Fourth Grade Quarter 2

Quarter 2 Common Core Standards

Literature 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. RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL 4.7: Make connections between the text of a story or drama and a visual or oral presentation of the test, identifying where each version reflects specific descriptions and directions in the text. RL 4.10: By the end of the year, read and comprehend literature, including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Grade 4
Informational RI 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI 4.2: Determine the main idea of a text and explain how it is supported by key details, summarize the text. RI 4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. RI 4.10: 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.

Foundational Skills in Reading RF 4.3: Know and apply grade-level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF 4.4: Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

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Speaking/Listening Standards
Comprehension and Collaboration 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. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. Presentation of Knowledge SL4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.)

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Language Standards
Conventions of Standard English L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking, I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can may, must) to conven various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons g. Correctly use frequently confused words (e.g., to, too, two; there, their). L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed. Knowledge of Language L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely. b. Choose punctuation for effect. c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion). Vocabulary Acquisition and Use L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

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4th GradeEnglishLanguageArts AndTechnologyStandards Reading:Literature Details KeyIdeasand TechnologyStandards

4.CT.2.1 (Application) Use presentation application to develop a product. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience. 4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose. 4.SI.1.3 (Application) Determine where and when to cite a source of information. 4.CT.2.1 (Application) Use presentation application to develop a product. 4.CT.1.3 (Application) Use input/output devices and other peripherals. 4.CT.1.4 (Application) Manage and maintain files and folders independently.

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.

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Integrationof KnowledgeandIdeas
RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

4.CT.2.1 (Application) Use presentation application to develop a product. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience. 4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.

Rangeof ReadingandComplexityof Text

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.

TechnologyStandards

4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.

Reading: Informational Key Ideasand Details

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RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4.CT.2.1 (Application) Use presentation application to develop a product. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience. 4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.

RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.CT.2.1 (Application) Use presentation application to develop a product. 4.CT.3.1 (Comprehension) Explain how problems are solved through innovations. 4.CT.1.4 (Application) Manage and maintain files and folders independently.

Integrationof KnowledgeandIdeas
RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

4.CT.2.1 (Application) Use presentation application to develop a product. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience. 4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose.

Rangeof ReadingandLevel of Text Complexity

RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4.IL.1.1 (Synthesis) Given a general topic predict what key details will be needed to refine a search in a database for a specific purpose 4.SI.1.3 (Application) Determine where and when to cite a source of information. 4.SI.1.2 (Synthesis) Communicate issues relating to online safety.

Reading: FoundationalSkills PhonicsandWordRecognition

RF.4.3. Know and apply grade-level phonics and word analysis skills in decoding words.

4.CT.2.1 (Application) Use presentation application to develop a product 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

Fluency
RF.4.4. Read with sufficient accuracy and fluency to support comprehension.

4.CT.2.1 (Application) Use presentation application to develop a product

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4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

SpeakingandListening ComprehensionandCollaboration
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.

4.CP.1.1 (Application) Utilize virtual collaboration environments to contribute within a group to the production of a digital output. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience.

SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.CT.1.3 (Application) Use input/output devices and other peripherals. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience 4.CT.1.3 (Application) Use input/output devices and other peripherals. 4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

Presentationof KnowledgeandIdeas
SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation

4.CP.2.1 (Knowledge) Select the best way to deliver presentation/project deliver information and ideas based on the audience

4.CT.2.1 (Application) Use presentation application to develop a product

4.CT.2.1 (Application) Use presentation application to develop a product

Language Conventionsof StandardEnglish

L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4.CT.2.1 (Application) Use presentation application to develop a product 4.CT. 1.5 (Comprehension) Demonstrate the correct use of all letters, punctuation, symbol and command keys.

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L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4.CT. 1.5 (Comprehension) Demonstrate the correct use of all letters, punctuation, symbol and command keys. 4.CT.1.2 (Comprehension) Demonstrate the correct use of all letters, punctuation, symbol and command keys using proper techniques

Language VocabularyAcquisitionandUse
L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

4.CT.1.3 (Application) Use input/output devices and other peripherals. 4.CT.1.4 (Application) Manage and maintain files and folders independently. 4.CT.1.3 (Application) Use input/output devices and other peripherals. 4.CT.1.4 (Application) Manage and maintain files and folders independently. 4.CT.1.3 (Application) Use input/output devices and other peripherals. 4.CT.1.4 (Application) Manage and maintain files and folders independently.

Standard: Literature and Informational 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. RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Comprehension Strategies Inferring, Schema, Monitoring for Meaning Content Objectives Guiding Questions Vocabulary Resources

Fourth Grade Quarter 2

I can apply strategies before reading, viewing, or listening to a text. What do you already know about the text? What do you already know about the topic? What questions do you have before reading the selection? Can you predict the outcome of? What examples can you use to support or explain your schema? What in the text led you to make your prediction? What does this text remind you of? What in the story (text) helped you to know that? We have just discussed predicting and inferring. What do you understand now that you didnt understand before? Does this text remind you of any experiences or things that have happened in your life? Are there things you know about or things in your life that will help you to understand this book? Did you reread to check for understanding? How can you connect______ with_____ from the text? Was your prediction accurate? Why or why not? Did you have any problems while you were reading this story (text)? What are the ways you solve the problems? What strategies did you use to check your understanding? When you read this story Inferring Schema Monitor for meaning Prediction Check for understanding Visualization Summarize Main idea Strategy Treasures Resources: The Mystery of the Missing Lunch by Johanna Hurwitz (Treasures Unit 1, pg. 20) Living in Alaska by Marsha Adams (Treasures Unit 1, pg. 46) Animals Come Home to Our National Parks Time for Kids (Treasures Unit 1, pg. 74) Mexico: My New Home by Harold Johnson and My Diary from Here to There by Amanda Irma Perez (Treasures Unit 2, pgs. 178 & 180) Dear Mr. Winston by Ken Roberts (Treasures Unit 2, pg. 252) Mystic Horse by Paul Goble (Treasures, Unit 3, pg. 346) Picture Book Resources: A Chair for My Mother by Vera B. Williams Fables by Arnold Lobel Frog Prince Continued! by John Scieszka The Keeping Quilt by Patricia Polacco Great Kapok Tree by Lynne Cherry The Important Book by Margaret Wise Brown Wreck of the Zephyr by Chris Van Allsburg Cloudy with a Chance of Meatballs by Judith Barrett The Wretched Stone by Chris Van Allsburg I can apply strategies to monitor understanding of text. The Widows Broom by Chris Van Allsburg Online Resources: http://www.readinglady.com/mosaic/tools/InferringMiniUnitbyJennifer.pdf

http://reading.ecb.org/index.html http://www.readwritethink.org/classroom-resources/lesson-plans/guided-comprehension-visualizingusing-229.html?tab=4#tabs http://www.educationworld.com/a_curr/profdev/profdev094.shtml http://www.readwritethink.org/classroom-resources/lesson-plans/author-study-improving-reading906.html?tab=4#tabs

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(text) did you make any pictures or images in your head? Do the pictures or images that you just told me about help you to understand the story (text) better? How? Describe the visualization you had while reading. What did you visualize while reading? I can summarize text. Can you summarize..? How would you organize these ideas? Can you retell/paraphrase/restate ? Can you describe/discuss/elaborat e? What is the main idea? What is this mostly about? What do you think the author thought was the most important so far in the story (text)? We have just discussed important parts of the story. What do you understand now that you didnt understand before? Are there some parts of this story (text) that are more important than the others? http://www.powayusd.com/projects/literacy/CriticalThinking/Inference.htm http://www.englishcompanion.com/pdfDocs/inferencenotes.pdf Other Resources: The Comprehension Toolkit: Language and Lessons for Active Literacy, Book #4: Infer Meaning, Lessons 14 & 15

I can determine and explain main ideas.

Assessments 1. Have students complete the inference notes graphic organizer from the following link: http://www.englishcompanion.com/pdfDocs/inferencenotes.pdf 2. Have students respond to the following guiding question on an exit card or in their reading response journal: Can you predict the outcome of? What in the text led you to make your prediction? 3. Have the students respond to the following guiding question: What is the main idea? What do you think the author thought was the most important so far in the text?

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Standard: Literature and Informational

RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. RI 4.2: Determine the main idea of a text and explain how it is supported by key details, summarize the text.
Comprehension Strategies Synthesis and Determining Importance Content Objectives I can determine the theme of a text. Guiding Questions Can you explain the connection between the key story details and the theme? Can you connect the details in the story to explain the theme? What are the parts/features/details that helped you determine the theme of the text? What examples can you find in the text to support the theme? What are the key events from the beginning, middle, and end of the text? Can you summarize.? If you were to tell another person about the story (text) you just read, and you could only use a few sentences, what would you tell them? Think about what you have just said about the story. What do you understand now that you didnt understand before? Are there some parts of this story (text) that are more important than the others? Which ones? Why do you think they were the most important? What do you think the Vocabulary Summarize Main idea and supporting details Theme Resources Treasures Resources: Mighty Jackie: The Strikeout Queen by Marissa Moss (Treasures Unit 2, pg. 152) Snowflake Bentley by Jacqueline Briggs Martin (Treasures Unit 3, pg. 378) Let it Snow by Cynthia Robey (Treasures Unit 3, pg. 377) Because of Winn-Dixie by Kate KiCamillo (Treasures Unit 5, pg. 545) The Cricket in Times Square by George Selden (Treasures Unit 6, pg. 692) Meet a Bone-ified Explorer, Time for Kids (Treasures Unit 6, pg. 722) Picture Book Resources: Smokey Night by Eve Bunting The Rag Coat by Lauren Mills The Table Where Rich People Sit by Byrd Baylor Tea with Milk by Allen Say

I can summarize text in writing or orally. I can determine the main idea of a paragraph or section of text.

Online Resources: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Themes.htm http://nancykeane.com/rl/#Values http://www.readinglady.com/mosaic/tools/PowerPoints/Summarize%20Synthesize%20%208.ppt#256,1,Slide 1 http://www.gigglepoetry.com/poetrytheater.aspx http://www.gigglepoetry.com/poemcategories.aspx http://plays.about.com/gi/o.htm?

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author thought was the most important so far in the story (text)? Why do you think so? Can you retell/paraphrase/restate.. ? How do the key details develop the main idea? Can you connect the key details/ideas in the text to explain the main idea? zi=1/XJ&zTi=1&sdn=plays&cdn=education&tm=35&gps=206_924_1259_623&f=10&tt=3&bt=1&bts =0&zu=http%3A//www.storiestogrowby.com/script.html http://www.readinglady.com/index.php? module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_p osition=34:34 http://www.readinglady.com/mosaic/tools/Summary%20organizer%20(five%20facts%20of %20fiction)%20from%20Mary%20Lou.pdf http://www.tv411.org/lessons/cfm/reading.cfm?str=reading&num=6&act=1 http://www.readinglady.com/mosaic/tools/Determinging%20Importance%20handout%20by %20Deb%20Smith.pdf http://www.busyteacherscafe.com/literacy/comprehension_strategies.html http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Summarize_Notes/Summary_Stra tegies.doc http://www.scholastic.com/teachers/top-teaching/2011/02/helping-students-grasp-themesliterature For online nonfiction text resources, reference quarter 1 reading essentials document. Other Resources: The Comprehension Toolkit: Language and Lessons for Active Literacy, Book # 6: Summarize & Synthesize, Lessons 22 -26 Leveled Reader Library from Macmillan McGraw-Hill Science textbook

Assessments 1. Have students complete either the Searching for a Theme or Whats the Big Idea? graphic organizers from the following link: http://www.scholastic.com/teachers/topteaching/2011/02/helping-students-grasp-themes-literature 2. Have students respond to the following guiding question: What examples can you find in the text to support the theme? 3. Have students respond to the following guiding question: How do the key details develop the main idea?

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Standard: Literature and Informational RL 4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RI 4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. Comprehension Strategy Focus: inferring, schema, and monitoring for meaning Content Objectives I can make connections between text. I can use my background knowledge to help me understand new text. I can interpret information and explain how it helps me understand the text. Guiding Questions What is the relationship between and ? How does compare to? How does the information presented help to understand the text? Can you predict what is about to happen? What do you already know that helped you predict? When you read that story (text) did it remind you of anything you know about? Did it remind you of any experiences or things that have happened? Are there things you know about or things in your life that help you to understand this book? How does that help? Did you have any problems while you were reading this story (text)? What could you do to solve the problem? When you are reading Picture books resources: Baloney(Henry P) by Jon Scieszka and Lane Smith Gumption! By Elise Broach Guess Again!: Riddle Poems by Lillian Morrison and Christy Hale Spot the Plot: A Riddle Book of Book Riddles by J. Patrick Lewis and Lynn Munsinger The Table Where Rich People Sit by Byrd Baylor Winter Fox by Jennifer Brutschy Dandelion by Eve Bunting A Days Work by Eve Bunting Fly Away Home by Eve Bunting Going Home by Eve Bunting (inferring) How Many Days To America by Eve Bunting The Memory String by Eve Bunting Vocabulary Inferring Schema Monitoring for meaning Predict Text-to-Self Text-to-World Text-to-Text Resources Treasures Resources: Mighty Jackie The Strike-out Queen by Marissa Moss (Treasures Unit 2, pg 152) Welcome to China and Stealing Beauty (Treasures Unit 2, page210) Secondhand ART by David Walcott (Treasures Unit 5, page 606) The Wild Ponies of Chincoteague by Gregory Searle (Treasures Unit 5, page 634)

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other stories (texts) what kinds of problems do you have? The Wall by Eve Bunting The Wednesday Surprise by Eve Bunting Stellaluna by Cannon Online Resources: For additional non-fiction text resources reference Quarter 1 Reading Essentials document. Scholastic News http://teacher.scholastic.com/activities/scholasticnews/index.html Time for Kids http://www.timeforkids.com/ Timeline generator: http://www.teach-nology.com/web_tools/materials/timeline/ Graphic organizers: http://www.eduplace.com/kids/hme/k_5/graphorg/index.html http://www.englishcompanion.com/pdfDocs/inferencenotes.pdf Other resources: http://www.readwritethink.org/classroom-resources/lesson-plans/authorstudy-improving-reading-906.html?tab=4#tabs http://www.readwritethink.org/classroom-resources/lessonplans/traveling-terrain-comprehending-nonfiction-98.html?tab=4#tabs http://exchange.smarttech.com/search.html? q=inference&subject=English+Language+Arts&grade=Grade+4&region= en_US

Assessments 1. Have students respond to the following guiding question in response to a chart, graph, or diagram in text: How does the information presented help you to understand the text? 2. Have students respond to the following guiding question: What is the relationship between and ? 3. Have students create a timeline of events in response to text using the following link: http://www.teach-nology.com/web_tools/materials/timeline/

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Standard: Literature and Informational RL.4.10 By the end of the year, read and comprehend literature, including stories, drama, and poetry, in the grades 4-5 text complexity band

proficiently, with scaffolding as needed at the high end of the range. RI 4.10: 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.
Comprehension Strategies Monitoring for Meaning, Schema, Visualization, Questioning, Inferring, Synthesis, and Determining Importance Content Objectives Guiding Questions Vocabulary Resources

This standard is an ongoing, year-long reading standard to be monitored throughout the course of the school year. Any quality literature in the grades 4-5 text band can be used as a resource to teach and monitor student progress on this standard. The DRA should be used to monitor and track student progress.