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A compilation of instructional resources to support all types of instruction that occur at JMCS sites: direct instruction, credit recovery and skills acceleration.

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Published by rwegner, 2019-07-28 01:24:32

JMCS Instructional Guide

A compilation of instructional resources to support all types of instruction that occur at JMCS sites: direct instruction, credit recovery and skills acceleration.

Planning a Number Talk

Problem: Date:

Anticipate different strategies students might How will you record each of these strategies?
use for solving the problem (or how they might
see the dot card):

What questions might you ask to fully In reflecting on this Number Talk, what do you
understand and represent a student’s thinking want to remember, what problem might you do
and/or method? next, and why?

Adapted from Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 4-10 by
Cathy Humphreys and Ruth Parker. Copyright 2015. Stenhouse Publishers.

138

Planning a Number Talk

Problem: Date:

Anticipate different strategies students might How will you record each of these strategies?
use for solving the problem (or how they might
see the dot card):

What questions might you ask to fully In reflecting on this Number Talk, what do you
understand and represent a student’s thinking want to remember, what problem might you do
and/or method? next, and why?

Adapted from Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding, Grades 4-10 by
Cathy Humphreys and Ruth Parker. Copyright 2015. Stenhouse Publishers.

139

Understanding Student and Teacher
Roles in MathematicalDiscourse

Teachers must prepare students to engage in mathematics
discussions. Depending on prior experiences, students might
find the expectation to engage in discussions in a mathematics
classforeign.

To support students, teachers must help students create a vision
for expected behaviors and actions, prepare them for their roles by
modeling or role-playing, and reinforce these behaviors consistently.
It is only through these actions that students learn how to function as
members of a discourse-rich mathematics community.

Table 1.

Facilitate meaningful mathematical discourse

Teacher and student actions

What are teachers doing? What are students doing?

Engagingstudentsinpurposefulsharing of Presenting and explaining ideas,reasoning,
mathematical ideas, reasoning, and and representations to one another in pairs,
approaches, using varied representations. small groups, or whole-class discourse.

Selecting and sequencing student Listening carefully to and critiquing the
approaches and solution strategies for reasoning of peers, using examples to
whole-class analysis and discussion. support or counterexamples to refute
arguments.
Facilitating discourse among students by
positioning them as authors of ideas, who Seeking to understand the approaches
explain and defend their approaches. used bypeers by asking clarifying questions,
trying out others’ strategies, and describing
Ensuring progress toward mathematical the approaches used by others.
goals by making explicit connections to
student approaches and reasoning. Identifying how different approaches to
solving a task are the same and how they
are different.

Source: National Council of Teachers of Mathematics (2014). Principles to Actions: Ensuring Mathematical Success for All. Reston, VA: The author (p. 355).

© 2015 Curriculum Associates, LLC. All Rights Reserved. 9

140

Table 2. Questions to promote mathematical thinking and discourse

Help students work together to make sense of mathematics.

What strategy did you use? Would you ask the rest of the class that question?

Could you share your method with the class? What part of what he said do you understand?

Would someone like to share ? Can you convince the rest of us that that makes sense?

What do others think about what Alexis said? Can someone retell or restate Brandon’s explanation?

Do you agree? Disagree? Did you work together? In what way?

Would anyone like to add to this? Have you discussed this with your group? With others?

Did anyone get a different answer? Where would you go for help?

Did everybody get a fair chance to talk, to use the manipulatives, How could you help another student without telling the answer?
or to be recorded?

How would you explain to someone who missed classtoday? Refer questions raised by students back to the class.

Help students persevere.

Have you tried making a guess? What else have you tried?

Would another recording method work as well or better? Is there another way to (draw, explain, say) that?

Give me another related problem. Is there an easier problem? How would you explain what you know right now?

Help students learn to reason mathematically.

How did you begin to think about this problem? Can you explain this part more specifically?

What is another way you could solve this problem? Does that always work?

How could you prove that? Is that true for all cases?

Can you explain how your answer is different from or the same as How did you organize your information? Your thinking?
Michael’s?

Let’s see if we can break it down. What would the parts be?

Help students evaluate their own processes, activities, and program.

What do you need to do next? What have you accomplished?

What are your strengths and weaknesses? Was your group participation appropriate and helpful?

Help students with problem comprehension.

Whatisthisproblemabout?Whatcanyoutellmeaboutit? Would you please explain that in your own words?

Do you need to define or set limits for the problem? What assumptions do you have to make?

How would you interpret that? What do you know about this part?

Would you please reword that in simpler terms? Which words were most important? Why?

Is there something that can be eliminated or that is missing?

18 Orchestrating Mathematical Discourse 141
to Enhance Student Learning

Help students learn to conjecture, invent, and solve problems.

What would happen if ?Whatif not? Do you see a pattern?

What are some possibilities here? Where could you find the information you need?

How would you check your steps or your answer? What did not work?

How is your solution method the same as or different from Natalia’s? Other than retracing your steps, how can you determine if your
answers are appropriate?

What decision do you think he or she should make? How did you organize the information? Do you have a record?

How could you solve this using (tables, trees, lists, diagrams, etc.)? What have you tried? What steps did you take?

How would it look if you used these materials? How would you draw a diagram or make a sketch to solve the
problem?

Is there another possible answer? If so, explain. How would you research that?

Is there anything you’ve overlooked? How did you think about the problem?

What was your estimate or prediction? How confident are you in your answer?

What else would you like to know? What do you think comes next?

Is the solution reasonable, considering the context? Did you have a system? A strategy? A design? Explain it.

Help students learn to connect mathematics, its ideas, and its applications.

What is the relationship of this to that? Have we ever solved a problem like this before?

What uses of mathematics did you find in the newspaper last What is the same? What is different?
night?

Did you use skills or build on concepts that were not necessarily What ideas have we explored before that were useful in solving

mathematical? What were they? this problem?

Is there a pattern? Can you write another problem related to this one?

Where else would this strategy be useful? How does this relate to ?

Is there a general rule? Is there a real-life situation where this could be used?

How would your method work with other problems? What other problem does this seem to lead to?

Help students rely more on themselves to determine whether something is mathematically correct.

Is this a reasonable answer? Does that make sense?

Why do you think that? Why is that true? Can you draw a picture or make a model to show that?

How did you reach that conclusion? Does anyone want to revise his or her answer?

How were you sure your answer was right?

Help students focus on the mathematics from activities.

What was one thing you learned (or two, or more)? Where would this problem fit on our mathematics chart?

How many kinds of mathematics were used in this investigation? What were the mathematical ideas in this problem?

What is mathematically different about these two situations? What are the variables in this problem? What stays constant?

© 2015 Curriculum Associates, LLC. All Rights Reserved. 19

142

Cognitive Rigor Matrix + Depth of Knowledge (DOK) forMath

The Common Core State Standards [for math] require high-level cognitive demand, such as
asking students to demonstrate deeper conceptual understanding through the application of
content knowledge and skills to new situations and sustained tasks…This matrix draws from
two widely accepted measures to describe cognitive rigor: Bloom's (revised) Taxonomy of
Educational Objectives and Webb’s Depth-of-Knowledge Levels. The Cognitive Rigor Matrix
has been developed to integrate these two models as a strategy for analyzing instruction, for
influencing teacher lesson planning, and for designing assessment items and tasks. (To
download full article describing the development and uses of the Cognitive Rigor Matrix and
other support CRM materials, go to: http://www.nciea.org/publications/
cognitiverigorpaper_KH11.pdf)

DOK DOK Level 1 DOK Level 2 DOK Level 3 DOK Level 4
LEVEL Recall & Basic Skills & Strategic Thinking Extended Thinking
Concepts & Reasoning
Reproduction

BLOOM - Recall conversions, terms, - Specify, explain -Use concepts to solve non- -Relate mathematical
Remember facts relationships routine problems concepts to other content
Understand areas, other domains
-Evaluate an expression -Make basic inferences or -Use supporting evidence -Develop generalizations of
Apply -Locate points on a grid or logical predictions from to justify conjectures, the results obtained and the
number on number line data/observations generalize, or connect strategies used and apply
Analyze -Solve a one-step problem -Use models /diagrams to ideas them to new problem
-Represent math explain concepts -Explain reasoning when situations
Evaluate relationships in words, -Make and explain more than one response is
Create pictures, or symbols estimates possible -Initiate, design, and
-Explain phenomena in conduct a project that
-Follow simple procedures -Select a procedure and terms of concepts specifies a problem,
-Calculate, measure, apply perform it -Design investigation for a identifies solution paths,
a rule (e.g., rounding) specific purpose or solves the problem, and
-Apply algorithm or -Solve routine problem research question reports results
formula applying multiple concepts - Use reasoning, planning,
-Solve linear equations or decision points and supporting evidence -Analyze multiple sources
-Make conversions -Retrieve information to -Translate between of evidence or data sets
solve a problem problem & symbolic
-Retrieve information from -Translate between notation when not a direct -Apply understanding in a
a table or graph to answer a representations translation novel way, provide
question -Categorize data, figures -Compare information argument or justification
-Identify a pattern/trend -Organize, order data within or across data sets or for the new application
-Select appropriate graph texts
and organize & display -Analyze and draw -Synthesize information
data conclusions from data, across multiple sources or
-Interpret data from a citing evidence data sets
simple graph -Generalize a pattern -Design a model to inform
-Extend a pattern -Interpret data from and solve a practical or
complex graph abstract situation
- Brainstorm ideas, -Generate conjectures or
concepts, problems, or hypotheses based on -Cite evidence and develop
perspectives related to a observations or prior a logical argument
topic or concept knowledge and experience -Compare/contrast solution
methods
-Verify reasonableness
-Develop an alternative
solution
-Synthesize information
within one data set

143

JMCS CURRICULUM RESOURCE CENTER

This is your one-stop shop for access to direct instruction lessons and units compiled by
fellow JMCS teachers!

Visit our Dashboard:

1. Go to intranet.jmcs.com and login using your JMCS email address
2. Click on Curriculum Resource Center
3. Search by growth area (ESLR), course or keywords and browse away! You can also

scroll down on the main search page to see all lessons in one place.

Feeling ready to contribute?

1. We would love to add your lessons and unit ideas too!
2. Click on “Add/Edit Lessons”
3. Fill out the grade and growth area and click “Add lesson”
4. Here are some shortcuts for submitting a lesson:

a. Write out a one sentence lesson description (this can be the same as your lesson
objective)

b. Write out some keywords to make it easily searchable
c. Fill out the grade, growth area and course
d. Skip down to the bottom and click “Add attachment”
e. Attach your lesson plan and any additional materials
f. Save and submit!
5. Your lesson plan will be reviewed and you will be contacted shortly afterwards.

Some Highlights of the CRC:

• Creating a Self-Guided Tour of Your Community
• Mindset Monday lessons
• Parenting unit
• Financial Literacy unit
• Intro to Economics – Moving Out on a Budget
• Investigating Homelessness
• What If Romeo Snapchatted a Selfie?
• When Are We Ever Going to Use This? Investigating Real-World Applications of Linear

Equations
• and so much more…!

Questions? Contact the Director of Curriculum for support.

144

LIVEBINDER LINKS AND RESOURCES
LiveBinders are a way to organize your favorite online resources in a digital “binder” format.
You can also browse public binders others have created on a wide range of
topics. www.livebinders.com – your new organization tool!

JMCS currently has five binders:

1. Favorite JMCS Resources – a compilation of JMCS staff’s favorite online resources,
organized by subject area
http://www.livebinders.com/play/play?id=1652703
Access Key: JMCS Favorites

2. Lesson Planning Resources – a compilation of websites that offer unit plans, lesson
ideas and other instructional resources
http://www.livebinders.com/play/play?id=1466582
Access Key: JMCS Planning

3. PBL Resources – a compilation of useful websites and resources when beginning a PBL
unit
http://www.livebinders.com/play/play?id=1640069
Access Key: JMCS PBL

4. Professional Development Resources - a compilation of resources for those seeking
their own professional development opportunities
http://www.livebinders.com/play/play?id=1466632
Access Key: JMCS PD

5. Growth Mindset Resources – a binder from an outside source with a great collection of
resources for teaching and learning about growth mindset
http://www.livebinders.com/play/play?id=1979242
No access key

Have questions or ideas to contribute? Contact the Director of Curriculum!

145

SKILLS ACCELERATION
Heterogeneous Versus Homogeneous Groups

STAR Skills Checklists
San Diego Quick Reading Assessment

Student Hours Tracking Sheet
Reader’s Workshop Model
Writer’s Workshop Model
Math Workshop Model
Skills Acceleration Resources

146

Heterogeneous Versus Homogeneous Groups
*If you’d like to have your students work in small groups, consider the following:

Homogeneous Groups…

• Should be fluid and constantly changing, not permanent (ex. may change from book to book but should
not change from session to session within a book)

• Should have regular instructional meeting time with the teacher or coach to increase skills
• Should be skill-based and skill-focused
• Can lead to stigmatization and low expectations if not implemented correctly

Heterogeneous Groups…

• Should include high, middle and low skill-level students
• Provide rich experiences to learn from one another
• Can be used for any activity

*If you choose to run small reading groups, this should be organized as a Reader’s Workshop or Guided
Reading model:

Reader’s Workshop
• Teacher teaches mini-lesson on one specific reading comprehension strategy students should practice (5-
10 min)
o Teacher introduces strategy
o Teacher models strategy for whole class with short piece of text
o Teacher explains how the strategy helps with comprehension
• Students break into groups to read book and teacher spends time reading and checking in with each
group
• Students complete individual reflection on the strategy used – how they used it, how effective it was

Guided Reading
• Students are grouped according to reading level
• Teacher meets with each group separately to read each session
• Groups focus on reading comprehension skills according to the group’s needs
• Review Reader’s Workshop description for more information

147

“Grouping students: Heterogeneous, homogeneous and random structures” by Erick Herrmann

“…Both heterogeneous and homogeneous groupings have their place in the classroom. The general
recommendation is to use heterogeneous groupings as a default. Seat students near peers that vary in levels of
achievement, proficiency, gender, etc.

For example, consider seating students in groups of four. These groups can be seated in a variety of formats:
four students at a small table, four desks pushed together, or students seated in rows that have been designated
as a small group that will work together in specific scenarios.

These heterogeneous groups should include one student that is high achieving, two students that achieve at an
average level and one student that is lower achieving. The idea is that each student benefits from having the
other students in the group. The richness of ideas and perspectives, as well as the shared learning help to benefit
each student in the group.

Students in these groups can work together on a variety of tasks, including reading to each other, working with
cooperative learning structures or group projects, as well as working independently. The teacher can then pull
homogeneous groups of students for a variety of purposes.

Homogeneous groupings are a great way to help specific students with skills they need to work on. For
example, you may have a group of high-achieving students come together to review their writing and expand on
a particular aspect that you are working on, such as adding a counter claim to argumentative writing, increasing
the number of citations, adding depth or details to the setting or characters, etc.

Another groups of students may need clarification on a particular skill in math. You might pull together a group
of English learners with a particular proficiency level to preteach vocabulary. There are many reasons you could
and should create homogeneous groupings.

It is important to keep in mind that these groups should be flexible groupings; students can enter and exit these
groupings for a variety of reasons. Homogeneous groupings should reflect a particular need of the group of
students. Because students have varying strengths and areas of need, these groupings should change to reflect
those needs or strengths…”

148

STAR Test Prep Checklist – Fact Sheet

• STAR scores represent missing skills and the grade level at which they
should have been learned. They DO NOT represent an average grade level at
which the student is functioning. For instance, a 4.5 score means a student
hasn’t mastered a skill that is generally taught in the middle of the 4th grade
year. It doesn’t necessarily mean that the student is at a 4th grade level in
math overall, because they could very well have a good understanding of
more challenging material but the test would not allow them to demonstrate
that knowledge because it stops testing as soon as one skill is noted as
missing.

• Student scores are based on “frustration level”, meaning that questions get
progressively more challenging. This continues until a student either stops
answering them correctly or answers all of the questions. Those that
complete the assessment generally score > 10.

• The skills on the Test Prep Checklists were taken directly from the Diagnostic
Reports from students who scored within the given ranges.

• The checklists are living documents that are still missing a few pieces of
information (i.e. there are not yet scores of 5.2 or below 2.0 on the Math
Checklist). If you have come across or do come across these scores please
email a scanned copy of the diagnostic report to [email protected]
so that I can update the forms.

• Recommended use for these checklists:

1. Work with students in small groups based on their score levels
2. Work on the specific skills listed in the checklists for their scorelevel
3. Some students need extensive practice but others may just need a brief

refresher
4. After students have demonstrated mastery of the skills within a given

range they should re-test as soon as possible (you may see they jump a
few grade levels at a time once a missing skill is mastered)
5. Groups should be flexible and always changing

149

STAR Test Prep Checklist - ELA

☐ 1.0 – 1.7 Work on mastering basic word attack skills
☐ 1.0 – 1.7 Listen to books read aloud at school and at home daily
☐ 1.0 – 1.7 Have opportunities to read aloud to and with fluent readers
☐ 1.0 – 1.7 Have time set aside at school daily for guided independent reading practice
☐ 1.8 – 3.0 Continue to develop oral reading fluency and rate
☐ 1.8 – 3.0 Listen to books read aloud at school and at home daily
☐ 1.8 – 3.0 Learn how to select books for guided independent reading practice
☐ 1.8 – 3.0 Increase time spent on silent reading
☐ 3.1 - 4.2 Continue reading aloud and reading with others
☐ 3.1 - 4.2 Increase both oral and independent reading practice time
☐ 3.1 - 4.2 Develop additional strategies for acquiring vocabulary in context
☐ 4.3 – 5.1 Practice reading unfamiliar material, especially expository text
☐ 4.3 – 5.1 Continue to develop listening comprehension
☐ 4.3 – 5.1 Select a wide range of reading materials to improve reading skills and expand

vocabulary

☐ 4.3 – 5.1 Increase both independent and oral reading practice time
☐ 5.2 - 5.7 Understand text structures for expository materials, especially textbooks
☐ 5.2 - 5.7 Develop study skills to tackle content materials systematically
☐ 5.2 - 5.7 Exhibit self-direction in reading assignments within a wide range of materials
☐ 5.2 - 5.7 Increase both oral and independent reading practice time
☐ 5.2 - 5.7 Provide instructional support for using non-narrative reference materials
☐ 5.2 - 5.7 Provide more instruction on specific comprehension strategies
☐ 5.8 - 6.7 Select a wide variety of fiction for recreational reading
☐ 5.8 - 6.7 Practice previewing, skimming, and scanning nonfiction
☐ 5.8 - 6.7 Continue to use context clues, structural analysis, and dictionary skills to increase

vocabulary

☐ 6.8 - 7.1 Acquire a working vocabulary of literary terms
☐ 6.8 - 7.1 Access information from various sections and computerized indexes of the media

center

☐ 6.8 - 7.1 Practice evaluating and making judgments about texts
☐ 7.2 - 8.7 Learn and employ study skill strategies to access and organize reading materials
☐ 7.2 - 8.7 Practice evaluating and making judgments about texts
☐ 7.2 - 8.7 Acquire a working vocabulary of literary terms
☐ 7.2 - 8.7 Access information from various sections and computerized indexes of the media

center



Student Name:

Original Group:

150

STAR Test Prep Checklist - Math

☐ 2.0 – 2.3 Learn the meaning of the ones and tens places for numbers 10 - 100
☐ 2.0 – 2.3 Practice counting to 100 by 10 counting to 1,000 by hundreds
☐ 2.0 – 2.3 Adding and subtracting two & three-digit numbers without regrouping
☐ 2.4 – 2.9 Place-value in three-digit numbers
☐ 2.4 – 2.9 Use both names and numbers for three-digit numbers
☐ 2.4 – 2.9 Round to the nearest ten and hundred
☐ 2.4 – 2.9 Practice adding and subtracting two-digit numbers with regrouping
☐ 2.4 – 2.9 Adding and subtracting three-digit numbers with regrouping
☐ 2.4 – 2.9 Estimate by rounding when adding and subtracting two-digit numbers
☐ 3.0 – 3.7 Working with four-digit numbers
☐ 3.0 – 3.7 Learn hundred thousands and millions
☐ 3.0 – 3.7 Adding and subtracting four-digit numbers with regrouping
☐ 3.0 – 3.7 Work toward mastery of multiplication and division basic facts
☐ 3.8 – 4.4 Understand place value in hundred thousands and millions
☐ 3.8 – 4.4 Adding, subtracting, multiplying, and dividing large numbers
☐ 3.8 – 4.4 Estimate by rounding large numbers
☐ 3.8 – 4.4 Begin to work with fractions
☐ 4.5 – 5.1 Work with a variety of fractions, using physical models to enhance

understanding
☐ 4.5 – 5.1 Understand the relationship between fractions and decimals
☐ 4.5 – 5.1 Add and subtract fractions with like denominators
☐ 4.5 – 5.1 Use fractions with like denominators in word problems
☐ 4.5 – 5.1 Add and subtract numbers with the same number of decimal places
☐ 5.3 – 6.1 Conversion between fractions and decimals
☐ 5.3 – 6.1 Adding and subtracting fractions with unlike denominators
☐ 5.3 – 6.1 Begin to learn advanced number concepts (square roots and

exponents)
☐ 6.2 – 7.2 Add, subtract, multiply, and divide fractions and decimals
☐ 6.2 – 7.2 Begin to learn to estimate with fractions and decimals
☐ 6.2 – 7.2 Begin to understand and work with percentages
☐ 6.2 – 7.2 Continue advanced number concepts (squares, square roots, primes,

composites, GCF, & LCM
☐ 7.3 – 8.5 Computation with fractions, decimals, and percentages
☐ 7.3 – 8.5 Practice estimating with fractions, decimals, and percentages
☐ 7.3 – 8.5 Powers and roots, negative numbers, scientific notation, and factoring

Student Name:

Original Group:

151

San Diego Quick Assessment
of Reading Ability

Grade level K-11
Word Recognition
Individual testing
10 minutes

WHAT This test measures the recognition of words out of context. Generally,
proficient readers read as accurately both in and out of context. This test
consists of 13 graded word lists from preprimer to eleventh grade. The words
within each list are of about equal difficulty.

WHY Weak readers overrely on context and recognize words in context more
easily than out of context.

HOW Begin with a list two or three sets below the student’s grade level and
continue until the student makes three or more errors in a list. Present the
Student Material word list to the student. Use a paper to cover word lists not
being read. Mark errors on the Record form by crossing out each missed word.
Mispronunciations can be written down next to the word.

When the teacher says “next”, the student should move the paper down and read
the next word. Encourage the student to read words that he or she does not
know so that you can identify the techniques used for word identification. Wait
no longer than five seconds before moving on to the next word.

WHAT IT MEANS Each list completed by the student can be scored as shown
below.

Errors/List Reading Level
1 error Independent Level
2 errors Instructional Level
3 errors Frustration Level

Student Reading Level = The student’s reading level is the last grade-level
word list in which the student reads eight or more words correctly.

152

San Diego Quick Assessment – Record Form

Name Grade _ Date _

Directions: Begin with a list that is at least two or three sets below the student’s grade level. Have the
student read each word aloud on that list. Continue until the student makes three or more errors in a list.

Reading Levels: One error- independent level; two errors- instructional level; three errors- frustration
level. When testing is completed, record the highest level in each of these categories in the spaces
below.

INDEPENDENT INSTRUCTIONAL FRUSTRATION

Preprimer Primer Grade 1 Grade 2 Grade 3
see you road our city
play come live please middle
me not thank myself moment
at with when town frightened
run jump bigger early exclaimed
go help how send several
and is always wide lonely
look work night believe drew
can are spring quietly since
here this today carefully straight

Grade 4 Grade 5 Grade 6 Grade 7
decided scanty bridge amber
served business commercial dominion
amazed develop abolish sundry
silent considered trucker capillary
wrecked discussed apparatus impetuous
improved behaved elementary blight
certainly splendid comment wrest
entered acquainted necessity enumerate
realized escaped gallery daunted
interrupted grim relativity condescend

Grade 8 Grade 9 Grade 10 Grade 11
capacious conscientious zany galore
limitation isolation jerkin rotunda
pretext molecule nausea capitalism
intrigue ritual gratuitous prevaricate
delusion momentous linear visible
immaculate vulnerable inept exonerate
ascent kinship legality superannuate
acrid conservatism aspen luxuriate
binocular jaunty amnesty piebald
embankment inventive barometer crunch

Copyright © 1999 CORE, The Graded Word List: Quick Gauge of Reading Ability.

153

San Diego Quick Assessment – Student Material

see you road our city
play come live please middle
me not thank myself moment
at with when town frightened
run jump bigger early exclaimed
go help how send several
and is always wide lonely
look work night believe drew
can are spring quietly since
here this today carefully straight

decided scanty bridge amber
served business commercial dominion
amazed develop abolish sundry
silent considered trucker capillary
wrecked discussed apparatus impetuous
improved behaved elementary blight
certainly splendid comment wrest
entered acquainted necessity enumerate
realized escaped gallery daunted
interrupted grim relativity condescend

154

San Diego Quick Assessment – Student Material

capacious conscientious zany galore
limitation isolation jerkin rotunda
pretext molecule nausea capitalism
intrigue ritual gratuitous prevaricate
delusion momentous linear visible
immaculate vulnerable inept exonerate
ascent kinship legality superannuate
acrid conservation aspen luxuriate
binocular jaunty amnesty piebald
embankment inventive barometer crunch

155

Skills Prep (ELA/Math) Student Hours Tracking

Student Name: Site:
Teacher: CP Coach:
Unit: Unit Start Date:
Unit End Date:
Reading Group (start): Reading Group (end):
Math Group (start): Math Group (end):

Monday Tuesday Wednesday Thursday Friday

□ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial-

Small Group: Small Group: Small Group: Small Group: Small Group:
My Skills: My Skills: My Skills: My Skills: My Skills:

□ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial-

Small Group: Small Group: Small Group: Small Group: Small Group:
My Skills: My Skills: My Skills: My Skills: My Skills:

□ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial-

Small Group: Small Group: Small Group: Small Group: Small Group:
My Skills: My Skills: My Skills: My Skills: My Skills:

□ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial-

Small Group: Small Group: Small Group: Small Group: Small Group:
My Skills: My Skills: My Skills: My Skills: My Skills:

□ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial-

Small Group: Small Group: Small Group: Small Group: Small Group:
My Skills: My Skills: My Skills: My Skills: My Skills:

□ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial- □ Staff Initial-

Small Group: Small Group: Small Group: Small Group: Small Group:
My Skills: My Skills: My Skills: My Skills: My Skills:

Small Group Total Minutes (Unit): ÷ 60 = small group hours
my skills total hours
My Skills Tutor Total Minutes (Unit): ÷ 60 =

Skills Prep Total Hours (Unit): = ________________

CPC Approval: _________________________ Date: ____________________
Teacher Approval: ____________________ Date: ____________________

156

Major Components of Readers Workshop

https://readersworkshopk6.wikispaces.com/Major+Components+of+Readers+Workshop

Mini-Lesson
Mini-lessons come from what you know about your students and are focused on a topic or skill that you know
many of your students need. The topic of the mini-lesson should not be something that most of the students
already know how to do. The time for mini-lessons will vary, but the majority of them should be quick (10
minutes). The teacher should monitor the length of lessons over time, and strike a balance between shorter and
longer mini-lessons.

Independent Reading Time
During independent reading time, students should be reading books of their choice. They should not be limited
to their guided reading or small group books. Student choices should not be dependent on reading levels, but
should reflect a wide range of texts and genre. During independent reading time, students develop the stamina
to read for an extended time. Establish a reasonable amount of time you expect students to read independently.
Begin the school year with short periods of time and push the limits, keeping in mind students' developmental
levels and monitoring their engagement. Help students recognize what independent reading looks like and
sounds like…

Here are some possible guidelines for Independent Reading Time:
• Read the whole time
• Stay in one good spot the whole time
• Respect the readers around you
• Read quietly
• Do not interrupt the teacher during conferences
• Record texts in reading log and write in response log on assigned day

Individual and Small Group Work
During independent reading time, the teacher should be having individual conferences and leading small
groups. This is when explicit teaching should be evident. Instruction can include working with students at their
reading level, but should also include a wide range of work on skills, strategies and reader identity. Small group
work and individual conferences do not always need to depend on leveled texts. Individual conferences and
small-group work should not be just observation and monitoring/assessment. Each encounter should help
students understand themselves as readers, focus on improving a skill or strategy, and set goals for their reading.
Figure out what a student needs to become more independent and thoughtful.

Share Time/Closing Conversations
End the reading workshop time with a whole-class conversation. The focus for these conversations should be to
share a skill or strategy, something students learned as readers, or one of many conversations about being a
reader and the reading community in the classroom.

Read Aloud
Read aloud occurs beyond the structure of the reading workshop. It should be interactive, and focused on the
skills and strategies that students need. Read aloud time offers opportunities to have conversations that
strengthen understanding and develop strategies for independent reading. Discuss developing themes, but also
help students realize that as they move through the story their thinking might change and a theme may become
clearer as they uncover characters and events in the story.

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WRITER’S WORKSHOP TECHNIQUES
*Adapted from Best Practice: New Standards for Teaching and Learning in Americaʼs Schools
by Steven Zemelman, Harvey Daniels, and Arthur Hyde (Heinemann, 1998; ISBN: 0325000913)

ORGANIZE FOR WRITING
Organizing, of course, refers to planning the curriculum as well as the classroom activities and
routines, practices established to help students develop as writers (and usually as readers and
learners in a study area). Often teachers are required to address certain standards and assessment,
and in organizing for writing, they keep these curriculum needs/goals in mind.

THE WRITING WORKSHOP
In the writing workshop, students are involved frequently in the writing process, though in some
cases not all students necessarily are at the same place in that process. A writing workshop can
have many components and kinds of activities, but here are some commonly used techniques:

• Instruction from the teacher on the dayʼs work or a brief review
• A block of time designated for planning, drafting, revising, editing, and sharing writing
• Time for reading and response to reading
• Mini-lessons, based on established curriculum, assessment, and, especially, studentsʼ

needs as writers
• Time for students to receive responses to their writing—conferences with the teacher,

classmates, and others
• Guidance in using appropriate resources for writing and learning (i.e. dictionary,

thesaurus, etc.)
• Time for inquiry, as appropriate for the studentsʼ tasks
• Reflection and assessment

These are sample activities; not all of them necessarily occur daily. During these mini writing
workshops, the teacher organizes the work, provides lessons and resources, guides and responds
to students, models and facilitates. Some teachers conduct workshops daily, others weekly,
others at the end of a unit of study, etc. The main requirement is that students engage regularly in
developing as writers—which usually includes developing as readers and as learners in a study
area.

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MATH WORKSHOP: A SMALL-GROUP APPROACH TO TEACHING MATH

*Adapted from http://www.eiu.edu/ec3/Schertz%20Presentation%20Guided%20Math.pdf

Math workshops are similar to reader’s and writer’s workshops in that the teacher (or coach) has time to
work with students in small groups, meeting them where their skills are and providing targeted skill
instruction.

Format:

• Students receive a 10 minute, whole-class mini-lesson
• Students meet with teacher in small group for 15 minutes, then engage in independent practice of

concept
• Students not meeting with teacher are engaged in independent math stations
• During last 5 minutes, teacher provides whole-class review, closing, and possible preview of next lesson

Break It Down:

1 Hour of Math Instruction…

• 10 minute mini-lesson (whole-class)
• 3 (15 minute) small group meetings with teacher or coach (45 minutes total)
• Other students doing independent practice or stations
• 5 minute closing

Benefits of a Math Workshop Structure:

• Each student receives small group, needs-specific instruction, followed by independent worktime
• Allows for students to be rotated/moved to different groups by lesson or unit
• Students are engaged at all times in mathematics practice, and concepts are reinforced daily in stations
• Students are motivated by the rotation, and manage themselves with little need for teacher interruption

Where Do I Get Mini-Lessons?

• If your district uses a textbook, it is easy to use the introduction to a lesson, along with a few problems
on the smartboard/whiteboard to create a minilesson

• Make your own to supplement textbook, if necessary
• Websites such as SmartExchange, Brainpop and Brainpop, Jr. have great math videos to help create

mini-lessons

What Can I Use for Stations?

• Independent practice
• Math facts games
• Coach small group work
• Open-ended problem with multiple answers that is related to skill
• Skills Tutor, Khan Academy or other online program

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SKILLS ACCELERATION WEBSITES and RESOURCES

ELA RESOURCES MATH RESOURCES

• New Readers Press • JUMP Math
• Common Lit
• Accelerated Math
(https://www.commonlit.org/en) • Khan Academy
• Front Row Ed (www.frontrowed.com) • Front Row Ed (www.frontrowed.com)
• ReadWorks • www.zeal.com
• www.vocabulary.com • Learnzillion
• Read Naturally • https://schoolyourself.org/
• Skills Tutor • “Key to…” workbook series
• Lexia
• NewsELA

JMCS Favorites LiveBinder (math): A compilation of JMCS teachers’ favorite sites
http://www.livebinders.com/play/play?id=1652703
Password: JMCS Favorites

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CREDIT RECOVERY
Go Deeper AGS Assignment
Alternative Assessment Project Options and Rubric

WIOA Project Model
Operation New Hope Project Model

161

Go Deeper AGS Credit Recovery Assignment

Credits for completing this assignment: Completing this work will add up to
.2 credits to your credit recovery work when you pass the final assessment.

This assignment is not graded. Your credits will be evaluated on your level
of effort and engagement in the questions.

This assignment will help your brain grow and increase your ability to think
critically and make connections. Your brain is getting stronger, faster and
more capable every time you try your best, even when you don't get the level
of success you want. When you put in effort, you are teaching your brain
how to learn.

You will answer the following questions on a separate sheet of paper that
you will label with the following:

Chapter Title:
Your name:
Date:

Turn this assignment in attached to your credit recovery work.

 Preview the chapter
 Look at all titles and headings
 Look at all visuals
 Read the captions
 Answer the following questions:

You should use complete sentences unless you are directed to use bullet
points. As always, use professional and academic language.

1. Predict: What will you learn as you read and think about this chapter?

2. Use your prior knowledge: What themes, ideas or experiences from this
chapter impact, exist within or have relevance to our modern lives? How
are they connected to our modern world? Use evidence to support your
claim.

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3. Read the chapter and take notes. You can use bullet points for your notes
instead of complete sentences. Don't forget to talk to the text: As you
read, stop and ask the text questions, stop and summarize what you just
read, make connections between the text, your life and other things
you’ve read and take notes in the space below. If you don’t know what to
ask, check out your question support sheet.

4. Summative Assessment: In a short paragraph, write what you learned
and include your opinion about the information, supported with evidence.
Make sure you address your initial predictions versus what you actually
read. Also include a reflection on your learning: how effective were the
strategies you used while you read? What did you do well on this
assignment and how can you improve your skills the next time you
complete a chapter?

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Go Deeper Assignment: Deeper Learning Questions Support Sheet
Not sure what to ask the text? Start here…

Questions to ask BEFORE you read:
• What clues do the title and headings give you about the text?

• Can you rephrase the title and turn it into a question to answer?
• What type of text is this – fiction or nonfiction? How do you

know?

• Why are you reading this text – to perform a task, gain information
or be entertained?

• What do you already know about the topic?
• What predictions do you have about what you will learn?

• What biases do you think the author may have? How will that affect
the information they present?

Questions to ask DURING reading:
• What did you learn from what you just read?
• Do you need to reread? Slow down? Stop and take notes or share your
reading with someone?
• What is the main idea? Can you explain what you are reading to
someone else?

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• What picture is the author “painting” in your head? What details from
the text help to paint this picture?

• Are there words you do not know? Does not knowing these words
affect your understanding of the text? Do you need to look them up in
the dictionary?

• Do you agree with everything the author is saying? What do you
question? What other questions do you have?

Questions to ask AFTER reading:
• What predictions were confirmed? What details in the text confirmed
them? (This is your evidence.)
• What were the main ideas and themes presented in the text?
• What connections did you make to the text? How does this relate to
real life and the world around you today?
• How does this text relate to other texts you’ve read on this subject?
• How would assess the value or importance of what you’ve read?
• What do you still question or want to know more about? How would
you find more information or the answers to your questions?
• How well did you understand the material? If it was too easy, how
can you challenge yourself next time? If it was too hard, what will
you do differently to support yourself when you read it again?

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Alternative Assessment Project Options

Below is a list of potential projects students can use as an alternative assessment to
demonstrate mastery of chapter work. Students should work with the teacher to decide on
a project and get approval before beginning work. Once the project is complete the teacher
will evaluate the quality of the work using the Project Rubric. Students must earn a
minimum of a “C” grade on the project to earn the credit for the chapter.

Project Options:

1. Write a 5-paragraph essay explaining the major concepts of the chapter and the
importance of the information. Questions to consider: What stands out as the most
important concept? What was the most interesting thing you read in the chapter?
How will you use this information in your life? Why is it necessary to know this
information?

2. Design a game that includes the major concepts from the chapter. The game should
serve to help other students study for the test and review the chapter. It may be a
board game, card game, T.V. Game Show or any other format.

3. Create a PowerPoint presentation with at least 8 slides that introduces the most
important concepts in the chapter. What information is valuable to you and others?
Format the presentation as a test prep study guide for somebody else who may
work on this chapter. Be creative in your presentation and include graphics and
animations.

4. Using the website www.prezi.com create a Prezi presentation of your chapter.
Think of a central image that can act as a metaphor for the big idea of yourchapter.
Include at least five important concepts you learned, as well as key vocabulary
words and thoughtful discussion questions you may ask the class during your
presentation.

5. Design a lesson to teach that summarizes the major concepts of your unit of study.
Be creative: use a combination of lecture and activities to help students learn the
most important information. If you were teaching a 20-minute lesson, what would
you do to ensure students learned what you wanted them to?

6. Using the website www.storybird.com create a children’s book that teaches at least
five important concepts from the chapter. Browse through the artists who have
posted their work on the site and choose an artist who you like. Then browse
through their pictures and choose at least five that will represent one of the
concepts you want to illustrate from the chapter. Put together your book using the
artwork and adding your text to the pictures. Think of it as a book to introduce
young children to the most important ideas you learned from the chapter.
Remember to use your own words and make the language simple enough for a child
to understand. *This website can be used in multiple ways for other types of projects.
Ask a teacher if you would like to use the site but in a different way.

166

7. Give an oral exam to the teacher. The teacher creates a set of questions that will be
given orally to the student. The student will have a study guide of topics to be
prepared to discuss. The teacher will then test the student and record their
responses. The student must earn at least an 80% on the exam.

8. Create a wordle using the website www.wordle.com that includes words and
concepts essential to the chapter. Then include a one page explanation: why did you
include the words you did, what are the definitions of the vocabulary words, what
were the major concepts of the chapter, why did you make some words bigger than
others?

9. Create your own test. It should be worth a total of 35 points and include all types of
questions: matching, multiple choice and short answer. It should cover all
important vocabulary and major concepts from the chapter. Include an answer key
with your test.

10. Create your own project. Students can choose to design their own project that
includes a creative and/or writing component. Students must ask teacher for
approval before beginning work on the project.

167

Alternative Assessment U

Student Name:
Project Subject and Unit:
Date:

CATEGORY A B C
CONTENT
Material presented is Material presented is Material
knowledgeable and knowledgeable and somewh
detailed. It is obvious mostly detailed. It is knowled
the student learned all obvious the student detailed.
major concepts. learned most of the the stude
major concepts. some ma

RESOURCE VALUE The project will be a The project will be a The proj

valuable resource for good resource for resource

another student studying another student studying student s

the same content. It is the same content. It is same co

clear, detailed and mostly clear, detailed somewh

accurate in the and accurate in the detailed

information it provides. information it provides. in the inf

provides

CREATIVITY The project shows The project shows some The proj
exceptional creativity
and thought. It is creativity and thought. It creativity
apparent there was
some planning may be apparent there There m
beforehand.
was some planning some pla

beforehand. beforeha

FINAL PRODUCT Final product is clean, Final product is mostly Final pro

detailed and revised. It clean, detailed and be clean

contains no wear and revised. It contains little revised.

tear and minimal errors. wear and tear and a few some we

errors. some err

16

Unit Project Rubric

presented is DF
hat
Material presented is not Incomplete.
geable and knowledgeable and/or
. It is obvious detailed. It is obvious
ent learned the student did not learn
ajor concepts. many of the major
concepts.

ect will be a The project will not be a Incomplete.

e for another valuable resource for

studying the another student studying

ontent. It is the same content. It is

hat clear, not clear, detailed

and/or accurate and/or accurate in the

formation it information it provides.

s.

ect shows little The project shows little Incomplete.
y and thought. creativity and thought. It
may have been is apparent there was
anning very little planning
and. beforehand.

oduct may not Final product is clean, Incomplete.

n, detailed or detailed or revised. It

It contains contains some wear and

ear and tear and tear and many errors.

rors.

68

WIOA PROJECT MODEL

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Name: __________________________________________________________

Credit Checklist for Pre-Algebra

10 Math Credits Required for Graduation
For each credit awarded, you should:

1. Read the assigned chapters.

2. Complete all lesson exercises for each chapter. You must receive 100% on
all questions.

3. Complete each chapter’s review questions. You must receive 100% on all
questions.

4. Complete one project following the project rubric, receiving at least an 80%.

5. Successfully pass all chapter tests with an 80%.

Credit Chapters to read in the Date Completed Instructor
AGS Pre-Algebra Book Signature

1 Chapter 1

2 Chapter 2

3 Chapter 3

4 Chapter 4

5 Chapter 5

6 Chapter 6

7 Chapter 7

8 Chapter 8

9 Chapter 9

10 Chapter 10

170

PRE-ALGEBRA PROJECTS

The following projects are mandatory:

Chapter 3: Number Theory
Research and find the answer to the following things:

-the weight of the garbage collected in your community in one day, week, month
or year

-the dollar amount of our school’s yearly budget
-the volume of water used by your community in one hour, day or week

Then write these numbers in both decimal form and scientific notation. For each answer, explain
which format is the most effective and telling and why.

Also include an explanation for how to convert decimals into scientific notation and vice-versa.

Chapter 4: Rational Numbers and Fractions
Complete the Application “Cooking with Fractions” on page 116 and answer each question. Then go
online and find a recipe that interests you. Write down the recipe as is and make sure to include
how many people it serves. Then cut the recipe in ½ and re-write it to serve half as many people.
Next, double the recipe and re-write to serve twice as many people. Turn in all of your work from the
application as well as your three recipes and conversions.

Chapter 6: Ratios, Proportions and Percents
Using things and people that are surrounding you in the classroom, create five ratios to express
what you see (examples: males/females, books/bookcases, computers/desks). Then convert each
ratio into a percent and label it. Next write one word problem for each ratio or percent conversion
that you completed (use examples from the lessons to help you). Include the process for solving the
problems and the answers with your work.

Chapter 8: Exponents, Square Roots and the Pythagorean Theorem
Using graph paper, create an outline of any object or figure you wish. Then fill it in with all different
shapes and sizes of triangles, trying to fill as much of the space as possible. Your drawing should
take up most of the paper. When you are done, choose three colors to work with. Shade and color

171

all of your right triangles one color, all of your isosceles triangles another and all of your scalene
triangles the third color. Then compute the following:

-for your largest right triangle, label the length of sides A, B and C and do the
Pythagorean Theorem to prove it’s a right triangle

-for one of your scalene triangles, label the length of sides A, B and C and
explain why it is a scalene triangle

-for one of your isosceles triangles, label the length of sides A, B and C and
explain why it is an isosceles triangle

-list which of the above lengths are square roots and explain why
Chapter 10: Graphing
Complete the Application “Graphing Commission Sales” on page 308. Answer the questions. Then
go online and research three companies that offer their employees commission. Write down the
company name, the amount of commission offered and any base salary that is included. For each
job, create one word problem that is formatted like the one in the Application. Write an equation in
slope-intercept form and then graph it (for each problem). Then come to a conclusion as to which
job offers the best salary potential and why.

*For the additional five Pre-Algebra units, you may choose any projects from the
generic project option list.

172

Name: __________________________________________________________

Credit Checklist for Algebra

10 Credits Required for Graduation
For each credit awarded, you should:

1. Read the assigned chapters.

2. Complete all lesson exercises for each chapter. You must receive 100% on
all questions.

3. Complete each chapter’s review questions. You must receive 100% on all
questions.

4. Complete one project following the project rubric, receiving at least an 80%.

5. Successfully pass all chapter tests with an 80%.

Credit Chapters to read in the Date Completed Instructor
AGS Algebra Book Signature
1 Chapters 1 & 2
(no project)
2 Chapter 3
3 Chapter 4
4 Chapter 5
5 Chapter 6
6 Chapter 7
7 Chapter 8
8 Chapter 9
9 Chapter 10
10 Chapter 11

173

ALGEBRA PROJECTS

The following projects are mandatory:

Chapter 2
Complete the Application “Using Square Root” on page 58 and answer all questions. Then go online
and research a recent earthquake that has occurred in your region of California. Record the date,
location and magnitude of the quake. Create your own word problem (you may need to make-up
some information) that is similar to the application problems. Explain the process for solving it,
step-by-step, on a chart or small poster.

Chapter 4
Find the store website for a common grocery store (Ralphs, Albertsons, Vons, etc…). Search through
their weekly deals and prices that are being advertised. Choose three products that you might buy
and create a chart or small poster that has the following information for each product:

-the current sale price
-the amount of the product you get for that price
-the unit cost per pound/bag/ounce, etc…
-the unit cost of mixing two items together (this should vary with each example)
-how much you are saving with the current sale price

Chapter 5
Complete the Application “Polynomial Interest” on page 150 and answer all questions. Then go
online to https://www.capitalone.com/bank/savings-accounts/online-savings-account/ and read the
information on savings accounts. Research and record the following information: the current APY
for an Orange savings account and the steps and requirements for opening an account. Then create
and solve your own word problems to find the amount of savings using the following scenarios:

-$10 deposited for one year at the current APY, compounded every month
-$20 deposited for one year at the current APY, compounded every month
-$50 deposited for one year at the current APY, compounded every month
Write a short reflection on the value of saving and what you have learned about compounded
interest. Be sure to include your personal opinion and if you are now convinced or not to start
saving, little by little.

174

Chapter 7
Create your own interview question and interview at least ten other students or staff. You may come
up with any question you’d like dealing with a certain topic. Then, find the following:

-the range of your data
-the median of your data
-the mode of your data
-the mean of your data
-create two plots or graphs that demonstrate your data
-write a brief explanation for your results and what you learned about your
fellow students and staff
Chapter 9
On graph paper, draw an outline of a simple shape (a house, airplane, car, etc…). Then find the
main points on your drawing and create a list of those coordinates. Next, create instructions for a
friend to be able to draw your exact drawing without having seen it before. Give it to a friend to
complete and watch how they do – make any changes to your instructions if necessary. Turn in a
final product: your instructions, your master drawing with colors and detail as necessary and your
friend’s attempt.

*For the additional four Algebra credits, you may choose any projects from the generic
project option list.

175

Name:__________________________________________________________

Credit Checklist for American Literature

30 English Credits Required for Graduation
For each credit, you should:

1. Read each selection within the unit.

2. Complete the accompanying unit activities.

3. Complete one project following the project rubric, receiving at least an 80%
(some units will have two projects).

4. Successfully pass the unit test with an 80%.

Credit Units to read in the AGS Date Completed Instructor
American Literature Book Signature

1 & 2 Unit 1

3 Unit 2

4 & 5 Unit 3

6 Unit 4

7 Unit 5

8 Unit 6

9 & 10 Unit 7

176

AMERICAN LITERATURE PROJECTS

The following projects are mandatory:

UNIT 2: INSPIRATION OF NEW ENGLAND (Dickinson poems)
Think of five symbols that represent death and draw or print out these images. Then review

the three Emily Dickinson poems and find the main symbol for death. Draw or print out that image
as well. Then answer these questions:

How do the different images of death make you feel?
Which is the most effective and why?
Which is the least effective and why?
How do you feel about death and how is this similar to or different from
Dickinson’s feelings?

UNIT 3: LOCAL COLOR IN AMERICA

Part One: Choose two readings to compare and contrast in an essay. In your essay, be sure

to include the following:
-how each reading describes the racial situation in America at the time
-the similarities between the experiences
-the differences between the experiences
-why the readings you chose are important in history

Part Two: Visit the website http://www.freedomcenter.org/slavery-today/ and read about the

slavery issue that is still affecting people today. Write a ½-1 page summary of what you learned. Be
sure to discuss the types of slavery today, who is affected, why it exists and what we can do about it.

UNIT 7: CONTEMPORARY AMERICAN LITERATURE

Part One “Eleven”: Choose one experience you remember from school, good or bad. Write

about this experience as if you were writing a short story. Writing at least one page, use what you
know of plot structure to write about your memory. Don’t forget to include setting, characters and
descriptions!

Part Two (September 11 readings): After reading the 9/11 selections, go online and find five

images from 9/11 that relate to the readings. Write a ½ page about each image, describing the

177

people, places, events and overall feeling of the image. Compare or contrast the images to one of
the reading selections and explain how the image represents what you read.

*For the additional five American Literature units, you may choose any projects from
the generic project option list.

178

Name: __________________________________________________________

Credit Checklist for World Literature

30 English Credits Required for Graduation

For each credit, you should:

1. Read each selection within the unit.

2. Complete the accompanying unit activities.

3. Complete one project following the project rubric, receiving at least an 80%
(some units will have two projects).

4. Successfully pass the unit test with an 80%.

Credit Units to read in the AGS Date Completed Instructor
World Literature Book Signature

1 & 2 Unit 1

3 & 4 Unit 2

5 Unit 3

6 & 7 Unit 4

8 & 9 Unit 5

10 Unit 6

179

WORLD LITERATURE PROJECTS

The following projects are mandatory:

UNIT 2: NON-FICTION
Part One - Create a poster that compares each different type of non-fiction and its characteristics.
Include diaries, journals and letters; autobiographies; biographies; and journalism. For each type,
be sure to describe the following aspects:

-characteristics of the writing, definition
-how to determine what type of writing it is
-point of view of writer (1st vs. 3rd person)
-famous examples

Part Two – Choose one passage that you read and write ½ - ¾ of a page addressing the following:
-what it was about (summary)
-why it is an example of its type of non-fiction
-why it was included in this textbook
-your reaction to it (like/dislike and why)

UNIT 5: PERSUASIVE LITERATURE
Part One – Create a Venn diagram comparing and contrasting speeches and essays. What are the
similarities and what are the differences between the two? Why are they important? Which is more
influential? What is their purpose? Write a short explanation of your comparison to accompany
your diagram.

Part Two – Using the box of magazines in the classroom, look for a magazine article that is

persuasive (trying to convince the readers of its point). *Newsweek , Sunset and The SD Reader will

be your best bets.* Read the article and write a one page reflection:
-summarize the point of the article
-summarize the main points the author makes
-explain why it is persuasive
-your opinion on its effectiveness
-three of the most effective passages or sentences and why they are effective

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UNIT 6: HUMOROUS LITERATURE
Choose one character you read about and create a character poster for them. Your character poster
should include the following:

-a central visual image of one important character
-a physical description
-a description of their personality, likes and dislikes
-three important quotes from or about the character and an explanation of what

each quote demonstrates about the character
-two symbols that represent the character and an explanation for each symbol
-an explanation as to why this character is important in the story, what role they

play and how the story might be different without them
-an explanation as to how the character, and the story they are in, embody the

characteristics of humorous literature

*For the additional five World Literature units, you may choose any projects from the
generic project option list.

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Name:__________________________________________________________

Credit Checklist for Economics

5 Credits Required for Graduation
For each credit awarded, you should:

1. Read the assigned chapters.

2. Complete each lesson review for all chapters. You must receive 100% on all
questions.

3. Complete each chapter’s review questions. You must receive 100% on all
questions.

4. Complete one project following the project rubric, receiving at least an 80%.

5. Successfully pass all chapter tests with an 80%.

Credit Chapters to read in the Date Completed Instructor
AGS Economics Book Signature

1 Unit 1
(one project per chapter)

2 Unit 2
(no project)

3 Unit 3

4 Unit 4

5 Unit 5

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ECONOMICS PROJECTS

The following projects are mandatory:

UNIT 1
Part One (Ch.1): WHAT IS ECONOMICS?

Make a list of everything you have purchased in the last week. Your list should include at
least 10 items. If you need to go back more than one week, go ahead and do so. Next, divide
your list into the following categories: needs, wants, goods and services. For each category,
define the vocabulary term.

After creating your categories, write a paragraph explaining the following:
1) What was the opportunity cost of one of your items and why?
2) Explain the concept of scarcity and how that affected one of your purchase choices.

Part Two (Ch. 2): ECONOMIC SYSTEMS

Create one chart, diagram or illustration that explains ONE of the following concepts:
1) The similarities and differences between a traditional, command and market economy
2) The similarities and differences between socialism, communism and capitalism
3) The similarities and differences between a traditional and a mixed economy

UNIT 3 (Ch. 10): LABOR UNIONS
Write down at least five interview questions for someone who works for the Labor Council asking
about the advantages and disadvantages of unions. Then choose someone from the front office to
interview. Record their answers. Next, write a one page paper that does the following:

Intro – defines what a labor union is, summarizes the history of labor unions
Body – states who you interviewed, what they do and summarizes the interview

(advantages/disadvantages of unions)
Conclusion – your opinion of unions, summarizes current issues facing unions

UNIT 6 (Ch. 20): LESS DEVELOPED COUNTRIES
Use the following websites to research a less developed country of your choice (Mexico, Haiti, an
African country, a South American country, etc…):

www.un.org/special-rep/ohrlls/ldc/list.htm

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www.cia.gov/cia/publications/factbook/index.html
www.state.gov/countries/
Create a powerpoint about your country, focusing in on the following topics:
-what makes them a less developed country (characteristics that qualify them)
-interesting facts about the country
-what international organizations are helping the country and how they
help
-what the future might hold for this country (chance of progress or not?)

*For the additional two economics units, you may choose any projects from the
generic project option list.

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Name: __________________________________________________________

Credit Checklist for Government

5 Credits Required for Graduation

For each credit awarded, you should:

1. Read the assigned chapters.

2. Complete all lesson exercises for each chapter. You must receive 100% on
all questions.

3. Complete each chapter’s review questions. You must receive 100% on all
questions.

4. Complete one project following the project rubric, receiving at least an 80%.

5. Successfully pass all chapter tests with an 80%.

Credit Chapters to read in the Date Completed Instructor
AGS US Government Book Signature

1 Chapters 1 & 2

2 Chapters 3 & 4

3 Chapters 5 & 6

4 Chapters 7 & 8

5 Chapters 11 & 12

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GOVERNMENT PROJECTS

The following projects are mandatory:

CHAPTER 3: CONSTITUTION
Create a poster/powerpoint/essay that –

1. Includes the preamble to the Constitution
2. Explains the basic rights introduced in the preamble
3. Summarizes the seven articles of the Constitution (see pg. 48)
4. Gives a one-sentence description of each of the articles
5. Summarizes the Bill of Rights (the first ten amendments – see pg. 51)
6. Explains why each amendment is important

CHAPTER 8: THE JUDICIAL BRANCH
Make a children’s book that has at least six pages of content. On each page, explain one of

the most interesting things about the Supreme Court in language that an elementary school student
could understand. Each page should also include a picture and colors to make it look interesting.
Possible topics:

Supreme Court justices (who they are, female vs. male, ethnicity, length of term)
Important decisions the court has made
How the court makes their decisions
The court and the constitution
Important justices

CHAPTER 12: CITIZENSHIP
Find somebody who is an immigrant to America or who has a member of their family who has

immigrated. Create ten interview questions for them and then interview and record their answers.
Your questions should cover the following topics:

-reasons for immigration
-experience with culture shock
-has it been worth it
-their opinion about America’s immigration policy
-how America should support/not support immigrants

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