Pdesas 3

Amanda Tini
SAS Exploration Assignment
SPU 320
February 26th, 2017
A. Quick Assessment: Standards
1. Provide a comprehensive narrative description of the various Standards,

Assessment Anchors, and Eligible Content (aligned with the different
standards.
The pdesas.org site contains various standards, which include the PA Core
Standards, PA Academic Standards, PA English Language Proficiency Standards, and the
PA Early Childhood Education Standards. The PA Core Standards align with the
curriculum being taught and assessed for the state testing. These standards focus on
English Language Arts (PreK-12), Mathematics (PreK-12), and Reading and Writing for
other subjects which Reading and Writing for Science and Technical Subject (6-12) and
Reading and Writing for History and Social Studies (6-12). In each of these standards are
smaller standards that determine what the student is expected to already know and what
the student is expected to learn and be able to complete independently at a certain time.
The PA Academic Standards are centered on specific content and subject areas in
the grade level. The SAS website lists 13 PA Academic Standards which include,
Science and Technology and Engineering Education, Environment and Ecology,
Civics and Government, Economics, Geography, History, Arts and Humanities,
Health, Safety and Physical Education, Family and Consumer Sciences, World
Languages, Career Education and Work, Drivers Education, and Business,
Computer, and Information Technology. Similar to the PA Core Standards, the PA
Academic Standards are an overarching area while they have smaller components that
distinguish what the student should know before learning new knowledge and also
describe what knowledge the student should gain.
The PA English Language Proficiency Standards are another set of standards

found of pdesas.org. These standards are designed to ensure that English Language
Learners, PreK-12, are receiving the appropriate instruction socially and academically
based on their level of language support need to succeed. There are 5 standards which all
focus on communication and language in areas of listening, speaking, reading, and
writing. Within these standards are levels that the student reaches before being on the
same level of understanding as a native English Language student. There are 5 of the
levels including, Entering, Beginning, Developing, Expanding, and Bridging.
After the fifth level the student reaches what is known as Reaching in which the
student understanding of the content or subject area is equivalent to a native English
speaker. The PA English Language Proficiency Standards focus on the student being able
to process and understand the material and also on the student being able to use and
produce their learning.
The PA Early Childhood Standards are another set of Standards. These standards
are generated for children ranging from infant to second grade. They are used in order to
provide young students with appropriate education, environment for learning, and
development of social and physical skills. They are also used to provide parents with
resources and services to their child including early intervention services.
In the PA Core Standards and PA Academic Standards there are Assessment

Anchors and Eligible Content. The assessment anchors are a tools used under each of the
standards to ensure that the students are being taught content that is aligned to the
standards and what they will be tested on during state test such as the PSSAs. The
eligible content provides specific content or skills that should be learned in order for the
students to be proficient in the standard and when assessed.
2. Provide a description of the different views of the Standards and state the
most efficient way for you to find the information to meet your needs as a
future teacher. Explain your reasoning.
One way to view the Standards is to click on Search Standards. On this page,
the viewer is able to type in a certain subject or topic to pull standards related to the
specific content. The viewer is also able to narrow their search to one grade level, subject
area, and course so that it is easier to find a corresponding Standard. If the view does not
narrow their search, the standards related to the topic searched will appear in all grade
levels where that topic is found and are also not organized by grade or content/subject.
Without narrowing down the search, the page becomes unorganized and difficult to
manage all of the different Standards related to a topic in different grade levels.
Another way to view the Standards is to click on the View Standards tab. This
tab is a similar view to the Search Standards tab. The main difference between these
two ways to view the standards is that the View Standards tab does not have the
keyword search in order to narrow down the standards that are shown. Although in this
tab, the viewer is still able to choose a grade and subject to narrow their search.
The next way to view the Standards is to click the Vertical Viewer. In the
Vertical Viewer the teacher can pick the grade level(s) and a list of topics for that specific
grade appear. The teacher can then narrow the search so that for example, only the math
concepts appear. If the teacher chose 5th grade and math to view, the choices of Numbers
and Operations, Algebraic Concepts, Geometry, and Measurement, Data and Probability
would appear. The teacher would then choose the concept in which the standards should
be aligned for the lesson to show what looks to be a chart. This chart displays the specific
content areas in the grade chosen and also the grade before and after. In this view the
teacher is able to see what the students should have learned before, for example 4th grade,
in order to understand how to approach the teaching of a higher level concept in 5th grade.
Likewise, the 6th grade standard shown allows the teacher to be able to target what the
student will do with the content that they are currently learning and gear the lessons
toward this goal. There are also arrows next to the chart so that the viewer or teacher is
able to focus on one specific content area and understand the development and
progression of that standard throughout the grade levels. If the viewer needed more
information about the standard in the specific grade level, this page gives the option to
click on the standard which takes the view to a Standards Detail page in which the page
provides the alternate and eligible content and materials and resources for that standard.
The final way to view the Standards is to click the Download Standards tab.
The viewer has the option to view the PA Core Standards, PA Academic Standards, PA
English Language Proficiency Standards, PA Early Childhood Education Standards and
Additional Standards. On this page the teacher is able to view all of the standard
categories with the standards for a specific content areas. The download provides
information on the standards being viewed along with a table of contents, which enables
the viewer to find a certain content area quickly.
As a future teacher I find the Vertical Viewer to be the most efficient when
viewing the standards to meet my needs. This view of the standards is efficient because it
provides information about the students background of learning in previous grades and
what the students will be learning in the future. As a teacher it is important to be able to
use the students prior knowledge from a standard in a lower grade a scaffold the students
learning in a current grade level standard. It is also important to use the information about
how the standard progresses in the future grades so that the students are well enough
prepared in the current grade level standard to perform proficiently in the next. I would
also be able to click on the desired standard to go to the Standards Detail page to learn
more about the alternate eligible content and materials and resources for that standard.
3. Provide a comprehensive narrative description of the PDF files that can be

downloaded. Explain how you can use these documents when you become a
classroom teacher.
The PDF files that can be downloaded off of the SAS website include all of the
different standards including the PA Core Standards, PA Academic Standards, PA
English Language Proficiency Standards, PA Early Childhood Education Standards, and
Additional Standards. As a future classroom teacher I will use these documents in order
to guide my teaching and instruction. I will use the standards by understanding what my
students have been previously taught in other grade levels and refer to the standards
throughout my teaching.
The PSSA and PASA Anchors and Eligible content can also be downloaded. This
includes the PA Core Assessment Anchors and Eligible Content, PA Assessment
Anchors and Eligible Content and also the PA Assessment Anchors and Eligible Content.
This PDF is useful in order to align the instruction of the standards to what the students
will be tested on in the state test. I will use these documents when I become a classroom
teacher to ensure that my students are proficient in the areas they will be tested on before
the assessment period. These documents will guide my teaching of the curriculum and I
will use the documents to refer to throughout the school year.
The Keystone Exams Assessment Anchors are also available as a PDF to
download. These are available to download in the content area of English Language Arts,
Mathematics, Science, and Social Studies. The Keystone Exams are used to assess high
school students in these subject areas throughout high school. As a teacher I would use
these downloads so that students are prepared for the knowledge and content questions of
the exam. It is important to understand the information on these downloaded PDFs as a
teacher so that students have learned the material that is being assessed and they are able
to apply their knowledge. These should be aligned with the standards and also should be
reference in the curriculum to ensure that each student was taught the content.
Other downloads are found in the tab titled, PA Core Standards

Implementation. Under this tab are various documents that provide a better
understanding of the PA Core Standards and effective ways to implement them in the
classroom. For example there is a timeline, strategies, fact sheets and training modules.
There are also parent and student resources along with higher education resources. All of
these documents will be very useful as a future educator. The one I find especially
important is the fact sheet for the parents. Often, parents do not understand the standards
or how they align to what their child is learning. This fact sheet can be downloaded and
printed to give parents more information. As a teacher the strategies, timeline and
training modules are effective in understand how and when to implement the standards in
the classroom. The online resources are very important in aiding teachers, parents,
students and others about how the standards work within the classroom and their
importance to the curriculum.
4. Explain ways the Standards section of the Portal will help you have a more
complete understanding of the Standards for your subject area or teaching
area?
The Standards section of the Portal will help me to have a more complete
understanding of the Standards for a number of reasons. First of all, the multiple view of
the standards allow for me to view every standard for every grade level and subject area
in one specific place. The different ways to view the standards allows for easy access to
the Standards and identifying specific standards to a grade level or subject area. This
section of the website also allows me to be able to determine my students background
knowledge of a standard and identify what knowledge they were taught in the previous
grade. This information will provide me with the ability to scaffold my teaching to the
students. It shows how one standard in one grade level and content area progresses from
grade to grade. As the teacher, this section shows how the standards build upon each
other within the grade levels and from grade to grade. It provides the teacher with a
complete understanding of each standard in the subject area by providing teachers with
the previous standards and alternate eligible content that goes with each standard.
5. Explain the relationship between the standards, assessment anchors, and

eligible content. Provide an explanation of why it is important for teachers to
understand this relationship in order to address the academic needs of
students.
Along with standards, there are corresponding tools known as assessment
anchors. The overarching standard is a description of what the student should be able to
do and know within the specific grade level and subject area. Assessment anchors
narrow the standard to each detail the smaller subject areas and content necessary to fully
understand the standard. These are smaller components of the standards the must be
taught covered in the learning process. Eligible content narrows the standard even more
so than the assessment anchor. The eligible content is a specific statement of the exact
content and includes more details of what the student will be tested on during the state
assessments. As a teacher it is important to understand the relationship between the three
in order to implement the standards successfully within the curriculum and teaching. If
the teacher does not have a clear understanding of the relationship, they may think that
the assessment anchor or eligible content is what they should be teaching to rather than
the standards. In this case, the student will never fully be able to understand that
standards and may have difficulty progressing with that standards through higher-grade
levels. The relationship between the three components is important for teachers to
understand so that they provide the best instruction to their students needs and use the
assessment anchors and eligible content as a guide for successfully reaching the standard.
6. Compare and contrast the implementation resources and fact sheets for
various constituents? Explain your reasoning.
One of the implementation resources found on this page is the Four Guiding
Strategies and Key Question link. This document provides information to the Local
Education Agency that will guide and support the school districts with creating
curriculum and how to implement the standards. Key questions are also provided to the
Local Education Agency in this document, which can be used while creating, designing,
and implementing the PA Core Standards. Another implementation resource found is the
Implementation Graphic. This resource provides both the school district/building
administration and the educations with a graphic organizer on implementing the PA Core
standards. It is broken up into five different columns, which are Exploration,
Installation, Initial Implementation, Full Implementation, and
Innovation/Sustainability. The purpose of the graphic is so that educators can plan each
of these steps in the implementation process. The next item available on this page is the
Implementation Table. The implementation table provides the school districts/ building
administration and the educators explanations of each of the stages of the
implementation of the PA Core Curriculum. It is set up in a table with the explanations in
the middle so that it is easy to read the educators side and the district/building side of the
implementation. A fourth item found on this page PA Core Timelines. This page provides
information about how the PA Core Standards have developed since 2010 to 2015. It
focuses on information in four categories which are the Standards, Curriculum and
Instruction, Professional Development and Assessment. This document is useful
when understanding how the standards have changed and grown over time. A glossary
page is also included on this page, which lists all of the definitions of key terms that are
used within the implementation process. This is useful for people who do not fully
understand each of the implementation process steps or some of the terminology that is
used on the other pages discussed previously. The facts sheet found on this page of the
website provide information regarding the PA Core Standards. The information is
specific to the person viewing the web page. All of the documents on the implementation
and facts sheets can be identified as resources for leadership, teachers, students, parents,
businesses and communities, and also higher education resources. They are broken down
into different sections for the person who would like the view the information regarding
the PA Core Implementation.
7. You are a 5th grade Math teacher and have been asked to be a member of
your districts math curriculum team. A primary concern of the team is
making sure the content and skills students are learning are increasing in
sophistication and complexity as they move up in grades. Which view will
give you and the team the best look at the progression of Standards? Explain
your reasoning.
The view that would provide the best look of the progression of Standards would
the vertical viewer. This view would be the best for making sure the content and skills
that students are learning are increasing in sophistication and complexity because it
shows the progression of each standard through all the grade level. This view shows how
the standards build upon each other and scaffold the student learning throughout all the
grades. The team would use this to ensure the content and skills students are learning by
referring to the how the Standards progress from PreK-4th grade and also the skills
needed to become proficient in each of the math standards in 6th grade.
B. QUICK CHECK ASSESSMENT - ASSESSMENTS
1. Explain ways you will use the information on the PSSA (assessment anchors
and eligible content) to support student academic achievement.
In order to support students academic achievement I will use the information on

the PSSAs within my classroom. One of the ways I will use this is information is by
making sure to read the general information of the upcoming PSSAs. The general
information provides updated versions of the guidelines for the assessment. This is
important because it provides information on the accommodations for students with
disabilities and English language learners. I would use the information provided in these
guideline, such as the accommodations, in order to be sure that I am providing the student
with content in the way that they will be assessed. For example, I would not provide the
student with an accommodation in the classroom and then take it away during the
assessment. The assessment anchors and eligible content are provided for every grade
level in which English Language Arts, Mathematics, and Science are assessed. The
assessment anchors and eligible content provide and more clear and descriptive statement
of what the students are going to be tested on during these assessments. They are aligned
to the standards and as a teacher I would be sure to use this information to guide my
teaching in order to promote student academic achievement.
2. Explain ways you will use the information on the Keystone Exams and the
Reference Materials to support these end-of-course assessments and student
achievement?
I will use the information on the Keystone Exams and the Reference Materials to
support end-of-course testing and student achievement by referring to the materials
provided in the specific content area I am teaching. The materials in this section include
sample questions, assessment anchors and eligible content, scoring guidelines, and
performance level descriptors (PDLs). I will use this information in order to understand
the information that my students will be tested on at the end of the course. It provides
information of all of the content that must be taught within the school year in the specific
subject area. In order to support student achievement I will focus my instruction based on
the guidelines of the end-of-course assessments. I will also provide my students will
assessments throughout the school year so that I can collect data on my students progress
of understanding. Once I collect data, I can use this information to alter my instruction if
needed and target individual students needs. The information provided is useful for
teachers so that they are able to guide their students toward the end-of-course
assessments and teach all of the content that will be on the assessment.
3. Choose a subject area and grade level or course of interest to you. Using the
Assessment Builder, browse assessment items in your chosen subject
area/grade level/course and create an assessment with at least 5 items. Print
out and/or attach your assessment to this report.
The subject area and grade level I chose to create an assessment is 3rd grade mathematics.
I chose to do math in this grade because I remember learning multiplication and it is a
topic that I am looking forward to teaching my students in the future.
Assessment (Student Version):
1. Ray bought 3 notebooks. Each notebook contained 90 sheets of paper. How many
sheets of paper did Ray buy in all?
(A) 30
(B) 90
(C) 180
(D) 270
2. Which expression is not the same as 3 X 5?

(F) 5 X 3
(G) 5 X 5 X 5
(H) 5 + 5 + 5
(J) 3 + 3 + 3 + 3 + 3
3. Michelle earned $5.00 for every hour she babysat. Last week she babysat for 8 hours.
She spent $12.00 of the money she earned. Which expression could be used to find how
much money she had left?
(F) $5.00 8 + $12.00
(G) $5.00 + 8 $12.00
(H) $5.00 8 $12.00
(J) $5.00 8 $12.00
4. Mandy has 4 rows of tomato plants in her garden. There are 8 plants in each row. What
is the total number of tomato plants in Mandys garden ?
(A) 12
(B) 28
(C) 32
(D) 36
5. Anita bakes the cookies shown in the diagram below.
Which expression can be used to find the number of cookies Anita bakes?
(A) 4 + 4
(B) 5 4
(C) 4 + 5
(D) 5 5
Assessment (Teacher Version):
1. Ray bought 3 notebooks. Each notebook contained 90 sheets of paper. How many
sheets of paper did Ray buy in all?
(A) 30
(B) 90
(C) 180
(D) 270
Point Value
1
Correct Answer
(D)
270
Standards: CC.2.2.3.A.1, M03.B-O.1.1.1
2. Which expression is not the same as 3 X 5?

(F) 5 X 3
(G) 5 X 5 X 5
(H) 5 + 5 + 5
(J) 3 + 3 + 3 + 3 + 3
Point Value
1
Correct Answer
(G)
5X5X5
3. Michelle earned $5.00 for every hour she babysat. Last week she babysat for 8 hours.
She spent $12.00 of the money she earned. Which expression could be used to find how
much money she had left?
(F) $5.00 8 + $12.00
(G) $5.00 + 8 $12.00
(H) $5.00 8 $12.00
(J) $5.00 8 $12.00
Point Value
1
Correct Answer
(H)
$5.00 8 $12.00
Standards: CC.2.4.3.A.3, M03.D-M.1.3.2
4. Mandy has 4 rows of tomato plants in her garden. There are 8 plants in each row. What
is the total number of tomato plants in Mandys garden ?
(A) 12
(B) 28
(C) 32
(D) 36
Point Value
1
Correct Answer
(C)
32
5. Anita bakes the cookies shown in the diagram below.
Which expression can be used to find the number of cookies Anita bakes?
(A) 4 + 4
(B) 5 4
(C) 4 + 5
(D) 5 5
Point Value
1
Correct Answer
(B)
54
4. Explain one way the Classroom Diagnostic Tools will enable you to target
student needs in your future classroom.
The Classroom Diagnostic Tools will enable me to target students need in my

future classroom because they provide data and information regarding the students level
of proficiency and areas where the student may be struggling. Using the Classroom
Diagnostic Tools and the data they provide, I will be able to target instruction to the
students goals and individual strengths and weaknesses.
5. Explain how schools can use CDT to improve students academic

performance.
Schools can use the CDT to improve students academic performance by

determining areas in which the students may be having difficulty with before being
assessed on either the Keystone or the PSSAs. It also provides information on why the
student is not performing proficiently with the PA assessment anchors and eligible
content. By using CDTs, schools are able to target instruction to specific grade levels and
standards to tailor their instruction to the needs of the student. The data collected using
CDTs can also be used to set academic goals in a subject area to meet the proficiency
level of the state assessments. Since a CDT is administered in the beginning of the year,
teachers are able to better understand their students background knowledge and how to
instruct their students so that they will have a full understanding of the content.
6. Explain how schools can use Assessment Literacy resources to assist

teachers to understand the role of assessment to improve students academic
performance.
By having all teachers within the school be aware and knowledgeable of the six
modules of the Assessment Literacy resources, teachers can gain a better understanding
of how to create purposeful assessments. It provides information to teachers on how to
create assessments that are aligned with the standards. The information on this page also
includes activities, guides, blank templates and other information needed to provide
students with quality assessments based on the standards and also how they will be tested
on state assessments. All of the information on this page is very useful and guides schools
on how to create assessments that will promote students future academic success.
Teachers should take advantage of the provided resources to help them understand how
the assessments should be conducted and how the creation of the assessment has an
impact of the students success.
C. QUICK CHECK ASSESSMENT CURRICULUM FRAMEWORK

1. Use paraphrasing to comprehensively describe each of the
components of the Curriculum Framework. (You may use your
textbook and class discussions to support your description)
The Curriculum Framework consists of four components, which are big ideas,
concepts, competencies, and essential questions. The big ideas of the curriculum
framework describe the core concepts of instruction that are taught in each grade level
and subject area. The big ideas are what the lesson is focusing on and overarching of how
students will apply their knowledge and skills they are learning in their life outside the
classroom. Big ideas are the connection between what is being taught and learned and
how students will connect it to their lives. The concepts component of the Curriculum
Framework identifies the information that the student should know after each grade level.
The concepts are the students knowledge of information taken from a specific content
area instruction in the classroom. Competencies describe the students way of using that
information after learning it in a specific grade level. Competencies involve the students
completing something using their knew abilities or skills that they have learned. Essential
questions refer to the questions that students should be able to use their knowledge from
the big idea and think critically to develop a response. They require the student to apply
their knowledge to form an answer to a question regarding the information learned
instead of having an option of answers. Essential questions should be referred to
throughout the lesson in order to keep the students thinking and processing the material
being learned.
2. Explain why the curriculum framework is presented as the Big Idea,

essential questions, concepts, competencies, and vocabulary to teach;
and, then associated with assessment anchors and eligible content.
The curriculum framework is presented as big idea, essential questions, concepts,

competencies, and vocabulary because this framework keeps the instruction of the
material in the classroom aligned to the standards. All of these components of the
curriculum framework work together to identify what teachers should be focused on
across all grades levels and subject areas. It also tells the teachers should be teaching the
students and what the students should be able to know and do after instruction. This
framework keeps all students learning in a specific grade level the same so that they are
able to successfully move into the next grade with their knowledge and skills that they
have acquired previously. The assessment anchors and eligible content are associated
with these components because they are the drive of how the students will be assessed
and they aid in guiding the instruction using these components while being aligned with
the standards.
3. Explain how you will use the Curriculum Framework materials in

SAS to support unit and lesson design.
I will use the curriculum framework materials from the SAS website to support
my unit and lesson design by selecting the grade level and subject area to search for the
big ideas to teach for a unit. I would find the big idea that I want to focus my unit and
lesson on. I would then design my lesson or unit around the big idea using the essential
questions, concepts, and competencies that are focused on the big idea. The materials on
SAS also show how the big idea, essential questions, concepts, and competencies align
with the standards. As a teacher, I would also be able to teach to more than one standard
at a time. The curriculum framework materials in SAS show how all of the components
of the curriculum framework build off of one another within a grade level and subject
area. This is important to use in order to gear the unit and lessons to scaffold the student
learning of the information and so that they are able to apply their knowledge and skills
along the entire curriculum.
4. Thoroughly examine the Big Ideas and Essential Questions from ELA
and Math. Discuss how cross-curricular alignments can be made
using the Big Idea and the Essential Question(s) to reinforce
understanding and promote student achievement.
Cross-curricular alignments can be made using the Big Idea and Essential
Questions to reinforce understanding and promote student achievement by connecting
both subject areas and the material being taught to each other. The Big Ideas form ELA
and Math students may be learning the same concepts in each subject and use their
learning from ELA and apply it to math or the other way around. An example of this
would be the ELA Big Idea, Critical thinkers actively and skillfully interpret, analyze,
evaluate, and synthesize information corresponding to the Math Big Idea, Data can be
modeled and used to make inferences. Although these Big Ideas are not the same, the
students can use their knowledge of their learning to promote their achievement in both
subjects. If the students are learning how to interpret and analyze text in English
Language Arts class, they could use their skills that are used in that subject to interpret
data and analyze the data in math class. Since the skills are repeated practice across the
curriculum, students have the opportunity to reinforce their understand and promotes
student achievement in both subject areas.
5. Thoroughly examine the Science K-12 Unifying Themes. Discuss how

instruction/concepts/knowledge and skills will vary across the grades
while educators address the unifying themes.
The instruction, concepts, knowledge and skills vary across the grade in the
Science K-12 Unifying Themes. They vary in the fact that the information being taught
and the knowledge, skill, and concept the students are gaining build on each other
through a student time in school. Educators address the unifying theme in each grade
level. To do this, educators can look at the previous grades to provide students with
content in the current grade level. The unifying themes allow teachers to focus on
specific concepts throughout every grade level in which the material taught in each is
repeated and more information builds across every grade level. The repetition of the
unifying themes helps to build understanding of the concepts and vocabulary. The
overarching unifying themes are consistent across grade levels while the content taught in
each is scaffolded over time.
6. Explain why teachers need to use the ELL Overlay materials and
resources.
It is important for teachers to use the ELL Overlay materials and resources in
order to provide the most appropriate instruction to English language learners. The
overlays are important because they are aligned with the standards. The ELL Overlays
provide teachers with additional resources such as activities and lessons that are
beneficial for English language learners academic success in the classroom. The
resources also provide teachers with the vocabulary and language that the student will
need to use. It also provides teacher with information on the students level of language
proficiency, which has 5 levels. These levels include, entering, emerging, developing,
expanding and bridging. Under each of these levels there is a description of what the
student should be able to do in the grade level and subject area. Teacher can use the
information provided on this page to develop lessons that target English language
learners and how to modify their instruction based on their individual students.
7. Select one ELL Overlay content grade band, provide an example of

the use of the materials for real children to design instruction.
The EEL Overlay content grade band that I chose is Mathematics grades 3-5. To
design instruction for real children I would use the information provided in my lessons to
implement instruction that is appropriate for English Language Learners. The information
that I would use would be the vocabulary and topic related language that the students will
be using and I would use their proficiency level to gear my instruction so that it is
meaningful and comprehensible to the learner.
D. QUICK CHECK ASSESSMENT INSTRUCTION
1. Explain the each of the four domains of the Danielson Model for
teacher effectiveness.
The Danielsons Model is comprised of four domains, which are Planning and
Preparation, Classroom Environment, Instruction, and Professional Responsibilities. The
first domain of the Danielson Model for teacher effectiveness is Planning and
Preparation. This domain involves teacher being competent with the material and content
that they are teaching to their students. Teachers are responsible to learn the material and
understand the required background knowledge that students will ness before learning the
content in order to develop full understanding. There are three areas of knowledge that
the teacher must have when planning and preparing their lesson and units which are
knowledge of content and structure, knowledge of the prerequisite skills, and knowledge
of former strategies and strategies being used to provide the most efficient teaching of the
content.
The second domain is Classroom Environment. In this domain it is the teachers
role to create a positive and support environment between the teacher and the students
and also the students with the students. Interactive involve how students work and
socialize in the classroom. Maintaining respect is a key component in this domain, which
promotes positivity and equality among the students. The classroom environment is
heavily impacted by the words and actions used between the students and teacher and the
students as peers. Some of these qualities of classroom environment involve politeness,
respectful words, and body language used by personals in the room.
A third domain of the Danielson Model for teacher effectiveness is Instruction.
Instruction involves having clear communication between the teacher and the students.
Teachers should maintain communication with the students and make sure that students
are able to communicate their understandings of difficulties with a certain subject area or
topic so that the teacher is aware of the students need and how to target instruction based
upon the students individual needs. During instruction students should be engaged and
active in their learning while the teacher conducts discussions and activities. Throughout
instruction, teachers should use assessment in order to monitor their students
understanding on the material being learned. Using assessment during instruction allows
teachers to
The fourth domain is Professional Responsibilities. This domain states that after
instruction teachers should reflect on their teaching and use their reflection to make
alterations to their instruction in the future. Another role of this domain is that students
keep records of class assignment, grades, and other paperwork in the classroom. This is
an important component so that there is always documentation of student work and also
events happening in the classroom. Having this information, allows teachers to
communicate student success with parents. It is important to communicate progress of
student work with parents to keep a positive relationship and involve the parents in their
education.
2. Explain how these domains apply to teachers of students with each of

the following disabilities: Autism/MDS/Lifeskills, Emotional Support,
and Learning Support.
The domains of the Danielson Model for teacher effectiveness apply to teachers
of students in both the general and special education classroom. They apply to teachers of
students with the disabilities listed above for a number of reasons. First of all the first
domain, Planning and Preparation, is an important component when teaching student
with disabilities. Special education teachers must be sure to consider individual student
needs when forming unit/lesson plans. They must take these needs into consideration in
order to incorporate the accommodations and supports needed for student academic
success. Some students may not have enough background on a subject area, need more
guidance during a certain activity, or may need another accommodation specific to their
disability. Teachers must take all of these factors in when preparing and planning lessons
in the future in order to implement the lesson effectively.
The classroom environment is also a key factor to consider when teaching
students with the above disabilities. In many cases, the environment of the classroom can
form a students perspective on learning or on a specific subject. The classroom
arrangement must be accessible to the child. This is important when planning activities in
the classroom to make sure that the students can fully participate in the activity with their
peers. Positivity and respect is another key component when handling the classroom
environment. Teachers must be sure to create a warm and welcoming environment for all
students to feel as equals. For students with disabilities, it is important that they are not
being singles out because of their disability and that positive supports are embedded in
the classroom environment. This may be especially important for students who may have
poor self-concept or lack of motivation due to their disability. Teachers are responsible
for creating a classroom environment in which all students, with or without a disability,
are able to showcase their strength and feel comfortable progressing in their areas of
weakness.
Instruction is another component that applies to teachers of students with these
disabilities. Explicit and clear communication is very important during instruction.
Student may not be able to fully articulate their needs and want and it is important that
the teacher is able to have a clear means of communication so that all the needs of the
student are met. Verbal and body language can be used as indicators of students
communication during instruction. It is important to have communication so that the
students are able to express if they are having difficulty during instruction so that they
teacher has a means to alter the instruction to benefit the student. During instruction, the
teacher can use frequent assessment to make sure that the student is progressing towards
their goals. Maintaining engagement is another element of instruction when teaching
students with the disabilities listed above. Student with a disability may easily be
distracted or become off task. In order to support their learning it is important that the
student remains involved in their learning and stays motivated and interested.
It is the teacher of the students to maintain professional responsibilities. Most of
the student will have IEPs and it is important that the teacher keeps track of all student
progress and used assessments to determine if a change in instruction is necessary to
benefit the learning needs of the students. For an IEP, data is necessary to show the
progress that the student has been making in specific goals targeted on the IEP. It is the
teachers responsibility to keep records and also communicate student progress with
parents and the rest of the IEP team. If the teacher does not maintain professional
responsibilities they are being detrimental to the students academic achievement and also
are in violation of the law since the IEP is an education law-binding document.
3. Provide a comprehensive explanation of Student Learning Objectives.
Student learning objectives are a way for teachers to measure the students
progress towards an academic goal. The students learning objective provide information
on what the students concepts and competencies should consist of by the end of a daily
lesson or whole unit. The student learning objectives are measureable and provide the
teacher and the school with information on teacher performance through the performance
of the students. When creating student learning objectives there are three components,
Design, Build, and Review. In the Design stage of student learning objectives, one
begins to think about how to arrange the content, standards, and also how the student
will be assessed. This is the stage in which the teacher begins to think about the
construction of the student learning objectives and how they will be implemented in the
classroom. In the Build component, the teacher begins creating the student learning
objectives relative to the standards and content taught. Performance measures are
embossed within the students learning objectives. In the third component, Review,
involves checking the student learning objective to be sure that it is aligned with the
standards and also keeping the performance measures updated throughout the time the
student learning objective is in place.
4. Explain why understanding SLO is important to special education
teachers.
Understanding Student Learning Objectives is important to special education

teachers because it is a way to monitor the achievement. Student Learning Objectives are
written aligned with the curriculum and standards being taught. The Student Learning
Objectives can also be written to determine a length of time in which the student should
be meeting the standard. In the development of the IEP, Student Learning Objectives can
be a resource for measurement of student goals and academic achievement.
5. Explain how you will use Student Learning Objectives in your future
to become a more effective teacher.
I will use Student Learning Objectives in the future to become a more effective
teacher by using them to measuring students progress towards academic goals. I will
create and implement goals and create the objectives as a means of ensuring that all of the
students are successfully reaching the goals. As a future teacher, I will use the Student
Learning Objectives as part of my guide to be sure that I am teaching all of the material
relevant to the specific content subject area. The Student Learning objective will provide
me with information on how my students are progressing and also on how effective my
teaching of the content is and if it should be altered in order to improve student success of
the goals.
E. QUICK CHECK ASSESSMENT MATERIALS AND RESOURCES
1. Explain how teachers should use the Search to identify relevant

resources for designing unit and/or lesson plans.
To identify relevant resources, teachers should use the Search in two different
ways. If the teacher knows the specific grade level area and subject, they can put a
keyword into the search and use the Choose Grades and Subjects to narrow their search
and find corresponding standards to the topic and grade level. Another way teachers can
use the Search is by filtering the search by the content types. When the teacher hits this
button a list of filer options with appear. These include filtering by the lesson/unit plan,
instructional content, educational resources, assessment, videos, web based content, PA
Educator Created Content, Safe Schools Resources, and Professional Development. The
teacher can put a specific key word in the Search Content bar and narrow their search
using one or more of these options. This is an area where the teacher is able to find
specific material relevant to their unit or lesson. It provides resources such a videos and
other resources beneficial to the specific lesson or unit that the teacher is preparing to
teach. The filter provides a more specific way to view information regarding the
resources available rather than only searching a specific topic and grade level. Teachers
can utilize this design of the website to find information fast rather than looking through
multiple pages of non relevant resources before finding what is useful to the design of the
unit or lesson plan. These resources also ensure that the teacher is using information and
material that is aligned with the standards being taught.
2. Explain how teachers should use the content collections as a
resource for designing effective instruction for students.
Teachers should use the content collections that are found on this page as a
resource for designing effective instruction for students. This page is a list of resources,
which makes finding the materials and activities readily accessible for the teachers.
While planning and preparing lessons for instruction, teachers should take in the
resources found on this page to implement them into the lesson. Some of the resources
such as BrainPop and Starfall provide teachers with the access to different interactive
ways of providing students with effective instruction. Teachers should use these
resources in order to engage and motivate students in their learning. This page is a good
resource for teacher when designing instruction because they provide additional resources
to their lessons.
3. Copy and submit one grade level unit, lesson plan, eligible content, etc
from EACH CONTENT AREAS. Include all the relevant resources
for one of the content area lesson plans.
Literacy: 2nd grade:
Unit Plan A Review of Characteristics of Literacy and Informational Texts
Related Academic Standards

CC.1.2.2.B
Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
CC.1.2.2.I
Compare and contrast the most important points presented by two texts on the same
topic.
CC.1.1.2.D
Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.
Decode two-syllable words with long vowels and words with common prefixes and
suffixes. Read grade-level high-frequency sight words and words with inconsistent but
common spelling-sound correspondences. Read grade-appropriate irregularly spelled
words.
CC.1.3.2.B
Ask and answer questions such as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Assessment Anchor
o Assessment anchors haven't been assigned to the lesson plan.
Eligible Content
o Assessment anchors haven't been assigned to the lesson plan.
Big Ideas/ Concepts/ Competencies

o None listed
Objectives
o In this unit, students review characteristics of literary and informational
texts. Students will:
Identify literary elements and explain how they are important to a
story.
Identify features of informational texts and explain how they
improve understanding.
Compare and contrast information presented by two texts on the
same topic.
Essential Questions
o How do strategic readers create meaning from informational and literary
text?
o How does interaction with text provoke thinking and response?
o What is this text really about?
text?
Related Unit and Lesson Plans

o Reviewing the Elements of Literary Texts
o Reviewing the Features of Informational Texts
o Comparing Characteristics of Literary and Informational Texts
Related Materials and Resources

o Materials haven't been entered into the unit plan.
Formative Assessment
Short-Answer Items:
Name two characteristics of literary text.
Explain how each helps you understand literary text.
Name two characteristics of informational text.
Explain how each helps you understand informational text.
Short-Answer Key and Scoring Rubric:

Points Description
Student completes all four responses correctly. Suggested responses:
Characteristics of literary text include characters, setting, plot (problem/solution), and
sequence.
These characteristics help the reader understand who is in the story, where and when
4 the story takes place, what happens in the story, and how the events happen, etc.
Characteristics of informational text include facts and text features such as table of
contents, pictures, captions, bold print, and glossary.
These characteristics help the reader find information, add to information presented
in text, call the readers attention to important words, and explain what words mean.
3 Student completes three of the responses correctly.
2 Student completes two of the responses correctly
1 Student completes one of the responses correctly.
0 Student does not complete any of the responses correctly.
Performance Assessment:
Materials:
o Basket of books including both literary texts and informational texts at
students Independent reading levels
o Poster paper
Assign or have students choose one of the following activities to complete:

o Create a T-chart showing the differences between literary texts and
informational texts.
o From a basket of books including both literary texts and informational
texts, select one literary text and one informational text. Explain or write
how to determine each text type.
o Create a poster about your life. Put your name or picture in the center of
the poster. Present information about yourself, using informational text
features.
o Write a story about a single event in your life. Use a graphic organizer (L-
2-3-1_Story Map.doc) to document the literary characteristics in your
story
o Performance Assessment Scoring Rubric
Literacy: 2nd grade
Lesson Plan: Reviewing the Elements of Literary Texts

CC.1.1.2.D Know and apply grade-level phonics and word analysis skills in decoding
words. Distinguish long and short vowels when reading regularly spelled one-syllable
words. Decode two-syllable words with long vowels and words with common prefixes
and suffixes. Read grade-level high-frequency sight words and words with inconsistent
but common spelling-sound correspondences. Read grade-appropriate irregularly
spelled words.
CC.1.3.2.B Ask and answer questions such as who, what, where, when, why, and
how to demonstrate understanding of key details in a text.
Assessment Anchors/Eligible Content/Big Ideas/Concepts/ Competencies

None posted for this lesson plan
Objectives
o In this lesson, students review the elements of literary text. Students will:
Identify the characters, setting, and plot of a literary text.
o o Description
o Student completes one of the performance tasks and demonstrates adequate

o 2
understanding of the appropriate characteristics.
o Student attempts to complete one of the performance tasks but is not able to
o 1
demonstrate understanding of the appropriate characteristics.
o 0 o Student does not attempt to complete a performance assessment task.
Ask and answer questions to demonstrate understanding of literary
elements.
Essential Questions
text?
text?
Vocabulary
o Literary Text: A story about people, animals, or events that is made up
by an author.
o Characters: The people or animals in a story.
o Setting: The time and place, or when and where, a story happens.
o Events: The things that happen in a story.
o Sequence: The order in which events happen.
o Plot: The sequence of events in a story, including a problem and a
solution.
o Characteristics: Features or qualities that help identify something.
o Story Map: A graphic organizer that provides an overview of a story,
including characters, setting, problem and solution, or ending.
Duration
o 3060 minutes/12 class periods
Prerequisite Skills
o Prerequisite Skills haven't been entered into the lesson plan.
Materials
o The Great Snake Escapeby Molly Coxe. HarperCollins Publishers, Inc.,
1996. This book is a beginning- to middle-level second grade book that
has identifiable characters, setting, and plot. Provide multiple copies of the
book if students will complete the activity in small groups. Alternate texts
include the following:
o The Wizard, the Fairy, and the Magic Chicken by Helen Lester. HMH
Books for Young Readers, 2014. This text is an entertaining second-grade
book that identifies the characters and problem on the first page of the
story.
o Poppleton and Friends by Cynthia Rylant. Blue Sky Press, 1998. This text
has three stories in a chapter-book format. It would be ideal to use with
higher-level readers or to use across the entire lesson for consistency and
continuity.
o Mr. Putter and Tabby Fly the Plane by Cynthia Rylant. HMH Books for
Young Readers, 1997. This book is in chapter-book format for middle-
level readers. It provides a simple presentation of story elements.
o Willies Not the Hugging Kind by Joyce Durham Barrett. HarperCollins,
1991. This is a more difficult text for higher-level readers. Story elements
are more complex, and some higher-level thinking is required to determine
the plot.
o Teachers may substitute other books to provide a range of reading and
level of text complexity.
o Pictures of a dog and a bird
o Copies of a variety of literary texts at levels that meet students needs (one
text for each student or each pair of students)
o Chart paper or interactive whiteboard
o Overhead projector or document camera
o Copies of Story Maps (L-2-3-1_Story Map.doc)
o T-Chart for display (L-2-3_T-Chart and KEY.doc)
o Copies of WH story map (L-2-3-1_WH Story Map.doc)

o A Review of Characteristics of Literary and Informational Texts
o Reviewing the Features of Informational Texts
o Comparing Characteristics of Literary and Informational Texts

The Great Snake Escape by Molly Coxe. HarperCollins Publishers, Inc., 1996.
This book is a beginning- to middle-level second grade book that has
identifiable characters, setting, and plot. Provide multiple copies of the book if
students will complete the activity in small groups. Alternate texts include the
following:
o The Wizard, the Fairy, and the Magic Chicken by Helen Lester. HMH
Books for Young Readers, 2014. This text is an entertaining second-
grade book that identifies the characters and problem on the first page
of the story.
o Poppleton and Friends by Cynthia Rylant. Blue Sky Press, 1998. This
text has three stories in a chapter-book format. It would be ideal to use
with higher-level readers or to use across the entire lesson for
consistency and continuity.
o Mr. Putter and Tabby Fly the Plane by Cynthia Rylant. HMH Books
for Young Readers, 1997. This book is in chapter-book format for
middle-level readers. It provides a simple presentation of story
elements.
o Willies Not the Hugging Kind by Joyce Durham Barrett.
HarperCollins, 1991. This is a more difficult text for higher-level
readers. Story elements are more complex, and some higher-level
thinking is required to determine the plot.
Teachers may substitute other books to provide a range of reading and level of
text complexity.
Pictures of a dog and a bird
Copies of a variety of literary texts at levels that meet students needs (one
text for each student or each pair of students)
Chart paper or interactive whiteboard
Overhead projector or document camera
Copies of Story Maps (L-2-3-1_Story Map.doc)
T-Chart for display (L-2-3_T-Chart and KEY.doc)
Copies of WH story map (L-2-3-1_WH Story Map.doc)
o During the lesson, emphasize the importance of identifying characteristics
of literary text and using a story map to summarize, to check for
understanding, and to recall important informationwho, what, where,
when, why, and how.
o Observe whether students can demonstrate understanding by identifying
and explaining the elements of literary text. Informally assess if students
are able to use a story map to document the information and recount the
story.
o Use the following checklist to evaluate students understanding:
o Student correctly identifies the elements of literary text as taught in this
lesson:
Character
Setting
Plot
o Student demonstrates the ability to identify important information in a
literary text and complete a story map.
o Student demonstrates the ability to use a story map to retell a story.
Suggested Instructional Supports
o Scaffolding, Active Engagement, Modeling, Explicit Instruction
Have students demonstrate understanding of the elements of literary text by asking
W: and answering questions such as who, what, where, when, why, and how. Help
students identify literary elements by completing a graphic organizer.
Engage students by having them identify characteristics of familiar animals and
H:
then apply that concept to characteristics of literary and informational texts.
Provide adequate opportunities to study literary texts to ensure that students
E:
understand how to ask and answer questions about literary elements.
Have students collaborate with peers and provide students the opportunity and
R:
guidance to revise responses.
Help students review the characteristics of literary text by creating a T-chart to
E: document literary elements, by reading a text, and by modeling how to complete a
story map graphic organizer.
Provide additional instruction and practice for students who have difficulty
T:
understanding the concepts of the lesson.
Students will participate in direct instruction, modeling, independent practice, and
O:
partner collaboration to demonstrate knowledge of literary text elements.
Instructional Procedures
Focus Question: What are the characteristics of literary text?

Display a picture of a dog and a picture of a bird. Ask, Which picture shows
a dog? (Students indicate the correct picture.) How can you tell? (It looks
like a dog. It has four paws, a tail, floppy ears, fur, etc.) Say, Yes, those are
characteristics of a dog. Write the word characteristics on the board. Say,
Characteristics are features or qualities that help identify something.
Say, If we had a real dog and bird in the classroom, what are some other
characteristics that would help you identify each animal? Have students
discuss their answers with a partner and then share them with the class. (dogs
bark; birds chirp; dogs jump and run; birds hop or fly, etc.)
When students have demonstrated understanding of the word characteristics,
hold up a literary text and an informational text about the same topic. You
might use The Great Snake Escape and a nonfiction book about snakes (e.g.,
Garter Snakes by Mary Ann McDonald. The Childs World, 2007).
Ask, Who can tell me what a literary text is? Have students turn to a
partner and discuss their answers. Then have several students share with the
class. Answers should indicate that a literary text is a story made up by an
author. Ask, Which book is a literary text? (The Great Snake Escape)
How can you tell this is a literary text? (The cover, title, and illustrations
help identify the literary text.) Say, We can use these and other
characteristics to help us identify texts.
Part 1
Say, Today we will focus on the characteristics of literary text. Literary
texts always tell a story, and a story always has a certain elements.
Display the T-chart (L-2-3_T-Chart and KEY.doc). Note that you may discuss
as many or as few of the characteristics as desired, based on students needs
and abilities. For example, theme and outcome may require higher-level
thinking skills.
Use the following questions to help students review literary elements. List
students answers on the left side of the T-chart.
o What elements do all stories have in them? (characters, setting,
plot )
o Who are the characters in a story? (the people or animals in the
story) Write the question Who? next to characters on the chart.
o What is the setting of a story? (the time and place, or when and
where, a story happens) Write the questions Where? and When?
next to setting on the chart.
o What do we call the sequence of events in a story? (plot) Why
are most stories written in a sequence? (If the events were out of
order, the story would not make sense. The author has a specific
purpose for including certain events.) What are two important
parts of a plot? (problem and solution) Write the questions What?
and Why? next to plot on the chart.
Post the T-chart for reference in this lesson and save the chart for use in Lessons 2
and 3.
Part 2
Display The Great Snake Escape and preview the story with students. Ask, Which
characteristics of this book help you identify it as a literary text? (The
illustrations show that characters are talking animals. They read a newspaper and go
to a store in the city.)
Say, Now lets focus on the literary elements that we recorded on the T-chart.
We can answer the questions who, what, where, when, why, and how to help us
understand the story.
Introduce a story map (L-2-3-1_Story Map.doc). Two versions are provided; choose
the one that is best suited for your students. Explain that story mapping helps the
reader become aware of literary elements in an organized way. Point out that story
maps highlight the most important information to remember from a story and help the
reader retell the story.
Decide whether this activity will be done as a whole class with teacher modeling or
independently in small groups.
If the activity is done as a whole group, read the story aloud so students become
familiar with it. During the reading, think aloud and verify with students that the book
is a literary text and why. The following instructions are based on teacher modeling
with The Great Snake Escape, but another book of your choice may be substituted.
Model for students how to fill out the story map.
Say, We are identifying the important elements of a literary text, or story: the
characters that move the story along, the setting, and the important events in the
sequence that they happen in the story. Proceed to work together to fill in the
graphic organizer, discussing who is doing the action in the story (characters), where
and when the story takes place (setting), what the character do (events), and how the
events impact the story (the outcome or ending). Choose three or four events that
include the problem and solution. Note that it is helpful to document how the story
ends. Have students use the literary elements recorded on the story map to recount the
story.
If students are working in groups, provide each group with a copy of the same book.
Have students read the book and fill in the story map independently. While students
are working, walk around the room to observe and provide support as needed. Have
students in the group use the story map to retell the story to each other. Encourage
them to discuss their ideas with their group and revise their graphic organizers if
necessary. Then discuss the completed story maps as a class.
Part 3
Review the story map for The Great Snake Escape or other book read in Part 2 as
preparation for students to complete a story map for a literary text of their choice.
Provide literary texts at students independent reading levels that can be read in about
20 minutes. Allow students to choose a literary text at their reading level. Give each
student a copy of a story map (L-2-3-1_Story Map.doc). Instruct students to
independently preview the book, read it, and then complete the story map.
Say, Remember, the events need to be written in the order they occur in the
story. The sequence is important to the meaning of the story.
Give students about 30 minutes to complete this activity. While students are working,
walk around the room and make sure that they understand the elements of a literary
text and the purpose of story mapping. (to recall the story and summarize the story
effectively)
When students are finished, have them work with a partner to summarize their text
and share the information on their story map. Students should interact with each other
by asking and answering questions related to each others story maps.
Collect story maps and use them to determine if reteaching is necessary.
Extension:
For students who need additional opportunities for learning, read an easier
book and work with them to complete a WH story map (L-2-3-1_WH Story
Map.doc). Students may benefit from answering the questions who, what,
where, when, why, and how orally before writing their answers. Discuss the
importance of the questions and connect them to the story map.
For students who are ready to go beyond the standard, make three sets of
cards: a stack with characters, a stack with settings, and a stack with problems.
Have students choose a card from each stack, write their own story, and then
identify the literary elements in their story.
Literacy/Writing- 3rd Grade
Unit Plan- Informational Writing
Related Standards
o CC.1.2.3.A Determine the main idea of a text; recount the key details
and explain how they support the main idea. CC.1.2.3.B Ask and
answer questions about the text and make inferences from text; refer to
text to support responses. CC.1.2.3.C Explain how a series of
events, concepts, or steps in a procedure is connected within a text, using
language that pertains to time, sequence, and cause/effect. CC.1.4.3.F
Demonstrate a grade-appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and
spelling. CC.1.4.3.E Choose words and phrases for effect.
CC.1.4.3.K Use a variety of words and sentence types to appeal to
the audience. CC.1.4.3.L Demonstrate a grade-appropriate
command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling. CC.1.4.3.Q Choose words
and phrases for effect. CC.1.4.3.R Demonstrate a grade-
appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling. CC.1.4.3.T With
guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. CC.1.2.3.D
Explain the point of view of the author. CC.1.2.3.E Use text
features and search tools to locate and interpret information.
CC.1.2.3.G Use information gained from text features to
demonstrate understanding of a text. CC.1.2.3.H Describe how an
author connects sentences and paragraphs in a text to support particular
points. CC.1.2.3.I Compare and contrast the most important points
and key details presented in two texts on the same topic. CC.1.4.3.A
Write informative/ explanatory texts to examine a topic and convey
ideas and information clearly. CC.1.4.3.B Identify and introduce
the topic. CC.1.4.3.C Develop the topic with facts, definitions,
details, and illustrations, as appropriate. CC.1.4.3.D Create an
organizational structure that includes information grouped and connected
logically with a concluding statement or section. CC.1.4.3.U With
guidance and support, use technology to produce and publish writing
(using keyboarding skills) as well as to interact and collaborate with
others. CC.1.4.3.V Conduct short research projects that build
knowledge about a topic. CC.1.4.3.W Recall information from
experiences or gather information from print and digital sources; take brief
notes on sources and sort evidence into provided categories.
Assessment Anchors
o E03.B-K.1 Key Ideas and Details
o E03.B-C.2 Craft and Structure
o E03.B-C.3 Integration of Knowledge and Ideas
o E03.C.1 Text Types and Purposes
o E03.D.1 Conventions of Standard English
o E03.D.2 Knowledge of Language
Eligible Content
o E03.B-K.1.1.1 Answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
E03.B-C.2.1.2 Use text features (e.g., headings, graphics, charts)
and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate
information relevant to a given topic. E03.B-C.3.1.3 Use
information gained from illustrations, maps, photographs, and the words in
a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur). E03.D.1.1.3 Use abstract nouns (e.g.,
childhood). E03.D.1.1.7 Form and use comparative and superlative
adjectives and adverbs, and choose between them depending on what is to
be modified. E03.D.1.2.1 Capitalize appropriate words in titles.
E03.C.1.2.1 Introduce a topic for the intended audience, and group
related information together to support the writers purpose.
E03.C.1.2.2 Develop the topic with facts, definitions, and/or
details. E03.D.2.1.1 Choose words and phrases for effect.

Big Ideas
o Comprehension requires and enhances critical thinking and is constructed
through the intentional interaction between reader and text
o Effective use of vocabulary builds social and academic knowledge
o Information to gain or expand knowledge can be acquired through a
variety of sources.
o Language is used to communicate and to deepen understanding.
o Purpose, topic and audience guide types of writing
o Spoken language can be represented in print.
o Writing is a means of documenting thinking
o Writing is a recursive process that conveys ideas, thoughts and feelings
Concepts
o Acquiring and applying a robust vocabulary assists in constructing
meaning
o Changes in word parts affect meaning.
o Complex letter combinations are used to represent sounds in words that
convey meaning.
o Essential content of text, including literary elements and devices, inform
meaning
o Focus, content, organization, style, and conventions work together to
impact writing quality
o Informational sources have unique purposes.
o Organization of information facilitates meaning.
o Research is an inquiry-based process.
o Validity of information must be established.
o Various types of writing are distinguished by their characteristics
o Word choice and sentence structure are used to express ideas.
o Writing improves through the recursive process of revising and editing
o Characteristics of effective writing work together to impact quality
Competencies
o Apply academic vocabulary across disciplines
o Apply an increasingly complex and varied vocabulary during reading,
writing and speaking.
o Apply the writing process to develop a piece of work. (i.e. pre-write, draft,
revise, edit and publish)
o Build fluency, accuracy and prosody by reading words in connected text.
o Choose a topic/question to research and establish a purpose.
o Combine sentences in an increasingly complex and organized manner to
convey meaning.
o Compile information from resource materials.
o Distinguish between essential and non-essential information within texts,
identifying exaggeration where present
o Distinguish gradations in meanings or words, including synonyms and
antonyms
o Frame ideas for writing and identify appropriate topic-specific content that
is supported by details. (content)
o Group concepts and ideas by common semantic features and/or purposes
o Identify a specific audience and write about one topic (focus)
o Identify and correctly use regular and irregular plurals, affixes, and
inflectional endings.
o Identify resource materials to achieve a research goal.
o Locate credible sources of information, including information gathered
from web sites.
o Locate resource materials.
o Organize and present information drawn from research.
o Organize and sustain writing in a logical order, including a beginning,
middle and end, with appropriate transitions within sentences.
(Organization)
o Question, reflect on, and interpret essential content of text
o Recognize and access meaning of words in text by using phonics and word
analysis skills.
o Revise writing by identifying missing information, examining the logical
flow of information and improving details.
o Understand that roots assist in unlocking the meaning of words.
o Understand the relationship of words within sentences. (i.e. semantics;
syntax)
o Use grade appropriate conventions of written language when writing and
editing. (i.e. correct spelling, capitalization, punctuation, grammar and
sentence formation) (conventions)
o Write a series of sentences or paragraphs that relate to the topic.
o Write detailed narrative pieces (e.g. stories and poems), informational
pieces (e.g. descriptions, letters, reports, instructions), and persuasive
pieces (e.g. opinion supported with facts).
o Write, developing an awareness of style, using a variety of sentence
structures and descriptive word choices. (e.g. adjectives, precise nouns,
verbs) (style)
o Build fluency by reading words in connected text.
o Use an increasingly complex and varied spoken vocabulary.
Objectives
o In this unit, students learn how to write a brochure. Students will:
Establish purpose and audience before writing and understand the
importance of making writing effective.
Understand and use text features.
Use the writing process to create a brochure.
Essential Questions
o How do grammar and the conventions of language influence spoken and
written communication?
text?
o How does a reader know a source can be trusted?
o How does one best present findings?
o What does a reader look for and how can s/he find it?
o What is the purpose?
o What makes clear and effective writing?
o What will work best for the audience?
o Who is the audience?
o Why do writers write?
text?
o Why do writers write? What is the purpose?
o Who is the audience? What will work best for the audience?
o How do learners make decisions concerning formal and informal language
in social and academic settings?
o How does one best present findings?
Related Questions and Lesson Plans
o Establishing Purpose: Why Write a Brochure?
o Elements of a Brochure: What Makes an Effective Brochure?
o The Writing Process: How to Write a Brochure
Related Material and Resources
The possible inclusion of commercial websites below is not an implied
endorsement of their products, which are not free, and are not required for this
lesson plan.
Glossary of Instructional Strategies by Kelly Jo Rowan:
http://www.beesburg.com/edtools/glossary.html
Printable Graphic Organizers. TeacherVision:
http://www.teachervision.fen.com/graphic-organizers/printable/6293.html
Graphic Organizers. Houghton Mifflin Harcourt Education Place:
http://www.eduplace.com/graphicorganizer/
Graphic Organizers for Reading Comprehension. Scholastic Teachers:
http://www2.scholastic.com/browse/article.jsp?id=2983
Helpful Handouts by Cheryl Sigmon:
http://www.cherylsigmon.com/handouts.asp
Graphic Organizers: Venn Diagrams. EdHelper.com:
http://www.edhelper.com/venn_diagrams.htm
Free Graphic Organizers. Freeology.com:
http://freeology.com/graphicorgs/
Short-Answer Item:
o Why is it important to decide the purpose and audience of your writing
before you begin writing? Be sure to include examples of both purpose
and audience awareness in your answer.
Short-Answer Key and Scoring Rubrics:

o Why is it important to decide the purpose and audience of your writing
before you begin writing? Be sure to include examples of both purpose
and audience awareness in your answer.
Points Description
The student explains the importance of both purpose and
awareness of audience and provides an example for each.
Having a purpose allows you to choose the
3
correct text form for your writing.
Knowing your audience helps you make your
writing appropriate for that audience.
The student explains the importance of both purpose and
2 awareness of audience and provides one example for either
purpose or audience but not both.
The student explains the importance of and provides an
1
example of only purpose or awareness of audience.
The student does not include any of the above points or does
0
not attempt to answer the question.
Performance Assessment
o Students are evaluated on the final copy of their brochures. Use the
following scoring rubric for evaluation.
Performance Assessment Scoring Rubric:
Points Description
The student brochure has
All 5 Ws and additional information needed.
5
A variety of text features that are appropriate for the topic.
Few or no errors in grammar, punctuation, spelling, and
capitalization.
All 5 Ws and additional information needed.
4
Some variety of text features appropriate for the topic.
Few errors in grammar, punctuation, spelling, and capitalization.
Three or four of the 5 Ws and little if any of the additional
3 information needed.
A limited variety of text features appropriate for the topic.
Some errors in grammar, punctuation, spelling, and capitalization.
one or two of the 5 Ws and little if any of the additional
information needed.
2
two different text features appropriate for the topic.
several errors in grammar, punctuation, spelling, and
capitalization.
one or two of the 5 Ws and none of the additional information
needed.
1
one text feature appropriate for the topic.
numerous errors in grammar, punctuation, spelling, and
capitalization that interfere with meaning.
The student does not include any relevant information in his/her brochure or
0
does not attempt to create a brochure.
Literacy/Writing- 3rd Grade
Lesson Plan: Establishing Purpose: Why Write a Brochure?

o CC.1.2.3.A
o Determine the main idea of a text; recount the key details and explain how
they support the main idea.
o CC.1.2.3.B
o Ask and answer questions about the text and make inferences from text;
refer to text to support responses.
o CC.1.2.3.C
o Explain how a series of events, concepts, or steps in a procedure is
connected within a text, using language that pertains to time, sequence,
and cause/effect.
o CC.1.4.3.F
o Demonstrate a grade-appropriate command of the conventions of standard
English grammar, usage, capitalization, punctuation, and spelling.
o CC.1.4.3.E
o Choose words and phrases for effect.
o CC.1.4.3.K
o Use a variety of words and sentence types to appeal to the audience.
o CC.1.4.3.L
o CC.1.4.3.Q
o Choose words and phrases for effect.
o CC.1.4.3.R
o CC.1.2.3.D
o Explain the point of view of the author.
o CC.1.2.3.E
o Use text features and search tools to locate and interpret information.
o CC.1.2.3.G
o Use information gained from text features to demonstrate understanding of
a text.
o CC.1.2.3.H
o Describe how an author connects sentences and paragraphs in a text to
support particular points.
o CC.1.2.3.I
o Compare and contrast the most important points and key details presented
in two texts on the same topic.
o CC.1.4.3.B
o Identify and introduce the topic.
o CC.1.4.3.C
o Develop the topic with facts, definitions, details, and illustrations, as
appropriate.
o CC.1.4.3.D
o Create an organizational structure that includes information grouped and
connected logically with a concluding statement or section.
Assessment Anchors
o E03.B-K.1 Key Ideas and Details E03.B-C.2 Craft and Structure
E03.B-C.3 Integration of Knowledge and Ideas E03.C.1
Text Types and Purposes E03.D.1 Conventions of Standard
English E03.D.2 Knowledge of Language
Eligible Content
o E03.B-K.1.1.1 Answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the answers.
E03.B-C.2.1.2 Use text features (e.g., headings, graphics, charts)
and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate
information relevant to a given topic. E03.B-C.3.1.3 Use
information gained from illustrations, maps, photographs, and the words in
a text to demonstrate understanding of the text (e.g., where, when, why,
and how key events occur). E03.D.1.1.7 Form and use comparative
and superlative adjectives and adverbs, and choose between them
depending on what is to be modified. E03.C.1.2.1 Introduce a topic
for the intended audience, and group related information together to
support the writers purpose. E03.D.2.1.1 Choose words and
phrases for effect.
Big Ideas/ Concepts/ Competencies
o None posted for this lesson
Objectives
In this lesson, students learn how to establish the purpose of their writing and
determine the audience they are writing for. Students will:
Determine the purpose of a brochure.
Determine the audience that will read the brochure.
Understand why determining purpose and audience is necessary in order
to be an effective writer.
Recognize text features as components of informational text.
Demonstrate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling.
Essential Questions
text?
o What is the purpose?
o What will work best for the audience?
o Who is the audience?
o Why do writers write?
o Why do writers write? What is the purpose?
o Who is the audience? What will work best for the audience?
Vocabulary
o Advertisement: The public announcement of something such as a
product, service, business, or event to get people interested in it.
o Audience: The intended readers of a particular piece of writing.
o Brochure: A small booklet or pamphlet, often containing event, location,
or product information.
o Comparative Adjective: An adjective that compares two people, places,
things or ideas, often is formed with the er suffix.
o Informational Text: Text that gives factual information about any topic.
o Purpose: The reason or reasons that a person creates a piece of writing.
The eleven different types of purpose include to express (or voice), to
describe, to explore/learn, to entertain, to inform, to explain, to argue, to
persuade, to evaluate (or judge), to problem solve, and to mediate (or
settle differences). Writers often combine purposes within a piece of
writing.
o Superlative Adjective: An adjective that compares three people, places,
things or ideas, often is formed with the est suffix.
o Text Features: The parts of printed items that help the reader find and
learn information easily: print features, organizational aids, graphic aids,
and pictures/illustrations.
Duration
Materials
o Prerequisite Skills:
Use of Venn diagrams
A collection of brochures. Your local travel information center,
hotels, and chambers of commerce are great places to find samples
of brochures. Students may have brochures they could bring in
about places they have visited. Try to include some brochures for
products. Large hardware stores or pet stores are good places to
find some of these. Your doctors office or drugstore may offer
informational brochures. Online brochures can also be found at
www.themeparkbrochures.net/main.html. For easy class viewing,
use an interactive white board with Internet to access and display
these.
One copy of the same brochure for each student
Equipment to show students the Six Flags commercial found at
www.youtube.com/watch?v=LU2yt6wOoK0
Six Flags brochure found at
www.themeparkbrochures.net/2008/sfft2008.html
Chart paper
Markers
Venn diagram (LW-3-1-1_Venn Diagram.doc), one copy per
student
Venn diagram on chart paper
Determining Purpose and Audience (LW-3-1-1_Determining
Purpose and Audience.docm)
Text Forms and Purpose (LW-3-1-1_Text Forms and
Purpose.docm)
Sticky notes, one per student
o The goal of this lesson is to introduce purpose and audience, and to foster
students understanding of purpose and audience before they write a
brochure.
o Give each group a brochure as a partner activity, and give each student a
sticky note. Then ask students to identify the purpose, audience, and text
features of their brochure on the sticky note.
o Observe and listen to students during their discussions with partners.
Evaluate students ability to do the following:
Understand the purpose of a brochure.
Determine the audience for different topics.
Identify text features.
Suggested Instruction Supports
Scaffolding, Active Engagement, Modeling, Explicit Instruction
Students determine that brochures are a type of advertisement written to inform the reader and
W: provide facts about a topic. Students learn how to determine the audience they are addressing and
the importance of adjusting their writing style to suit the audience.
Students watch a television commercial and read a brochure for the same venue, and discuss the
H:
purpose and audience of each.
Students work together to come to the conclusion that the sample brochure is a form of
E: advertisement. They compare a television advertisement (something they are familiar with) to a
brochure and work toward understanding the purpose of some brochures.
Students share their ideas with their classmates. They are given an opportunity to change the
R: information they have included in their Venn diagram through discussion with the teacher and their
peers.
Through group discussions and self-revision, students are given the opportunity to assess their own
E: understanding of purpose and audience. The Extension activity gives students the opportunity to
extend their thinking skills.
Students are given the opportunity to see concrete examples, discuss their ideas with a partner and
T:
the whole class, and work independently to ensure their understanding of purpose and audience.
Students are taken through an introductory activity, a large-group lesson (which is modeled), an
O: independent or small-group activity, and are given the opportunity to discuss what they have found
with their peers.
Instructional Procedures:
Focus Questions: What is a brochure and what is its purpose?
Part 1
When preparing for this part of the lesson, you need two pieces of chart paper, one
entitled Television Commercial and the other Brochure. Down the left-hand side of each
piece of chart paper, write the words: Purpose, Audience, and Information.
Tell students, Today we will talk about writing for special purposes. Having a
purpose for your writing allows you to direct your writing. If you are writing a story
to entertain, then you choose words that meet that goal. If you are writing a
brochure to give information about something or someplace, then the writing in the
brochure reflects this. Knowing your readers, or audience, helps you to shape your
writing so it is fit for your audience. For example, a letter you write to your teacher
would be very different from a letter you write to your friend. Likewise, writing a
story that will entertain younger children will use different words than a story that
will entertain your parents. You may want to discuss how these things would be
different so your meaning is clear.
Over the next few lessons, we are going to focus on informational writing. We are
going to compare television commercials and brochures to see how they are similar
and different, and why you would write a brochure. At the end of this unit, you are
going to make your own informational brochure.
Show students the Six Flags commercial found at
http://www.youtube.com/watch?v=LU2yt6wOoK0.
Use these questions to engage your students in a discussion:
What is the purpose of this video? (to show people what fun they
could have visiting Six Flags amusement park) Fill in the purpose section of the
television commercial chart paper.
How did the person who wrote this commercial try to meet this
purpose? (by showing people of all ages having a good time at the amusement
park; also by showing adults that visiting Six Flags will make you feel like a kid)
For what audience (group of people) do you think this commercial is
meant? (people of all ages because there are people of all ages in the
commercial) Fill in the audience section of the television commercial chart paper.
What information about Six Flags did you get from this
commercial? (There is time for work and time for play, and Six Flags is the
time and place for play. It has roller coasters, water rides, shows, and cartoon
characters. People of all ages will enjoy themselves at Six Flags.) Fill in the
information section of the television commercial chart paper.
Then show students the brochure found at
www.themeparkbrochures.net/2008/sfft2008.html.
Read through the brochure with students and continue the discussion:
What is the purpose of this brochure? (to show people what fun they
could have visiting Six Flags amusement park) Fill in the purpose section of the
brochure chart paper.
How did the person who wrote this brochure try to meet this
purpose? (Sample answer: by showing people of all ages having a good time at
the water park, on the rides, and at the shows; also by using bold, catchy titles and
descriptions)
For what audience (group of people) do you think this brochure is
meant? (kids and their parents, because there are mostly kids and their parents
in the brochure) Fill in the audience section of the brochure chart paper.
What are the text features of this brochure that help the reader see
the important information quickly and easily? (You may need to explain
these terms for students: headings, bolding, photos, calendar color key, map)
What information is given in the brochure that is not given in the
commercial? (hours of operation, a map, coupons, more detailed descriptions of
the rides and shows) Fill in the information section of the brochure chart paper.
On chart paper, model how to complete a Venn diagram for the television advertisement
and the brochure for Six Flags amusement park. Ask for students help in completing this
graphic organizer. Explain how using this type of graphic organizer can be helpful when
organizing thoughts.
Next, have students work with a partner to fill in their own Venn diagram that generally
compares and contrasts television commercials with brochures (LW-3-1-1_Venn
Diagram.doc). Ask students, How are television commercials the same as brochures,
and how are they different? Their lists of similarities and differences should address
the wide range of purposes and audiences that television commercials and brochures
target.
Once students have had time to discuss their ideas with their partner and fill in the Venn
diagram, bring the class back together. Ask students to share their ideas while you
complete a Venn diagram on chart paper or on the overhead. Answers may include
Television commercials use music, video, and spoken and written words
to give a message, and they give only basic information.
Brochures give more detailed information and use only pictures and words
to give a message.
Both television commercials and brochures try to inform the
reader/listener, are directed toward a specific audience, make the topic clear, and
are lively and inviting.
Ask students, Which formtelevision or printdid you find most appealing?
Which was most informative? Why? (There is no right or wrong answer to these
questions.)
Language Skills Mini-Lesson
Before moving to Part 2, take 5 to 10 minutes to identify comparative and superlative
adjectives in the brochure. Before we move on, lets quickly look at a couple of
examples in this brochure of comparative and superlative adjectives. Write
Positive, Comparative, and Superlative as headers in a row on the board.
Underneath, in a new row, write good, better, best so they align with the headers.
Add a bottom row that says many, more, most.
If I like a ride at Six Flags, I might say it was good. Point to good on the board.
If I go on another ride, I might say it was better than the first ride. Point. If I go
on a third ride, I might say it was the best ride out of the three. Point. These
words are all adjectives that describe the rides. The first ride was good. But when I
talk about the two rides, and I want to tell which one of the two I prefer, I am
comparing them, so I say the second ride was better. Point to Comparative and
better below it. When I want to tell which one of the three rides I prefer, I use the
superlative form to say that the third ride was the best. The superlative form of the
adjective is used when you compare three or more things. Point to Superlative and
best below it.
Hold some school supplies in your hand, such as pencils, crayons, or erasers. Give one
student in the room more crayons than you have and give another student the most of the
three of you. Lets look at the second row of examples together. I have many
crayons in my hand. Point to many on the board. [Name of student], compare
your amount to mine. (Student says, I have more crayons than you have.) You
used the comparative adjective form, since you are comparing two things: your
number of crayons to my number. [Name of student], use the superlative adjective
form to tell how many crayons you have. (Student says, I have the most crayons.)
Help me add to this chart. Name an adjective. (e.g., large) What is the
comparative form? (larger) What is the superlative form? (largest) Continue with
three other adjectives that students suggest.
Form groups of three and have students make positive, comparative, and superlative
statements. Students will enjoy besting each other, so ensure that they take turns using
er and est.
Lets look back at our brochure to find comparative and superlative adjectives.
Help students find the four instances of more and two instances of best in the
brochure, emphasizing the comparisons of two versus three or more.
When you write your own brochure, you will probably be using comparative and
superlative adjectives. You can refer back to this chart to help you remember how
to use them correctly.
Part 2
This is a partner activity. Write the following two questions on the board and ask students
to discuss them with their partner:
Why is it important to have a purpose for your writing? (Having a purpose
for your writing allows you to direct your writing. If you are writing a story to
entertain, then you choose words that meet that goal. If you are writing a brochure
to give information about something or someplace, then the writing in the
brochure reflects this.)
Why is it important to know the audience you are writing for before you
start writing? (Knowing your readers, or audience, helps you to shape your
writing so it is fit for your audience. For example, a note that you write to your
teacher would be very different from a note that you write to your friend.
Likewise, writing a story that will entertain younger children will use different
words than a story that will entertain your parents.) You may want to discuss how
these things would be different so your meaning is clear.
Once students have had a chance to discuss with their partner, ask students to share their
responses. Write student responses on chart paper to post; this chart can be used as a
reference for future lessons.
Break students into five groups and give them a random selection of brochures. Have
students sort and classify them, and determine the purpose of each brochure and to what
type of reader it is trying to appeal. The brochures should fall into these categories:
Advertising brochures: purpose is to inform someone, so s/he buys the
product or visits the attraction. For example:
brochures for different kinds of tools: audiencecraftspeople
brochures for amusement parks: audiencechildren and families
brochures for toys: audiencechildren and parents
brochures for a high-priced hotel in the downtown of a big city:
audienceadults/business people
Informational brochures: purpose is to inform the reader of facts
about a specific topic. For example:
brochures about riding a bike safely: audiencepeople
who ride bikes
brochures about dental care and oral hygiene: audience
general population
brochures about flu shots: audiencegeneral population
brochures about the food pyramid and healthy food
choices: audiencegeneral population
Look for words that help you decide what the purpose of the brochure is. The
purpose could be advertising or informational. Look for words that help you decide
who the audience for this brochure is.
Discuss how the words and pictures in the brochures are different based on the purpose
and the audience for whom each brochure is written.
Use a brochure about pet food, products or gifts (http://www.in-
visionproductions.com/114678/746945/home/pawsabilities) to model your thought
process for determining the purpose and audience for the brochure. The purpose is to
inform the reader about the products so that they can make a decision about purchasing
them. The audience is pet owners.
Hand one copy of Determining Purpose and Audience (LW-3-1-1_Determining Purpose
and Audience.docm) to each student. Read through the product list with students first to
make sure they can read and understand all of the words. Ask students to fill in what they
think would be the purpose and the audience for each product.
Then ask students to discuss their answers with a partner. Express to students that if they
have differing answers, it does not mean one of them is wrong. There can be more than
one possible audience for each product. Students just need to be able to explain their
choices.
As a large group, have students share their responses to each item on the list. Allow for
questions and have students share their reasoning.
Extension:
If students are having difficulty determining purpose and audience have
them examine a collection of magazines in a small group. (Some examples
include National Geographic, Owl, My Backyard, The Quilter, Popular
Woodworking, and Popular Photography. These examples are appropriate for
children and have a very distinct topic, which makes it easier to determine the
purpose and audience.) Discuss with students the purpose and the audience for
each magazine. If students are having difficulty, model the thought process you
go through to determine the purpose and audience of one of the magazines.
Have students begin to determine the purpose of other forms of writing.
Have them work on the Text Forms and Purpose handout (LW-3-1-1_Text Forms
and Purpose.docm).
Mathematics- 4th Grade
Unit- Comparing Fractions and Decimals

o CC.2.1.4.C.1
o Extend the understanding of fractions to show equivalence and ordering.
o CC.2.1.4.C.2
o Build fractions from unit fractions by applying and extending previous
understandings of operations on whole numbers.
o CC.2.1.4.C.3
o Connect decimal notation to fractions, and compare decimal fractions
(base 10 denominator, e.g, 19/100).
Assessment Anchors
o M04.A-F.1 Extend understanding of fraction equivalence and ordering.
M04.A-F.2 Build fractions from unit fractions by applying and
extending previous understandings of operations on whole numbers.
M04.A-F.3 Understand decimal notation for fractions and compare
decimal fractions.
Eligible Content
o M04.A-F.1.1.1
o Recognize and generate equivalent fractions.
o M04.A-F.1.1.2
o Compare two fractions with different numerators and different
denominators (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100)
using the symbols >, =, or < and justify the conclusions.
o M04.A-F.2.1.1
o Add and subtract fractions with a common denominator (denominators
limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100; answers do not need to be
simplified; and no improper fractions as the final answer).
o M04.A-F.2.1.2
o Decompose a fraction or a mixed number into a sum of fractions with the
same denominator (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and
100), recording the decomposition by an equation. Justify decompositions
(e.g., by using a visual fraction model). Example 1: 3/8 = 1/8 + 1/8 + 1/8
OR 3/8 = 1/8 + 2/8 Example 2: 2 1/12 = 1 + 1 + 1/12 = 12/12 + 12/12 +
1/12
o M04.A-F.2.1.4
o Solve word problems involving addition and subtraction of fractions
referring to the same whole or set and having like denominators
(denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100).
o M04.A-F.3.1.1
o Add two fractions with respective denominators 10 and 100. Example:
Express 3/10 as 30/100, and add 3/10 + 4/100 = 30/100 + 4/100 = 34/100.
o M04.A-F.3.1.2
o Use decimal notation for fractions with denominators 10 or 100. Example:
Rewrite 0.62 as 62/100 and vice versa.
o M04.A-F.3.1.3
o Compare two decimals to hundredths using the symbols >, =, or <, and
justify the conclusions.
Big Ideas
o Measures can be estimated by using known referents.
o Numerical quantities and calculations can be estimated by using numbers
that are close to the actual values, but easier to compute.
o Some attributes of objects are measureable, e.g., length, mass, capacity,
and can be quantified.
o The same number sentence (e.g., 12 - 4 = 8) can be associated with
different concrete or real world situations, AND different number
sentences can be associated with the same concrete or real world situation.
o There are some mathematical relationships that are always true and these
relationships are used as the rules of arithmetic and algebra and are useful
for writing equivalent forms of expressions and solving equations and
inequalities.
Concepts
o Base Ten System: Place value - base 10 system to 100,000s place
o Estimation: Products, sizes, distance
Competencies
o Apply increasingly sophisticated strategies to solve multiplication and
division problems that include, and go beyond, basic facts and one-digit
multiplier problems, using properties of addition and multiplication. Select
and apply appropriate strategies to estimate and/or solve a variety of
problems, including problems involving addition and subtraction of
decimals and of fractions with like denominators.
o Read, represent, interpret the representation, compare, and order fractions
in various forms (e.g., area model, fraction of a set, fraction notation).
Relate understandings of fractions to reading and writing of decimals and
understand decimal notation as an extension of the base-ten system.
Observation
In this unit, students are introduced to the relationship between fractions and
decimals. Students will:
Use benchmark fractions to compare fractions.
Order fractions from least to greatest.
Compare fractions.
Solve fair share problems involving fractions.
Represent models as both fractions and decimals.
Write equivalent fractions and decimals.
Add fractions.
Essential Questions
o How are relationships represented mathematically?
o How can mathematics support effective communication?
o How is mathematics used to quantify, compare, represent, and model
numbers?
o What does it mean to estimate or analyze numerical quantities?
o What makes a tool and/or strategy appropriate for a given task?
o How is mathematics used to quantify, compare, represent, and model
numbers?
o How are relationships represented mathematically?
o What does it mean to estimate or analyze numerical quantities?
o What makes a tool and/or strategy appropriate for a given task?
o Using Benchmarks to Compare Fractions
o Adding Common Fractions
o Fraction and Decimal Equivalents
o http://www.ezschool.com/Games/CompareFractions.html
o www.visualfractions.com/IdentifyCircles/identifycircles.html
o http://math.rice.edu/~lanius/fractions/prac1.html#
o The Hersheys Milk Chocolate Bar Fractions Book by Jerry Pallotta,
Cartwheel Books, 1999.
o Full House: An Invitation to Fractions by Dayle Ann Dodds, Candlewick,
2009.
o http://illuminations.nctm.org/ActivityDetail.aspx?ID=44
o
Multiple-Choice Items: Use the fraction strip below to answer question
1.
Which fraction is represented by the shaded section of the fraction strip?
A B C D
The number line below may be used to help answer questions 2 and
3.

o Which fraction is nearest to ?
A B C D
o Which fraction is nearest to 1?
A B C
D Use the fractions below to answer question 4.

o Which series shows the fractions ordered from least to greatest?
A B
C D
o Choose the correct symbol (<, > or =) to complete the comparison below.

Hint: Use the fraction strips to help you answer the
question.
Which sign shows the correct comparison between the

fractions? A < B > C =
Use the figure below to answer question 6.

o Which fraction represents the shaded portion of the square?
o A B C D
Use the figure below to answer question
7.

o Choose the decimal equivalent of the shaded part.
A 0.04B 0.4C 0.24D 0.42
o How is 0.63 written as a fraction?
A B C
D
o Which sum is less than 1?
A B C
D Multiple-Choice Answer Key
1. 2. 3. 4. 5.
D A C D A
6. 7. 8. 9.
B D B C

Short-Answer Items: Use the fraction circles for help if needed.
o What is ?
o What is ?
o What is ?
Short-Answer Key and Scoring
Rubric:
o What is ?
o What is ?
o What is ? or 1
Point Description
s
2 Answers the question correctly.
Finds either the numerator or the denominator
1
correctly.
Fails to answer any portion of the question
0
correctly.
Performance Assessment:Materials:
o Fraction circles or strips (M-4-3-1_Fraction Circle Template.doc or M-4-
3-1_Fraction Strip Template.doc)
o pencils
o counters
o crayons
o copy of the muffin tray below for each student and one for display. (Task
1)
o Copy of the smiley faces shown below for each student and one for
display. (Task 2)
Task 1Present the following problem to students: You have a pan with 12
muffins. Give each student a copy of the muffin trays. You want to divide the
muffins equally among 8 people. Answer the following questions on your
paper:
o How much will each person receive?
o Will the amount each receives be more than one muffin or less than
one muffin?
o Write your answer on your paper. Then explain how you figured out
the answer.
o Now draw a picture to show how much muffin each person receives.
o Write a number sentence that explains how the 8 people shared the
pan of muffins.
You may allow students to use counters or fraction circles to
help them solve this problem. Task 2Present the following problem to
students: You have the following smiley faces. Give each student a copy of
the smiley faces. Label your paper Task 2. Write your answers to the
following questions on your paper.
o What fraction of the characters is winking (showing only one eye)?
o Which is greater: or the fraction of characters winking?

o What is the answer to question 1 written as a decimal?
o What decimal represents the number of smiley faces that have a
mustache?
o Which is greater: the decimal in question 4 or the decimal 0.30?
If necessary, remind students how to turn a fraction to a decimal
and remind them that the fraction bar is really a division
symbol. Performance Assessment Answer Key:Task 1:
o How much will each person receive?
or or or muffins. Will the amount each

receives be more than one muffin or less than one muffin?More.
o Write your answer on your paper. Then explain how you figured out
the answer.
Because each person can have a whole muffin with 4 left over.
So everyone gets one plus some more.
o Now draw a picture to show how much muffin each person receives.

o Write a number sentence that explains how the 8 people shared the
pan of muffins.
muffins Task
2:
o What fraction of the characters is winking (showing only one
eye)?
o Which is greater: or the fraction of characters winking?
o What is the answer to question 1 written as a decimal? 0.125
o What decimal represents the number of smiley faces that have a
mustache? 0.5
o Which is greater: the decimal in question 4 or the decimal
0.30? 0.5
Performance Assessment Scoring Rubric:
P Description
oints
Demonstrates understanding of the concepts of
equal share from Task 1.
Demonstrates understanding of the concept of
writing a fraction or a decimal.
4 Demonstrates understanding of how to
compare fractions and decimals.
Completes all parts of Tasks 1 and 2 correctly.
Performs beyond the problem requirements.
Possibly incorporates multiple methods/solutions.
Completes questions 1 and 4 of Task 1
correctly.
Completes one of questions 2 and 3 of Task 1
correctly.
3
Completes two of questions 1, 3, and 4 of Task
2 correctly.
correctly.
Completes questions 1 or 4 of Task 1 correctly.
correctly.
2
Completes one of questions 1, 3, and 4 of Task
2 correctly.
Attempts questions 2 or 5 of Task 2
Completes or attempts any one question of
Task 1 Correctly.
1
Completes any one question of Task 2
Correctly.
Fails to demonstrate any understanding of how
to write a fraction or decimal.
0 Fails to demonstrate any understanding of how
to compare fractions or decimals.
Does not attempt to complete either task.
Mathematics- 4th Grade
Lesson Plan: Adding Common Fractions

o CC.2.1.4.C.1
Extend the understanding of fractions to show equivalence and
ordering.
o CC.2.1.4.C.2
Build fractions from unit fractions by applying and extending
previous understandings of operations on whole numbers.
Assessment Anchors
o M04.A-F.1 Extend understanding of fraction equivalence and ordering.
M04.A-F.2 Build fractions from unit fractions by applying and
extending previous understandings of operations on whole numbers.

Eligible Content
o M04.A-F.1.1.1
o Recognize and generate equivalent fractions.
o M04.A-F.1.1.2
o Compare two fractions with different numerators and different
denominators (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100)
using the symbols >, =, or < and justify the conclusions.
o M04.A-F.2.1.1
o Add and subtract fractions with a common denominator (denominators
limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100; answers do not need to be
simplified; and no improper fractions as the final answer).
o M04.A-F.2.1.2
o Decompose a fraction or a mixed number into a sum of fractions with the
same denominator (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and
100), recording the decomposition by an equation. Justify decompositions
(e.g., by using a visual fraction model). Example 1: 3/8 = 1/8 + 1/8 + 1/8
OR 3/8 = 1/8 + 2/8 Example 2: 2 1/12 = 1 + 1 + 1/12 = 12/12 + 12/12 +
1/12
o M04.A-F.2.1.4
o Solve word problems involving addition and subtraction of fractions
referring to the same whole or set and having like denominators
(denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, and 100).
Objectives
In this unit, students are introduced to the concept of adding fractions. Students
will:
Write addition equations and inequalities with fractions.
Develop operation sense relating to adding common fractions.
Develop estimation skills.
Solve addition problems involving fractions.
Essential Questions
How are relationships represented mathematically?
How can mathematics support effective communication?
How is mathematics used to quantify, compare, represent, and model
numbers?
What does it mean to estimate or analyze numerical quantities?
What makes a tool and/or strategy appropriate for a given task?
How is mathematics used to quantify, compare, represent, and
model numbers?
How are relationships represented mathematically?
What does it mean to estimate or analyze numerical quantities?
o What makes a tool and/or strategy appropriate for a given
task?
Vocabulary
o Decimal: A number written using base ten place values, includes a
decimal point.
o Decimal Fraction: A numerical fraction with 10 or 100 as its
denominator, written to show the fractional place values after a decimal
point.
o Denominator: In a fraction, the number or quantity below the fraction
bar. Tells the number of equal parts into which a whole is divided.
o Fraction: Notation used to represent part of a whole or part of a group by
telling the number of equal parts in the whole (denominator), and the
number of those parts being described (numerator).
o Inequality: A mathematical sentence that contains a symbol (<. >, , , or
) in which the terms on either side of the symbol are unequal.
o Mixed Number: The sum of a whole number and a fraction.
o Numerator: In a fraction, the number or quantity above the fraction bar.
Tells the number of parts of a whole being described.
o Unit Fraction: A fraction with a numerator of 1.
Duration
o 60-90 minutes
Materials
o Fraction Circles, two sets per student (M-4-3-1_Fraction Circle
Template.doc)
o Fraction Strips, two sets per student (M-4-3-1_Fraction Strip
Template.doc)
o Construction paper circles
o Scissors
o Glue
o Comparing Fractions and Decimals
o Using Benchmarks to Compare Fractions
o Fraction and Decimal Equivalents
o Observe during lesson activities and classroom discussion. Make sure that
students are not overlapping fraction pieces and that the pieces fit exactly.
o Scaffolding, Active Engagement, Metacognition, Modeling, Explicit
Instruction
Students look at a sharing problem and determine what fraction of a cookie each
W:
child receives.
H: Students use fraction circles or strips to explore adding fractions as well as
comparing fractions.
Students examine how fractions can be combined to rename a fraction. Students
E:
write addition equations and inequalities with fractions.
The class reviews what they learned about combining fractions and discusses the
R:
relationships they discovered when combining fractions.
E: Students move on to subtracting fractions by using models.
The lesson may be tailored to meet student needs. For a lesser challenge, students
may use their fraction models to add fractions with the same denominator. For a
T:
greater challenge, students may extend the idea of adding fractions by using
fractions greater than one.
Students use different fraction models to help them add and subtract fractions and to
O:
demonstrate understanding of the concepts.
Present the following problem: Sally has three cookies. She wants to share them
equally between three friends and herself. How much will each child have? Ask,
Will the amount be more than one cookie or less than one cookie? How do you
know?
Provide three circles for each student to represent the cookies and allow them to
experiment with the circles to simulate the situation. Write the following on the board
and have students complete the exercise at their desks.
Answer Key:
Draw what each child receives. Write the number sentence
(Students are likely to divide each cookie into equal that describes how they shared
fourths and indicate that each child will get one- the cookie.
fourth of each cookie, or half of one cookie and one- Possible answers:
fourth of the third cookie.)
Amount of cookie: or
Discuss with students that by allowing them to use their circles as a model.
Have students explore the question, Why doesnt ? Have students

represent their ideas in different ways, such as:
relating the fractions to and 1

using fraction circles or fraction strips
changing the fractions to a common unit:

relating to other contexts, such as money ($0.50 + $0.25) or time ( hour
+ hour)
Record student answers on the board using a table like the one that follows.
Why doesnt ?
Emphasize that could be represented by adding or
using the fraction circles or fraction strips.
Now that students are familiar with the benchmark fractions of 0, , , and 1, have them
identify which of the following inequalities are true or false. (You may or may not allow
students to use manipulatives.)
True or False: ? (True)
True or False: ? (False)
True or False: ? (True)

We are now going to work in pairs to write number sentences and use fraction
circles or strips to model them. Write the following four numbers on the board:
, and 1. Have pairs choose one of these numbers and use the fraction models
(fraction circles or fraction strips) to represent adding two fractions to equal their chosen
number. Ask students to write the number sentences they have modeled. Next, have them
find two other fraction models (sections) that add up to the number they chose and write
the matching addition sentence. For example, if students chose the number , they might
combine and to equal , or . Another option would be to combine
and to equal , or .
When students can easily combine two fraction sections, have them combine three, and
then four fraction sections. Encourage students to discuss fraction relationships as they
explore the fraction sections. For example, could be represented as
. These should also include combinations of identical fraction

sections. Students should explore equivalent representations for the fractions, such as
.
Encourage students to repeat the process to find combinations of fractions that are greater
than 1. Use the following three mixed numbers: , , and .

Now we will move on to inequalities. Remember that an inequality compares two
unequal values. You will be doing the same task you just completed but using an
inequality symbol instead of an equal sign. Have students use fraction models to find
three fractions whose sum is less than 1 (a whole), and then write the matching addition
sentence for the inequality. For example, . Afterward, have students

find four fractions that have a sum greater than 1 and ask them to write the resulting
statement of inequality.
Bring the class back together and have students reflect on their work by focusing on the
characteristics of numbers that fit a certain requirement. Allow students to make
connections to other contexts such as money (decimals) to help them think about the
fractions and estimates. Ask the following questions:
If you add a fraction to itself and the sum is greater than 1, what
must be true about the fraction? (The fraction is greater than .)
If you add a fraction to itself and the sum is greater than , what
must be true of the fraction? (The fraction is greater than .)

If two fractions are both greater than 1, what must be true of their
sum? (The sum must be greater than 2.)
If two fractions are both greater than , what must be true of their
sum? (The sum is greater than 1.)
If a fraction is added to itself and the sum is less than , what must
be true about the fraction? (The fraction is less than .)

Optional: Students could work in pairs on the questions, exploring different or higher-
level possibilities. Give students a few minutes to work, and then have them share their
results and solution methods. Be sure that they focus on the ideas involved and not the
computation mechanics. This encourages students to think about fractional relationships
and estimation.
Extension:
Routine: Display one fraction addition problem and have students use
their fraction models to represent the problem and write the appropriate equation.
Small Group: Divide the class into pairs and have students write
problems like these on an index card: and . Have students work

together to model each addition sentence using a fraction circle. Repeat the
activity using different denominators such as 5 or 8.
Expansion: For students who have mastered adding fractions, move them
into subtracting fractions. Have them start with a section (fraction circles or
fraction strips) representing . Guide them in representing the subtraction of
from by using a section from their fraction circles or strips to cover as
much of the section as possible. You used your one-third piece to cover as
much of the one-half piece as possible. Lets find out how much remains to be
covered. This is the same as writing . Which of your fractional

pieces would cover the remaining section? (A one-sixth piece.)
Write on the board: . Have students work on the following

tasks in pairs or small groups. Be sure to involve finding pairs of fractions that
differ by more than or less than a specified amount.
Find two fractions that differ by more than .

Problems such as these can help students develop number sense about common fractions
by determining their differences.
Science- 4th Grade
Unit- Weather, Climate, and Atmospheric Processes

o 3.3.4.A1 Describe basic landforms.Identify the layers of the
earth.Recognize that the surface of the earth changes due to slow
processes and rapid processes.3.3.4.A2 Identify basic properties
and uses of Earths materials including rocks, soils, water, and gases of the
atmosphere.3.3.4.A3 Recognize that fossils provide evidence
about the plants and animals that lived long ago and the nature of the
environment at that time. 3.3.4.A4 Recognize Earths different
water resources, including both fresh and saltwater.Describe phase
changes in the forms of water on Earth.3.3.4.A5 Describe basic
weather elements.Identify weather patterns over time.3.1.4.A1
Classify plants and animals according to the physical characteristics that
they share. 3.1.4.A2 Describe the different resources that plants
and animals need to live. 3.1.4.A3 Identify differences in the life
cycles of plants and animals.3.1.4.A5 Describe common
functions living things share to help them function in a specific
environment. 3.1.4.A8 MODELSConstruct and interpret models
and diagrams of various animal and plant life cycles.3.1.4.A9
Distinguish between scientific fact and opinion.
Ask questions about objects, organisms, and events.
Understand that all scientific investigations involve asking and
answering questions and comparing the answer with what is
already known.
Plan and conduct a simple investigation and understand that
different questions require different kinds of investigations.
Use simple equipment (tools and other technologies) to gather data
and understand that this allows scientists to collect more
information than relying only on their senses to gather information.
Use data/evidence to construct explanations and understand that
scientists develop explanations based on their evidence and
compare them with their current scientific knowledge.
Communicate procedures and explanations giving priority to
evidence and understanding that scientists make their results
public, describe their investigations so they can be reproduced, and
review and ask questions about the work of other scientists.
o 3.3.4.A6 MODELS/SCALEIdentify basic landforms using models
and simple maps.CONSTANCY/ CHANGEIdentify simple changes
in the earth system as air, water, soil and rock
interact.SCALEExplain how basic weather elements are
measured.3.3.4.A7
already known.
o 3.3.4.B1 Identify planets in our solar system and their basic
characteristics.Describe the earths place in the solar system that
includes the sun (a star), planets, and many moons.Recognize that the
universe contains many billions of galaxies and that each galaxy contains
many billions of stars.3.3.4.B2 SCALESKnow the basic
characteristics and uses of telescopes.PATTERNS/PHASESIdentify
major lunar phases.PATTERNSExplain time (days, seasons) using
solar system motions.3.3.4.B3
already known.
o 3.4.4.C1 Understand that there is no perfect
design.3.4.4.C2 Describe the engineering design
process:Define a problem. Generate ideas. Select a solution and test it.
Make the item. Evaluate the item. Communicate the solution with others.
Present the results3.4.4.C3 Explain how asking questions and
making observations help a person understand how things work and can
be repaired.
Assessment Anchors
o S4.A.2 Processes, Procedures, and Tools of Scientific

InvestigationsS4.D.2 Weather, Climate, and Atmospheric
Processes
Eligible content
o S4.A.2.1.3
o Observe a natural phenomenon (e.g., weather changes, length of
daylight/night, movement of shadows, animal migrations, growth of
plants), record observations, and then make a prediction based on those
observations.
o S4.D.2.1.1
o Identify basic cloud types (i.e., cirrus, cumulus, stratus, and
cumulonimbus) and make connections to basic elements of weather (e.g.,
changes in temperature, precipitation).
o S4.D.2.1.2
o Identify weather patterns from data charts or graphs of the data (e.g.,
temperature, wind direction, wind speed, cloud types, precipitation).
o S4.D.2.1.3
o Identify appropriate instruments (i.e., thermometer, rain gauge, weather
vane, anemometer, and barometer) to study weather and what they
measure.
Big Ideas
o A force is required to change an objects speed or direction.
o Magnets and electricity produce related forces.
o Matter has observable and measurable physical properties.
o The earth system changes constantly as air, water, soil, and rock interact,
and the earth is a part of a larger sun, earth, moon system.
o Matter has observable and measurable physical properties.
Concepts
o A system is made of parts, and the parts can interact.
o An objects change in position can be observed and measured.
o An objects position can be described in terms of its relationship to
another object or a stationary background.
o Anything on or near the earth is pulled downward by the earths gravity.
o Changes in speed or direction of motion are caused by forces.
o Earth processes occur over such long time spans and such large areas that
maps and models are used to help understand them.
o Electric charges flowing through a wire can produce a measurable force
on magnets and other objects.
o Forces can attract or repel other objects.
o Magnets attract certain kinds of materials.
o Magnets attract or repel other magnets.
o Most ground water eventually flows through streams, rivers and lakes and
returns to the ocean.
o Objects in the sky have patterns of movement that can be observed.
o Rock is composed of different combinations of minerals.
o Soils develop by the breakdown of rocks by weathering and the addition
of organic material. Soil also contains many living organisms.
o The Earth rotates on its axis once every 24 hours, giving rise to the cycle
of night and day. The Earths rotation causes the sun, moon, stars, and
planets to appear to orbit the Earth once each day.
o The greater the force the greater the change in motion.
o Water from precipitation can seep into the ground, run off, or evaporate.
o Weather variables such as temperature, barometric pressure, wind
direction and speed, cloud type, cloud cover, and precipitation can be
observed measured and recorded to identify patterns. Basic weather
conditions change in predictable patterns.
o When liquid water disappears, it turns into a gas (water vapor) in the air. It
can reappear as a liquid when cooled or as a solid when cooled further.
Clouds and fog are made up of tiny water droplets or ice crystals. When
such droplets or crystals get large enough, they fall as precipitation.
Competencies
o Communicate through speaking, writing, or drawing predictions,
observations, and conclusions.
o Design and conduct an investigation to answer a question about an object,
organism or an event making and recording observations using appropriate
tools and instruments.
Objectives
In this unit, students will learn that weather is a universal topic that impacts
humankind on a daily basis. It dictates the life we lead, types of homes we have,
and influences our daily and leisure routines. Students will:
Observe, measure, and record the basic elements of weather.
Identify basic cloud types.
Identify, construct, and use the tools of a meteorologist (e.g., measure
rainfall using rain gauge, measure air pressure using barometer, measure
temperature using a thermometer).
Evaluate the accuracy of student and professional weather forecasts.
Describe how weather and forecasts affect peoples lives.
Essential Questions
o How could you demonstrate that a force can change an objects motion
(speed or direction)?
o What is the evidence that the Earths system changes?
o What predictable patterns of change can be observed on and from Earth?
o Cloud Types
o Weather Tools
o Making Weather Predictions Based on Data
o Cloud Worksheet:
http://www.enchantedlearning.com/subjects/astronomy/activities/label/clo
udsimple/
o Play in the Clouds: A Tomas the Tortoise Adventure by Mike Miller.
Stephens Press, 2003.
o Permission to use instructions to make a barometer granted from:
http://starryskies.com/try_this/baro1.html
o Multiple Choice Items:1. Which cloud is found at the highest altitude
above Earth?A. cumulusB. stratusC. cirrusD.
nimbus2. Which instrument measures temperature?A.
barometerB. anemometerC. thermometerD. weather
vane3. Which description best describes how air causes a cloud to
form ?A. moist air sinks toward Earth leaving moisture behind in the
skyB. dry air sinks toward Earth leaving moisture behind in the
skyC. dry air rises and then cools off in the atmosphereD. moist,
warm air rises and then cools off in the atmosphere4. What type of
cloud can be used to predict a change in the weatherA. cirrusB.
stratusC. cumulusD. nimbus5. Which instrument measures
pressure?A. barometerB. anemometerC.
thermometerD. weather vane6. Which cloud is best described as
thin and wispy?A. cumulusB. stratusC. cirrus D.
cumulonimbus 7. What are clouds classified by?A.
sizeB. colorC. altitudeD. speed8. Which description
best describes air?A. dark and solidB. colorless and solidC.
dark and gaseousD. colorless and gaseous9. Which statement
best describes the relationship between weather forecasting and
technology?A. Weather forecasting has become less accurate with
advancements in technology.B. Weather forecasting has become more
accurate with advancements in technology.C. Weather
forecasting will not become more accurate in the future.D. Weather
forecasting and technology are not connected. Multiple
Choice Answer Key:
1. 2. 3. 4. 5.
C C D A A
6. 7. 8. 9.
C C D B
Short-Answer Items:10. What weather components such as
temperature, precipitation, wind, and clouds would you experience on a warm
spring day? Why?11. What weather data would you need to collect to make
an accurate forecast? List at least four.12. What are two weather clues that
show a change in weather is coming within the next 24 hours?Short
Answer Key:10. What weather components such as temperature, precipitation,
wind, and clouds would you experience on a warm spring day?
Why?Answers will vary depending on students preference or experience.
Each response should be supported by a statement.
o For example: Temperature would be 70 F because it is neither too hot nor
too cold.
o Lots of wind because I like to fly a kite.
11. What weather data would you need to collect to make an accurate forecast?
List at least four. air temperature, humidity, air pressure, wind, cloud
cover, precipitation12. What are two weather clues that show a change in
weather is coming within the next 24 hours?wind (especially from the south),
cirrus clouds, falling barometer, high humidity Performance
Assessment:Recording Weather DataPrior to Assessment: Students should
be familiar with how weather is observed and recorded. They should be familiar
with precipitation, barometric pressure, air temperature, and cloud cover.Time
Needed: 45 minutesProcedure:
o Hand out Weather Assessment (see S-4-1_Weather Assessment in the
Resources folder) and go over directions and graphing with students.
o After students have graphed the data, discuss how graphs may show
patterns indicating that one weather factor is related to another.
o For example, a cloudy day may be cooler in summer than a clear day
because the suns rays are blocked.
o Be careful not to make causal relationships, such as it may be cloudy
because it was cool that day.
o After you have discussed possible reasons for weather relationships, allow
students time to answer the questions.
Performance Assessment Answer Key and Scoring Rubric:Answer
Key:1. Thursday2. Wednesday3. Wednesday4. There would be a
storm.5. Saturday
Poin Description
ts
Plotting is accurate for all three graphs.
Line connects plots accurately in all three
3
graphs.
All five questions are answered correctly.
Plotting has one or two errors.OR
2 One or two questions are answered
incorrectly.
Plotting has more than two errors.OR
1 Three or four questions are answered
incorrectly.
Student fails to grasp the objective of the
0
assignment.

Science- 4th Grade
Lesson Plan- Cloud Types

o 3.3.4.A1 Describe basic landforms.Identify the layers of the
earth.Recognize that the surface of the earth changes due to slow
processes and rapid processes.3.3.4.A2 Identify basic properties
and uses of Earths materials including rocks, soils, water, and gases of the
atmosphere.3.3.4.A3 Recognize that fossils provide evidence
about the plants and animals that lived long ago and the nature of the
environment at that time. 3.3.4.A4 Recognize Earths different
water resources, including both fresh and saltwater.Describe phase
changes in the forms of water on Earth.3.3.4.A5 Describe basic
weather elements.Identify weather patterns over time.3.1.4.A1
Classify plants and animals according to the physical characteristics that
they share. 3.1.4.A2 Describe the different resources that plants
and animals need to live. 3.1.4.A3 Identify differences in the life
cycles of plants and animals.3.1.4.A5 Describe common
functions living things share to help them function in a specific
environment. 3.1.4.A8 MODELSConstruct and interpret models
and diagrams of various animal and plant life cycles.3.1.4.A9
already known.
o 3.3.4.A6 MODELS/SCALEIdentify basic landforms using
models and simple maps.CONSTANCY/ CHANGEIdentify simple
changes in the earth system as air, water, soil and rock
interact.SCALEExplain how basic weather elements are
measured.3.3.4.A7
already known.
o 3.3.4.B1 Identify planets in our solar system and their basic
characteristics.Describe the earths place in the solar system that
includes the sun (a star), planets, and many moons.Recognize that the
universe contains many billions of galaxies and that each galaxy contains
many billions of stars.3.3.4.B2 SCALESKnow the basic
characteristics and uses of telescopes.PATTERNS/PHASESIdentify
major lunar phases.PATTERNSExplain time (days, seasons) using
solar system motions.3.3.4.B3
already known.
o 3.4.4.C1 Understand that there is no perfect
design.3.4.4.C2 Describe the engineering design
process:Define a problem. Generate ideas. Select a solution and test it.
Make the item. Evaluate the item. Communicate the solution with others.
Present the results3.4.4.C3 Explain how asking questions and
making observations help a person understand how things work and can
be repaired.
Assessment Anchors
o S4.A.2 Processes, Procedures, and Tools of Scientific Investigations
o S4.D.2 Weather, Climate, and Atmospheric Processes
Eligible Content
o S4.A.2.1.3 Observe a natural phenomenon (e.g., weather changes,
length of daylight/night, movement of shadows, animal migrations,
growth of plants), record observations, and then make a prediction based
on those observations.
o S4.D.2.1.1 Identify basic cloud types (i.e., cirrus, cumulus, stratus,
and cumulonimbus) and make connections to basic elements of weather
(e.g., changes in temperature, precipitation).
Big Ideas
A force is required to change an objects speed or direction.
Magnets and electricity produce related forces.
Matter has observable and measurable physical properties.
The earth system changes constantly as air, water, soil, and rock
interact, and the earth is a part of a larger sun, earth, moon system.
Matter has observable and measurable physical properties.
Concepts
o A system is made of parts, and the parts can interact.
o An objects change in position can be observed and measured.
o An objects position can be described in terms of its relationship to
another object or a stationary background.
o Anything on or near the earth is pulled downward by the earths gravity.
o Changes in speed or direction of motion are caused by forces.
o Earth processes occur over such long time spans and such large areas that
maps and models are used to help understand them.
o Electric charges flowing through a wire can produce a measurable force
on magnets and other objects.
o Forces can attract or repel other objects.
o Magnets attract certain kinds of materials.
o Magnets attract or repel other magnets.
o Most ground water eventually flows through streams, rivers and lakes and
returns to the ocean.
o Objects in the sky have patterns of movement that can be observed.
o Rock is composed of different combinations of minerals.
o Soils develop by the breakdown of rocks by weathering and the addition
of organic material. Soil also contains many living organisms.
o The Earth rotates on its axis once every 24 hours, giving rise to the cycle
of night and day. The Earths rotation causes the sun, moon, stars, and
planets to appear to orbit the Earth once each day.
o The greater the force the greater the change in motion.
o Water from precipitation can seep into the ground, run off, or evaporate.
o Weather variables such as temperature, barometric pressure, wind
direction and speed, cloud type, cloud cover, and precipitation can be
observed measured and recorded to identify patterns. Basic weather
conditions change in predictable patterns.
o When liquid water disappears, it turns into a gas (water vapor) in the air. It
can reappear as a liquid when cooled or as a solid when cooled further.
Clouds and fog are made up of tiny water droplets or ice crystals. When
such droplets or crystals get large enough, they fall as precipitation.
Competencies
o Communicate through speaking, writing, or drawing predictions,
observations, and conclusions.
o Design and conduct an investigation to answer a question about an object,
organism or an event making and recording observations using appropriate
tools and instruments.
Objectives
In this unit, students will learn about cloud characteristics and how clouds can be
helpful to humans. Students will:
Identify the four basic cloud types.
Differentiate between cloud types and associated weather conditions.
Essential Questions
o What is the evidence that the Earths system changes?
o What predictable patterns of change can be observed on and from Earth?
Vocabulary
o Cumulonimbus: Tall, large, and dense clouds associated with heavy rain
or hail.
o Cumulus: Puffy clouds.
o Stratus: Layered, horizontal clouds with a flat base.
o Cirrus: Thin, wispy, curly-shaped clouds.
Duration
Materials
o Play in the Clouds: A Tomas the Tortoise Adventure by Mike Miller.
Stephens Press, 2003.
o Cloud pictures (S-4-1-1_Cloud Pictures.doc)
o Copies of Cloud Worksheet (S-4-1-1_Cloud Worksheet.pdf)
o Copies of Weather and Living Things worksheet (S-4-1-1_Weather and
Living Things and KEY.doc)
o Copies of Cloud Table (S-4-1-1_Cloud Table.doc)
o One bag of cotton balls
o Glue sticks
o Construction paper
o Five to seven laptops
o Internet access
o Assess the general understanding level of the class by guiding students
through a question-and-answer session following the story on clouds.
o Assess the connection between clouds and the weather commonly
associated with them through the Cloud Worksheet and construction
activities. Provide feedback throughout the completion of both to direct
students.
o Scaffolding, Explicit Instruction
Over the next few days, the class will explore how to identify different types of
clouds. We will look for characteristics, patterns, and weather conditions that will
help to identify weather conditions. Knowing the weather condition can help us
W:
plan the appropriate clothing to wear and whether to have indoor or outdoor recess.
We will read the book Play in the Clouds by Mike Miller and students will listen for
clues or hints related to clouds.
The book Play in the Clouds will be used to hook students on the concept of clouds.
H: Probing questions will be asked about the cover of the book and throughout the
reading to help students understand there are different cloud types.
Students will explore ways to make a connection between cloud types and weather.
E: With your guidance, students will record information about the lesson in their
science journals.
Students will think about the purpose of the lesson and about the big idea.
Students may need to revisit the book, sticky notes, chart paper, and science
journals. They will think to revise notes recorded by adding and crossing out
information.
During the revision, it will be necessary to conference with the class or in small
R:
groups to guide them on how to rethink and revise their work so that it is
meaningful to the learning process. In this case, you will guide students on how to
take meaningful notes that will help them answer questions, expand learning,
complete homework, and answer short and extended responses on tests. You will
ask students how these skills can help them in other subject areas.
This part of the lesson will help students evaluate what they have learned. They will
E: apply the information learned to a performance activity. Each student will be able to
use this activity to evaluate his/her knowledge of cloud types.
Explore opportunities to connect with students on various levels. This is an
T: excellent time to conference with students in small groups to tailor their learning in
a meaningful direction.
O: This lesson requires students to focus on specific vocabulary words that will help
them identify cloud types and weather conditions associated with different cloud
types. Anchoring understanding with the use of videos and writing assessments
provides concrete meaning. Students use the varied instructional strategies to make
text-to-text, text-to-self, and text-to-world meaning. Recognizing cloud types and
associating them with weather conditions helps students begin to make sense of
daily living skills. Such skills help students dress appropriately according to the
weather, and therefore help students stay healthy and in a good frame of mind. It
also helps them understand and recognize how to take care of pets/animals and
plants.
Read the book Play in the Clouds. Use the book to hook students on the
concept of clouds. Ask probing questions throughout the reading to help
students understand there are different cloud types. If the book is unavailable,
refer to the following Web site on cloud types:
http://eo.ucar.edu/webweather/cloud3.html
Display the cloud pictures (S-4-1-1_Cloud Pictures.doc) and notes to the
class. Allow time for students to copy down the notes in their science
journals/notebooks. Personalizing notes is suggested to accommodate
students.
Notes:
Clouds: A collection of many tiny water droplets or ice crystals. Formed by
warm air rising and then cooling in the atmosphere. Classified by their
altitude.
Cumulus Clouds: Puffy, white clouds that tend to have flat bottoms. Form
when warm air rises. Indicates good or fair weather.
Cumulonimbus Clouds: Cumulus clouds that produce thunder storms.
Nimbus means that precipitation might fall.
Stratus Clouds: Form in layers over large areas of the sky, often blocking out
the sun. Caused by a gentle lifting of a large body of air into the atmosphere.
Fog is a stratus cloud forming on or near the ground.
Cirrus Clouds: Thin, feathery, white clouds found at high altitudes. Form
when the wind is strong and indicate approaching bad weather.
Hand out the cloud worksheet to students (S-4-1-1_Cloud Worksheet.pdf).
Allow students 30 minutes to complete the worksheet.
When finished, discuss student questions from the activity. Wrap up the
lesson by having students create their own clouds out of cotton balls. Hand out
copies of the Cloud Table to each student (S-4-1-1_Cloud Table.doc). Review
the characteristics of each cloud as you and the class make cotton ball clouds
and glue them to the Cloud Table. Make sure to assess general understanding
of visual cloud characteristics and weather prediction throughout the activity.
Part 2
Extension:
Each student can edit and publish his/her stories along with a
drawing/illustration. The class can turn these stories and illustrations into a
weather mood book. Place a front and back cover on the stories and present
the final product to a kindergarten or first grade class in the school district.
Students going above and beyond the standards can predict the weathers
effect on living organisms. Have students complete the Weather and Living
Things worksheet (S-4-1-1_Weather and Living Things and KEY.doc).
4. Explain the benefits of the Learning Progression section? Use one

of the learning progression documents to provide examples in your
explanation.
The Learning Progression is a document that contains information about the

skills and knowledge of specific eligible content and how the eligible content changes
and develops over time. This is beneficial for teachers because it allows teachers to
understand when to begin teaching eligible content at a certain grade level. This page
makes it accessible for teachers to view the reading, writing, and math progressions for
eligible content in grades K-8. For example the Reading- Literature Progressions graph
shows a list of eligible content along with the aligned standard, while also providing the
teacher with information on if the eligible content should be taught in the grade level. The
eligible content on this progression, Answer questions about key details in a text,
should be introduced to students in kindergarten. Teachers can use this information in
order to understand what eligible content the students should have been taught regarding
the specific content and grade areas. The eligible content is aligned with the standards.
Using information such as the eligible content mentioned above, teachers can use the
certain progression milestones to better understand if the student making progress or
identify students who are successfully progressing through the milestones and may need
to have faster paced content instruction.
5. Explain how you will use the Professional Development training

materials to continue life-long learning. Select one module to use as
an example within your explanation.
Professionals can use the materials in the Professional Development training in

order to continue life-long learning. The trainings offer teachers with meaningful
information and new skills and knowledge that teachers can apply in the classroom to
further develop their instruction aligned to the PA standards. Teachers can use the
professional development trainings to stay on top with effective strategies, interventions,
and practices specific to a content/subject area. I would use the professional training
modules to stay informed with the most current research in education in order to provide
my students with the most current strategies and interventions that will support my
students learning. For example, I would complete the Creating Meaningful Assessment
module. This module will provide me with information about the different types of
assessments that are currently being implemented and how they align to the standards. It
also provides me with information about how SAS supports are available in order to
construct the most appropriate and meaningful assessment for the students understanding.
By completing these professional development models I am a life long learner in the
education field and will be able to ensure that I am providing instruction and assessments
that is beneficial to my students academic success.
F. QUICK CHECK ASSESSMENT SAFE AND SUPPORTIVE SCHOOLS

1. Provide a definition for each of the overview terms using your own
words.
The overview of the Safe and Supportive has three definitions, which are
engagement, safety, and environment. The definition of engagement refers to the
importance of schools promoting their students to be active participates of their
individual learning. There are three components of engagement, which are relationships,
respect for diversity, and school participation. Relationships involve students positively
working together and how they interact with each other in the school setting. The respect
and diversity component of engagement involves promoting an equal and accepting
environment between students. School participation involves the student maintaining
their participation in the activities in the classroom.
Safety is the management is of behavior of students emotionally and physically
within the school setting. Emotional safety in school refers to how students feel and
within the setting. Physical safety refers to how the students are protected from physical
harm. Safety is also influenced by the control of harmful substances in the school setting
or in activities that are related to the school.
Environment is how the students well being and health is taken into consideration
within the school setting. This include the physical environment, the students
surrounding, academic environment, one that influences positive learning, wellness,
promoting good health for students, and the disciplinary environment which encourages
positive behaviors of the students in the school setting.
2. Comprehensively describe the benefit of the Comprehensive

Resources section and how teachers can use these in their classroom.
Select one of the resources to use as an example in your explanation.
The Comprehensive Resources section provides teachers with detailed

information on many different areas of support that teachers can have access to in the
school setting. They provide information on ways to manage classroom settings, ways to
promote student involvement and participation, information on evidence based programs,
and many more resources that teachers can utilize to create a positive and effective
learning environment. One of the resources that pertain to creating this environment for
students is the PA Positive Behavior Support Network (PAPBS). On this page teachers
can access information on what this particular resource is and how it can be implemented
into the school setting. Teachers can use this resource by exploring the big ideas,
concepts, and competencies involved with the PAPBS. This page also provides the grade
levels for which the resource aligned to in the classroom. For example, the PAPBS states
that this is an effective resource to use from Kindergarten to grade 12. If a school
beginning to implement this resource throughout the district, teachers can use the
Comprehensive Resources section to learn more about PAPBS and an external link is
provided to the teacher if they would like further information.
3. Provide an explanation of Act 126. Why do we have it?

Act 126 is a requirement of professionals of a school system who work with
children which entails that they must complete a three hour course on child abuse every
five years in order to be able to work with children. The training is a necessity for school
employees who are in immediate contact with the students. It provides the professionals
with education on certain signs and symptoms of child abuse. It also provides the
professionals with the appropriate way to handle certain situations according to the law.
We have this in place so that professionals working with students are educated on the
sign and symptoms and so that they fully understand the process if they were to have
make a report. With the Act 126, the professionals are mandated reported which means
that they are responsible for reporting anything that they see or hear that can be related to
child abuse. Act 126 in in place to ensure that all students are safe and are not being
harmed.
4. Comprehensively describe the benefit of the Early Warning System

section and how teachers can use these in their classroom.
The Early Warning System is beneficial because it is a system in which Local

Education Agencies have a resource to use that provide data to improve student academic
achievement, identify students who are at risk, and to develop a collection of
interventions that have been implemented within the school district. It is beneficial to
teachers because it provides a structured system of what to look for when identify early
warning signs in students. Teachers can use the students attendance, behavior, and their
course grades to determine if there are any early warning signs that the teacher should be
aware of. Teachers can also use the system to utilize the interventions catalog. This is a
resource that teachers within the school districts and communities can use in order to
implement appropriate interventions for the students who may show the early warning
signs.
G. QUICK CHECK ASSESSMENT: My SAS Tools

Where can you change your password or update personal information on
the Portal?
To change my password or update personal information, you go to the yellow

My SAS Tools button in the right hand top corner of the screen. Then click on the
profile link. On this page, the user can update their information such as their full name,
email, password, organization, and the position. This page also allows you to edit your
preferences of what subject and grade areas you teach to provide faster access to those
material and standards that are being taught in your classroom.
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Amanda Tini

SAS Exploration Assignment

February 26th, 2017

A. Quick Assessment: Standards

1. Provide a comprehensive narrative description of the various Standards,

The PA English Language Proficiency Standards are another set of standards

In the PA Core Standards and PA Academic Standards there are Assessment

3. Provide a comprehensive narrative description of the PDF files that can be

Other downloads are found in the tab titled, PA Core Standards

5. Explain the relationship between the standards, assessment anchors, and

B. QUICK CHECK ASSESSMENT - ASSESSMENTS

In order to support students academic achievement I will use the information on

Assessment (Student Version):

2. Which expression is not the same as 3 X 5?

5. Anita bakes the cookies shown in the diagram below.

Assessment (Teacher Version):

2. Which expression is not the same as 3 X 5?

(G) $5.00 + 8 $12.00

(H) $5.00 8 $12.00

(J) $5.00 8 $12.00

5. Anita bakes the cookies shown in the diagram below.

The Classroom Diagnostic Tools will enable me to target students need in my

5. Explain how schools can use CDT to improve students academic

Schools can use the CDT to improve students academic performance by

6. Explain how schools can use Assessment Literacy resources to assist

C. QUICK CHECK ASSESSMENT CURRICULUM FRAMEWORK

2. Explain why the curriculum framework is presented as the Big Idea,

The curriculum framework is presented as big idea, essential questions, concepts,

3. Explain how you will use the Curriculum Framework materials in

5. Thoroughly examine the Science K-12 Unifying Themes. Discuss how

7. Select one ELL Overlay content grade band, provide an example of

D. QUICK CHECK ASSESSMENT INSTRUCTION

2. Explain how these domains apply to teachers of students with each of

3. Provide a comprehensive explanation of Student Learning Objectives.

Understanding Student Learning Objectives is important to special education

E. QUICK CHECK ASSESSMENT MATERIALS AND RESOURCES

1. Explain how teachers should use the Search to identify relevant

Literacy: 2nd grade:

Unit Plan A Review of Characteristics of Literacy and Informational Texts

Related Academic Standards

Big Ideas/ Concepts/ Competencies

Related Unit and Lesson Plans

Related Materials and Resources

Short-Answer Key and Scoring Rubric:

Assign or have students choose one of the following activities to complete:

Lesson Plan: Reviewing the Elements of Literary Texts

Related Academic Standards

Assessment Anchors/Eligible Content/Big Ideas/Concepts/ Competencies

o Student completes one of the performance tasks and demonstrates adequate

Related Unit and Lesson Plans

Related Materials and Resources

Focus Question: What are the characteristics of literary text?

Literacy/Writing- 3rd Grade

Unit Plan- Informational Writing

Short-Answer Key and Scoring Rubrics:

Literacy/Writing- 3rd Grade

Lesson Plan: Establishing Purpose: Why Write a Brochure?

Related Academic Standards

Focus Questions: What is a brochure and what is its purpose?

Mathematics- 4th Grade

Unit- Comparing Fractions and Decimals

Related Academic Standards

Which fraction is represented by the shaded section of the fraction strip?