Week 3 Assignment #2 PS21 Common Core Tool Kit

Student Outcome	CCS	Possible Assessments	Possible modifications for range of readers I think it is important that all students know the goals of the activity/lesson before starting.  They should be stated, written, and explained. These will be what you use to assess the children and they should know before starting.  This can also provide a framework for their reading, thinking, and talking. I would suggest this for all three of these outcomes.
Students demonstrate understanding of a text or texts by working together to identify and ask significant questions to clarify various points of view.	RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range	Provide students with a form for recording the open-ended discussion questions they prepare before coming to the group discussion.  Use these as a form of assessment.   Provide students with a student friendly form/checklist/rubric for them to use when listening to the recording of their discussion.  This will help guide them to evaluate the work. Make your own rubric/checklist/form for use in evaluating each student in each standard.   Observe students during text reading and during discussion to assess understanding, participation, strengths and weaknesses.  Take notes. The use of the previously mentioned rubric may be helpful.	Depending on the reading levels in your classroom, some students may need assistance with reading and understanding the text. To support them, it may be necessary to run a guided reading group with the passage while other students read independently.  This could also be done a day before if necessary. Depending on the needs of your students, work could focus on structure, vocabulary, or comprehension.  This could work well if you only have a small group of students who need assistance with the grade level text. It is also possible to assign students text to read based on reading level and to have students reading the same text in the same literature circle.  This would work well if you have many reading levels in the classroom. Given the nature of this assignment, I think it is important that students work independently to develop open-ended questions.  Providing guided reading can help level the playing field with this. Some students may need assistance with participating in the discussion and providing prompts or key conversation terms may be helpful.  For example, “I agree because…”, “I disagree because…”
Frame, analyze and synthesize information from a range of texts  in order to solve problems and answer questions.	RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. W.4.9. Draw evidence from literary or informational texts to support analysis,reflection, and research. SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.	This activity provides you with student work which is always a great assessment tool. Create a rubric for yourself to use while observing students during discussions and to evaluate student work.	Some readers may need guided, additional practice with reading various text and explaining events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why based on specific information in the text. Therefore the teacher may need to provide this instruction before this task, and give students time to practice this in just right text before participating in this whole class activity.This additional instruction can help kids with drawing evidence to support analysis, reflection, and research, as the CCS states.   The same students may also need support with reading the text that the whole class will read for the task.  This could be done in a guided manner with the teacher before hand, or while other students work independently.   If necessary, students across the class could read from different, leveled sources, and still do the same activity in groups according to sources read.  Again, this would work well in a classroom with a wide range of reading levels.
Develop, implement and communicate new ideas to others through original writing.	W.4.3.Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.6.With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.	Student writing is a great assessment tool. It is full of information for the teacher.   Create a rubric for you to use when looking at student writing. Observe students while they work.   Create a rubric for students to use to facilitate self evaluation and revision.	Struggling readers are often struggling writers.  Your struggling readers may need additional small group instruction with how to do the assigned activity, and/or they may need supporting materials, depending on their area of need.     You may also need to modify expectations for your students, depending on their reading level.  Modifications can ensure participation and success, and avoid students becoming frustrated or overwhelmed.     Mentor texts, including teacher made text (at different levels) are also helpful.  Showing students what is possible and expected can be very helpful, especially for strugglers.