standards and pacing guide
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Curriculum Resources
Math
Go Math!: Comprehensive Math Program
Provo City School District has adopted Houghton Mifflin Hartcourt’s Go Math! Comprehensive Math Program for grades 1-8. Classroom teachers have physical materials, including student books and teacher manuals, as well as digital access to all materials.
Directions for logging into Go Math! (K-5)
The school district has assigned logins for each teacher. Before starting your log in make sure you: 1. Are using chrome or firefox? 2. Clear your browsing history? 3. allow popups in your browser When you login, a pop up window will provide you with the opportunity to create 3 security questions. Make sure you complete this task or you will not be able to login again. If you do not have a login you will need to put in a work order at https://helpdesk.provo.edu:8443 while on the district network.
For classroom teachers:
Use the following document to login in the first time
Step One: Log into https://www-k6.thinkcentral.com/ePC/start.do Step Two: Enter your school
Step Three: Enter Username: typically part or all of your district email Step Four: Enter your password: default password: Pcsd@123
For anyone without an assigned class:
Step One: Log into https://www-k6.thinkcentral.com/ePC/start.do Step Two: Choose Amelia Earhart for school
Step Three: Enter username: pcsddemo
Step Four: Enter the password: Pcsd@123
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Mathematics- Other Resources
USBE Core Content Guides
The Utah State Board of Education has provided guides that break down each of the math standards and provides examples and information related to other standards.
You can find the guides on the UEN website here
or the same information can be found in the team drive here
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Mathematics
5 Strands of Mathematical Proficiency from NRC’s Adding It Up
Conceptual understanding: Comprehension of mathematical concepts, operations, and relations
Procedural fluency: skill in carrying out procedures flexibly, accurately, efficiently and appropriately
Strategic competence: ability to formulate, represent, and solve mathematical problems Adaptive reasoning: capacity for logical thought, reflection, explanation, and justification Productive disposition: habitual inclination to see mathematics as sensible, useful, worthwhile, coupled with a belief in diligence and one's own efficacy
Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content
The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.
The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.
In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.
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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 RISE interim test or grade level common assessment using District LA, school/teacher created, RISE formative, UTIPS, or commercial test
RISE Interim, ELA only, no Writing
Grade Level Common Assessment using District LA, school/teacher created, RISE formative, UTIPS, or commercial test
RISE summative Window for 2016-17 is Mar 27 – May 19
DIBELS and RISE
Students in grade 3 participate in several ELA assessments. Two state tests are Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Readiness, Improvement, Success and Empowerment (RISE). RISE replaces SAGE 2018-19 school year for grades 3 – 8.
The link for further information on DIBELS is:
https://www.amplify.com/assessment/mclass-dibels-next
The link for further information on RISE ELA is:
https://www.schools.utah.gov/file/021e7140-6fc7-460e-ac9f-61111dec485b
Wonders Assessments
The Wonders Comprehensive Reading Program provides substantial resources for assessment, including multiple types of assessments (1.e., screening, diagnostic, progress monitoring) and multiple measures for various skills (i.e., comprehension, phonics, writing, fluency). The Wonders Assessment Handbook details the resources and how to use them. Once you have logged into Wonders, it can be found at:
https://catalog.mcgraw-hill.com/repository/private_data/DOC/50001320/29/83.pdf#page=6
CCSS Writing Samples – Writing Samples Appendix C of the Common Core Standards contains annotated student writing samples. With the close alignment of the Common Core Standards and the Utah Core Standards, these can provide exemplars for students and guides for teachers in assessing writing. The Appendix can be found here:
http://www.uen.org/core/languagearts/downloads/CCSSAppendix_C.pdf
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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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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.
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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Wonders Differentiation & Interventions
Provo City School District's Wonders program provides teachers with resources to both differentiate instruction and to intervene when students don't respond to instruction. The Managing Small Group Instruction provides useful tools and ideas to differentiate instruction to meet the needs of different learners. Once you have logged into Wonders, you can access this at:
https://catalog.mcgraw-hill.com/repository/private_data/DOC/50000294/89/55.pdf
Additionally, the Wonders program has an accompanying Tier 2 intervention program, Wonder Works, that is aligned with the Tier 1 Wonders instruction. It is viewable after logging into Wonders at:
https://catalog.mcgraw-hill.com/repository/private_data/DOC/50001761/23/84.pdf
Tier 3 Program
Provo City School District supports the use of EPS's SPIRE reading intervention program for Tier 3 instruction. For more information about SPIRE, contact your school's instructional coach and/or read about the program at: https://eps.schoolspecialty.com/landing/spire.
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Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way 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/.
The National Council of Teachers of Mathematics NCTM is the largest professional association for mathematics teachers.
Their website is at: https:// http://www.nctm.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:
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