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Science Example: Students can write a succinct summary of the text noting important details. (Product)

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Science Example: Students can write a succinct summary of the text noting important details. (Product)

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Science Write several notes on what they are reading in their own words (paraphrasing)

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Science Write several notes on what they are reading in their own words (paraphrasing)

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Students would be able to connect their reading to real world experiences.

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Students would be able to discuss the text with others (behavior).

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Students are writing about their reading in their notebook. Not only are they summarizing, they are also adding in their own thinking.

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Science: Students can write an explanation of how levels of classification identify more specific traits of living things as they move through the levels from domain to species.  As they read each level they will sketch examples of living things based on kingdom, phyllum, class, order, family, genus, and species.

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Science: Students can write an explanation of how levels of classification identify more specific traits of living things as they move through the levels from domain to species.  As they read each level they will sketch examples of living things based on kingdom, phyllum, class, order, family, genus, and species.

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Students can engage with one another in meaningful conversations explaining their personal take aways from the text.

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Math: I can identify the important quantities that I need to work with to create a problem. 

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Math: I can identify the important quantities that I need to work with to create a problem. 

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Some observable behaviors I would see would be on-task conversations about their reading. They would be sharing their thoughts about their reading and building off each other's ideas.

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Students would ask deeper questions going beyond summary questions. (Why did the author write this? Why is the character behaving in this way?)

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Students can extend on the idea or main idea of the text by making connections across different areas and/or make personal or anecdotal connections.

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Could write a reflection or response

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Math: I can explain in my own words what the math problem is about. I can explain the relationships between the quantities. 

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Math: I can explain in my own words what the math problem is about. I can explain the relationships between the quantities. 

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Students can develop higher level thinking questions/hypothesis using the text as a foundation.

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Math: I can set up the problem and explain how I am going to solve it. 

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Math: I can set up the problem and explain how I am going to solve it. 