Name RI4.2 RI4.1 RI4.1 4.3 (SR) RI4. RI4. RI4.4 RI4.4/4.1 RI 4.1 4.2 W4.

8
(MC) (MC) 4 4 (MC) (MC) (E)
(MC) (MC
)

Elizabeth Text Details

Rauel Need more details

Violet Used one passage

not both

Kayuen

Giavanna Circled
two
answers

Isabella Missing a few

details

Skye Missing Key Good Overall idea,

points needs more
supporting details

Julia Missing key points 2 General points

ans with lack of details
wers
circl
ed

Asia 2 answers Missing key points 2 2 answers Many details used

circled answers circled from text, but
circled missing key
connections and
overall theme

Dunner Missing key points

Cody Missing key points Missing Key

details

Dominic Missing Key Missing Key

points details

Total 10 7 4 10 6 10 8 4
Green:

Total 0 2 5 1 0 1 2 6
Yellow:

Total Red: 2 3 3 1 6 1 2 2

RI4.2 RI4.1 RI4.1 4.3 (SR) RI4. RI4. RI4.4 RI4.4/4.1 RI 4.1 4.2 W4.8
(MC) (MC) 4 4 (MC) (MC) (E)
(MC) (MC
)
 Total 10 7 4 10 6 10 8 4
Green:

Total 0 2 5 1 0 1 2 6
Yellow
:

Total 2 3 3 1 6 1 2 2
Red:

RI4.2 RI4.1 RI4.1 4.3 (SR) RI4.4 RI4.4 RI4.4 RI4.4/4.1 RI 4.1 4.2 W4.8
(MC) (MC) (MC) (MC) (MC) (E)

RI4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.

RI4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text

RI4.3
Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened
and why, based on specific information in the text.

RI4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade-4
topic or subject area.

W4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes
and categorize information and provide a list of resources.

General Analysis Observations:

● 5 students were flagged as yellow simply because they circled more than one answer
● Students perform better when given multiple choice answers
● Students show areas of growth in utilizing details from the text to support their statements
● Students show areas of growth in making inferences and explaining their understanding of the main idea
Goal: ​Students will be able to answer both multiple choice questions and short answer questions while being able
to support their answers with details from the text.

Action plan:​ Over the course of one week, students will participate in a series of lessons that help them to reach
their goal. Individual skills needed to achieve their goal will be addressed individually and, assessed with checks
for understanding to determine if improvement has been made.

Data will be collected at the end of each lesson to ensure understanding and track growth.

Mini lesson: Multiple choice answers:

Over the course of one 15 minute segment, students will discuss the importance of choosing a single answer when
answering a multiple choice question. After the mini lesson is completed, students will have multiple choice
questions incorporated into their lessons to ensure understanding.

Lessons: Using text details

Over the course of 4 days, students will explore their ability to utilize text details to support their claims.

The teacher will start on day one by using a text and showing students how to utilize close reading strategies to
flag important details and understandings they have. The teacher will utilize explicit modeling and a gradual
release of responsibility to help students to understand the close reading strategy. Students will be asked to star
key details (or underline in a different color) Students will complete a “ticket out” by being given a short paragraph
and using their close reading strategies to annotate it. They will also answer a few multiple choice questions
(demonstrating their understanding of how to answer multiple choice questions and comprehend the text)

On day two, the teacher will give the whole class another text and ask them to read closely. The teacher will pull a
focus group of students who were showing a continued area of growth based on their exit ticket. After the text has
been read, the teacher will start to ask more open ended questions and ask student to refer to the text when
sharing their ideas. Students will show where they flagged their answers using their close reading strategy.
Students will also use the same text as their ticket out the door by answering another open ended question and
flagging details from the text to support their answer.

On day three, the teacher will introduce the idea of “RADD” (Restate the question, answer the question, detail from
the text, detail from the text). The class will work with their previous tickets out the door to write a full response to
the teacher question. In their response they will label each part of the “RADD” to demonstrate their understanding.
(Students might require a mini lesson on how to restate the question… the teacher will guage this by responding to
student discussion)

On day four, the teacher will give students a text to independently read closely and answer both multiple choice
questions and a short response using RADD. Based on their final check for understanding, the teacher will either
move on to incorporating short responses into every day academics, or return to having mini lessons to eliminate
misconceptions.

Tools:
- Explicit instruction of skill
- RADD
- Checks for understanding (tickets out the door)
- One final summative assessment to be given at the end of the intervention period