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R3-1Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3PROFESSIONAL LEARNING CYCLE Synthesizing Learning Cycle Grade 7 and 8
Overview
As part of the Ministry’s Differentiated Instruction Project, the Woodland Park Team explored the
DI framework by making connections to current classroom practice with the support of a Learning
Support Teacher (LST). Specifi cally, the team examined student use of comprehension strategies and
metacognition in order to improve student learning. This document provides information on the
implementation process of a Learning Cycle focused on the comprehension strategy of synthesizing.
Linkages to the DI framework, data collection and assessment tools, and Learning Support Teacher
Survey Data are also included.
Student work samples have been included in the Appendices, which provides visual supports for the
description of the learning process described herein. These samples were used for explicit instruction
and modeling of synthesizing throughout the formative stage of the Learning Cycle.
The Learning Cycle for teaching synthesizing outlined within this document could be implemented
by an individual teacher, or by a team of teachers as part of a Teaching-Learning Critical Pathway
(T-LCP).
R3-2Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Contents
Page
Learning Cycle Process for Comprehension Strategy of Synthesizing 3
Learning Goal 4
Where Differentiation Occurred 5
Pre-assessment Tool for Synthesizing (Grade 7) 6
Summative Assessment Tool for Synthesizing (Grade 7) 7
Pre-assessment and Summative Tool (Grade 8) 8
Pre-assessment Class Profi le for Reading Comprehension Strategy of Synthesizing 9
Summative Class Profi le for Reading Comprehension Strategy of Synthesizing 10
Tiered Assignment Description 11
Tier #1 Assignment 12
Tier #2 Assignment 13
Tier #3 Assignment 14
Photo of Grade 7 Data Wall 15
Photo of Grade 8 Data Wall 16
Synthesizing Data 17
LST Support for Learning Cycle 18
Learning Support Teacher Survey Data 20
Appendices 22
R3-3Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Learning Cycle Process for Comprehension Strategy of Synthesizing
1. Establish learning goal, indicators, and measures of success.
2. Implement pre-assessment task and record assessment of student responses on Pre-assessment Class
Profi le Sheet. Post on data wall. Interpret results and discuss with LST. Establish next steps.
3. Select texts of varying complexity for formative tasks and summative task.
4. The LST prepared lessons in explicit instruction of synthesizing and conducted some teacher
observation lessons.
5. Use data from pre-assessment to differentiate lessons and group students according to readiness.
Provide formative feedback to students. Access LST to assist with teacher moderation, lesson ideas,
observation lesson(s), differentiation, and resource selection. Establish next steps.
6. Administer summative assessment task and assess using Summative Assessment Tool for Synthesizing.
Use teacher moderation process. Interpret results and discuss with LST.
7. Record data on Summative Assessment Class Profi le Sheet. Highlight students who have moved
forward (a level or levels) green, and students who have moved backwards (a level or levels) pink.
Post on data wall.
R3-4Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3
Students combine new information from text with prior knowledge to create a complex synthesis.
Students describe complex changes in their understanding or opinion(s).
Students can effectively explain how synthesizing helped them create new meaning from the text, monitor reading and deepen their understanding.
Pre-assessment
Pre-assessment
Pre-assessment
Formative Assessment
Reading Tasks,
Summative Reading
Task
Formative Assessment
Reading Tasks,
Summative Reading
Task
Formative Assessment
Reading Tasks,
Summative Reading
Task
Students will improve in the use of synthesizing (1.3) and metacognition (4.1) to comprehend text.
LEARNINGGOAL
INDICATORSHow will we know?
MEASURETools we’ll use to
determine where students are and whether they are improving
R3-5Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Where Differentiation Occurred
Description:
• Two grade 7 classes incorporated formative opportunities to synthesize during “after reading”
within Literature Circles
• Two grade 7 classes provided formative opportunities to synthesize using texts of varying
complexity and fl exible student groupings
• Three grade 8 classes focused on synthesizing within a media unit
• Two grade 8 classes incorporated synthesizing within a persuasive writing unit and provided choice
of texts and student responses
Differentiation occurred in the following ways:
• Texts of varying complexity, interest and genre, both fi ction, non-fi ction and media were used
• Students were arranged in fl exible groupings according to readiness as determined from class
profi le data, and formative data gathered through teacher observation and student responses
• Level of scaffolding and teacher support varied according to student need
• Number of guided practice and guided writing opportunities
• Reciprocal teaching, partner and individual reading opportunities
• Tiered assignment
R3-6Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3 Name: ____________________________________________________________
Pre-assessment Tool for Synthesizing (Grade 7)
Criteria Level 1 Level 2 Level 3 Level 4
– combines new
information
from text
with prior
knowledge
(1.3)
– combines
knowledge
to create
synthesis
of limited
complexity
– combines
knowledge
to create
synthesis
of some
complexity
– combines
knowledge
to create
synthesis of
considerable
complexity
– combines
knowledge
to create a
highly complex
synthesis
– describes
changes in
understanding
or opinion
while reading
– describes
changes
of limited
complexity
– describes
somewhat
complex
changes
– describes
considerably
complex
changes
– describes
highly complex
changes
– student
displays
metacognition
when
refl ecting on
reading skills
and strategies
(4.1)
– uses critical/
creative
thinking
processes
with limited
effectiveness
– uses critical/
creative
thinking
processes
with some
effectiveness
– uses critical/
creative
thinking
processes with
considerable
effectiveness
– uses critical/
creative
thinking
processes
with a high
degree of
effectiveness
R3-7Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3 Name: ____________________________________________________________
Summative Assessment Tool for Synthesizing (Grade 7)
Application Level 1 Level 2 Level 3 Level 4
• student
transfers
knowledge
and skill (of
synthesizing)
to new context
(1.3)
• transfers
knowledge
and skills to
new contexts
with limited
effectiveness
• transfers
knowledge
and skills to
new contexts
with some
effectiveness
• transfers
knowledge
and skills
to new
contexts with
considerable
effectiveness
• transfers
knowledge
and skills to
new contexts
with a high
degree of
effectiveness
Thinking Level 1 Level 2 Level 3 Level 4
• student
displays
metacognition
when
refl ecting on
reading skills
and strategies
(4.1)
• uses critical/
creative
thinking
processes
with limited
effectiveness
• uses critical/
creative
thinking
processes
with some
effectiveness
• uses critical/
creative
thinking
processes with
considerable
effectiveness
• uses critical/
creative
thinking
processes
with a high
degree of
effectiveness
R3-8Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Pre-assessment and Summative Tool (Grade 8)
R3-9Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Pre
-ass
ess
men
t C
lass
Pro
fi le
fo
r R
ead
ing
Co
mp
reh
en
sio
n S
trate
gy o
f Syn
thesi
zin
g
Syn
thesi
zin
g (
1.3
)
Meta
cog
nit
ion
(4.1
)
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
ELL
stu
den
ts
R3-10Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Su
mm
ati
ve C
lass
Pro
fi le
fo
r R
ead
ing
Co
mp
reh
en
sio
n S
trate
gy o
f Syn
thesi
zin
g
Syn
thesi
zin
g (
1.3
)
Meta
cog
nit
ion
(4.1
)
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
Level
1
Bo
ys
Gir
ls
ELL
stu
den
ts
R3-11Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Ti
ere
d A
ssig
nm
en
t D
esc
rip
tio
n
Tier
#1
Tier
#2
Tier
#3
– b
efo
re r
ead
ing
: co
mp
lete
min
d m
ap a
ctiv
ity
to a
ctiv
ate
bac
kgro
un
d k
no
wle
dg
e
– sh
ared
rea
din
g, “
The
Bal
lad
of
Bir
min
gh
am”
by
Du
dle
y R
and
all
to b
uild
bac
kgro
un
d k
no
wle
dg
e
– st
ud
ents
rea
d in
dep
end
entl
y,
Bir
min
gh
am, 1
963
by
Car
ole
Bo
sto
n W
eath
erfo
rd, w
ith
teac
her
ch
un
kin
g t
ext
so t
hat
stu
den
ts c
ou
ld p
ause
, refl
ect
an
d
reco
rd t
hei
r th
inki
ng
– b
efo
re r
ead
ing
: co
mp
lete
min
d m
ap a
ctiv
ity
to a
ctiv
ate
bac
kgro
un
d k
no
wle
dg
e
– sh
ared
rea
din
g, “
The
Bal
lad
of
Bir
min
gh
am”
by
Du
dle
y R
and
all
and
ind
epen
den
t re
adin
g o
f
Bir
min
gh
am, 1
963
by
Car
ole
Bo
sto
n W
eath
erfo
rd t
o b
uild
bac
kgro
un
d k
no
wle
dg
e
– st
ud
ents
rea
d in
dep
end
entl
y,
“Th
e B
irm
ing
ham
Su
nd
ay S
cho
ol
Bo
mb
ing
” fr
om
Sch
ola
stic
Rea
d-
Alo
ud
An
tho
log
y, 2
004,
p. 1
26
– b
efo
re r
ead
ing
: co
mp
lete
min
d m
ap a
ctiv
ity
to a
ctiv
ate
bac
kgro
un
d k
no
wle
dg
e
– sh
ared
rea
din
g, “
The
Bal
lad
of
Bir
min
gh
am”
by
Du
dle
y R
and
all a
nd
ind
epen
den
t
read
ing
of
Bir
min
gh
am, 1
963
by
Car
ole
Bo
sto
n W
eath
erfo
rd t
o b
uild
bac
kgro
un
d
kno
wle
dg
e
– st
ud
ents
rea
d in
dep
end
entl
y “T
he
Sun
day
Sch
oo
l Bo
mb
ing
”, S
ept.
27,
196
3 n
ewsp
aper
arti
cle,
an
d “
Sch
oo
lgir
ls K
illed
in B
om
bin
g
of
16th
Str
eet
Bap
tist
Ch
urc
h, B
irm
ing
ham
,
Ala
bam
a” f
rom
Fre
e at
Las
t: A
His
tory
of
the
Civ
il R
igh
ts M
ove
men
t an
d T
ho
se W
ho
Die
d in
th
e St
rug
gle
, by
Bu
llard
– g
rap
hic
org
aniz
er “
The
text
says
… N
ow
I am
th
inki
ng
…
– st
ud
ent
refl
ecti
on
on
pro
cess
of
syn
thes
izin
g a
nd
met
aco
gn
itio
n
– tw
o c
ircl
e V
enn
Dia
gra
m
– st
ud
ent
refl
ecti
on
on
pro
cess
of
syn
thes
izin
g a
nd
met
aco
gn
itio
n
– th
ree
circ
le V
enn
Dia
gra
m
– st
ud
ent
refl
ecti
on
on
pro
cess
of
syn
thes
izin
g
and
met
aco
gn
itio
n
– Su
mm
ativ
e A
sses
smen
t To
ol f
or
Syn
thes
izin
g (
Gra
de
7)
– Su
mm
ativ
e A
sses
smen
t To
ol f
or
Syn
thes
izin
g (
Gra
de
7)
– Su
mm
ativ
e A
sses
smen
t To
ol f
or
Syn
thes
izin
g
(Gra
de
7)
AssessmentProductProcess/Text Complexity
R3-12Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Tier #1 Assignment
R3-13Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Tier #2 Assignment
R3-14Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Tier #3 Assignment
R3-15Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Photo of Grade 7 Data Wall
Pre-assessment Summative
• Names highlighted in green indicate students have moved forward a level or levels from
pre-assessment
• Names highlighted in pink indicate students have moved backward a level or levels from
pre-assessment
R3-16Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Photo of Grade 8 Data Wall
Pre-assessment Summative
• Names highlighted in green indicate students have moved forward a level or levels from
pre-assessment
• Names highlighted in pink indicate students have moved backward a level or levels from
pre-assessment
R3-17Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Synthesis Data
Grade 8 Data
Synthesizing Pre-assessment Summative Assessment
NE 1Level
1
Level
2
Level
3
Level
4NE 1
Level
1
Level
2
Level
3
Level
4
Boys 2 12 20 21 15 0 9 23 19 8
Girls 0 4 14 17 18 0 11 12 16 15
NE1 = Not Enough Information for Level 1
* numbers inconsistent due to student absences
* metacognition not consistently assessed across all classes so results not included
Grade 7 Data
Synthesizing Pre-assessment Summative Assessment
NE 1Level
1
Level
2
Level
3
Level
4NE 1
Level
1
Level
2
Level
3
Level
4
Boys 0 12 17 16 3 0 11 14 9 11
Girls 0 7 21 27 4 0 2 16 17 15
Metacognition NE 1Level
1
Level
2
Level
3
Level
4NE 1
Level
1
Level
2
Level
3
Level
4
Boys 5 19 10 8 6 5 11 10 8 8
Girls 3 6 24 19 8 4 8 12 12 14
NE1 = Not Enough Information for Level 1
* several students absent for summative
R3-18Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3LST Support for Learning Cycle
April
12-24
Preparation for upcoming comprehension strategy of synthesizing
• Read articles on line and re-read chapters in some of my professional books on
strategy
• Drafted learning goal, indicators and measures discussed at collaborative planning
meeting to be shared and discussed at next team meeting
• Downloaded Rubrics for Synthesizing from Nelson Literacy On-line 7 & 8 for
dialogue and consideration
• Prepared data wall organizers
• Gathered resources, professional books and articles on synthesizing to be shared
with teachers; prepared student bookmarks for strategy
• Prepared 3 lessons on synthesizing using the picture books, The Rabbits by John
Marsden, Woolvs in the Sitee by Margaret Wild, and The Varmints by Helen Ward
• Prepared PPT for explicit instruction, “What Readers Do When Synthesizing”
April 20 • Planning meeting with grade 7 teachers to select texts for pre-assessment,
formative opportunities and summative task
April 29 • Pre-planning session for observation lesson on pre-assessment text (The Rabbits)
• Conducted observation lesson for teacher on synthesizing, debriefi ng of lesson;
distributed Teacher Refl ection Page so Next Steps can be planned
• Teacher moderation of student responses
• Teacher moderation of CASI with grade 8 teacher
April 30 • Teacher moderation with grade 7 teachers on main idea
• Sharing of resources and strategy handouts on synthesizing with teachers and
admin
• Pre-planning session for observation lesson on pre-assessment text (The Rabbits)
• Conducted observation lesson for teacher on synthesizing; debriefi ng of lesson;
distributed Teacher Refl ection Page so Next Steps can be planned
• Planning session for Literature Circles with grade 7 teachers
May 1 • On the fl y conversation about student responses to The Rabbits
• On the fl y check in with grade 8 teachers regarding synthesizing and support
requests
May 6 • Demonstrated how to create a Power Point Presentation to a teacher so she can
differentiate lessons for the visual learners in her class
• Teacher moderation of paragraph assignment with grade 7 teachers; planning
session to incorporate synthesizing strategy into Lit Circles; revision of student
refl ection sheet
• Collaborative marking of grade 7 pre-assessment task
R3-19Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3
May 8 • Observation lesson with teacher using PPT in her lesson
• Two in class observation lessons with teachers observing them teaching
synthesizing and debriefi ng of lesson; discussion of next steps
May 12 • Pre-planning session with grade 7 teachers for observation lesson on synthesizing
(Woolvs in the Sitee)
• Conducted observation lesson for teacher on synthesizing; debriefed, examined
students’ responses; discussion of next steps; distributed Teacher Refl ection Page so
next steps could be planned
May 13 • Conducted observation lesson for teacher on synthesizing; debriefed, examined
students’ responses; discussion of next steps; distributed Teacher Refl ection Page so
next steps could be planned
• Teacher moderation of CASI with grade 7 teachers; posting of data on data wall;
refl ection on student improvement and achievement
May 14 • Preparation of data wall class profi les for pre assessment results
• Teacher moderation of CASI with grade 7 teachers; posting of data on data wall;
refl ection on student improvement and achievement
May 19 • Co-teaching of Lit Circles
May 20 • Viewing of DVD’s on small group instruction with Lit Circles with grade 7 teacher
May 25 • Teacher moderation of CASI with grade 8 teachers
• Co-Development of rubric for formative synthesizing task
May 28 • Writing of DI Project Learning Cycle
• Preparation and distribution of agenda for upcoming collaborative planning
meeting
June 4 • Collaborative planning meeting; establishment of dates for summative task
• Sharing of resources and ideas for synthesizing
June 10 • Teacher moderation of summative task; preparation of data wall class profi les
June
11-16
• Refl ective conversations with teachers on what worked well/not so well with this
strategy and learning cycle
• Writing of DI project Learning Cycle
R3-20Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Learning Support Teacher Survey Data
The survey below was distributed at the end of each month to the seven project teachers. Their
responses for May, the time period for the learning cycle on synthesizing, have been collated in
an attempt to describe the types of investigations explored with the LST. Every attempt has been
made to record the range of responses completed by teachers on the surveys.
Types of Support for MayFrequency based on 6 surveys returned
daily weekly bimonthly monthly
• Observation lesson 2 1
• Co-planning 2 1
• Collaborative marking 5
• Resource selection/discussion 3
• Analyzing and interpreting student data 3
• Development of class profi les 2
• Interpretation of class profi les 2
• Read Aloud 1
• Shared Reading 1
• Literature Circles 1 1 2
• Independent Reading 2
• Self-selected Reading 2
• Written Communication 1 2
• Assessment 1 1
• Small group instruction 1 1
• Professional dialogue 2 1 1
• Differentiated Instruction 2 2
“ongoing” in terms of frequency as a teacher response was recorded as bi-monthly on the chart above
Which of the above have been most helpful to you and why?– observation lesson – allowed me to see class interact in other classes/subject areas
– The observation lessons have been the most helpful because synthesizing is a strategy that I am not
confi dent in teaching. I learned how to break up the text and create a lesson that really allows the
students to see their thought process throughout and the changes that occur in their thinking as
new information is presented.
R3-21Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3– The most useful thing is not on the list above; Debbie taught me how to use Power Point
to deliver curriculum topics. Never thought I could learn this, but thanks to Debbie, I was
successful in my fi rst ever project.
– The observation lessons on synthesizing were very helpful because they allowed me to observe
the students “in action” for this strategy. It was also great to see this lesson as it gave me new
ideas to teach this strategy.
What impact have these investigations had on your instructional practice?– better understand of students’ abilities, work habits, group cohesion
– The PPT made me focus specifi cally on what was most important. It made me think visually in
addition to textually. It got me thinking about where else I’m going to do this.
– helped my confi dence in teaching the strategy of synthesizing
– new ways/methods of DI
– better understanding of ways to break down a text (picture book)
– more confi dence teaching this strategy
What impact have these investigations had on student learning?– they know I understand what they are capable of
– students are starting to recognize the changes that go on in their thinking
– students are starting to apply this strategy to their Lit Circle novels
– students were focused and attentive
– remembered important material
– helped students be more clear on what this strategy actually is and how to implement it
in their reading
Other comments:
R3-22Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Appendices
Appendix A: Sample of Pre-assessment Class Profi le and Next Steps
Appendix B: Sample of Grouping According to Readiness on Pre-assessment Task
(Synthesis Question)
Appendix C: Sample of Grouping According to Readiness on Pre-assessment Task
(Metacognition Question)
Appendix D: Sample of Teacher Observations on Formative Task
(Synthesis and Metacognition Question)
Appendix E: Sample of Grouping According to Readiness on Formative Task
(Synthesis Questions)
Appendix F: Sample of Grouping According to Readiness on Formative Task
(Metacognition Question)
Appendix G: Sample of Grade 7 Formative Literature Circle Response
Appendix H: Sample of Grade 7 Improvement – Formative Task
Appendix I: Sample of Grade 7 Improvement – Summative Task (2 pages)
Appendix J: Sample of Grade 8 Student Improvement – Pre-assessment Task
Appendix K: Sample of Grade 8 Student Improvement – Summative Task
Appendix L: Tier #1 Student Response (2 pages)
Appendix M: Tier #2 Student Response (2 pages)
Appendix N: Tier #3 Student Response (2 pages)
R3-23Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
A:
Sam
ple
of
Pre
-ass
ess
men
t C
lass
Pro
fi le
an
d N
ext
Ste
ps
R3-24Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
B:
Sam
ple
of
Gro
up
ing
Acc
ord
ing
to
Read
iness
on
Pre
-ass
ess
men
t Ta
sk (
Syn
thesi
s Q
uest
ion
s)
R3-25Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
C:
Sam
ple
of
Gro
up
ing
Acc
ord
ing
to
Read
iness
on
Pre
-ass
ess
men
t Ta
sk
(Meta
cog
nit
ion
Qu
est
ion
)
R3-26Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
D:
Sam
ple
of
Teach
er
Ob
serv
ati
on
s o
n F
orm
ati
ve T
ask
(Syn
thesi
s an
d M
eta
cog
nit
ion
)
R3-27Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
E:
Sam
ple
of
Gro
up
ing
Acc
ord
ing
to
Read
iness
on
Fo
rmati
ve T
ask
(Syn
thesi
s Q
uest
ion
s)
R3-28Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
F:
Sam
ple
of
Gro
up
ing
Acc
ord
ing
to
Read
iness
on
Fo
rmati
ve T
ask
(M
eta
cog
nit
ion
Qu
est
ion
)
R3-29Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3Appendix G:Sample of Grade 7 Formative Literature Circle Response
Novel – Trapped Between The Lash and The Gun by Arvella Whitmore
R3-30Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
H:
Sam
ple
of
Gra
de 7
Im
pro
vem
en
t –
Form
ati
ve T
ask
R3-31Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
H:
Sam
ple
of
Gra
de 7
Im
pro
vem
en
t –
Form
ati
ve T
ask
– lit
eral
inte
rpre
tati
on
bas
ed o
n f
acts
an
d e
ven
ts in
tex
t
– th
inki
ng
do
es n
ot
chan
ge
wh
en n
ew in
form
atio
n t
hat
tex
t is
an
alle
go
ry is
en
cou
nte
red
– ch
ang
es in
un
der
stan
din
g d
escr
ibed
are
of
limit
ed c
om
ple
xity
– sy
nth
esiz
ing
pro
cess
no
t cl
earl
y o
r fu
lly d
escr
ibed
R3-32Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
I:
Sam
ple
of
Gra
de 7
Im
pro
vem
en
t –
Su
mm
ati
ve T
ask
R3-33Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
I:
Sam
ple
of
Gra
de 7
Im
pro
vem
en
t –
Su
mm
ati
ve T
ask –
stu
den
t d
escr
ibes
ch
ang
es in
th
inki
ng
cle
arly
an
d p
reci
sely
,
add
ing
new
kn
ow
led
ge
to p
rio
r kn
ow
led
ge
– st
ud
ent
des
crib
es h
igh
ly c
om
ple
x ch
ang
es in
th
inki
ng
– st
ud
ent
dem
on
stra
tes
a h
igh
deg
ree
of
awar
enes
s o
f th
eir
read
ing
pro
cess
– st
ud
ent
mak
es c
om
ple
x o
bse
rvat
ion
s ab
ou
t h
ow
par
ts o
f
the
text
fi t
to
get
her
R3-34Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
J:
Sam
ple
of
Gra
de 8
Stu
den
t Im
pro
vem
en
t –
Pre
-ass
ess
men
t Ta
sk
R3-35Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
K:
Sam
ple
of
Gra
de 8
Stu
den
t Im
pro
vem
en
t –
Su
mm
ati
ve T
ask
R3-36Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
L:
Tier
#1
Stu
den
t R
esp
on
se
R3-37Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
L:
Tier
#1
Stu
den
t R
esp
on
se
R3-38Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
M:
Tier
#2
Stu
den
t R
esp
on
se
R3-39Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
M:
Tier
#2
Stu
den
t R
esp
on
se
R3-40Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
N:
Tier
#3
Stu
den
t R
esp
on
se
R3-41Grade 7-8 DI Project Example, 2009
Woodland Park Public School
Language
R3A
pp
en
dix
N:
Tier
#3
Stu
den
t R
esp
on
se