1R - Pasco County Schoolsconnectplus.pasco.k12.fl.us/jlkelly/wp-content/uploads/2015/07/1R...IRLA 95...
Transcript of 1R - Pasco County Schoolsconnectplus.pasco.k12.fl.us/jlkelly/wp-content/uploads/2015/07/1R...IRLA 95...
IRLA
95
1R
1R
Inde
pend
ent R
eadi
ng L
evel
Ove
rvie
w
2.00
- 2.
49
Dec
ode
Regu
larl
y Sp
elle
d Th
ree-
Sylla
ble
Wor
ds
1R L
earn
ing
Focu
sD
ecod
e Th
ree-
Sylla
ble
Wor
ds
1R re
ader
s ar
e ab
le to
sit
for 3
0 m
inut
es a
nd e
njoy
one
long
pic
ture
boo
k. T
heir
focu
s is
not
on
deco
ding
, but
on
the
cont
ent o
f the
boo
k. T
hey
are
enjo
ying
tr
aditi
onal
tale
s, si
lly s
torie
s, po
etry
, and
info
rmat
iona
l tex
t. T
hey
shou
ld b
e gi
ven
the
oppo
rtun
ity to
read
pic
ture
boo
ks th
at c
ome
in s
erie
s (e
.g.,
Cliff
ord,
A
rthu
r, A
mel
ia B
edel
ia, B
eren
stai
n Be
ars)
. Pi
ctur
e bo
oks
with
the
sam
e ch
arac
ters
and
sim
ilar p
lot e
lem
ents
pre
pare
1R
read
ers
for t
he m
ove
into
ch
apte
r boo
ks a
t 2R.
As
deco
ding
1R
text
bec
omes
eas
ier,
sile
nt re
adin
g w
ill
beco
me
the
pref
erre
d m
ode.
Allo
w s
tude
nts
to s
pend
eno
ugh
time
enjo
ying
an
d en
gagi
ng a
t the
1R
leve
l bef
ore
mov
ing
them
into
the
long
er a
nd m
ore
com
plic
ated
boo
ks a
t the
2R
leve
l.
Key
Com
mon
Cor
e St
ate
Stan
dard
s
CCSS
F.2
.3b
Kno
w s
pelli
ng-s
ound
cor
resp
onde
nces
for a
dditi
onal
co
mm
on v
owel
team
s.
CCSS
F.2
.3d
Dec
ode
wor
ds w
ith c
omm
on p
refix
es a
nd s
uffixe
s.
Entr
y Re
quir
emen
tsM
ust b
e in
pla
ce b
efor
e ea
rnin
g 1R
des
igna
tion.
Phon
ics
CCSS
F.2
.3•
Know
and
app
ly g
rade
-leve
l pho
nics
and
wor
d an
alys
is s
kills
in d
ecod
ing
wor
ds.
Wor
d Re
cogn
itio
n CC
SS F
.2.3
f•
Reco
gniz
e an
d re
ad g
rade
-app
ropr
iate
irre
gula
rly s
pelle
d w
ords
.Co
mpr
ehen
sion
CCS
S F.
2.4/
RL/
I.2.1
• Re
ad w
ith s
uffici
ent a
ccur
acy
and
fluen
cy to
sup
port
com
preh
ensi
on.
• A
sk a
nd a
nsw
er s
uch
ques
tions
as
who
, wha
t, w
here
, whe
n, w
hy, a
nd h
ow to
de
mon
stra
te u
nder
stan
ding
of k
ey d
etai
ls in
a te
xt.
Exit
Req
uire
men
tsM
ust b
e in
pla
ce b
efor
e ea
rnin
g 2R
des
igna
tion.
Phon
ics
CCSS
F.2
.3e
• Id
entif
y w
ords
with
inco
nsis
tent
but
com
mon
spe
lling
-sou
nd
corr
espo
nden
ces.
Com
preh
ensi
on C
CSS
F.2.
4/ R
L/I.2
.1•
Read
with
suffi
cien
t acc
urac
y an
d flu
ency
to s
uppo
rt c
ompr
ehen
sion
.•
Ask
and
ans
wer
suc
h qu
estio
ns a
s w
ho, w
hat,
whe
re, w
hen,
why
, and
how
to
dem
onst
rate
und
erst
andi
ng o
f key
det
ails
in a
text
.
®
251
IRLA
96
1R
1R E
ntry
Req
uire
men
ts
1R
Inde
pend
ent R
eadi
ng L
evel
Ass
essm
ent
2.00
- 2.
49
Entr
y Re
quir
emen
ts: C
umul
ativ
e Re
cord
Stud
ent
____
____
____
____
____
____
____
____
____
____
Te
ache
r __
____
____
____
____
____
____
_ Ro
om
____
___
Dat
e St
arte
d __
____
__
®
Evid
ence
/Dat
eD
ate
Com
plet
ed
Phon
ics
CCSS
F.2
.3
Dec
ode
Mos
t Reg
ular
3-S
ylla
ble
Wor
ds
Dec
ode
mos
t 3-s
ylla
ble
wor
ds th
at fo
llow
a
regu
lar v
owel
pat
tern
(won
derf
ul).
See
Phon
ics
Surv
ey
on p
age
97. M
inim
um
scor
e of
20.
Scor
esD
ates
539/
16
Wor
d Re
cogn
ition
CCSS
F.2
.3f
Read
1R
Tric
ky W
ords
Reco
gniz
e an
d re
ad 1
R irr
egul
arly
spe
lled
wor
ds.
See
Tric
ky W
ords
on
page
98.
Min
imum
sc
ore
of 3
0.
Scor
esD
ates
619/
16
Com
preh
ensi
onCC
SS F
.2.4
CCSS
RL/
I.2.1
Read
and
Com
preh
end
Unf
amili
ar 1
R Te
xtA
pply
Fou
ndat
iona
l Ski
lls (W
ord-
Solv
ing)
U
se a
com
bina
tion
of d
ecod
ing
skill
s, si
ght
wor
ds, a
nd c
onte
xt c
lues
to re
ad 1
R te
xt
with
98-
100%
acc
urac
y. S
top
and
try
agai
n if
som
ethi
ng d
oesn
’t lo
ok ri
ght,
soun
d rig
ht,
or m
ake
sens
e.
App
ly R
eadi
ng S
tand
ards
(C
ompr
ehen
sion
) D
eter
min
e w
hat a
1R
text
says
exp
licitl
y an
d m
akes
logi
cal i
nfer
ence
s fr
om it
.
See
Cold
Rea
d Re
cord
on
pag
e 99
. Min
imum
sc
ore
of 6
on
one
Cold
Re
ad Te
xt.
Scor
esTi
tles
Dat
es
7Soc
cer S
am
9/16
A re
ader
who
is p
rofic
ient
at a
ll of
the
abov
e en
ters
1R
wit
h 2.
00 p
oint
s.
2.0
0
Alexa
nder C
arl
Volpe
230
9/16
252
IRLA
97
1R
Nam
e A
lexa
nder
Car
l D
ate
Scor
e
Thre
e-Le
tter
Ble
nds
and
Dig
raph
sEn
ding
s/ S
uffixe
s V
owel
Team
sTw
o-Sy
llabl
e
Long
Vow
els
Thre
e-Sy
llabl
eRe
gula
r
strin
gst
ringy
haun
ted
pape
rba
ttery
rem
embe
rsp
lash
spla
shes
tour
baki
ngre
laxi
ngdi
vide
dsc
ream
scre
amed
grou
ndfe
mal
eaf
tern
oon
cont
inen
tsp
rout
spro
utin
gsm
ooth
even
pow
erfu
lpr
obab
lysq
uirt
squi
rrel
hook
edni
cest
inve
nted
unde
rsta
ndth
row
bo
ttle
anno
ying
shin
yfa
vorit
esu
gges
ted
shrie
kitc
hysp
oile
dTo
nyen
terta
inde
cide
dea
rthitc
hier
obey
hopi
ngcr
ocod
ileex
ampl
ebu
rst
itchi
est
wei
ght
Ruby
argu
men
tex
pect
edsc
ratc
hth
umpe
rch
ewie
rtu
baW
ashi
ngto
nhi
bern
ate
Entr
y Le
vel:
20
Wor
ds
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
b: K
now
spel
ling-
soun
d co
rres
pond
ence
s for
add
ition
al c
omm
on v
owel
team
s.Co
mm
on C
ore
Stat
e St
anda
rd F
ound
atio
nal S
kills
3c:
Dec
ode
regu
larly
spel
led
two-
sylla
ble
wor
ds w
ith lo
ng v
owel
s.Co
mm
on C
ore
Stat
e St
anda
rd F
ound
atio
nal S
kills
3d:
Dec
ode
wor
ds w
ith c
omm
on p
refix
es a
nd su
ffixe
s.
1R
Ent
ry R
equi
rem
ents
: Pho
nics
Sur
vey
®
V V V V V V V V V V
X V V V V V X X X V
V V
groa
nSC V V V V
splot
ted
TP* V V
che
wer
V
barking
V
V V V
V V
conta
ct
SC V
9/16
53
Knew
“bake,” bu
t didn’t
rec
ogniz
e with “e” d
ropp
ed
*Told
him to loo
k for a
word
he knew
. Found “oil” an
d self-
corrected.
V V V V V V V
V
invited
SC V V V V V
no attempt
V V V V V V V
253
IRLA
98
1R
Nam
e D
ates
Tota
l
been
Vcl
othe
sV
front
Vm
achi
neV
ques
tion
Vw
eigh
V
belie
veV
clot
hing
Vgl
ove
Vm
agic
Vro
ofV
wei
ght
V
bicy
cle
Vco
untry
Vhe
avy
Vm
inut
eV
seco
ndV
whi
sper
V
boar
dV
dolla
rV
idea
Vm
oon
Vse
cret
xw
hist
lex
botto
mV
done
VIn
dian
Vm
ove
Vsh
all
Vw
ifeV
brou
ght
Vea
rlyV
key
Vo’
cloc
kV
shov
elV
wild
V
brea
dV
engi
neV
kind
Vpi
ece
Vsig
nV
win
dV
brea
kfas
t V
feat
her
Vkn
ewV
pond
Vso
rryV
wol
fV
build
ing
Vfie
ldV
knoc
kx
poor
Vst
ood
V
city
Vflo
orV
libra
ryV
pres
ent
Vst
raig
htx
clim
bV
frigh
ten
xlif
eV
prin
cess
Vw
arm
V
Entr
y Le
vel:
30
Wor
ds
Com
mon
Cor
e St
ate
Stan
dard
Fou
ndat
iona
l Ski
lls 3
f: Re
cogn
ize
and
read
gra
de-a
ppro
pria
te ir
regu
larly
spel
led
wor
ds.
1R
Ent
ry R
equi
rem
ents
: Tri
cky
Wor
ds
Mus
t R
ecog
nize
On
Sigh
t®
Alexa
nder C
arl
9/16
61
254
IRLA
99
1R
1R
Ent
ry R
equi
rem
ents
: Col
d Re
ad R
ecor
d®
App
ly F
ound
atio
nal S
kills
CCSS
F.2
.4
Read
with
suffi
cien
t acc
urac
y an
d flu
ency
to s
uppo
rt c
ompr
ehen
sion
.
Act
ive
Read
ing
Stra
tegi
esYe
s or
No
Read
with
98
- 100
% w
ord
accu
racy
. St
uden
t mak
es n
o m
ore
than
2 u
ncor
rect
ed e
rror
s.Ye
s
Stop
and
try
agai
n if
som
ethi
ng d
oesn
’t lo
ok ri
ght,
soun
d rig
ht, o
r mak
e se
nse.
Sel
f-co
rrec
t ALL
err
ors
that
inte
rfer
e w
ith m
eani
ng.
Yes
Read
flue
ntly
and
with
exp
ress
ion,
usi
ng p
unct
uatio
n.Ye
s
If th
e an
swer
to a
ny o
f the
abo
ve q
uest
ions
is N
o, S
TOP
and
mov
e st
uden
t to
an e
asie
r lev
el.
If th
e an
swer
s to
all
are
Yes,
con
tinu
e on
to R
eadi
ng S
tand
ards
. (Se
e sp
ecifi
c qu
esti
ons
on C
old
Read
Tex
t Pag
es.)
App
ly R
eadi
ng S
tand
ards
Com
preh
end
1R te
xtSe
e sp
ecifi
c qu
esti
ons
on C
old
Read
Tex
t Pag
esSt
uden
t Res
pons
eSc
ore
Wea
k....
.....S
tron
g
CCSS
RL/
I.2.1
As
k an
d an
swer
suc
h qu
estio
ns a
s w
ho, w
hat,
whe
re, w
hen,
why
, and
ho
w to
dem
onst
rate
und
erst
andi
ng
of k
ey d
etai
ls in
a te
xt.
Basi
c U
nder
stan
ding
1
2
3
4
Mak
ing
Infe
renc
es1
2
3
4
Tota
l Poi
nts (
A m
inim
um sc
ore
of 6
is re
quire
d in
ord
er to
ent
er 1
R.)
Giv
en a
n un
fam
iliar
1R
text
(Col
d Re
ad),
and
NO
hel
p of
any
kin
d:
Runn
ing
Reco
rdRe
cord
all
erro
rs a
s th
e st
uden
t rea
ds th
e pa
ssag
e. In
dica
te s
elf-
corr
ectio
ns.
Erro
r/M
iscu
e A
naly
sis
Nee
ds w
ork
on th
is
Phon
ics
Patt
ern
Nee
ds to
lear
n th
is T
ricky
Wor
dN
ot in
bac
kgro
und
know
ledg
e
V V
V V
V V
V
V V
V V
V
V V
V V
V V
V
V
V V
V V
V V
V V
V V
V V
V V
V V
V V
V V
V V
V V
V V
V V
V V
VV
V V
V V
V V
V V
V V
Suffi
xes
(-ly)
Title
: ___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
D
ate:
____
____
____
____
____
____
____
____
____
_
Soc
cer S
am
(Cold
Rea
d T
ext A)
9/16
huge
hugged
*SC
slow
slow
ly
soft
softly
“Sam’s
cousin came to visit h
im f
rom M
exico.
Sam tried
to ta
lk to h
im, bu
t his
cousin didn’t
say
anything.”
“The
problem
migh
t be
tha
t Sam c
ould think h
is c
ousin doesn’t
like him b
ecause he
won’t
talk
to h
im.”
o o
V V
V
V V
V V
V V
V
V V
V
V V
V V
V V
V V
V
V V
V V
V V
V V
V V
V V
V V
V
V V
V V
V V
V
V V
V V
V V
V V
V V
V V
V V
V
V V
255
IRLA
104
1R
Profi
cien
cy in
the
stan
dard
s bel
ow m
ust b
e de
mon
stra
ted
whi
le re
adin
g in
depe
nden
tly in
1R
leve
l tex
t. In
ord
er to
adv
ance
to 2
R, st
uden
ts m
ust e
arn
.20
Com
preh
ensio
n Po
ints
. D
o no
t sco
re st
uden
ts h
ighe
r tha
n .2
0 fo
r Com
preh
ensio
n. S
tude
nts w
ork
on th
e sa
me
com
preh
ensio
n st
anda
rds i
n 1R
and
2R
so w
hate
ver s
tand
ard
they
hav
e no
t mas
tere
d in
1R
shou
ld b
e co
mpl
eted
in 2
R.
Key
Idea
s an
d D
etai
ls: U
sing
Text
Evi
denc
e to
Sup
port
Con
clus
ions
Und
erst
and,
thin
k ab
out,
and
disc
uss w
hat t
he a
utho
r sai
d.Ev
iden
ce/D
ate
Poin
ts
Read
act
ivel
y an
d de
mon
stra
te a
n ob
viou
s und
erst
andi
ng o
f the
text
(lau
gh a
t th
e fu
nny
part
s, co
mm
ent o
n th
e m
ater
ial,
mak
e pe
rson
al c
onne
ctio
ns) w
ithou
t pr
ompt
ing.
CCR 1
RL/I.
2.1
Ask
and
answ
er su
ch q
uest
ions
as w
ho, w
hat,
whe
re, w
hen,
why
, and
how
to
dem
onst
rate
und
erst
andi
ng o
f key
det
ails
in a
text
. •
Who
, wha
t, w
hen,
whe
re, w
hy, h
ow…
.?
• Sh
ow m
e in
the
text
whe
re y
ou g
ot y
our a
nsw
er.
• N
ow y
ou a
sk m
e a
ques
tion
abou
t som
ethi
ng in
the
text
.
9/18 W
itch=
good
responses
to a
ll the “w” questions with evi-
dence from
text (needed
prompting to provide evidence)
V
CCR 2
RL.2
.2 R
ecou
nt st
orie
s, in
clud
ing
fabl
es a
nd fo
lkta
les f
rom
div
erse
cul
ture
s, an
d de
term
ine
thei
r cen
tral
mes
sage
, les
son,
or m
oral
. •
Rete
ll th
e st
ory
to m
e. In
clud
e: ti
tle, m
ain
char
acte
r, th
e pr
oble
m, a
nd th
e so
lutio
n.•
Wha
t is a
fabl
e? G
ive
me
an e
xam
ple
of o
ne.
• W
hat i
s a fo
lkta
le?
Giv
e m
e an
exa
mpl
e of
one
.•
Wha
t is a
mor
al?
Giv
e m
e an
exa
mpl
e of
one
.•
Rete
ll a
fabl
e or
folk
tale
, inc
ludi
ng:
• Ti
tle a
nd m
ain
char
acte
r •
Prob
lem
and
solu
tion
• Ce
ntra
l mes
sage
, les
son,
or m
oral
.02
RI.2
.2 Id
entif
y th
e m
ain
topi
c of
a m
ulti-
para
grap
h te
xt a
s wel
l as t
he fo
cus o
f spe
cific
pa
ragr
aphs
with
in th
e te
xt.
• W
hat w
as th
is te
xt m
ainl
y ab
out (
the
topi
c)?
• W
hat w
ere
thre
e of
the
mos
t im
port
ant t
hing
s the
aut
hor t
old
us a
bout
this
topi
c?•
Wha
t was
the
topi
c of t
his p
arag
raph
?
9/23
Fire
flies = M
ain topic is “W
hat fireflies loo
k like” (Pro-
vided
specific d
etails
as w
ell.)
.02
.02
1R
Com
preh
ensi
on
Read
ing
Stan
dard
s fo
r Lit
erat
ure
and
Info
rmat
iona
l Tex
t®
256
IRLA
105
1R
CCR
3
RL.2
.3 D
escr
ibe
how
cha
ract
ers
in a
sto
ry re
spon
d to
maj
or e
vent
s an
d ch
alle
nges
. •
Wha
t cha
lleng
e or
maj
or e
vent
s did
the
mai
n ch
arac
ter f
ace?
• H
ow d
id h
e or
she
resp
ond
to th
is c
halle
nge?
• D
id h
e or
she
grow
or c
hang
e in
resp
onse
to th
is c
halle
nge?
• D
escr
ibe a
chal
leng
e/m
ajor
even
t tha
t a ch
arac
ter i
n th
is st
ory f
aced
and
expl
ain
how
he o
r sh
e res
pond
ed to
it. In
clude
how
the c
hara
cter
lear
ned
or g
rew
as a
resu
lt, if
app
ropr
iate
.
9/18 W
itch
“The
kids are h
appy be
cause the witch
made
things f
un f
or the
m.”
.02
RI.2
.3 D
escr
ibe
the
conn
ectio
n be
twee
n a
serie
s of
his
toric
al e
vent
s, sc
ient
ific
idea
s or
con
cept
s, or
ste
ps in
tech
nica
l pro
cedu
res
in a
text
. •
Wha
t wer
e th
e m
ajor
eve
nts,
idea
s, or
step
s in
this
text
?•
Base
d on
wha
t you
just
read
, how
are
thes
e hist
orica
l eve
nts (
___,
___
, and
___
) rel
ated
to
each
oth
er?
• Ba
sed
on w
hat y
ou ju
st re
ad, h
ow a
re th
ese t
wo
scie
ntifi
c ide
as (_
_ an
d __
) rel
ated
to ea
ch o
ther
?•
Base
d on
wha
t you
just
read
, exp
lain
the s
teps
in m
akin
g a
____
and
how
they
are
conn
ecte
d.
.02
Craf
t and
Str
uctu
re: A
naly
zing
the
Effec
ts o
f Aut
hors
’ Cho
ices
Und
erst
and
and
disc
uss
the
way
(s) t
he a
utho
r(s)
sai
d w
hat w
as s
aid.
CCR 4
RL.2
.4 D
escr
ibe
how
wor
ds a
nd p
hras
es (e
.g.,
regu
lar b
eats
, alli
tera
tion,
rhym
es,
repe
ated
line
s) s
uppl
y rh
ythm
and
mea
ning
in a
sto
ry, p
oem
, or s
ong.
•
Defi
ne a
nd g
ive
an e
xam
ple
of: r
egul
ar b
eats
, alli
tera
tion,
rhym
e, re
peat
ed li
nes.
• W
hat d
o w
e m
ean
by “r
hyth
m” i
n a
poem
, son
g, o
r sto
ry?
• H
ow d
o th
e w
ords
in th
is po
em, s
ong,
or s
tory
supp
ly rh
ythm
? •
How
doe
s tha
t rhy
thm
add
to th
e m
eani
ng o
f the
poe
m, s
ong,
or s
tory
?•
Wha
t do
you
thin
k thi
s wor
d m
eans
? Why
do
you
thin
k the
aut
hor c
hose
this
wor
d in
stea
d of
(syn
onym
)? H
ow d
oes t
his w
ord
add
to th
e mea
ning
of t
he st
ory/
poem
/son
g?
.02
RI.2
.4 D
eter
min
e th
e m
eani
ng o
f wor
ds a
nd p
hras
es in
a te
xt re
leva
nt to
a 1
R to
pic
or
subj
ect a
rea.
•
Wha
t doe
s ___
_mea
n? W
hat d
oes i
t hav
e to
do
with
this
topi
c or
subj
ect a
rea?
.02
CCR 5
RL.2
.5 D
escr
ibe
the
over
all s
truc
ture
of a
stor
y, in
clud
ing
desc
ribin
g ho
w th
e be
ginn
ing
intr
oduc
es th
e st
ory
and
the
endi
ng c
oncl
udes
the
actio
n.
•
Des
crib
e the
beg
inni
ng o
f the
stor
y and
how
it se
ts u
p th
e act
ion
or th
e pro
blem
of t
he st
ory.
• Te
ll m
ajor
eve
nts t
hat o
ccur
and
how
they
cont
ribut
e to
the
over
all s
truc
ture
of t
he
stor
y (r
isin
g ac
tion,
clim
ax, f
allin
g ac
tion)
.•
Des
crib
e th
e en
ding
and
how
it co
nclu
des t
he a
ctio
n or
reso
lves
the
prob
lem
.
.02
RI.2
.5 K
now
and
use
var
ious
text
feat
ures
(e.g
., ca
ptio
ns, b
old
prin
t, su
bhea
ding
s, gl
ossa
ries,
inde
xes,
elec
tron
ic m
enus
, ico
ns) t
o lo
cate
key
fact
s or
info
rmat
ion
in a
te
xt e
ffici
ently
. •
Ask
stu
dent
to s
how
you
the
abov
e fe
atur
es, w
here
app
ropr
iate
, in
his
text
.•
Whe
re in
this
boo
k w
ould
you
look
to fi
nd in
form
atio
n ab
out_
___(
wha
t tig
ers e
at,
wha
t mak
es a
seed
gro
w)?
How
do
you
know
?
.02
257
IRLA
106
1R
CCR 6
RL.2
.6 A
ckno
wle
dge
diffe
renc
es in
the
poin
ts o
f vie
w o
f cha
ract
ers,
incl
udin
g by
sp
eaki
ng in
a d
iffer
ent v
oice
for e
ach
char
acte
r whe
n re
adin
g di
alog
ue a
loud
.
• A
sk s
tude
nt to
read
dia
logu
e al
oud,
taki
ng d
iffer
ent v
oice
s fo
r diff
eren
t cha
ract
ers.
• A
sk s
tude
nt to
exp
lain
the
diffe
renc
es b
etw
een
the
char
acte
rs’ p
oint
s of
vie
w o
n w
hat i
s ha
ppen
ing.
.02
RI.2
.6 Id
entif
y th
e m
ain
purp
ose
of a
text
, inc
ludi
ng w
hat t
he a
utho
r wan
ts to
ans
wer
, ex
plai
n, o
r des
crib
e.
• W
hy d
o yo
u th
ink
the
auth
or w
rote
this
boo
k? W
hat d
id h
e/sh
e w
ant t
o an
swer
, ex
plai
n, o
r des
crib
e? W
hat d
id h
e/sh
e w
ant u
s to
know
? W
hy?
Wha
t evi
denc
e do
you
ha
ve fo
r you
r ans
wer
?
9/23 F
ireflies
-teach
people a
bout f
ireflies
-that they ligh
t up
.02
.02
Inte
grat
ion
of K
now
ledg
e an
d Id
eas:
Com
pari
ng D
iffer
ent P
rese
ntat
ions
Dis
cuss
how
the
idea
s in
a b
ook
conn
ect t
o ea
ch o
ther
and
to th
e la
rger
wor
ld.
CCR
7
RL.2
.7 U
se in
form
atio
n ga
ined
from
the
illus
trat
ions
and
wor
ds in
a p
rint o
r dig
ital
text
to d
emon
stra
te u
nder
stan
ding
of i
ts c
hara
cter
s, se
ttin
g, o
r plo
t. •
Wha
t doe
s thi
s illu
stra
tion
teac
h yo
u ab
out _
__ (c
hara
cter
, set
ting,
or p
lot)?
.02
RI.2
.7 E
xpla
in h
ow s
peci
fic im
ages
(e.g
., a
diag
ram
sho
win
g ho
w a
mac
hine
wor
ks)
cont
ribut
e to
and
cla
rify
a te
xt.
• H
ow d
oes t
his d
iagr
am te
ach
us a
bout
___
_ (th
e lif
e cy
cle
of a
bee
; the
wat
er c
ycle
; w
hat w
olve
s eat
)?
.02
CCR
8RI
.2.8
Des
crib
e ho
w re
ason
s su
ppor
t spe
cific
poi
nts
the
auth
or m
akes
in a
text
.•
The
auth
or is
telli
ng u
s tha
t ___
____
___.
Wha
t rea
sons
doe
s he
give
to co
nvin
ce u
s?.0
2
CCR
9
RL.2
.9 C
ompa
re a
nd c
ontr
ast t
wo
or m
ore
vers
ions
of t
he s
ame
stor
y (e
.g.,
Cind
erel
la
stor
ies)
by
diffe
rent
aut
hors
or f
rom
diff
eren
t cul
ture
s.
Giv
e st
uden
t tw
o bo
oks
that
tell
the
sam
e st
ory/
lege
nd.
• H
ow is
this
stor
y th
e sa
me
in b
oth
book
s? H
ow is
the
stor
y di
ffere
nt?
• W
hich
do
you
like
bett
er a
nd w
hy?
.02
RI.2
.9 C
ompa
re a
nd c
ontr
ast t
he m
ost i
mpo
rtan
t poi
nts
pres
ente
d by
two
text
s on
th
e sa
me
topi
c.
Giv
e st
uden
t tw
o bo
oks
on th
e sa
me
topi
c.
• W
hat d
oes t
he a
utho
r mos
t wan
t us t
o re
mem
ber f
rom
this
firs
t boo
k?•
Wha
t doe
s the
aut
hor m
ost w
ant u
s to
rem
embe
r fro
m th
is se
cond
boo
k?•
How
are
they
alik
e? H
ow a
re th
ey d
iffer
ent?
•
Whi
ch d
o yo
u lik
e be
tter
and
why
?
.02
1R C
ompr
ehen
sion
Tot
al.2
0
258
IRLA
107
1R
Phon
olog
ical
Aw
aren
ess
Vow
el F
amili
es (C
hunk
s) in
Thr
ee-S
ylla
ble
Wor
ds (S
ee 1
R Ph
onic
s Su
rvey
)Co
ver p
arts
of u
nfam
iliar
wor
ds w
ith fi
nger
and
look
for f
amili
ar c
hunk
s in
side
.
V
Dec
ode
any
thre
e-sy
llabl
e w
ord
that
follo
ws
a re
gula
r vow
el p
atte
rn (W
ashi
ngto
n).
.04
Read
wor
ds w
ith c
omm
on s
uffixe
s. C
CSS
F.2.3
d9/
16 (*)Rea
ding words with
suff
ixes was identified
as Alex’s
Pow
er G
oal ba
sed on entry tests.
9/23 (V)P
ower G
oal mastered
!
.02
.01
Use
thre
e-le
tter
ble
nds
to fi
gure
out
unf
amili
ar w
ords
.
.02
Rang
e of
Rea
ding
and
Lev
el o
f Tex
t Com
plex
ity
Evid
ence
/Dat
ePo
ints
Enga
gem
ent a
nd In
depe
nden
ceRe
ad re
gula
rly a
nd in
depe
nden
tly, s
usta
inin
g en
gage
men
t, in
1R-
leve
l mat
eria
ls fo
r at
leas
t 30
min
utes
eve
ry d
ay in
the
clas
sroo
m (1
5 m
inut
es p
er s
essi
on).
.01
Hom
e Re
adin
gH
ave
esta
blis
hed
a ho
me
read
ing
habi
t and
read
for a
t lea
st 3
0 m
inut
es e
very
nig
ht
with
out p
rom
ptin
g..0
1
Gen
res
Enjo
y in
form
atio
nal t
ext,
pros
e, a
nd p
oetr
y at
1R
leve
l. C
CSS
RL/I.
2.10
.01
Rang
e of
Rea
ding
and
Lev
el o
f Tex
t Com
plex
ity
Tota
l.0
3
Sylla
bica
tion
Ora
lly s
egm
ent a
mul
tisyl
labl
e w
ord
into
its
sylla
bles
.
Phon
olog
ical
Aw
aren
ess T
otal
Phon
ics:
Thr
ee-S
ylla
ble
Wor
ds, T
hree
-Let
ter B
lend
s
-ed
-er
-ing
-es
-y-e
st-ly
-ier
-iest
* V
* V
V*
VV
VV
VV
str-
scr-
spl-
spr-
shr-
squ-
sch-
thr-
-tch
-rst
-rth
1R
Fou
ndat
iona
l Ski
lls®
259
IRLA
108
1R
Use
sile
nt c
onso
nant
s to
figu
re o
ut u
nfam
iliar
wor
ds.
.01
Know
spel
ling-
soun
d co
rres
pond
ence
s for
add
ition
al c
omm
on v
owel
team
s. CC
SS F.
2.3b
.01
Dec
ode
regu
larly
spe
lled
two-
sylla
ble
wor
ds w
ith lo
ng v
owel
s (e
.g.,
open
, Rub
y, b
ikin
g).
CCSS
F.2
.3c
.01
Dis
tingu
ish
long
and
sho
rt v
owel
s w
hen
read
ing
regu
larly
spe
lled
one-
sylla
ble
wor
ds.
CCSS
F.2
.3a
.01
Phon
ics T
otal
.12
kn-
gn-
wr-
-mb
-gh
auou
(you
)ou
(out
)oo
(too
)oo
(boo
k)oy
oiey
eiew
Wor
d Re
cogn
itio
nO
utla
ws
Reco
gniz
e an
d re
ad 1
R irr
egul
arly
spe
lled
wor
ds a
nd in
cons
iste
nt b
ut c
omm
on s
pelli
ng-
soun
d co
rres
pond
ence
s an
d irr
egul
arly
spe
lled
wor
ds.
(60
1R O
utla
ws)
CCS
S F.2
.3ef
.0
1
Wor
d Re
cogn
itio
n To
tal
.01
Flue
ncy
and
Self-
Mon
itor
ing
Flue
ncy
Read
1R
text
com
fort
ably
, with
con
fiden
ce, p
urpo
se, a
nd u
nder
stan
ding
. CC
SS F
.2.4
a.0
1
Read
1R
text
ora
lly w
ith 9
8%-1
00%
acc
urac
y, ra
te, a
nd fl
uenc
y, u
sing
pun
ctua
tion
as a
gu
ide
to e
xpre
ssio
n. C
CSS
F.2.4
b .0
1
Read
sile
ntly
(with
sub
-voc
aliz
atio
n, if
nec
essa
ry) w
hile
mai
ntai
ning
com
preh
ensi
on.
.01
Self-
Mon
itor
ing
Use
con
text
to c
onfir
m o
r sel
f-co
rrec
t wor
d re
cogn
ition
and
und
erst
andi
ng, r
erea
ding
as
nece
ssar
y. C
CSS
F.2.4
c.0
1
Flue
ncy
Tota
l.0
4
1R F
ound
atio
nal S
kills
Tot
al.2
0
1R
Foun
datio
nal S
kills
Con
t’d
260
IRLA
110
1R
Act
ive
Read
ing
Stra
tegi
es
Succ
essf
ully
read
98-
100%
of w
ords
with
no
help
from
th
e te
ache
r.
Read
with
exp
ress
ion,
usi
ng p
unct
uatio
n.
Stop
and
try
agai
n w
hen
read
ing
does
n’t m
ake
sens
e,
mat
ch th
e le
tter
s, o
r sou
nd ri
ght.
Hav
e co
ntro
l of t
he s
ight
wor
ds u
sed
at th
is le
vel.
Hav
e m
ost o
f the
wor
ds in
the
book
in h
is o
r her
sp
eaki
ng v
ocab
ular
y.
Look
for f
amili
ar p
arts
of w
ords
insi
de u
nfam
iliar
wor
ds.
Use
two-
lett
er v
owel
com
bina
tions
to fi
gure
out
new
w
ords
.
Use
kno
wle
dge
of th
ree-
lett
er b
lend
s, v
owel
dig
raph
s,
and
rule
s of
syl
labi
catio
n to
figu
re o
ut re
gula
r thr
ee-
sylla
ble
wor
ds.
Com
preh
ensi
on
Det
erm
ine
wha
t a te
xt s
ays
expl
icitl
y. (W
hat i
s thi
s abo
ut
so fa
r? H
ow d
o yo
u kn
ow?)
Supp
ort a
n in
terp
reta
tion
or a
naly
sis.
(Why
...? W
hat
evid
ence
from
the
text
supp
orts
you
r ans
wer
?)
1R
Run
ning
Rec
ord
®
Pow
er G
oal
Titl
e:__
____
____
____
____
____
____
____
_Er
ror/
Mis
cue
Ana
lysi
sN
eeds
wor
k on
this
Ph
onic
s Pa
tter
nN
eeds
to le
arn
this
Tric
ky W
ord
Not
in b
ackg
roun
d kn
owle
dge
V V
V V
V V
V V
V
V V
V
V V
V V
V V
V
V V
V
V V
V V
V V
V V
V
V V
V V
V V
V V
V
V V
V V
V V
V V
V V
V V
V V
V V
V V
V
V V
V V
V V
V V
V V
V
V V
V V
V V
V
V V
V V
V V
*skip
ped h
eading
Stud
ent _
____
____
____
____
____
____
____
Te
ache
r___
____
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____
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G
rade
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Room
____
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_
Dat
e___
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_Alexa
nder C
arl
Volpe
1 230
9/23
Fireflies (N
F)
dyed
diet *
TP
know
nneon
*TP
V V V V V V V V
V V“So fa
r, this b
ook is d
escribing f
ireflies’
bodies. I
t ta
lks a
bout the
antenna
here, the
hea
d h
ere, the
legs
here a
nd the
abd
omen h
ere. T
he a
uthor is telling us
why each
part is important.”
Which
body p
art d
o you think is the
most important?
“I think the
ligh
ts a
re important b
ecause they use
them
to attra
ct a m
ate.”
9/23 A
lexa
nder c
onsistently rea
d w
ords
with
suff
ixes correctly d
uring today
’s reading.
He will
now b
egin w
orking on 2
R
tricky w
ords,
spec
ifically those w
ith
vowel
splits.
261