3. Common Core Learning Standards Millionaire A Dutchess BOCES Production

4. A:B: Cheese Croissant with Light Sugar Common Core Learning Standards #1 What does the acronym CCLS stand for? C: D: Curriculum Can Limit Students Common Core Literacy Standards

5. A:B: Knowledge of language Presentation of Knowledge and Ideas #2 Which of the following is NOT a strand? C: D: Developing and Strengthening Writing Research to Present and Build Knowledge

6. A:B: Known Grade Average National Governor’s Agenda #3 What does NGA stand for? C: D: National Governor’s Association No Girls Allowed

7. A:B: Nebraska Michigan #4 Which of the following states is NOT part of the CCSS? C: D: Mexico West Virginia

8. A:B: Opinion, Non-Fiction and Narrative Information, Narrative and Argument #5 The CCSS asks students to do 3 types of writing text types. Specifically, what are they? C: D: Biography, recipes and How-To Manuals Argument, Information and Memoir

9. A:B: Career and College Readiness Credence Clearwater Revival #6 What is CCR stand for? C: D: College and Career Rankings College and Career Readiness

10. A:B: 4844 #7 How many CCR’s are there in the CCLS? C: D: Not enough 32

11. A:B: CCSSO CCSO #8 Which of the following acronym is used in the CCLS document? C: D: LMAO CSS

12. A:B: APPENDIX A APPENDIX B #9 In which appendix would I find annotated writing samples? C: D: All of them have writing stupid! APPENDIX C

13. A:B: Standard 3 CCR 6 #10 Which standard means “Do it at grade level?” C: D: The last one in each strand Standard 10

16. www.engageNY.org 15 New York State Assessment Transition Plan ELA & Math Revised October 20, 2011 1 New ELA assessments in grades 9 and 10 will begin during the 2012-13 school year and will be aligned to the Common Core, pending funding. 2 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development and the role of PARCC assessments as Regents assessments will be determined. All PARCC assessments will be aligned to the Common Core. 3 The names of New York State’s Mathematics Regents exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A. 4 The timeline for Regents Math roll-out is under discussion. 5 New York State is a member of the NCSC national alternate assessments consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. DRAFT

17. www.engageNY.org Common Core: Alignment of the Science & Social Studies Assessments As of October 20, 2011 (Subject to Revision) 4 In conjunction with New York State’s Race to the Top award, there will be new Science assessments in grades 6 and 7 and new Social Studies assessments in grades 6-8. These assessments are expected to include the Common Core Literacy Standards and will be infused with Common Core expectations (e.g., reliance on enduring understandings rather than non-core factual knowledge) to reflect New York State’s adoption of the Common Core. The state-level and national dialogues about learning standards are ever-changing, and should the New York State Board of Regents choose to adopt new learning standards such as the Next Generation Science Standards currently under development by a multi-state consortium of which New York is a lead state, these new assessments will be aligned to new learning standards. The graphic represents that there will also be a new Gr 8 assessment… 6 Pending acceptance and approval of Next Generation Science Standards by Board of Regents. New York State is participating in development of the NGSS. DRAFT

18. Unpacking Standards

19. UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. SKILLS (verbs) what the students should be able to do.

20. UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

21. UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know.

22. UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence

23. UNPACKING LEARNING STANDARDS STANDARD: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence SKILLS (verbs) what the students should be able to do.

24. UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence SKILLS (verbs) what the students should be able to do.

25. UNPACKING LEARNING STANDARDS STANDARD: RCCR1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. CONCEPTS (nouns) what the students should know. Inferences, conclusion, textual evidence SKILLS (verbs) what the students should be able to do. Read closely, make logical inferences, cite specific textual evidence, support conclusions

26. UNPACKING LEARNING STANDARDS  Provides the information ready for the next step. Can be: 1. determining adjectives 2. Determining big ideas, then, 3. Determining essential questions. NOUNSVERBSADJECTIVES specific

28. We’ve gone interactive!

30. If you were going to teach this text tomorrow, how would you teach it? How long would it take to teach this text effectively? What are the stages students would need to go through to engage with this text deeply? What questions should be asked and in which order? What is a task we could ask students to answer at the end to determine whether they have conducted a close reading of this text? INFORMATIONAL TEXT AND TASKS APPENDIX B- COMMON CORE LEARNING STANDARDS

31. We’ve gone interactive!

32. SPEED STANDARDS

33. WRITING STANDARDS MADE SIMPLE

34. 1. Opinion/Argument Writing

35. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing

36. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing

37. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task

38. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process

39. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology

40. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions

41. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources

42. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources 9. Draw evidence from the sources

43. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources 9. Draw evidence from the sources 10. Write lots/ write often/ write varied

44. WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources 9. Draw evidence from the sources 10. Write lots/ write often/ write varied 11. Make connections when you write

45. We’ve gone interactive!

48. Identifying and Teaching Data Points

49. Discussion and Description… before Analysis… before Planning.

50. Discussion and Description

51. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

52. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

53. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

54. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

55. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

56. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

57. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

58. UNPACKING LEARNING STANDARDS STANDARD: W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because ). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented.

59. Introduce a topic clearly group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

60. Analysis

61. Introduce a topic clearly group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

62. TASK DESCRIPTION: Students write an essay using key details from the text to explain why John Muir devoted his life to conservation efforts and describe the effect that his work had on preserving the beauty of nature.

63. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

64. Introduce a topic clearly group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

65. Introduce a topic clearly group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

66. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

67. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

68. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 3 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

69. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 3 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

70. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 3 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

71. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

72. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 32 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

73. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 32 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

74. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 32 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

75. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

76. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 323 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

77. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 323 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

78. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 323 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

79. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

80. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

81. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 3233 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

82. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 3233 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

83. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 3233 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

84. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

85. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 32333 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

86. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 32333 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

87. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 32333 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

88. “John Muir” Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature. John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land. John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty. John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.

89. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 323332 4- Completely 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

90. DISCUSSION AND DESCRIPTION 1. Write the standard. 2. Unpack the standard into data points. 3. What does each mean? 4.Identify what evidence they would find at each data point. BEFORE ANALYSIS 5. Read, and analyze, what you find within the data points. 6. Reach consensus at your table for each data point rating. 7. Read out the data points to facilitator who will enter the data and create a date point sheet on the projector with graphs.

91. Graphing the results for analysis…

92. DISCUSSION AND DESCRIPTION 1. Write the standard. 2. Unpack the standard into data points. 3. What does each mean? 4.Identify what evidence they would find at each data point. BEFORE ANALYSIS 5. Read, and analyze, what you find within the data points. 6. Reach consensus at your table for each data point rating. 7.Read out the data points to facilitator who will enter the data and create a date point sheet on the projector with graphs. BEFORE PLANNING 8. Identifying the lessons that students need to be taught to show mastery with the standard. 9. Discuss the importance of this with the plan of developing CCLS tasks and how this data will be useful to measure growth.

93. Introduce a topic clearly Group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases Use precise language and domain- specific vocabulary to inform about or explain Provide a concluding statement or section related to the information or explanation 321312 3- Mostly 2- Partially 1- not evident W4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

94. We’ve gone interactive!

96. Characteristics of Effective Feedback

98. Milestone Tool