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In preparation for the school year she reviews the grade 4 writing targets using the Smarter Content Explorer.

She reviews her planned instructional unit focused on narrative writing and recognizes that there are a number of ways she can glean information about what students know and can do through brief writes.

After reviewing the formative strategies, she uses task models from the Smarter Content Explorer to write exit tickets to use throughout the unit.

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Towards the end of her instructional unit she chooses to administer the Write and Revise Narratives Focused IAB remotely to help guide instructional next steps.

The assessment has two items that require hand-scoring.

She uses the training guide and reviews the hand-scoring training materials her state has provided before scoring her students responses.

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Through the hand-scoring process, the teacher recognizes that many students appear to be struggling with one of the items focused on constructing endings.

The teacher reviews the overall results in the Reporting System – specifically the distractor analysis.

She finds that her student scored poorly on the organization items: specifically, many students are struggling with beginnings and endings.

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To help inform instructional next steps the teacher reviews the Connections Playlist for the Grade 4 Write and Revise Narratives Focused IAB.

She reviews the playlist and identifies Beginnings and Endings as topics for additional instruction.

She makes plans to implement the playlist resources focused on those topics in the last few days of her instructional unit: To Read, Or Not To Read? Interesting Beginnings, and NOT Just "The End"- Better Narrative Endings.

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