Middle School Goals 6-8 (Reading-Writing-Math) by Jamel Holmes

Explain How Evidence Supports a Claim R.1 (6th grade)

jamelholmes2 — 2020-05-13 19:22:59 UTC

By (date), after reading an informational, independent reading level text and given a prompt with a claim (verbally or in writing), (name) will cite (2) pieces of textual evidence and explain how it supports the claim with (1) choice of teacher support (e.g. graphic organizer , sentence starters , guiding questions ), scoring 75% (or higher) as measured by a (teacher-created rubric ).

Determine Central Idea & Supporting Details R.2 (6th grade)

jamelholmes2 — 2020-05-14 03:27:27 UTC

By (date), after reading an informational, independent level text, (name) will state the central idea of the text, list (3) supporting details, and explain in (1) sentence how the details support the central idea in a graphic organizer , scoring (4 out of 5 points for the idea, details, and support) in (3 out of 4) trials.

Cite Evidence from a Literary Text R.1 (6th grade)

jamelholmes2 — 2020-05-14 03:29:29 UTC

By (date), given an independent level literary text and a claim, (name) will (orally or in writing) cite at least (2) pieces of textual evidence to support the given claim in (3 out of 4) trials.

Use Context to Learn Word Meanings L.4 (6th grade)

jamelholmes2 — 2020-05-14 17:44:25 UTC

By (date), when given (5) underlined words in sentences or short paragraphs, (name) will use context clues to determine the meaning of the word for (4 out of 5) words on (2 out of 3) trials.

Explain Theme and Supporting Details R.2 (6th grade)

jamelholmes2 — 2020-05-19 18:14:04 UTC

By (date), given an independent level literary text and a teacher-provided support (e.g. a graphic organizer , sentence starters ), (name) will explain the theme and (3) supporting details in (4) sentences, accurately identifying theme and (2 out of 3) details on (3 out of 4) trials.

Analyze How Characters Respond to Plot Events R.3 (6th grade)

2020-05-19 18:19:44 UTC

By (date), given a grade level literary text, (name) will identify (2) significant plot events (i.e. events that impact the trajectory of the plot) and analyze how a character responds to the (2) significant plot events, referring to (2) specific examples/evidence from the text, for 3 out of 4 literary responses.

Cite Evidence to Support a Claim in Nonfiction R.1 (6th grade)

2020-05-19 18:23:14 UTC

By (date), given an independent level informational text and a claim about the text (e.g. central idea, key conclusion), (name) will list (2) pieces of evidence and write (1-2) sentences to explain how it supports the claim, scoring (3 out of 4 points for evidence and support) in (3 out of 4) trials.

Determine Central Idea and Details in Nonfiction R.2 (6th grade)

2020-05-19 18:25:45 UTC

By (date), given an independent level informational text, (name) will write the central idea of the text and list (3) supporting details in a graphic organizer, accurately identifying the central idea and (2 out of 3) details in (3 out of 4) trials.

Describe Development of Ideas in a Text R.3 (6th grade)

2020-05-19 18:26:32 UTC

By (date), given an independent level informational text, a prompt about how an idea in the text is developed, and a T-Chart , (name) will cite (3) examples from the passage and explain in (1-2) sentences how each example answers the prompt, scoring (4 out of 6 points for examples and explanation) in (3 out of 4) trials.

Use a Dictionary or Glossary L.4 (6th grade)

2020-05-19 18:27:42 UTC

By (date), after being given a passage with target words or list of words, (name) will use a dictionary, glossary, or thesaurus to determine the definition, syllabication, pronunciation, alternate word choice, and/or part of speech of (10) words, as determined in a teacher-prepared assessment, during (5 out of 5) vocabulary exercises.

Using Context to Learn a Word's Meaning L.4 (6th grade)

2020-05-19 18:31:06 UTC

By (date), after reading a grade-level text, (name) will determine the meaning of (5) teacher-selected words by identifying a replacement word that maintains the figurative, connotative or technical meaning for (4 out of 5) words in (3 out of 4) trials.

Select Words with Similar Meanings R.4 (6th grade)

2020-05-19 18:31:47 UTC

By (date), after reading an independent level informational text with (3) bolded teacher selected words and phrases, (name) will select from a list a replacement for each bolded word or phrase that maintains the original meaning of the sentence, accurately identifying the replacement for (2 out of 3) words in (3 out of 4) trials.

Analyze Structure of Text R.5 (6th grade)

2020-05-19 18:33:29 UTC

By (date), when given a sentence from a familiar, grade-level text, such as an article or editorial, (name) will write a (4-5) sentence analysis of how the selected sentence fits into the broader organization and meaning of the text by: 1. identifying the overall text structure, 2. identifying a structural signal word/phrase in the selected sentence, 3. rephrasing the central idea of the text, and 4. making a connection between the central idea and the selected sentence in (3 out of 4) trials using different texts.

Determine an Author's Purpose R.6 (6th grade)

2020-05-19 18:34:11 UTC

By (date), given an independent level informational, persuasive text (e.g., letter to the editor, argumentative essay), (name) will identify who the author is, who the audience is, the author’s purpose for writing the text, and provide (2) supporting details, scoring (3 out of 4 points for the author’s purpose and details) in (3 out of 4) trials.

Integrate Information from Illustration R.7 (6th grade)

2020-05-19 18:34:51 UTC

By (date) after reading a text at grade level accompanied by a detailed illustration, (name) will summarize the topic in (3-4) sentences with at least (1) supporting detail referencing the illustration and at least (1) supporting detail referencing the text in (4 out of 5) trials.

Determine If A Claim Is Supported by Evidence R.8 (6th grade)

2020-05-19 18:36:24 UTC

By (date), after reading a grade-level persuasive text, (name) will underline (1) claim and write (1) sentence that explains whether or not the claim is supported by evidence from the text (underlining a piece of supporting evidence, if applicable), for (4 out of 5) persuasive text analyses.

Evaluate Claims Supported by Evidence R.8 (6th grade)

2020-05-19 18:37:09 UTC

By (date), when given a (grade-level) informational text with a clear argument, (name) will evaluate whether or not the claims are supported by evidence by identifying (3 or more) claims and (2 or more) pieces of supporting reasons/evidence in (4 out of 5) trials, as measured by a (teacher-created assessment or rubric).

Compare Nonfiction Texts R.9 (6th grade)

2020-05-19 18:37:45 UTC

By (date), after reading (2) nonfiction texts that present a similar series of events, (name) will list (3) similarities and (3) differences between how the information is presented by each author, for (4 out of 5) nonfiction text comparisons.

Describe the Effect of Plot Changes on Characters R.3 (6th grade)

2020-05-19 18:42:22 UTC

By (date), after reading a short, independent level literary text and given a prompt, (name) will construct a response that describes a minimum of (3) significant events/ changes in the plot and, for each event/change, explain in (2-3) sentences how it causes a character to respond or change, scoring (4 out of 6 points for identification and explanation) in (3 out of 4) trials.

Cite Evidence to Support Literary Analysis R.1 (6th grade)

2020-05-19 18:45:03 UTC

By (date), given an independent level literary text and a claim about a literary element (e.g., characterization, theme, plot), (name) will cite (2) pieces of evidence and write (1-2) sentences to explain how that evidence supports the claim, scoring (3 out of 4 points for evidence and support) on (3 out of 4) trials.

Analyze the Theme of a Literary Text R.2 (6th grade)

2020-05-19 18:45:49 UTC

By (date), given an independent level literary text, (name) will write the theme of the text and (3) details that develop the theme in a graphic organizer, accurately identifying the theme and (2 out of 3) details in (3 out of 4) trials.

Determine Meaning and Tone of Words R.4 (6th grade)

2020-05-19 18:46:50 UTC

By (date), after reading an independent level literary text, (name) will determine the meaning of (5) teacher-selected words by choosing another word with a similar meaning and tone from a list of options, scoring (4 out of 5 points) in (3 out of 4) trials.

Analyze a Scene's Impact on Plot R.5 (6th grade)

2020-05-19 18:48:32 UTC

By (date), after independently reading a grade-level fictional text (e.g., short story, novel, poem) and experiencing a guided peer discussion that generates a list of important events, (name) will identify a scene that is critical to the development of the story and write a brief paragraph (6-8 sentences) that describes the story’s theme and lists at least (2) ways the scene moves the plot forward in (4 out of 5) passages.

Explain Point of View in Text R.6 (6th grade)

2020-05-19 18:49:03 UTC

By (date), given an independent level literary text and prompt that focuses on how the author develops the point of view, (name) will explain how the author develops the narrator or main character’s point of view (e.g., choice of words, character interaction, dialogue) in (1-2) sentences and identify (2) pieces of evidence that reflect the point of view, scoring (3 out of 4 points for explanation and evidence) in (3 out of 4) trials.

Compare Text to a Video R.7 (6th grade)

2020-05-19 18:49:44 UTC

By (date), after reading a grade level story/poem and then watching a video about the same topic, (name) will make (4) observations comparing and contrasting the two in terms of what they saw and heard as measured by a (teacher created quiz).

Compare Similar Themes Across Genres R.9 (6th grade)

2020-05-19 18:50:17 UTC

By (date), after reading (2) literary texts from different genres that share a similar topic or theme, (name) will write (1) paragraph that describes (1) similarity and (1) difference between how the theme or topic is presented in each genre (e.g. structure, point-of-view), for (3 out of 4) cross-genre comparisons.

Summarizing Central Ideas R.2 (6th grade)

2020-05-19 18:50:59 UTC

By (date), when given a grade-level text, (name) will write a summary of the text's central idea with (3) supporting details and (0) opinions, as per a teacher-created rubric, for (5 out of 5) text summaries.

Analyzing the Organization of a Text R.5 (7th grade)

2020-05-19 19:48:32 UTC

By (date), when given a sentence from a familiar, grade-level text, such as an article or editorial, (name) will write a (4-5) sentence analysis of how the selected sentence fits into the broader organization and meaning of the text by: 1. identifying the overall text structure (e.g. "chronological") 2. identifying a structural signal word/phrase (e.g. "First") in the selected sentence, 3. rephrasing the central idea of the text, and 4. making a connection between the central idea and the selected sentence in (3 out of 4) trials using different texts.

Compare History and Historical Fiction R.9 (7th grade)

2020-05-19 19:50:54 UTC

By (date), after reading a nonfiction historical account and a piece of historical fiction about the same period, (name) will write a paragraph that uses (1) piece of supporting evidence to describe how the fiction author used or changed historical facts, for (4 out of 5) historical fiction analyses

Analyze Film Techniques R.7 (7th grade)

2020-05-19 19:52:14 UTC

By (date), after reading a grade level story/poem then watching a filmed version of the same story, (name) will make (4) observations comparing and contrasting the two in terms of what made each version unique (sound, color, lighting, etc.) as measured by (teacher observation).

Compare and Contrast Points of View R.6 (7th grade)

2020-05-19 19:53:14 UTC

By (date), after independently reading a grade level narrative text, (name) will identify the point of view of at least (2) different characters, choose one point of view to represent in a debate about an issue presented in the text, and will defend that point of view by citing at least (2) supporting examples from the text in (4 out of 5) passages.

Identify How a Poem's Structure Impacts Meaning R.5 (7th grade)

2020-05-19 19:54:24 UTC

By (date), after independently reading a grade-level lyric poem, (name) will construct a concept map that describes how at least (3) aspects of its structure (e.g., foot, rhythm, meter) relate to the text’s theme in (4 out of 5) passages.

Determine Impact of Rhyme and Repetition R.4 (7th grade)

2020-05-19 19:55:22 UTC

By (date), after reading a grade level poem with rhyme and repetition, (name) will determine the meaning of (3) teacher-selected words by identifying a replacement word that maintains the effect of the rhymes/repetitions had on the meaning and tone of the text from a list of (3) options in (4 out of 5) trials as measured by a (teacher-created quiz).

Analyze Interaction Between Story Elements R.3 (7th grade)

2020-05-19 19:56:16 UTC

By (date), after reading a short, independent level literary text, (name) will write a paragraph (5-7 sentences) that identifies the setting of the story and explains how the setting has an impact on at least (1) character and at least (1) major plot event, scoring (4 out of 5 points for evidence and analysis) in (3 out of 4) trials.

Analyze Development of Theme in a Literary Text R.2 (7th grade)

2020-05-19 19:58:06 UTC

By (date), given an independent level literary text, (name) will write a response that explains the theme of the text in (1-2) sentences and shows how it develops over the course of the text by citing (3) supporting details (e.g. from the beginning, middle, and end), accurately identifying the theme and (2 out of 3) details in (3 out of 4) trials.

Cite Details to Support Literary Analysis R.1 (7th grade)

2020-05-19 19:58:54 UTC

By (date), given an independent level literary text and a claim about a literary element (e.g., characterization, theme, plot), (name) will cite (3) pieces of evidence and explain in (1-2) sentences how that evidence supports the claim, scoring (4 out of 6 points for evidence and support) in (3 out of 4) trials.

Compare Facts in Nonfiction Texts R.6 (7th grade)

2020-05-19 19:59:32 UTC

By (date), after reading (2) nonfiction texts about the same topic, (name) will underline (1) fact or piece of evidence in each text and then write a paragraph that describes how the facts, or the authors' interpretation of them, affect the emphasis of each text, for (4 out of 5) nonfiction text comparisons.

Evaluate Claims Based on Evidence R.8 (7th grade)

2020-05-19 20:00:17 UTC

By (date), when given grade level text that presents an argument, (name) will write a multi-paragraph essay that states the central argument, evaluates at least (3) different claims made, and concludes with an opinion of whether the argument is sound. In the evaluation of each claim, (name) will present at least (1) piece of supporting evidence or reasoning from the text and an opinion of whether the evidence supports the claim.

Compare and Contrast Different Mediums R.7 (7th grade)

2020-05-19 20:01:40 UTC

By (date) after reading a text at grade level accompanied by (a video) about the same subject, (name) will compare and contrast the two mediums in (3-4) sentences with at least (1) similarity and at least (1) difference in (4 out of 5) trials.

Using a Dictionary, Glossary, or Thesaurus L.4 (7th grade)

2020-05-19 20:02:50 UTC

By (date), after being given a passage with target words or list of words, (name) will use a dictionary, glossary, or thesaurus to determine the definition, syllabication, pronunciation, alternate word choice, and/or part of speech of (15) words, as determined in a teacher-prepared assessment, during (5 out of 5) vocabulary exercises

Explain and Support an Author’s Point of View R.6 (7th grade)

2020-05-20 18:05:25 UTC

By (date), given an independent level informational, persuasive text (e.g., letter to the editor, argumentative essay), (name) will explain the author’s point of view in (1-2 sentences) and list at least (2) details that distinguish their point of view, scoring (3 out of 4 points for the explanation and details) in (3 out of 4) trials.

Explain How a Section Contributes to the Text R.5 (7th grade)

2020-05-20 18:07:45 UTC

By (date), given an independent level informational text, (name) will write a (4-6 sentence) response that explains how a specific section of text contributes to the development of ideas from the passage using at least (2) direct or restated pieces of evidence from the text, scoring (4 out of 5 points for explanation and evidence) in (3 out of 4) trials.

Determine Impact of Words on Meaning and Tone R.4 (7th grade)

2020-05-20 18:13:06 UTC

By (date), after reading (grade-level) informational text, (name) will determine the meaning of (3) teacher-selected words by identifying a replacement word that maintains the meaning and tone of the text from a list of (4) options in (4 out of 5) trials, as measured by a (teacher-created assessment).

Analyze Relationships Between Elements in a Text R.3 (7th grade)

2020-05-20 18:14:39 UTC

By (date), given a short, independent level informational text and a prompt that identifies one key element (e.g. idea, individual, event) in the text, (name) will explain in (3-4) sentences how this element influences (2) other elements in the text, scoring (3 out of 4 points for the elements and explanation) points in (3 out of 4) trials.

Analyze Central Ideas and Details in Nonfiction R.2 (7th grade)

2020-05-20 18:17:15 UTC

By (date), given an independent level informational text, (name) will write two central ideas, (2) supporting details for each idea, and (1-2) sentences explaining how the author develops the central ideas, scoring (6 out of 8 points for the ideas, details, and explanation) in (3 out of 4) trials.

Cite Multiple Pieces of Evidence to Support a Claim R.1 (7th grade)

2020-05-20 18:18:05 UTC

By (date), given an independent level informational text and a claim about the text (e.g. central idea, key conclusion), (name) will cite (3) pieces of evidence and write (2-3) sentences to explain how it supports the claim, scoring (4 out of 6 points for evidence and support) in (3 out of 4) trials.

Explain How Setting Affects Plot and Character R.3 (7th grade)

2020-05-20 18:20:19 UTC

By (date), given a grade level literary text, (name) will state the setting of a story, cite (1) detail that shows how the setting impacts the plot and (1) detail that shows how the setting impacts the character and analyze the details to explain how the setting impacts (1) character and (1) major plot event, for (3 out of 4) literary responses.

Determine Word Meaning and Tone L.4 (7th grade)

2020-05-20 18:21:10 UTC

By (date), given an instructional level passage, (name) will determine the meaning and tone of words or phrases for (4 out of 5) words on (2 out of 3) trials.

Analyze Development of Theme in a Literary Text R.2 (7th grade)

2020-05-20 18:22:02 UTC

By (date), given an independent level literary text and a graphic organizer, (name) will write a response that explains the theme of the text using (3) supporting details (e.g. from the beginning, middle, and end), scoring (4 out of 5 points for theme, details, and explanation) in (3 out of 4) trials.

Cite Evidence to Support a Given Claim R.1 (7th grade)

2020-05-20 18:23:16 UTC

By (date), given an instructional-level literary text and a claim, (name) will (orally or in writing) cite (3) pieces of textual evidence to support the given claim, accurately choosing (2 out of 3) pieces of evidence for (3 out of 4) trials.

Determine Two Central Ideas and Analyze Their Development R.2 (7th grade)

2020-05-20 18:24:26 UTC

By (date), after reading an informational, independent level text, given a graphic organizer, (name) will write two central ideas, (2) supporting details for each central idea, and (1-2) sentences explaining how the central ideas are developed, scoring (5 out of 6) points for ideas, supporting details, and explanation on (3 out of 4) trials.

Explain How Multiple Pieces of Textual Evidence Support a Claim R.1 (7th grade)

2020-05-20 18:25:26 UTC

By (date), after reading an informational, independent reading level text and given a prompt with a claim (verbally or in writing), (name) will cite (3) pieces of textual evidence and explain how it supports the claim with (1) choice of teacher support (e.g. graphic organizer, sentence starters, guiding questions) scoring (75%) or higher as measured by (teacher-created rubric).

Analyze a Paragraph and Its Importance to a Key Concept R.5 (8th grade)

2020-05-20 18:30:21 UTC

By (date), given an independent level informational text, (name) will write a (5-7 sentence) response that explains how a specific paragraph of text contributes to the development of a key concept, using at least (3) direct or restated pieces of evidence from the text, scoring (4 out of 5 points for explanation and evidence) in (3 out of 4) trials.

Making Inferences/Drawing Conclusions

2020-05-20 18:32:56 UTC

By (date), after reading a grade-level informational text, (name) will correctly respond to (3 out of 4) short-answer, analytical questions that require (him/her) to infer information from explicit information in the text by writing (3-6) sentences, including (1-2) citations of textual evidence from which each inference is logically drawn to support (his/her) answer, for each question for 3 out of 4 texts.

Connect Modern and Traditional Works R.9 (8th grade)

2020-05-20 18:34:33 UTC

By (date), after reading modern grade-level fiction, (name) will write a paragraph that analyzes how the modern fiction uses (1) element (e.g. theme, pattern of events, character types) from a traditional story, myth, or legend, for (4 out of 5) literary analyses.

Evaluate a Film's Authenticity to a Text R.7 (8th grade)

2020-05-20 18:36:38 UTC

By (date), after reading a grade level story/drama and then watching a filmed or live production of the same story, (name) will identify 3 significant differences found in the film and provide a possible reason explaining why the director/actors chose to differ from the written work as measured by a (teacher created quiz).

Analyze Differences in Points of View R.6 (8th grade)

2020-05-20 18:43:49 UTC

By (date), after reading an independent level text and given a prompt that focuses on analyzing differences in the points of view between the characters and the audience or reader (name) will explain in (writing, a graphic organizer) how differences in the points of view create effects such as suspense or humor and include (one) supporting detail, in (4 out of 5) responses as measured by (teacher selected assessment, teacher created rubric).

Analyze Point of View and Dramatic Irony R.6 (8th grade)

2020-05-20 18:46:25 UTC

By (date), after independently reading a grade level narrative text, (name) will use metacognitive notetaking to identify the point of view of the main character or narrator (e.g., first person, third person, etc.) and at least (1) passage in which dramatic irony occurs (e.g., the author reveals more to the audience than the main character knows) and will explain to a partner in a think-pair-share how it impacts the story (e.g., makes it more suspenseful or humorous) in (4 out of 5) passages.

Compare Influence of Text Structures on Meaning R.5 (8th grade)

2020-05-20 18:47:25 UTC

By (date), given two independent level literary texts (e.g., short story, novel, poem) and a prompt that focuses on comparing text structure, (name) will identify the structure of each text, listing at least (1) similarity and (1) difference between the two texts, and explain at least (1) way the structure of each text influences overall meaning in a short written response, scoring (4 out of 5 points for the structure, comparison, and explanation) in (3 out of 4) trials.

Use Metaphors to Make Comparisons R.5 (8th grade)

2020-05-20 18:50:46 UTC

By (date), given a (grade-level) literary text, (name) will identify (1) metaphor from the text and write (3-5) sentences comparing ideas in the text described by the (1) metaphor using at least (2) details from the text for (4 out of 5) texts, as measured by a (teacher-selected assessment or rubric).

Analyze Analogies and Allusions R.4 (8th grade)

2020-05-20 18:59:47 UTC

By (date), after reading a grade level story/poem, (name) will analyze the impact of (3) teacher-selected analogies or allusions by identifying a replacement analogy or allusion that maintains the figurative and connotative meaning of the text in (4 out of 5) trials as measured by a (teacher-created quiz).

Analyze How Dialogue and Events Propel Drama R.3 (8th grade)

2020-05-20 19:01:35 UTC

By (date), after reading an independent level literary text, (name) will write a paragraph (5-7 sentences) that identifies a main character and analyzes how (2) details (e.g. dialogue, important events) impact character development (e.g. reveal aspects of the character, provoke a decision), scoring (4 out of 5 points for details and analysis) in (3 out of 4) trials.

Analyze How Story Elements Develop Theme R.2 (8th grade)

2020-05-20 19:17:57 UTC

By (date), given an independent level literary text, a prompt, and a graphic organizer, (name) will write a (1 paragraph) response that explains the theme and provides (2) examples of how the theme is developed through the character(s), setting, and/or plot, scoring (4 out of 6 points for the theme and evidence) in (3 out of 4) trials.

Cite & Explain Evidence to Support a Claim R.1 (8th grade)

2020-05-20 19:21:15 UTC

By (date), given an independent level literary text and a claim about a literary element (e.g. characterization, theme, plot), (name) will use a paragraph template to write a response that cites (3) pieces of evidence and explains how each supports the claim, scoring (4 out of 6 points for evidence and support) in (3 out of 4) trials.

Analyze Conflicting Information in Text R.9 (8th grade)

2020-05-20 19:23:51 UTC

By (date), when given two non-fiction grade level texts that present conflicting ideas about the same concept, (student) will write (5-10) sentences to identify (1) way in which the concept is presented differently in the two texts and explain how the texts present conflicting ideas by citing at least (1) detail from each of the two texts for (3 out of 3) nonfiction analysis assignments

Evaluate Arguments and Evidence R.8 (8th grade)

2020-05-20 19:26:18 UTC

By (date), given an independent level argumentative text, a statement about the central argument in the text, and a graphic organizer, (name) will describe a claim, discuss how it supports the central argument, and evaluate (1) piece of evidence, explaining how it is relevant or irrelevant in supporting the argument, scoring (3 out of 4 points for explanation and evidence) in (3 out of 4) trials.

Evaluate Advantages of Different Mediums R.7 (8th grade)

2020-05-20 19:27:08 UTC

By (date), when assigned to present a topic, (name) will decide which medium to present their ideas (e.g. print, digital, video, multimedia) and write a short paragraph (4-5 sentences) explaining their decision with at least (2) advantages of their choice and (1) disadvantage or challenge of their choice in (2 out 3) presentations.

Using a Dictionary to Learn Word Meaning L.4 (8th grade)

2020-05-20 19:27:49 UTC

By (date), after reading a grade level text, (student) will use a dictionary to locate the definition, syllabication, pronunciations, alternate word choices, and/or parts of speech of (10) unknown vocabulary words, and will write the findings in his/her own words (10 words or less) in (5 out of 5) teacher-created vocabulary exercises.

Examine Point of View and Opposing Viewpoints R.6 (8th grade)

2020-05-20 19:28:37 UTC

By (date), given an independent level informational, persuasive text (e.g., letter to the editor, argument essay), (name) will write a paragraph that explains the author’s point of view and cites (2) details that show how the author supports their point of view and (1) detail that refutes opposing viewpoints, scoring (4 out of 5 points for explanation and evidence) in (3 out of 4) trials.

Analyze Figures of Speech and Word Meanings R.4 (8th grade)

2020-05-20 19:30:22 UTC

By (date), given an independent level informational text with (5) highlighted words and phrases (e.g. analogies, words with figurative, connotative, and technical meanings), (name) will explain the meaning of each highlighted word or phrase as it is relevant to the text in (1-2) sentences, accurately explaining (4 out of 5 words) in (3 out of 4) trials.

Analyze Connections in Texts R.3 (8th grade)

2020-05-20 19:31:00 UTC

By (date), after reading an independent level text and given a prompt that focuses on analyzing connections between parts of the text (e.g., individuals, ideas, or events) (name) will write a response that explains (one) connection and includes (one) supporting detail for each connection, in (4 out of 5) responses as measured by (teacher selected assessment, teacher created rubric).

Analyze Central and Supporting Ideas in Nonfiction R.2 (8th grade)

2020-05-20 19:31:46 UTC

By (date), given an independent level informational text and a paragraph template, (name) will write a (1 paragraph) response that states the central idea, (2) supporting ideas with evidence, and (1-2) sentences explaining how the central and supporting ideas are related, scoring (4 out of 5 points for the central and supporting ideas and explanation) on (3 out of 4) trials.

Cite and Explain Relevant Evidence R.1

2020-05-20 19:32:25 UTC

By (date), given an independent level informational text, a claim about the text (e.g., central idea, key conclusion), and a graphic organizer, (name) will write a paragraph that cites (3) pieces of evidence and explains how each supports the claim, scoring (4 out of 6 points for evidence and support) in (3 out of 4) trials.

Explain The Meaning of Figures of Speech L.5 (8th grade)

2020-05-20 19:33:39 UTC

By (date), given an independent level informational text with (5) highlighted figurative words and phrases, (name) will explain the meaning of each highlighted word or phrase as it is relevant to the text in (1-2) sentences, accurately explaining (4 out of 5 words) in (3 out of 4) trials.

Analyze Character Development R.3 (8th grade)

2020-05-20 19:34:21 UTC

By (date), given an independent level literary text, (name) will identify (2) details about the main character (e.g. character action, dialogue) and explain how the details develop the character (e.g. developing conflict, provoking a decision), for 3 out of 4 literary responses.

Make Inferences and Cite Evidence R.1 (8th grade)

2020-05-20 19:36:19 UTC

By (date), given an independent level informational text, (name) will determine (1) inference (e.g. draw a conclusion) and cite (2) pieces of textual evidence to support the inference, for (2 out of 3) texts.

Cite Textual Evidence to Support a Claim R.1 (8th grade)

2020-05-20 19:37:45 UTC

By (date), given an instructional-level literary passage and a claim about the passage, (name) will (orally or in writing) cite (3) pieces of textual evidence to support the given claim for (3 out of 4) passages.

Analyze an Author’s Claim and Cite Textual Evidence R.1 (8th grade)

2020-05-20 19:38:30 UTC

By (date), after reading an informational, independent reading level text and given a prompt (verbally or in writing), (name) will construct a response that states the author’s central claim, cites (3) pieces of evidence, and explains how it supports the claim with (1) choice of teacher support (e.g. graphic organizer, guiding questions, sentence starters), scoring (80%) or higher as measured by a (teacher-created rubric).

Graph Points on the Coordinate Plane (4 Quadrants) NS.8 (6th grade)

2020-05-20 19:40:46 UTC

By (date) when given (5) ordered pairs, (name) will graph the points on the coordinate plane, including all four quadrants, with (80%) accuracy (i.e, 4 out of 5 correctly graphed) for (2 out of 3) sets of ordered pairs.

Dot Plots, Histograms, and Box Plots (6th grade)

2020-05-20 19:42:34 UTC

By (date), when given (5) problems involving constructing graphical displays (e.g. dot plots, histograms, and box plots) to describe sets of data values, (name) will correctly draw diagrams of (4 out of 5) data distributions.

Dot Plots and Histograms SP.4 (6th grade)

2020-05-20 19:43:16 UTC

By (date), when given (5) problems involving constructing graphical displays (e.g. dot plots and histograms) to describe sets of data values, (name) will correctly draw diagrams of (4 out of 5) data distributions.

Describing Data Distribution SP.2 (6th grade)

2020-05-20 19:47:00 UTC

By (date), when given a data set, (name) will examine the distribution of a data set by using the center, spread, and overall

shape represented by using line plots, circle graphs, stem and leaf plots, histograms, or box plots to answer statistical questions about the data for (4 out of 5) problems.

Identify Statistical Questions SP. 1a (6th grade)

2020-05-20 19:48:09 UTC

By (date), when given a set of (5) questions, (name) will identify which questions are statistical (e.g. "For the given jar of different colored marbles, what are the chances that a student will pick a red marble?"), and non-statistical (e.g. "For the given jar of different colored marbles, how many red marbles are in the container?"), for (4 out of 5) questions.

Using Ratios to Find Percents RP.3C (6th grade)

2020-05-20 19:49:58 UTC

By (date), (name) will use ratios to calculate correctly the percent of a quantity and to solve for a part or whole given the percent for (4 out of 5) problems.

Solving Unit Rate Problems RP.3B (6th grade)

2020-05-20 19:50:44 UTC

By (date), when given a word problem involving a unit rate, (name) will calculate the unit rate or use a given unit rate to calculate the answer for (4 out of 5) problems.

Solve Problems Using Tables of Equivalent Ratios RP.3A (6th grade)

2020-05-20 19:52:49 UTC

By (date), when given a real-world problem with a table of equivalent ratios provided, (name) will use the table to calculate additional missing values and plot the pairs of values on the coordinate plane for (4 out of 5) problems.

Unit Rate Concept & Language RP.2 (6th grade)

2020-05-20 19:53:46 UTC

By (date), (name) will understand and apply the concept of a unit rate and use rate language (e.g. "for each," "for every," "per") when presented with a written rate scenario by identifying in writing the two related quantities of like or unlike types (e.g. cups to cups or dollar per hamburger). (Name) will explain the relationship as a fraction or ratio and use rate language in sentences either verbally or in writing in (4 out of 5) trials.

Ratio Representations RP.1 (6th grade)

2020-05-20 19:55:37 UTC

By (date), when given (5) comparisons of two quantities, (name) will correctly describe the ratio between the two quantities by writing (e.g. For every _______, there are _______.) for (4 out of 5) problems.

Rational Numbers on a Coordinate Grid NS.6 (6th grade)

2020-05-20 19:56:51 UTC

By (date), when given (5) ordered pairs, (name) will plot its location on a coordinate grid, name its quadrant, and plot its opposite correctly for (4 out of 5) ordered pairs.

Add and Subtract Positive and Negative Numbers NS.5 (6th grade)

2020-05-20 19:58:19 UTC

By (date), when given (5) problems using positive and negative numbers to represent quantities in real-world contexts (e.g. temperature, elevation, money), (name) will correctly add and subtract positive and negative numbers for (4 out of 5) problems.

Use Greatest Common Factor & Distributive Property NS.4 (6th grade)

2020-05-20 19:59:44 UTC

By (date), given a mathematical expression adding two whole numbers between 1 and 100 (e.g. 36 + 8), (name) will correctly use the distributive property to rewrite the expression in the form "GCF (factor + factor)" for (4 out of 5) examples.

Computing Fluently with Multi-Digit Decimals NS.3 (6th grade)

2020-05-21 18:09:44 UTC

By (date), when given a financial literacy word problem that requires addition, subtraction, multiplication or division of two multi-digit decimals, (name) will determine the correct operation needed and use the standard algorithm to calculate the result for (4 out of 5) problems.

Dividing Multi-Digit Numbers NS.2 (6th grade)

2020-05-21 18:12:40 UTC

By (date), when given a math problem that requires division of (2) numbers with up to a (5)-digit dividend and (2)-digit divisor, (name) will use the standard algorithm to correctly calculate the quotient for (4 out of 5) division problems.

Solving Word Problems with Division by a Fraction NS.1 (6th grade)

2020-05-21 18:14:03 UTC

By (date), when given (5) word problems involving division by a fraction (e.g. whole number divided by a fraction, mixed number divided by a fraction, fraction divided by a fraction), (name) will interpret the word problem and set up and solve a quotient with division by a fraction correctly for (4 out of 5) problems.

Using Nets for Solids to Calculate Surface Area G.4 (6th grade)

2020-05-21 18:14:49 UTC

By (date), (name) will identify the three-dimensional solid (e.g. cube, rectangular prism, tetrahedron, square or rectangular pyramid) that a given net represents and correctly calculate the surface area of the solid from its associated net (a pattern that you can cut and fold to make a model of a solid shape) for (4 out of 5) problems.

Drawing Polygons in the Coordinate Plane G.3 (6th grade)

2020-05-21 18:15:36 UTC

By (date), when given (3-8) coordinates of the vertices of a polygon, (name) will draw the polygons by correctly plotting and connecting each vertex in the coordinate plane and then calculate and label the length of each side of the polygon correctly for (4 out of 5) polygons.

Finding Volume by Packing with Unit Cubes G.2 (6th grade)

2020-05-21 18:16:27 UTC

By (date), (name) will correctly find the volume of a right rectangular prism with fractional edge lengths using unit cubes of the appropriate unit fraction edge lengths and confirm that the volume is the same when calculated by multiplying the edge lengths of the prism for (4 out of 5) problems.

Find Area Through Composition and Decomposition G.1 (6th grade)

2020-05-21 18:17:11 UTC

By (date), (name) will find the area of various polygons by composing them into rectangles or decomposing them into triangles and other shapes in (4 out of 5) written real-world examples.

Relationships between Two Variables EE.9 (6th grade)

2020-05-21 18:21:44 UTC

By (date), when given a problem involving a relationship between two quantities written in the form of a word problem, table, equation, or a graph, (name) will apply the relationship between the independent and dependent variables to solve (4 out of 5) problems.

Representing Inequalities EE.8 (6th grade)

2020-05-21 18:27:46 UTC

By (date), given real-world scenarios that present an inequality with infinitely many solutions, (name) will represent the inequality on a number line and write the mathematical expression using inequality notation (i.e. ">", "<") for (4 out of 5) problems in (2 out of 3) problem sets (e.g. "Sarah has less than $400.00 in her bank account | Sarah < $400.00 | S < 400").

Solve real-world problems with one-step equations EE.7

2020-05-21 18:31:42 UTC

By (date), when given a real-world problem with nonnegative rational numbers that requires one-step to solve, (name) will set up an equation in the form of x + p = q or px = q and use inverse operations to solve for the unknown variable for (4 out of 5) problems.

Variables & Writing Expressions EE.6

2020-05-21 18:34:21 UTC

By (date), when given a written description of a real-world situation, (name) will define and use variables to write a mathematical expression that represents the situation for (4 out of 5) situations presented.

Use Substitution to Solve Equations & Inequalities EE.5 (6th grade)

2020-05-21 18:36:16 UTC

By (date), when given an equation or inequality, (name) will use substitution (e.g. n + 7 = 8, substitute n = 1 since 1 more than 7 equals 8) to correctly decide which values make the equation or inequality true for (4 out of 5) problems.

Creating Equivalent Expressions EE.3 (6th grade)

2020-05-21 18:38:55 UTC

By (date), when given an expression (e.g. 3(x + 1), 3(2y + 4y), 2(z – 3) + z), (name) will use the properties of operations (e.g. associative: a + (b + c) = (a + b) + c, commutative: a + b + c = c + a + b = b + c + a, and distributive: a(b + c) = ab + ac) to create equivalent expressions for (4 out of 5) problems.

Write Algebraic Expressions Represented Verbally EE.2b (6th grade)

2020-05-21 18:41:10 UTC

By (date), (name) will correctly write algebraic expressions from verbal descriptions, including those that require viewing multiple parts of the expression as a single entity (e.g. a factor that is a sum of two terms in parentheses). (Name) will correctly identify parts of the algebraic expression using mathematical terms (e.g. sum, term, product, factor, quotient, coefficient) for (4 out of 5) problems.

Write Algebraic Expressions EE.2a (6th grade)

2020-05-21 18:43:37 UTC

By (date), given a verbal mathematical phrase that includes an unknown variable, (name) will translate the words into a corresponding algebraic expression, for (4 out of 5) math phrases.

Evaluate Expressions Using Whole Number Exponents EE.1 (6th grade)

2020-05-21 18:45:13 UTC

By (date), when given a problem involving a whole number exponent (e.g. with base that is a whole number, positive decimal, or positive fraction), (name) will use order of operations and the properties of exponents to write and evaluate the corresponding numerical expression for (4 out of 5) problems.

Solve One-Step Word Problems EE.7 (6th grade)

2020-05-21 18:47:43 UTC

By (date), given a one-step word problem of the form px = q, (name) will identify key information from the problem (e.g. unit rate, variable, total), then write and solve an algebraic equation with (75%) accuracy (i.e. 3 out of 4 problems correct) for (2 out of 3) sets of problems.

Solve One-Step Equations EE.7 (6th grade)

2020-05-21 18:48:43 UTC

By (date), when given a one-step equation (e.g. 2x = 12) with whole numbers, (name) will solve for the variable using visual or arithmetic strategies (e.g. equation mat with algebra tiles, algebraically with inverse operations) with (80%) accuracy (i.e. 4 out of 5 problems correct) for (2 out of 3) sets of problems.

Compute with Multi-Digit Decimals (6th grade)

2020-05-21 18:49:41 UTC

By (date), when given (4) equations involving addition, subtraction, multiplication, or division of one whole number and one multi-digit decimal number up to the thousandths place, (name) will solve by using the standard algorithm with (80%) accuracy (i.e. 4 out of 5 problems correct) for (2 out of 3) sets of problems.

Understand the Value of Positive & Negative Numbers NS.5 (6th grade)

2020-05-21 18:50:22 UTC

By (date), when given a quantity in a real-world context, (name) will represent the quantity with a positive or negative number and describe the relationship to 0 (in context) with (80%) accuracy (i.e. 4 out of 5 problems correct) for (2 out of 3) sets of problems.

Convert Rational Numbers to Decimal Form NS.2d (7th grafde)

2020-05-21 18:54:35 UTC

By (date), given a rational number (e.g. ¹³⁄₂; 5 ⁶⁄₇), (name) will use long division to convert the rational number into decimal form with (80%) accuracy (i.e, 4 out of 5 correct conversions).

Identify a Proportional Relationship from a Table RP.2d (7th grade)

2020-05-21 18:57:00 UTC

By (date), when given a table of (4) ordered pairs, (name) will determine if the relationship is proportional by calculating the unit rate for each ordered pair with (75%) accuracy (i.e, 3 out of 4 correct) for (2 out of 3) tables.

Probability of Compound Event Using a Tree Diagram SP.8 (7th grade)

2020-05-21 18:58:35 UTC

By (date), when given a compound chance event (e.g. the sum of two dice rolls equaling 5), (name) will create a tree diagram that demonstrates the sample space for the compound event, identify the outcomes in the sample space that meet the criteria, and calculate the probability of the specified event for (4 out of 5) problems.

Probability of Compound Event Using a Table SP.8 (7th grade)

2020-05-21 19:03:00 UTC

By (date), when given a compound chance event (e.g. rolling a die twice and getting a first roll that is lower than the second roll, flipping a coin twice and getting a heads first and tails second, spinning an arrow on a multi-colored spinner twice and landing on red first then green second), (name) will create a table that demonstrates the sample space for the compound event, identify the outcomes in the sample space that meet the criteria, and calculate the probability of the specified event for (4 out of 5) problems.

Finding Probability with Probability Models (7th grade)

2020-05-21 19:05:26 UTC

By (date), when given a chance event with more than one variable (e.g. gender of student and the number of pets owned), (name) will develop a probability model by constructing a table of outcomes and their probabilities (e.g. assign a theoretical probability for each outcome as the number of ways the outcome can occur divided by the total number of outcomes) and use this model to determine the probability of a given event (e.g. a female student has one dog for a pet) for (4 out of 5) problems.

Determining the Probability of a Random Event (7th grade)

2020-05-21 19:07:18 UTC

By (date), (name) will correctly determine the probability of a random event (e.g. multicolored spinner, flipping a coin, rolling a die) by dividing the number of favorable outcomes by the total number of all possible outcomes and state the likelihood of the event occurring (e.g. 0 - impossible, 1/6 - unlikely, 1/2 - even chance, 5/6 - very likely, 1 - certain) for (4 out of 5) problems.

Using Mean, Median, MAD, and IQR (7th grade)

2020-05-21 19:09:09 UTC

By (date), when given a data set with numerical values for the same variable in two different populations (for example, the heights of team members from two different sports), (name) will make a dot plot of each distribution, calculate the mean, median, median absolute deviation (MAD) and interquartile range (IQR) for each data set, and use these calculations to compare the measures of center and variability of each population for (4 out of 5) data sets.

Make Inferences About a Population From a Random Sample (7th grade)

2020-05-21 19:10:10 UTC

By (date), when given a random data sample of a population and a question that asks the student to make a prediction or inference, (name) will use the sample to answer the question and justify their answer for (4 out of 5) data sets.

Random Samples (7th grade)

2020-05-21 19:11:22 UTC

By (date), (name) will correctly identify whether a sample is representative of the population depending on the statistical problem set and will suggest a more appropriate random sample for the scenario, if necessary, for (4 out of 5) data sets. (e.g. If the student council has been asked to conduct a survey on the 12th graders preference for a prom theme; a correct random sample would be to survey every 5th twelfth grader to enter the lunchroom, etc. An incorrect sample would be to survey elementary students.)

Use Proportional Relationships to Solve Rate & Percent Problems RP.3 (7th grade)

2020-05-21 19:12:26 UTC

By (date), given proportional relationship scenarios, (name) will solve multi-step ratio and percent problems by cross multiplying the terms to find the correct value of the unknown term for (4 out of 5) problems.

Graphing Proportional Relationships SP. 2 (7th grade)

2020-05-21 19:13:42 UTC

By (date), when given real-world scenarios with a table of (3 or more) ordered pairs, (name) will determine if the table represents a proportional relationship by graphing the coordinates and checking whether the points lie on a straight line through the origin for (4 out of 5) proportional identification activities.

Unit Rates with Fractions SP.1 (7th grade)

2020-05-21 19:16:33 UTC

By (date), (name) will use ratios to correctly calculate unit rates, including ratios of fractions with quantities measured in like or different units for (4 out of 5) problems.

Real World Rational Number Problems NS.3 (7th grade)

2020-05-21 19:28:37 UTC

By (date), when given a series of (12) real-world* word problems involving (2) sets of rational numbers (including complex fractions), and requiring any of the four operations (i.e., addition, subtraction, multiplication, division), (name) will select an operation and solve (10 out of 12) problem correctly.

Multiplication & Division of Rational Numbers NS.2 (7th grade)

2020-05-21 19:30:41 UTC

By (date), given a word problem involving multiplying and dividing rational numbers (e.g. "Three friends go to the store and each person purchases 5 baseballs for $5.27 each. How much money did the friends spend on baseballs in total?"), (name) will correctly solve the problem by applying the properties of operations and label the answer with the proper unit (e.g. dollars, cents, etc.) for (4 out of 5) word problems

Adding and Subtracting Rational Numbers NS.1 (7th grade)

2020-05-21 19:34:10 UTC

By (date), when given (5) word problems involving adding and subtracting rational numbers in a real-life application, (name) will correctly find the sum of opposites, use a number line to find sums and differences, and subtract using the additive inverse for (4 out of 5) problems.

Finding Surface Area and Volume of a 3D Object G.6 (7th grade)

2020-05-21 19:35:47 UTC

By (date), when given real-world problems that require finding the surface area and volume of three-dimensional objects (e.g. cubes, right rectangular prisms, triangular prisms), (name) will calculate the surface area by summing the known areas (e.g. triangles, squares, rectangles) of each face. (Name) will calculate the volume by multiplying the known area of the base (e.g. triangle, square, rectangle) by the height for (4 out of 5) problems.

Finding The Area of a Polygon Using Known Areas G.6 (7th grade)

2020-05-21 19:37:19 UTC

By (date), when given real-world problems that require finding the area of two-dimensional objects (e.g. triangles, quadrilaterals, polygons), (name) will calculate the area by splitting the given object into multiple objects with known areas (e.g. triangles, squares, rectangles) and summing the areas for (4 out of 5) problems.

Using Pairs of Angles to Solve for an Angle G.5 (7th grade)

2020-05-21 19:38:16 UTC

By (date), (name) will correctly set up and solve multi-step equations for an unknown angle in a figure by using facts about pairs of angles formed by two parallel lines cut by a transversal (e.g. supplementary, complementary, vertical, and adjacent angles) for (4 out of 5) problems.

Finding the Area and Circumference of a Circle G.4 (7th grade)

2020-05-21 19:39:08 UTC

By (date), when given (5) problems on finding the area or circumference of a circle with a geometric component (e.g. radius, length of side of inscribed square) labeled, (name) will find the area or circumference of a circle by using the correct formula (e.g. A = πr^2, C = 2π*r) for (4 out of 5) problems.

Plane Sections of 3D Figures G.3 (7th grade)

2020-05-21 19:41:11 UTC

By (date), given a drawing of a three dimensional figure (i.e. a right rectangular pyramid or prism), (name) will name (verbally or in writing) the shape of the plane section made from cross-section cuts (parallel or perpendicular) correctly for (4 out of 5) figure drawings.

Drawing Triangles Using Angles and Sides G.2 (7th grade)

2020-05-21 19:41:58 UTC

By (date), When given (5) triangles and three measures of angles or slides for each, (name) will correctly draw (e.g. by freehand, with ruler and protractor, and with technology) the triangle for (4 out of 5) problems

Solving Problems with Scale Drawings G.1 (7th grade)

2020-05-22 18:01:45 UTC

By(date), when given (4) problems involving scale drawings to find the area and length of geometric figures, (name) will compute the area and length (e.g., scale factor, proportion, or ratio) from a scale drawing to produce the drawing at a different scale, on (3 out of 4) problems.

Solve Real-World Problems with Two-Step Equations EE.4a (7th grade)

2020-05-22 18:08:03 UTC

By (date), when given a real-world problem with rational numbers that requires two-steps to solve, (name) will set up an equation in the form of px + q = r or p(x + q) = r and use inverse operations to solve for the unknown variable for (4 out of 5) problems.

Solving Equations and Inequalities EE.4 (7th grade)

2020-05-22 18:22:14 UTC

By (date), (student) will be able to solve for unknown variables in real-world problem situations by setting up an equation or inequality in the form px + q = r and p(x + q) = r or px + q > r or px + q < r, where p, q, and r are specific rational numbers. When given 5 problems in writing, (name) will solve 3 problems correctly.

Multi-Step Mathematical Problems EE.3 (7th grade)

2020-05-22 18:24:03 UTC

By (date), given (5) multi-step, real-life problems involving all forms of rational numbers (e.g. whole numbers, fractions, and decimals), (name) will use the properties of operations to solve the problems correctly for (4 out of 5) problems in (2 out of 3) problem sets (e.g. "If a woman making $25 an hour gets a 10% raise, what is her new hourly salary?").

Writing Expressions for Problems with Percents EE.2 (7th grade)

2020-05-22 18:25:05 UTC

By (date), (name) will correctly write algebraic expressions for problems involving percents (e.g. new enrollment from percent increase in number of students, sale price due to percent decrease in original price) for (4 out of 5) problems.

Apply Operations to Equivalent Expressions EE.1 (7th grade)

2020-05-22 18:25:53 UTC

By (date), when given (5) problems involving writing or comparing equivalent linear expressions with rational coefficients, (name) will apply algebraic operations (e.g. collecting like terms, distributive property) to the linear expression to answer (4 out of 5) problems.

Solve Two-Step Equations EE.4 (7th grade)

2020-05-22 18:26:52 UTC

By (date), when given a two-step equation (e.g. 3x + 5 = 23) with whole numbers, (name) will solve for the variable using visual or arithmetic strategies (e.g. equation mat with algebra tiles, algebraically with inverse operations) with (80%) accuracy (i.e. 4 out of 5 problems correct) for (2 out of 3) sets of problems.

Solve Two-Step Word Problems EE.4a (7th grade)

2020-05-22 18:27:42 UTC

By (date), given a two-step word problem of the form px + q = r, (name) will identify key information from the problem (e.g. unit rate, variable, constant, total), then write and solve an algebraic equation with (75%) accuracy (i.e. 3 out of 4 problems correct) for (2 out of 3) sets of problems.

Compute Unit Rates with Fractional Values RP.1 (7th grade)

2020-05-22 18:28:36 UTC

By (date), when given a word problem containing a ratio with two fractional quantities, (name) will calculate unit rate by using a visual model (e.g. area model, number line, picture representation) and/or an equation (e.g. division of fractions) with (80%) accuracy (i.e. 4 out of 5 word problems correct) for (2 out of 3) word problems.

Solve Multistep Problems with Rational Numbers EE.3 (7th grade)

2020-05-22 18:29:23 UTC

By (date) when given a multi-step real-life mathematical problem, involving all forms of positive or negative rational numbers (e.g. whole numbers, fractions, decimals, percents), (name) will apply properties of operations to solve the problem, and assess the reasonableness of answers using mental computation and estimation strategies with (75%) accuracy (i.e. 3 out of 4 problems correct) for (2 out of 3) sets of problems.

Show Transformations Between Congruent Figures G.2 (8th grade)

2020-05-22 18:31:05 UTC

By (date), when given a pair of congruent figures on a coordinate grid, (name) will prove congruency by describing a sequence of transformations (e.g., a translation 3 units to the right, 270° rotation clockwise about the origin) that maps one figure to the other for (4 out of 5) pairs.

Graph Lines in Slope-Intercept Form EE.6 (8th grade)

2020-05-22 18:32:32 UTC

By (date), given the equation of a line in slope-intercept form (e.g., y = 3x - 1, y = 4x), (name) will graph the line on a coordinate plane by plotting the y -intercept, finding two additional points using the slope, and drawing the line through the plotted points for (4 out of 5) equations.

Calculate Relative Frequencies with Two-Way Tables ID.5 (8th grade)

2020-05-22 18:33:35 UTC

By (date), when given a set of bivariate categorical data (e.g. survey results for 25 students asked whether they were taking music lessons and whether they were participating in the marching band), (name) will construct a two-way table to tabulate the frequencies for each variable and calculate relative frequencies to determine whether there is an association between the two variables for (4 out of 5) data sets.

Interpret Slope and Intercept for Linear Models SP.3 (8th grade)

2020-05-22 18:34:56 UTC

By (date), when given the equation of the line of best fit for a bivariate data set (e.g. a data set that has two variables such as number of hours watching TV and grade in math class), (name) will correctly interpret the slope as a rate of change and the intercept as the initial or starting point in context, including using correct units. (Name) will correctly use the linear regression model to make predictions for values not given in the data set for (4 out of 5) problems.

Linear Model: Line of Best Fit SP.2 (8th grade)

2020-05-22 18:35:42 UTC

By (date), given a set of collected data, (name) will draw one line that best represents the relationship shown on the scatter plot. (Name) will use the linear model to make accurate predictions of something that is not observed in the data set but is observed by the line of best fit for (2 out of 3) data sets.

Interpreting Scatter Plots SP.1 (8th grade)

2020-05-22 18:36:51 UTC

By (date), when given (5) scatter plots for bivariate data (e.g. points from values of two variables) that exhibit one or more key features (e.g. positive, negative, or no association; clusters, outliers), (name) will draw a trendline, circle any present clusters or outliers, and describe the association (e.g. form - linear or nonlinear, direction - positive or negative, and strength - strong or weak) for (4 out of 5) problems.

Approximations of Irrational Numbers NS.2 (8th grade)

2020-05-22 18:38:31 UTC

By (date), given a set of rational and irrational numbers (pi, 1 1/2, 2.5, SQRT(17), -2, SQRT(4)) and a number line, (name) will correctly locate and label the approximations for the numbers for 4 out of 5 numbers.

Differentiate Rational and Irrational Numbers NS.1(8th grade)

2020-05-22 18:39:23 UTC

By (date), when given (5) problems on classifying real numbers as rational or irrational or converting a rational number to a fraction, (name) will determine whether a number is rational or irrational and convert a rational number with a repeating decimal expansion into a quotient of two integers correctly for (4 out of 5) problems.

Volumes of Cones, Cylinders, and Spheres G.9 (8th grade)

2020-05-22 18:40:39 UTC

By (date), when given (5) real-life problems on calculating the volume of a solid, (name) will correctly apply the formula for the volume of a solid, including cones, cylinders, and spheres, to calculate the volume for (4 out of 5) problems.

Calculate Distance Using Pythagorean Theorem G.8 (8th grade)

2020-05-22 18:43:20 UTC

By (date), when given two ordered pairs for the coordinates of two points, (name) will calculate the distance between the points using the Pythagorean Theorem (i.e. a^2 + b^2 = c^2) for (4 out of 5) problems.

Pythagorean Theorem G.7 (8th grade)

2020-05-22 18:43:56 UTC

By (date), given the Pythagorean Theorem (a^2+b^2=c^2) and a set of real world problems that involve right triangles, (name) will correctly solve for the length of the unknown side in the problem for (4 out of 5) problems (e.g. "The town is building a skateboard ramp with a piece of wood that is 8 feet long. The town wants the height of the ramp to be 5 feet, so what will the length of the base be?").

Relationships Between Pairs of Angles G.5 (8th grade)

2020-05-22 18:45:09 UTC

By (date), when given a problem involving the angles formed by two parallel lines cut by a transversal, (name) will correctly solve for an unknown angle in a figure by using facts about pairs of angles (e.g. supplementary, complementary, vertical, adjacent, alternate interior, alternate exterior, or corresponding angles) for (4 out of 5) problems.

Transforming Two-Dimensional Figures G.3 (8th grade)

2020-05-22 18:46:04 UTC

By (date), when given a two-dimensional pre-image (original figure), (name) will draw or describe the transformed figure (e.g. dilation by a factor of 2; translation left 2 units, up 1 unit; rotation around the origin or a multiple of 90 degrees, or reflection across the x or y axes) for (4 out of 5) problems.

Demonstrate Properties of Transformations G.1 (8th grade)

2020-05-22 18:46:38 UTC

By (date), when given (8) selections of lines, angles, and shapes to transform, (name) will demonstrate the properties of rotations, reflections, and translations on a line, angle, or shape by representing the transformation visually (e.g. by drawing on paper or using technology) for (7 out of 8) transformation tasks.

Linear Functions F.4 (8th grade)

2020-05-22 18:47:49 UTC

By (date), (name) will construct a function when given a data set for two linearly related quantities, table of values, or a graph representing the linear function for (4 out of 5) problems on a teacher-created worksheet.

Defining Linear and Nonlinear Functions F.3 (8th grade)

2020-05-22 18:48:28 UTC

By (date), when given a function in any form (e.g. algebraically, graphically, numerically in a table), (name) will determine if the function is linear or nonlinear for (4 out of 5) problems.

Comparing Linear Functions F.2 (8th grade)

2020-05-22 18:49:17 UTC

By (date), when given (5) problems in which two linear functions are represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions), (name) will compare the functions (e.g. greater rate of change, sign of slope, y -intercept) for (4 out of 5) problems.

Functions F.1 (8th grade)

2020-05-22 18:50:33 UTC

By (date), given a linear or quadratic function, (name) will use the function to generate (5) ordered pairs from (5) different inputs and graph them correctly for (4 out of 5) functions.

Solving Systems of Linear Equations Algebraically EE.8b

2020-05-22 18:51:55 UTC

By (date), when given (5) systems of two linear equations in two variables, (name) will solve a simplified system of equations (e.g. 2x + y = 5 and 3x + y = 7) by substitution or elimination for (4 out of 5) problems.

Solving a System of Linear Equations by Graphing EE.8a

2020-05-22 18:52:27 UTC

By (date), when given (5) systems of two linear equations in two variables (e.g. 2x + y = 4 and 3x + y = 8), (name) will graph both linear equations on the same graph and state whether a solution exists (e.g. no intersection = no solution, one intersection = one solution, overlapping lines = infinite solutions). For problems where a solution exists, (name) will interpret the point of intersection of the lines as the solution for (4 out of 5) problems.

Solve multi-step linear equations EE.7b (8th grade

2020-05-22 18:54:00 UTC

By (date), when given a multi-step linear equation with rational coefficients that requires distribution and/or collecting like terms to solve, (name) will use inverse operations to solve for the unknown variable for (4 out of 5) problems.

One-Variable Linear Equations EE.7a (8th grade)

2020-05-22 18:54:43 UTC

By (date), when given (5) linear equations with one solution, infinite solutions, and no solutions represented, (name) will recognize the solution to the equation by finding the value of the variable or by determining that there are infinite or no solutions for (4 out of 5) equations.

Operations Using Scientific Notation (8th grade

2020-05-22 18:57:38 UTC

By (date), when given problems where decimal and scientific notation are used, (name) will use mathematical operations (i.e. addition, subtraction, multiplication, division) and choose correct units to solve (4 out of 5) problems.

Comparing Numbers Using Scientific Notation EE.3 (8th grade)

2020-05-22 18:59:32 UTC

By (date), (name) will correctly convert between numbers written in standard form and in scientific notation and estimate how many times one number written in scientific notation is greater than the other for (4 out of 5) problems.

Evaluating Square Roots and Cube Roots EE.2 (8th grade)

2020-05-22 19:00:37 UTC

By (date), when given perfect squares and perfect cubes of whole numbers and fractions, (name) will identify the square root or the cube root for (4 out of 5) problems.

Properties of Integer Exponents EE.1 (8th grade)

2020-05-22 19:02:41 UTC

By (date), when given 5 mathematical expressions involving integer exponents, (name) will use the properties of integer exponents to generate an equivalent numerical expressions and the final integer value correctly for (4 out of 5) expressions (e.g. "2^3 x 2^5 = 2^(3+5) = 2^8 = 256").

Solve Word Problems Using Pythagorean Theorem G.7 (8th grade)

2020-05-22 19:03:30 UTC

By (date), given a Pythagorean Theorem word problem, (name) will identify key values (e.g. a, b and c), draw a labeled diagram, and then write and solve an equation for the length of the unknown side, with (75%) accuracy (i.e. 3 out of 4 problems correct) for (2 out of 3) sets of problems.

Solve Linear Equations in One Variable EE.7 (8th grade)

2020-05-22 19:08:02 UTC

By (date), when given a linear equation in one variable (e.g. 2x + 12 = 5x) with whole numbers, (name) will simplify and solve for the variable using visual or arithmetic strategies (e.g. equation mat with algebra tiles, algebraically with inverse operations) with (80%) accuracy (i.e. 4 out of 5 problems correct) for (2 out of 3) sets of problems.

Determine Word Connotations with Similar Definitions L.5.c (6th grade)

2020-05-22 19:14:19 UTC

By (date), given an independent level text with at least (4) words with similar definitions, (name) will identify the correct connotation for (3 of 4) words in (3 out of 4) trials.

Convey Meaning, Style, and Tone in Writing L.3.a (6th grade)

2020-05-22 19:15:43 UTC

By (date), given a draft of writing, (name) will edit (10) sentences to apply grade-level language conventions to ensure that: 1) sentence patterns vary to convey meaning and hold reader interest, and 2) writing maintains style and tone throughout, correctly formatting (9 out of 10) sentences for style and tone and using (3 out of 4) basic sentence patterns in (3 out of 4) writing pieces.

Understand Words Through Relationships (6th grade)

2020-05-22 19:16:46 UTC

By (date), when given a list of (10) content-specific vocabulary words (e.g. from English, history, or science class), (name) will create a list of (10) analogies using word relationships with (80%) accuracy in (4 of 5) trials.

Correct Punctuation in Sentences L.3 (6th grade)

2020-05-22 19:17:19 UTC

By (date), given (4) sentences that contain errors in punctuation for nonrestrictive or parenthetical elements, (name) will correct the sentences using the correct punctuation (e.g. commas, parentheses, dashes) for (3 out of 4) errors, in (3 out of 4) editing sessions.

Apply Conventions in Written Language 8.L.2 (6th grade)

2020-05-22 19:17:47 UTC

By (date), when given an independent writing assignment, (name) will write at least (1) paragraph using at least (3) standard English conventions of punctuation (e.g. appropriate placement of commas, parentheses, dashes to set off nonrestrictive/parenthetical elements) and grade-level conventions of spelling with no more than (2) errors per (200) words on (4 out of 5) writing assignments.

Apply Language Conventions in Writing 8.L.1 (6th grade)

2020-05-22 19:21:36 UTC

By (date), when given (oral or written) prompt to revise a student sample draft that contains (5) convention errors, (name) will revise each sentence in the draft paragraph to apply pronouns (apply proper case, correct inappropriate shifts, correct vague pronouns) on (5 out of 5) sentences as measured by a (teacher-created rubric).

Draw Evidence to Support Textual Analysis W.5 (6th grade)

2020-05-22 19:22:35 UTC

By (date), when given a prompt based on a grade-level text, (student) will use relevant evidence to support analysis in a (5-6 sentence paragraph, bulleted list) as measured by (teacher provided criteria).

Create an Annotated Bibliography W.7 (6th grade)

2020-05-22 19:23:11 UTC

By (date), during a writing assignment in class, after selecting at least (3) different types of print resources (e.g. Book, Magazine, and Newspaper) and at least (2) different types of digital resources (e.g. online newspaper article, Youtube) that are connected to a research question, (name) will create an annotated bibliography by following the given format for listing sources (e.g. MLA) and writing (1) paragraph paraphrasing the main idea of each source and how each is relevant to the research question, for (3 out of 3) annotated bibliography writing exercises.

Conduct Short Research Projects W.6 (6th grade)

2020-05-22 19:24:07 UTC

By (date), given (1-3) weeks to answer a research question, a teacher created research rubric and access to research tools (e.g. library card catalogue, computer with an internet connection), (name) will first brainstorm a list of potential search topics, collect data from at least (3) sources, and write (3) paragraphs explaining his/her inquiry process by answering: What topics returned valuable results? What resources, if any, helped me ask another question? How did each source help me learn something new? for (3 out of 4) research projects.

Write Collaboratively Using Technology W.6 (7th grade)

2020-05-22 19:25:05 UTC

By (date), during a writing assignment at school, after listening to a lesson on an academic topic, when given verbal instructions on how to use a technology-based collaborative tool and access to a computer with an internet connection, (name) will complete a collaborative writing task by jointly writing at least (3) paragraph(s) on the academic topic previously taught with (2) peer partners and meeting at least (2 - 3) times via an online communication tool to compile, edit, and publish the work using an online tool (e.g. upload or create a Google document) for (3 out of 4) collaborative writing projects.

Strengthen Writing Through Revision (6th grade)

2020-05-22 19:25:47 UTC

By (date), after receiving feedback from a peer or teacher on a previously written draft, (name) will strengthen the draft by revising at least (3) parts of the essay by (adding supporting content, adding evidence, developing the character or plot) on 3 out of 4 draft essays as measured by a (teacher-created rubric).

Use Sensory Language to Describe Events W.3.d (6th grade)

2020-05-22 19:26:50 UTC

By (date), when given a narrative writing prompt, (name) will write a multi-paragraph composition including a minimum of (5) details using sensory language (e.g. "slimy", "sour", "glowed", "wheezing", "toasty") when describing experiences or events in the story for (3 out of 4) narratives as measured by a teacher created rubric.

Use Transitions Between Events and Settings W.3.c (6th grade)

2020-05-22 19:28:24 UTC

By (date), when given a narrative writing prompt, (name) will write a multi-paragraph composition including a minimum of (5) transition words or phrases (e.g. "first", "finally", "meanwhile", "in the distance") when conveying a change of setting or time frame in the story for (3 out of 4) narratives as measured by a teacher-created rubric.

Write Narrative with Structured Sequence W.3.c (6th grade)

2020-05-22 19:29:06 UTC

By (date), when given a narrative writing prompt, (name) will write a multi-paragraph narrative that includes a single plot line with at least (5) events in well-structured sequence (e.g. transition words/phrases that demonstrate sequence, time references, flashback/flashforward), in (3 out of 3) narratives.

Effectively Use Transition Words W.2.d (6th grade)

2020-05-22 19:29:42 UTC

By (date), when given an informational writing prompt, (name) will write a (5)-sentence paragraph response that includes at least (1) transition word or phrase (e.g. in addition, also, on the other hand) to clarify the relationship between ideas, in (3 out of 3) informational writing responses.

Use Examples to Develop a Topic W.2.b (6th grade)

2020-05-22 19:31:05 UTC

By (date), given a written informational writing prompt, (name) will write a (5)-sentence paragraph that includes a topic sentence and (2) relevant examples that develop the topic, in (4 of 5) informational written responses.

Explain a Topic In an Organized Essay W.2.a (6th grade)

2020-05-22 19:31:58 UTC

By (date), after reading (2-3) grade-level, informational texts on a specific topic, (name) will write an expository essay that includes an introductory paragraph, at least (2) body paragraphs that feature at least (1) explanatory strategy each (e.g. definition, comparison/contrast, cause/effect), a title and subheadings for each paragraph and at least (1) related graphic or multimedia element for (2 out of 3) writing topics as measured by a teacher-created rubric.

Write an Informative or Explanatory Paragraph W.2 (6th grade)

2020-05-22 19:32:45 UTC

By (date), given an informational writing prompt (e.g. written or verbally) and a paragraph template (name) will write a (5) sentence paragraph that includes a topic sentence that responds to the prompt, (2) relevant examples that explain why they are important to the topic, and a concluding sentence in (4 of 5) informational writing prompts that meet teacher listed criteria (e.g. topic sentence, relevant details, explanation, concluding sentence.)

Form a Conclusion from an Argument W.1.e (6th grade)

2020-05-22 19:33:22 UTC

By (date), after reading a grade level passage that presents an argument with the author's original conclusion removed, (name) will write a substitute concluding paragraph (4-5 sentences) that summarizes at least (3) of the author's claims/evidence and provides a statement of the author's concluding opinion/position in (4 out of 5) trials as measured by a teacher created rubric.

Use Linking Words in Opinion Writing W.1.d (6th grade)

2020-05-22 19:34:03 UTC

By (date), given a written prompt to make a claim about a debatable topic, (name) will write (1) paragraph that includes a claim and (1) word, phrase, and/or clause to link it to a supporting reason, for (2 out of 3) written responses.

Support a Claim with Credible Sources W.1.b (6th grade)

2020-05-22 19:34:43 UTC

By (date) after reading (2) grade level texts on a topic, (name) will write a paragraph that demonstrates understanding of the texts and represents his/her opinion on the topic by writing a paragraph that includes at least (1) claim and (2) pieces of supporting evidence which cite information from credible sources in (4 out of 5) trials as measured by a teacher created rubric.

Write a Claim and Supporting Evidence W.1 (6th grade)

2020-05-22 19:35:19 UTC

By (date), after reading two, grade-level articles posing differing opinions on a subject, (name) will write a (3-5) sentence paragraph expressing his or her opinion on the subject containing at least (1) claim supported by at least (2) pieces of evidence in (4 out of 5) trials as measured by a teacher-created rubric.

Write a Short Organized Essay W.2 (6th grade)

2020-05-22 19:36:35 UTC

By (date), given (2) grade level, informational texts on a topic and a writing prompt with a specified topic, (name) will write a 4 paragraph essay: includes an introductory paragraph, (2) body paragraphs with supporting facts, and a concluding statement in order in (3 out of 4) essays.

Compose a Narrative with Organized Sequence that Uses Transitions W.3 (6th grade)

2020-05-22 19:37:09 UTC

By(date), given a writing prompt with a real or imagined experience or event, (name) will compose a narrative piece that includes an organized event sequence that unfolds naturally and a minimum of (3) transition word or phases to manage the sequence of events in (3 out of 4) prompt

Determine Word Meaning with Word Associations L.5.c (7th grade)

2020-05-26 18:10:17 UTC

By (date), given a list of (10) grade-level vocabulary words, each with an example sentence, (name) will determine the denotation (e.g. definition) and use context clues to determine the connotation (e.g. feeling/tone invoked) of each word, in (4 out of 5) trials.

Determine Word Meaning with Relationships L.5.b (7th grade)

2020-05-26 18:11:18 UTC

By (date), given a grade-level list of vocabulary words and a vocabulary checklist (e.g. find synonyms, find antonyms, determine the definition), (name) will determine the word meanings with (90%) accuracy in (3 of 4) trials.

Express Ideas Concisely in a Sentence L.3.a (7th grade)

2020-05-26 18:12:26 UTC

By (date), when given (4) sentences, (name) will select a clear, concise revision of each sentence from a list of (3) choices for each sentence, with (75%) accuracy in (3 out of 4 trials) as measured by a (teacher created assessment).

Edit Drafts For Spelling 8.L.2 (7th grade)

2020-05-26 18:13:29 UTC

By (date), during a classroom writing period, when given a (5)-paragraph passage with errors of spelling, (name) will mark edits (e.g. deleting, changing, and/or adding text) for spelling, for (7) out of (10) errors, during (4 out of 5) writing sessions.

Use Resources To Correct Spelling 8.L.2 (7th grade)

2020-05-26 18:14:27 UTC

By (date), when given an independent writing assignment, (name) will write a (5)-paragraph essay using at least (2) resources (e.g. print dictionary, word-processing spell-check) to verify and correct spelling, with no more than (2) errors per (500) words for (4 out of 5) writing assignments.

Use Proper Punctuation 8.L.2 (7th grade)

2020-05-26 18:15:42 UTC

By (date), when given an independent writing assignment, (name) will write a (5)-paragraph essay using at least (5) instances of a comma to separate coordinate adjectives, during (4 out of 5) writing assignments.

Use Capitalization Conventions 8.L.2 (7th grade)

2020-05-26 18:16:28 UTC

By (date), when given an independent writing assignment, (name) will write a (5)-paragraph essay using the standard conventions of capitalization (e.g. beginning of sentences, after a colon, proper nouns, first word inside of quotation marks) with no more than (2) errors per (500) words for (4 out of 5) writing assignments.

Use Varied Sentence Structure 8.L.1 (7th grade)

2020-05-26 18:17:15 UTC

By (date), during a writing activity in the classroom, when writing a (5)-sentence paragraph, (name) will use a variety of sentence structures (i.e. simple, compound, complex, and compound-complex) to signal differing relationships among ideas, according to a teacher-created rubric, for (5 out of 5) writing sessions.

Revise Writing for Coherence and Clarity (7th grade)

2020-05-26 18:17:51 UTC

By (date), during a classroom writing activity at school, when given a (3)-paragraph passage with (8) errors of clarity and organization, (name) will revise the passage by highlighting at least (5) parts of the passage that require revisions (e.g. deleting and/or adding text for coherence, ensure sentence structure matches tone of the content) and writing the corrected statement or revised sentence in the margin, during (4 out of 5) writing-revision sessions.

Provide an Appropriate Conclusion W.3.e

2020-05-26 18:19:11 UTC

By (date), after being given a prompt, (name) will revise a draft of their own narrative writing to include an appropriate conclusion that follows from and reflects on the events in the narrative in (4 out of 5) responses as measured by (teacher selected assessment, teacher created rubric).

Describe Actions with Sensory Language W.3.d

2020-05-26 18:19:56 UTC

By (date), when given a narrative writing prompt, (name) will write a multi-paragraph composition including a minimum of (3) instances of using sensory language when describing the actions of characters in the story for (3 out of 4) narratives as measured by a teacher created rubric.

Use Transitions Between Events and Settings W.3.c (7th grade)

2020-05-26 18:20:36 UTC

By (date), when given a narrative writing prompt, (name) will write a multi-paragraph composition including a minimum of (7) transition words or phrases (e.g. "first", "finally", "meanwhile", "in the distance") when conveying a change of setting or time frame in the story for (3 out of 4) narratives as measured by a teacher created rubric.

Use Narrative Techniques to Develop Writing W.3.b (7th grade)

2020-05-26 18:21:50 UTC

By (date), given a narrative writing prompt (e.g. written or verbally), (name) will use (2) narrative techniques (e.g. dialogue, pacing, or description) to develop (2) story elements (e.g. plot, characters) in (4 of 5) writing prompts as measured by (teacher created rubric or writing checklist).

Write a Narrative with Point of View W.3 (7th grade)

2020-05-26 18:24:21 UTC

By (date), when given a narrative writing prompt to retell a real or imagined experience, (name) will write a multi-paragraph narrative that establishes a consistent point of view (e.g first person, third person), includes an introduction of at least (2) characters and describes a sequence of events through all five stages of plot (e.g. introduction, rising action, climax, falling action, and resolution) in (4 out of 5) trials as measured by a teacher-created rubric.

Use Transitions to Create Cohesion W.2.d (7th grade)

2020-05-26 18:25:52 UTC

By (date), when given a written informational writing prompt, (name) will write a (5)-sentence paragraph that includes at least (1) transition word to create cohesion (e.g. similarly, additionally, furthermore), in (3 out of 3) informational writing responses.

Revise Phrases and Clauses in Writing (7th grade

2020-05-26 18:27:03 UTC

By (date), when given a draft of the student’s own work (e.g., from English, history, or science class), (name) will identify at least (5) phrases or clauses that can be combined and make revisions with (80%) accuracy in (4 of 5) student drafts.

Use Relevant Facts to Develop a Topic W.2.b (7th grade)

2020-05-26 18:36:24 UTC

By (date), given a written informational writing prompt, (name) will write a (5)-sentence paragraph that includes a topic sentence and (3) relevant facts that develop the topic, in (4 of 5) informational responses.

Explain a Topic in a Well Organized Essay W.2 (7th grade)

2020-05-26 18:37:00 UTC

By (date), after reading at least (3) grade-level, informational texts on a specific topic, (name) will write an expository essay that includes an introductory paragraph that previews at least (3) main ideas, at least (3) body paragraphs that feature at least (2) explanatory strategies (e.g. definition, comparison/contrast, cause/effect), a title and subheadings for each paragraph and at least (1) related graphic or multimedia element for (2 out of 3) writing topics as measured by a teacher-created rubric.

Form a Conclusion that Supports an Argument W.1.e (7th grade)

2020-05-26 18:37:48 UTC

By (date), after reading a grade level passage that presents an argument with the author's original conclusion removed, (name) will write a substitute concluding paragraph (4-5 sentences) that summarizes at least (3) of the author's claims/evidence and at least (1) opposing claim, and provides a statement of the author's concluding opinion/position in (4 out of 5) trials as measured by a teacher created rubric.

Link Claims, Reasoning and Evidence W.1.d (7th grade)

2020-05-26 18:38:43 UTC

By (date), given a written prompt to make a claim about a debatable topic, (name) will write (1) paragraph that includes a claim and (2) words and/or phrases that each link the claim to (1) supporting reason and (1) piece of evidence, for (2 out of 3) written responses.

Support a Claim with a Credible Source W.1.b (7th grade)

2020-05-26 18:39:19 UTC

By (date) after reading (2) grade level texts on a topic, (name) will write a paragraph that demonstrates understanding of the texts and represents his/her opinion on the topic by writing a paragraph that includes at least (1) original claim (i.e. not a summary of a claim from the texts) with (2) pieces of supporting evidence which cite information from credible sources in (4 out of 5) trials as measured by a teacher created rubric.

Write a Claim with Supporting Evidence W.1.a (7th grade)

2020-05-26 18:40:06 UTC

By (date), after reading (2) grade-level articles posing differing opinions on a subject, (name) will write a (4-6) sentence paragraph expressing his or her opinion on the subject containing at least (1) claim supported by at least (2) pieces of evidence and including (1) counter-argument in (4 out of 5) trials as measured by a teacher-created rubric.

Write a Claim With Supporting Evidence W.1 (7th grade)

2020-05-26 18:40:49 UTC

By (date), given information (e.g., passage, video) with differing opinions on a topic and an argument writing prompt, (name) will write a (4-6) paragraph essay expressing their opinion on the subject that contains at least (1) claim and (2) pieces of evidence in (2 out of 3) writing prompts.

Write an Informational Essay with Organized Paragraphs W.2 (7th grade)

2020-05-26 18:41:23 UTC

By (date), given (2) grade level, informational texts on a topic, (name) will write an essay that includes paragraphs in the correct order: an introductory paragraph, (3) body paragraphs, and a conclusion paragraph, on (3 out of 4) essays.

Determine Connotative Meanings of Similar Words L.5.c (8th grade)

2020-05-26 18:44:40 UTC

By (date), given a grade-level passage containing (4) bolded words with a connotative meaning, (name) will answer questions differentiating whether the word has a positive, neutral, or negative connotation and provide (1-2) sentence(s) explaining the choice for (3 out of 4) questions in (3 out of 4) trials.

Identify Word Meanings Through Lexical Items L.5.b (8th grade)

2020-05-26 18:45:17 UTC

By (date), given a grade-level list of vocabulary words, and when asked to find synonyms and antonyms (word relationships), (name) will determine the word meanings with (90%) accuracy in (3 of 4) trials.

Apply Verb Tenses for Specific Effects L.3.a (8th grade)

2020-05-26 18:45:59 UTC

By (date), when given (4) sentences with verbs that have an indicative mood (e.g. My room is clean.), (name) will modify the verb to convey (1) different (subjunctive, conditional) effect per sentence for (4) sentences with (75%) accuracy for (2 of 3 trials) as measured by a (teacher-created assessment).

Use Correct Spelling in a Writing Sample (8th grade)

2020-05-26 18:46:37 UTC

By (date), given a draft of a completed independent writing assignment, (name) will correct spelling errors with (75%) accuracy for (3 out of 4) tasks.

Punctuate Pauses and Breaks in Written Composition (8th grade)

2020-05-26 18:47:16 UTC

By (date), given a sample piece of writing that contains errors in punctuation to indicate a pause or break, (name) will revise the written composition to include the correct punctuation (e.g., commas, ellipsis, dash, or semicolon) for (3 out of 4) errors, in (3 out of 4) editing trials.

Edit Writing for Mechanics 8.L.2 (8th grade)

2020-05-26 18:47:46 UTC

By (date), given a (5) paragraph writing piece, (name) will edit the writing piece by identifying and correcting capitalization errors, punctuation errors, and spelling errors, with at least (90%) of the total errors being corrected on (3 out of 4) opportunities.

Use Verbs to Enhance Writing 8.L.1 (8th grade)

2020-05-26 18:51:00 UTC

By (date), given a sample piece of writing, (name) will identify (2) imprecise verbs and (1) instance of passive voice, revise the verbs to indicate a specific mood (e.g. indicative, imperative, interrogative, conditional, and/or subjunctive mood) and transform the passive voice to active voice in (4 out of 5) trials as measured by a (teacher created checklist, assessment).

Analyze Evidence from Texts W.5 (8th grade)

2020-05-26 18:52:46 UTC

By (date), given a grade-level informational or fictional text (e.g. short story, article, novel) and a writing prompt that asks students to analyze a part of the text, (name) will write a response (e.g. in a bulleted list or paragraph) that presents (1) claim and integrates and analyzes (2) pieces of supporting evidence from the text in response to (4 out of 5) prompts as measured by (teacher created rubric).

Use Sensory Language to Describe Character Actions W.3.d (8th grade)

2020-05-26 18:54:22 UTC

By (date), when given a narrative writing prompt, (name) will write a multi-paragraph composition including a minimum of (5) instances of using sensory language when describing the actions of characters in the story for (3 out of 4) narratives as measured by a teacher created rubric.

Use Transition Words in a Narrative W.3.c (8th grade)

2020-05-26 18:55:37 UTC

By (date), when given a narrative writing prompt, (name) will write a multi-paragraph composition including a minimum of (5) transition words or phrases that describe relationships between experiences or events in the story (e.g. "therefore", "consequently", "even though", "as a result") for (3 out of 4) narratives as measured by a teacher-created rubric.

Revise Draft Using Narrative Techniques W.3.b (8th grade)

2020-05-26 18:56:47 UTC

By (date), after being given a prompt that focuses on narrative techniques (e.g., dialogue, pacing, description, reflection) and a draft of their own writing, (name) will apply these narrative techniques when revising the draft in (4 out of 5) responses as measured by (teacher selected assessment, teacher created rubric).

Write a Narrative Story with Point of View W.3.a (8th grade)

2020-05-26 18:57:32 UTC

By (date), when given a narrative writing prompt to retell a real or imagined experience, (name) will write a multi-paragraph narrative that establishes a consistent point of view (e.g first person, third person) and includes an introduction of at least (2) characters and describes a sequence of events through all five stages of plot (i.e. introduction, rising action, climax, falling action, and resolution) in (4 out of 5) trials as measured by a teacher created rubric.

Use Varied Transitions W.2.d (8th grade)

2020-05-26 18:59:33 UTC

By (date), given a written writing prompt, (name) will write a (5)-sentence informational paragraph that includes at least (2) distinct transition words (e.g. however, therefore, for example) that connect ideas, in (3 out of 3) informational writing pieces.

Compose a Well Organized Essay W.2 (8th grade)

2020-05-26 19:00:26 UTC

By (date), given a teacher-created writing prompt, (name) will write a (5) paragraph essay draft that features at least (1) organizational strategy (e.g., sequence of events, compare/contrast, cause/effect), for (3 out of 4) writing assignments.

Use Quotations to Develop a Topic W.2.b (8th grade)

2020-05-26 19:01:10 UTC

By (date), given a rubric and corresponding written writing prompt, (name) will write a (5)-sentence paragraph that includes a topic sentence and (1) relevant quotation (e.g. a fact found in another source) that develops the topic, in (4 of 5) informational responses.

Write an Essay with Categorized Information W.2.a (8th grade)

2020-05-26 19:01:48 UTC

By (date), after reading at least (3) grade-level informational texts on a topic, (name) will write an expository essay that includes an introductory paragraph, at least (3) body paragraphs that introduce a category of information with at least (3) related details each, a title and subheadings for each paragraph, and at least (1) related graphic or multimedia for (2 out of 3) writing topics as measured by a teacher-created rubric.

Use Transition Words in an Argument W.1.d (8th grade)

2020-05-26 19:02:28 UTC

By (date), after reading a grade-level persuasive text, (name) will write a (5)-paragraph essay that opposes or affirms the original author's argument and contains a thesis statement, (3) body paragraphs with (1) piece of relevant evidence each, (1) counterclaim and at least (3) transitional words or phrases (e.g. on the other hand, additionally, alternately), in (2 out of 3) argumentative essays.

Support Claims with a Credible Source W.1.c (8th grade)

2020-05-26 19:03:50 UTC

By (date) after reading (2) grade level texts on a topic, (name) will write (2) paragraphs that demonstrate understanding of the texts and represents his/her opinion on the topic with at least (2) original claims (i.e. not a summary of claims from the texts) and (4) pieces of supporting evidence which cite information from credible sources in (4 out of 5) trials as measured by a teacher created rubric.

Write Essay with Multiple Claims W.1 (8th grade)

2020-05-26 19:04:31 UTC

By (date), after reading two grade-level articles posing differing opinions on a subject, (name) will write a (5) paragraph essay presenting his or her own opinion on the subject including at least (1) original claim in support of his or her opinion, (1) claim from an article that supports his or her opinion and (1) opposing claim from an article that disagrees with his or her opinion in (2 out of 3) essays as measured by a teacher-created rubric.

Use Evidence to Support a Written Argument W.1.b (8th grade)

2020-05-26 19:05:14 UTC

By (date), given an independent level informational text with a given claim and a prompt to write an argument, (name) will write a (4) sentence paragraph with (2) pieces of evidence to support the claim for (2 out of 3) argument writing prompts.

Write an Organized Essay Using Multiple Sources W.2 (8th grade)

2020-05-26 19:05:55 UTC

By (date), given (3) grade level, informational texts on a topic, (name) will write an organized essay that includes an introductory paragraph, (2) sections of information organized under subheadings, and a concluding paragraph on (3 out of 4) essay prompts.