1. English Language Arts Social Studies
Kelley Engblom

2. Elementary Report Card
PERFORMANCE STANDARDS
4—EXCEEDS THE STANDARD— Evidence of student exceeding the learning objective. Students achieving at the Exceeds the Standard level demonstrate insights and understandings that go beyond the grade level expectations for the content standard.
3—MEETS THE STANDARD—Evidence of student meeting the learning objective. Students achieving at the Meets the Standard level demonstrate a solid understanding or display of the skills and concepts included in the content standard. This is the expected grade-level performance.
2—APPROACHING THE STANDARD—Evidence of student’s partial attainment of the learning objective. Students achieving at the Approaching the Standard level demonstrate a partial understanding or display of the skills and concepts included in the content standard.
1—AREA OF CONCERN—Evidence of student’s minimal understanding of the learning objective. Students achieving at the Area of Concern level demonstrate a below the basic understanding or display of the skills and concepts included in the content standard.
NE—NO EVIDENCE EXISTS
When the report card talks about demonstrating comprehension of text, even when a child is reading above grade level, this is not a situation to mark a “4” on the report card. In order to receive a 4 we would expect that a student is:
Reading above grade level
Frequently making INDEPENDENT connections between and among texts
INDEPENDENTLY applying higher level thinking strategies to texts
INDEPENDENTLY applying strategies across genres
Able to discuss the strategies they are using to strengthen their reading

3. Report Card-Quick Tips
Remember, the report card reflects a student’s cumulative understanding of a standard at the time the report card is marked
If a student is receiving a score of 1 in an area, the report card SHOULD NOT be the first time the parent is made aware of the struggle
District assessments, unit assessments, etc. SHOULD NOT be the ONLY evidence used to mark a score on the report card
Not all areas will be marked every time (be sure to collaborate with grade-level colleagues on what you will and will not be marking)

4. Report Cards- Meaningful for Parents AND Teachers
Remember, marking report cards provides an excellent opportunity to reflect upon student progress. You can use these scores to help formulate strategy groups or points of discussion for individual student conferences.
If a student receives a score of 1 or 2 (especially in Math) you may want to continue to work with the student on that topic and continue to mark the report card for that area moving forward.

5. Social Studies

6. Social Studies K-5 Overview (GLCE document)
Important to consider what your students learned in the previous year and the progression for next year
Help develop a context for their new learning
Instructional foundations laid in K-4
5th builds on concepts of geography,
government, economics, and historical inquiry

7. Instructional Map
PACE
YOURSELF!!

8. Social Studies – Helpful Hints
Pay attention to how many Social Studies AND Science units you have
Develop a general plan for how you will pace your year with both
Remember, you can teach units in Science and Social Studies concurrently
Look for places to embed your Social Studies and Science instruction into other parts of your day (informational text during Reader’s Workshop for example)

9. RI Standard K.10 K Actively engage in group reading activities with
purpose and understanding.

10. RI Standard 1.10 K
With prompting and support, read informational texts appropriately complex for grade 1. 1

11. RI Standard 2.10 K
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 1 2

12. RI Standard 3.10 K 1 independently and proficiently. 2 3
By the end of the year, read and comprehend
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 2–3 text complexity band
independently and proficiently. 1 2 3

13. RI Standard 4.10 K 1 2 3 4 By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 2 3 4

14. RI Standard 5.10 K 1
By the end of the year, read and comprehend
informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. 2 3 4 5

15. Assessment
Note the assessments on the instructional map (pay attention to unit assessment due dates on the district assessment calendar)
Assessment scores SHOULD NOT be the only evidence used to mark an area on the report card
Be familiar with the standards on the report card and consider assessment opportunities throughout the unit
Talk with grade-level colleagues about the resources they use to assess the standards on the report card

16. Professional Library

17. A Balanced Literacy Approach

19. Why Workshop? Builds stamina Develops fluency
Gives students time to use what was taught
Provides a scaffold to independence

20. What the Workshop Classroom Looks Like:
Students gather for the mini-lesson
Students often sit next to their partners
Have an established routine for:
Calling students to carpet
Informing students of what they will need to bring with them when they come
Who students should sit with/where they should sit
Meeting Space

21. What the Workshop Classroom Looks Like:
At lower elementary often has high frequency words
Lower el teachers will often include student names and pictures
At upper elementary, often composed of content area (science, math, social studies) and academic vocabulary (discourse, theory, argument, claim, etc.)
Word Wall

22. “Just Right” Books
Teachers must have a system for determining whether a student is reading a book at their independent reading level.
Students should be able to independently select books at their level using taught strategies.
If a teacher does not provide direct instruction for students in how to select “just right” text, their library must be leveled to ensure appropriate placement of students in text.

23. It is important to have a system where students have “just right books” easily accessible.

24. Structure of the Workshop
Mini-lesson
Connection
“Yesterday…Today…”
Teaching Point
Model, Demonstrate
Active Engagement
Turn and Talk, Use a short text, continue with minilesson text, Move from modeled to shared reading/writing
Link
Send Off
Independent Practice
Small groups – Guided Reading/Writing and/or Strategy Groups
Word Work – targeted work around specific skills and strategies
1 on 1 Conferencing
Share-
You MUST make time for and protect the share
Here you summarize, assess, reinforce

25. Mini-lessons Specific Clear Brief (15 min.) Gather students together
“What I want to teach you today is this…”
Brief (15 min.)
Gather students together
Consistent use of vocabulary/terms
Scaffolded – Gradual release of responsibility
Connected within a unit of study
Opportunity for students to try the strategy

26. 2nd Grade Reader’s Workshop Mini-lesson https://vimeo.com/85966628
As you watch note:
What do you see? – Routines, materials, environment, language, instruction
What does this make you think?
What does this lead you to wonder?
What from this lesson would you like to capture? – Instructional moves, environment, routines
2nd Grade Reader’s Workshop Mini-lesson

27. Independent Practice Independent Reading/Writing Time to settle in
Prepare to Read/Write
Where?
How will you stay on task?
Make a plan for reading/writing time
Which strategy will you intentionally use?
How will you repair comprehension?
Review what was already read/written
Think about what happened in the story/text

28. Conferences Short- only 5-7 min. each Teach only one strategy
Keep records
Research conferences
Learn what the student is doing
Provide a specific compliment
Decide what your teaching point will be
Explain and model
Student tries
Affirm attempts
Coaching Conferences
The teaching point is pre-determined from other research
Determine what one thing the student most needs and how you will support that
Provide the level of support you think will be best. Observe the student, adjust your level of support/instruction accordingly

29. K-2 Reading Conference https://vimeo.com/55957324
As you watch note:
What do you see? – Routines, materials, environment, language, instruction
What does this make you think?
What does this lead you to wonder?
What from this lesson would you like to capture? – Instructional moves, environment, routines
K-2 Reading Conference

30. Flexible Grouping What is it?
It is a teaching approach which allows for on-grade level reading and writing instruction.
It allows for grouping AS NEEDED for remediation, extension, and practice
It is a group membership which is heterogeneous, flexible, and dynamic.
It includes a balanced mix of whole group and small group teaching.
It allows students to INTERACT with text, teacher, and peers.
It maximizes instruction time for all students.
It is determined by ongoing assessment of student needs, both as individuals, and as a whole group.

31. Flexible Grouping Guided Reading Strategy Groups (Reading and Writing)
Leveled books
Word Work
Strategy Groups (Reading and Writing)
Table Conferences
Using assessment to identify needs and groupings

32. Small Group Instruction
Use conference notes and observational notes (i.e. from active engagement) to form groups
These groups can be based on:
Reading Level
Strategy Reinforcement
Strategy Re-teaching
Peer coaching/modeling
Meet for about 10 min. so students have the opportunity to continue to practice what they have learned

33. Guided Reading vs. Strategy Lessons

34. Kindergarten Guided Reading Lesson https://youtu.be/B111bcxnOLo
As you watch note:
What do you see? – Routines, materials, environment, language, instruction
What does this make you think?
What does this lead you to wonder?
What from this lesson would you like to capture? – Instructional moves, environment, routines
Kindergarten Guided Reading Lesson

35. 5th Grade Guided Reading Lesson https://youtu.be/y9F_AV4Yhbk
As you watch note:
What do you see? – Routines, materials, environment, language, instruction
What does this make you think?
What does this lead you to wonder?
What from this lesson would you like to capture? – Instructional moves, environment, routines
5th Grade Guided Reading Lesson

36. Share Respond Share responses
Opportunity to teach or briefly re-teach the mini-lesson
Use student examples and words to re-reach
Process how it went that day
Share strategies
Share successes
Bring the learning full circle
Student reflection
This is an essential piece in creating a community where students respect, value, and learn from each other

37. 2nd Grade Share https://vimeo.com/85966627
As you watch note:
What do you see? – Routines, materials, environment, language, instruction
What does this make you think?
What does this lead you to wonder?
What from this lesson would you like to capture? – Instructional moves, environment, routines
2nd Grade Share

38. Assessment M-STEP 3, 4, 5 – Administered in the spring
Reading, Writing, Math – 3, 4, 5
Social Studies – 5
(April/May – See assessment calendar)
SLRA (beginning spring of 1st Grade)
Reading Comprehension-Item analysis by question
Vocabulary (pre-teach)
Revising and Editing Assessment (Grades 3-5)
District Writing Prompts
Common Scoring Rubric

39. Observation Survey/MLPP
Letter ID/Sound ID
Concepts About Print
Hearing Sounds in Words
Phonemic Awareness
Writing Words
Text Leveled Benchmark Books
Developmental Reading Assessment (DRA)
Retelling for Comprehension
This is a skill that should be explicitly taught. Be clear with students about what this should sound like/look like.

40. Running Records
The DRA (Developmental Reading Assessment) is the formal district assessment that includes administration of a running record
Informal running records can be administered using any piece of leveled text
The running record helps you find:
Appropriate student text level
Appropriate teaching points
Student’s strategic reading behaviors
Information for grouping students
Running record administration SHOULD NOT be limited to only the times of year the DRA is required

41. Continuum of Literacy Learning

42. Student Assessment Profile

43. Reading Workshop Planning Sheet

44. Additional Information
Reading and Writing Units are written in workshop format
You will have all writing units of study
You will be provided with drafts of reading units 1-4 for pilot
May continue to utilize district purchased resources to supplement instruction when needed (Making Meaning, Calkins’ Units of Study)
Finalized reading units of study will be provided in