Star Reading Instructional Planning March

Class Instructional Planning Report
1 of 15
Printed Monday, March 16, 2015 1:06:42 PM
School: Doral Academy - Saddle Campus
Reporting Period: 12/30/2014 - 1/28/2015
Class: Camargo
Teacher: Camargo, M.
Instructional
Groups
Number of
Students
Group 1
Group 2
Group 3
Group 4
Group 5
6
5
5
5
4
Scaled Score
Median
984
806
678
588
506
Range
871 - 1317
704 - 849
623 - 796
565 - 620
465 - 542
Suggested Skills
Skill recommendations are based on the median score for each Instructional Group. These skills are a starting point for
instructional planning. Combine this information with your own knowledge of the student and use your professional
judgment when designing an instructional program. Use Core Progress learning progression for reading to find additional
information for each skill, teacher activities, and sample items.
Group 1
Students
Kristin Arcolas,
Angelie Buonto,
Ryan Dibble,
Aurabella Haskin,
Daemon Hopkins,
Severina Mijan
Reading: Literature
GR
9
9
9
9
9
10
10
Key Ideas and Details
Analyze how plot is influenced by complex character relationships and interactions

Evaluate the extent to which the setting plays a role in the text
Analyze in detail how themes emerge and develop over the course of a text (e.g., how characters affect its
development)
Cite strong and sufficient textual evidence to support analysis of a literary text
Analyze significant ideas and supporting details in a literary text to draw larger conclusions about the text's meaning
Provide a sufficiently complex summary to address key plot points and thematic development
Evaluate whether a summary is missing critical details or misrepresents the meaning of a text
Craft and Structure
9
10
10
10
Identify the cultural perspective reflected in a work of literature from outside the United States
Apply appropriate strategies with greater sophistication, including a broad array of context clues such as word
relationships and connectives, a variety of general or specialized reference material, and knowledge of etymology, to
determine or clarify the precise meanings of general academic words and phrases in grade-appropriate literary texts
Analyze the cumulative impact of connotative meaning on a literary passage's meaning and tone
Analyze the cumulative impact of specific word choices and figurative language including how language creates
imagery, establishes mood and tone, evokes a sense of time and place, and advances the author's theme or purpose
10
Analyze the effects of the author's choices in the telling and timing of a story (e.g., devices such as foreshadowing,
flashback, and parallel plots)
10 Analyze how an author's structural choices create and enhance effects such as suspense, tension, mystery, or
surprise (e.g., the volta in a sonnet)
Integration of Knowledge and Ideas
9
Compare and contrast how the same subject, theme, key scene, or story is treated in different mediums (e.g.,
describe the differences between how a story from mythology is told in an epic poem and represented in a classical
painting)
Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
2 of 15
Class: Camargo
Group 1
Reading: Literature
GR

Analyze archetypes and motifs found in classical literature and how classical literature has affected modern literature
and film (e.g., explain how the movie 10 Things I Hate About You interprets themes from Shakespeare's The Taming
of the Shrew)
Reading: Informational Text

9
Analyze the development of the central idea or thesis of an informational text and how it relates to supporting ideas
and details
9 Analyze the connections drawn between ideas, events, or points introduced or developed in an informational text
9
9
Cite strong and thorough textual evidence to support analysis of an informational text
Draw larger conclusions about an informational text's meaning and significance based on analysis of ideas, concepts,
and supporting details in the text

Analyze how an author develops an argument including the order in which points are made, how they are introduced,
and how connections are made between them
10
Analyze how an author explains and reveals a complex process or series of ideas in a scientific or technical text
including how connections are made between them
10 Select textual evidence based on evaluation of its strength, completeness, and relevance to the analysis of an
informational text
10
Craft and Structure

9
9
10
10
10
10
10
10
Recognize an author's use of propaganda or slanted text, analyzing how the language or ideas advance the author's
purpose
Identify implicit values and beliefs revealed by an author of an informational text
Apply appropriate strategies with greater sophistication, including a broad array of context clues such as word
relationships and connectives, a variety of general or specialized reference material, and knowledge of etymology to
determine or clarify the precise meanings of general academic and content-area words and phrases in
grade-appropriate informational texts
Analyze in detail how an author's ideas or claims are developed and refined by particular details, sentences,
paragraphs, or larger portions of a text (e.g., a section or chapter)
Analyze how an author's word choice and use of language impact tone and fit the author's purpose (e.g., how
language in an editorial differs from that of a newspaper article)
Analyze the cumulative impact of connotative meaning on an informational passage's meaning and tone
Analyze the cumulative impact of specific words and phrases on the meaning and tone of a work
Analyze how an author's choices (e.g., text organization, style, use of language, literary devices, rhetorical devices)
further the author's purpose or viewpoint

8
Describe instances in which authors writing about the same topic disagree or arrive at different conclusions
Analyze text for use of facts, opinions, and unsupported and supported inferences
9
9
Analyze various accounts of a subject told in different mediums, recognizing the particular contribution of each
medium in conveying information on the topic
Distinguish supported and unsupported inferences to discover assumptions or missing evidence in an argument
Analyze how an author acknowledges or responds to opposing evidence or opinions in an argument
3 of 15
Class: Camargo
Group 1
GR
Identify an increasing array of logical fallacies such as appeals to pity, personal attack, all-or-nothing thinking, and
overgeneralization in an argument and explain the error
Identify implicit values and beliefs revealed by an author's argument
Delineate and evaluate the argument and specific claims in a text, assessing the degree to which the reasoning is
valid and the evidence is relevant and sufficient
Language
Vocabulary Acquisition and Use
10
Expand knowledge of general academic and content-area vocabulary independently and use this knowledge correctly
when reading, writing, speaking, and listening (e.g., using utopian and dystopian in analyzing and discussing George
Orwell's 1984)
10
Analyze and explain the importance of subtle differences in meaning between grade-appropriate synonyms (e.g.,
winsome/charming) in conveying meaning and author's intent
10 Analyze the cumulative impact of connotative meaning on a passage's meaning and tone
10
11
11
11
11
Analyze the meanings of figures of speech such as euphemisms and oxymorons (e.g., "I do forgive thy robbery,
gentle thief" in Shakespeare's Sonnet 40) in grade-appropriate prose and poetry and analyze how these expressions
advance the author's purpose or message in a text
Determine standard usage and pronunciation information in reference materials such as a dictionary of English usage
Determine the etymology of significant academic vocabulary or content-area terms (e.g., partisan, lobbyist;
cytoplasm, diffusion) to gain a greater understanding of their meanings
Use knowledge of grade-appropriate roots (e.g., surg-, surr-), affixes (e.g., de-, -ability), cognates (e.g., Latin and
Greek, Anglo-Saxon, and Semitic sources), and patterns of how words are formed in order to predict the meaning of
unfamiliar vocabulary (e.g., insurgent, debility)
Use context clues (e.g., conjunctive and subordinate clauses) to determine or clarify nuances in word meanings in a
text including general academic, domain specific, and technical words and phrases
4 of 15
Class: Camargo
Group 2
Students
Soloma Assefa,
Pierce Jentzsch,
Ivan Oei,
Kiana Partovi,
Sarah Pelinger
Reading: Literature
GR
Cite several pieces of textual evidence to support analysis of a literary text
Provide an objective summary that traces character and plot development and retains overall meaning
Analyze how authors reveal character (e.g., thoughts, dialogue, dialect)
Analyze characters' traits, responses, and motives and how the central character influences the plot or theme
Analyze plot structure and development, including how conflicts are resolved (e.g., how particular lines of dialogue
and events propel the action or reveal character)

Analyze the importance and influence of setting on characters, plot, theme, mood, tone, and meaning (e.g., how does
the setting influence a character's outlook?)
8 Analyze the development of a theme over the course of a literary text and how the theme relates to other literary
elements (e.g., how the theme is revealed through the plot)
8
Craft and Structure

8
8
Analyze the connotations of words or phrases used in literary texts that have similar denotative meanings (e.g.,
fancy/gaudy/intricate/elaborate/overly complicated)
Describe what items or ideas are being compared in analogies found in literary texts
Analyze a wide range of literary devices used in literary texts such as allusion, analogy, irony, and symbolism, and
8
8
8
8
8
explain their meanings and contributions to the texts

Compare and contrast the structure and organization of two or more literary texts (e.g., alternating chapters with
different narrators compared to a text with a single narrator)
Analyze the structure and organization of a literary text and how the structure contributes to the text's development,
meaning, and style
Analyze how the narrator's point of view and characterization affect the telling of the narrative (e.g., a biased,
unreliable, or impaired first-person narrator)
Compare and contrast the effects of different points of view (e.g., first/third person, limited/omniscient,
subjective/objective) on the plot or on the reader's perception
Analyze how dramatic irony (i.e., when something is known to the audience or reader but unknown to the characters)
or other devices create effects such as suspense or humor
7
8
Compare and contrast a literary text's portrayal of time, place, and characters with historical facts and nonfictional
accounts of the same period (e.g., discuss the portrayal of historical characters and events in Johnny Tremain as
opposed to the facts and accounts presented about the Revolutionary War in a history text)
Describe instances of modern literary texts drawing on the characteristics, themes, and patterns or events of epic
tales, myths, and traditional tales, and compare and contrast the modern text to its source material
Analyze and evaluate the choices made by directors, performers, and artists in departing from and interpreting the
written text or script (e.g., explain differences in what each version emphasizes)
5 of 15
Class: Camargo
Group 2
GR
7
8
8
8
8
8
8
Analyze the cause-and-effect interactions between individuals, events, and ideas in an informational text (e.g.,
analyze how ideas influence an individual)
Cite the strongest textual evidence to support analysis of an informational text
Draw conclusions based on analysis of details in an informational text, and revise conclusions based on new
information in the text
Provide a summary of an informational text and evaluate how well a summary captures its original meaning (e.g.,
properly includes the main idea and relevant details without changing the meaning or adding opinions)
Synthesize information to determine and explain the central idea of an informational text
Analyze the development of the central idea over the course of an informational text and how details support or clarify
it
Analyze how an informational text uses sequence to make connections and distinctions between individuals, ideas,
events, or processes
Craft and Structure

8
Analyze the connotations of words or phrases used in an informational text that have similar denotative meanings
(e.g., fancy/gaudy/intricate/elaborate/overly complicated)
8 Analyze the impact of an author's specific word choices and use of language (e.g., analogies, allusions, idioms, puns,
metaphors, similes, personification, hyperbole, and verbal irony) on meaning and tone of an informational text
8 Analyze the structure of a specific paragraph in an informational text and the contributions of individual sentences in
developing and refining a key concept
8 Analyze how an author responds to conflicting evidence or viewpoints
8
Determine whether the biases an author brings to an argument affect the credibility or viability of those arguments
Analyze persuasive and argumentative texts to determine the purpose and effect of rhetorical devices (e.g.,
repetition, anecdotes)
Explain how word choice, syntax, and organization are used to further the author's purpose or viewpoint
8
9
Apply appropriate strategies to determine or clarify the precise meanings of general academic and content-area
words and phrases in grade-appropriate informational texts, including a variety of general or specialized reference
material, and a wide array of context clues such as increasingly subtle examples
7
7
7
7
7
7
7
8
Recognize instances in which the credibility of an argument is negatively affected (e.g., it contains misleading
information or outdated information, fallacious reasoning, unsupported inferences, or bias)

Recognize when an author of an argument is attempting to respond to readers' possible questions or is anticipating
that readers will have a different opinion (e.g., counterarguments)
Describe instances in which an author's opinions, beliefs, or attitude bias the argument
Trace the development of an author's argument, and identify and evaluate supporting evidence for adequacy,
accuracy, and appropriateness

Compare and contrast how information on the same topic is presented in different mediums (e.g., how a film of Martin
Luther King's "I Have a Dream" speech captures its emotional impact while a written description of it provides
important contextual information)
Explain how the medium used impacts the presentation of information
Analyze similarities and differences in emphasis and interpretation in informational texts on the same topic
Distinguish facts from opinions, and evaluate the logic or validity of opinions and assertions in text such as editorials,
essays, articles, and reviews
6 of 15
Class: Camargo
Group 2
GR
Describe problems in an argument that affect its credibility (e.g., bias, unsupported inferences, outdated information)
Language
8
8
8
9
9
9
Analyze and explain subtle differences in the meanings of synonyms (e.g., reaction/response)
Analyze the connotations of words or phrases that have similar denotative meanings (e.g.,
fancy/gaudy/intricate/elaborate/overly complicated) in context
Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., descriptive qualities;
window: transparent :: mirror: reflective), to clarify the meanings of words in text
Use dictionaries and specialized reference materials to determine or clarify word meanings, pronunciation, or parts of
speech, and locate the etymology of common English words and phrases adopted from other languages to help
develop a curiosity about the origins and meanings of words
Use knowledge of grade-appropriate affixes (e.g., amphi-, be-, epi-) and familiar words with Latin and Greek roots
(e.g., audire) as well as patterns of word changes (e.g., derivations and inflections) to predict the meanings of
unfamiliar words (e.g., epicenter, auditory)
Use a wide range of contextual clues, including understanding increasingly subtle examples, to determine or clarify
the precise meanings of general academic, content-area, and technical words and phrases
Expand knowledge of general academic and content-area vocabulary independently (e.g., keep word lists, use word
references) and use this knowledge correctly when reading, writing, speaking, and listening (e.g., encountering the
word asylum while reading In the Time of the Butterflies by Julia Alvarez)
Determine the correct meanings of homophones (e.g., ascent/assent; gild/guild), homographs (e.g., articulate,
attribute), and multiple-meaning words within context in grade-appropriate texts and use them correctly in writing and
speaking
Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., object function;
thermometer: temperature :: barometer: air pressure), to clarify the meanings of words in text
7 of 15
Class: Camargo
Group 3
Students
Ronald Brock,
Nikolas Duynov,
Shane Kim,
Cortney Szigeti,
Ellie Zierse
Reading: Literature
GR
Describe and analyze aspects of the setting including situation (e.g., Revolutionary War) as well as the time and
place to explain how the setting affects the plot and characters
6 Determine themes of literary texts and explain how they are conveyed through particular details
6
Explain the basis for conclusions drawn about literary texts and revise conclusions based on new evidence in the text
Cite textual evidence to support analysis of a literary text (e.g., point out the part of the text that supports an inference
7
7
about the character's motivation; list details that support an inference about the theme)
Describe how characters are revealed through their thoughts and actions, through the thoughts of other characters,
through dialogue, and through the author's descriptions
Analyze how characters' actions, thoughts, motivations, and relationships shape the plot
Craft and Structure

6
6
6
7
7
7
Analyze how authors choose specific words to achieve particular effects in literary texts (e.g., establish mood or tone,
impact the text's meaning)
Explain how point of view influences the way the story is told and how the author develops the point of view of the
narrator or the speaker (e.g., what the narrative descriptions reveal about the narrator)
Analyze how a literary text is organized and explain how important sections of the text (e.g., sentence, chapter,
scene, stanza) contribute to the development of the theme, setting, or plot
Efficiently use a range of strategies to determine or clarify the precise meanings of general academic words and
phrases in grade-appropriate literary texts, including general or specialized reference material, organizational
structure, overall meaning of sentence or paragraph, word relationships, and affixes and roots
Explain the differences between words and phrases with similar denotative meanings that carry different connotations
(e.g., sulk/brood; ally/comrade/best friend) in literary texts
Analyze how figurative language (e.g., analogies, idioms, metaphors, similes, personification, puns, hyperbole)
affects the meaning, tone, and mood of a literary text or section of a literary text
6
6
Integrate a literary text's visual and written components to deepen understanding of the text's meaning and themes
(e.g., explain how the illustrations in an illustrated novel help convey the mood)
Compare and contrast reading the text of a story, drama, or poem to listening or viewing a performed version,
describing how each version affects the reader or viewer (e.g., explain whether the suspense is greater in the written
or performed version of the text)
Compare and contrast how texts in different forms or genres deal with similar themes or topics (e.g., explain the
difference in approaches taken by a fantasy novel and a realistic novel that deal with similar themes)

6
6
Make predictions based on analysis of the relationships between ideas, events, or individuals in an informational text,
and locate evidence in the text
Analyze in detail how the similarities and differences between key individuals, events, or ideas are introduced and
developed in an informational text
8 of 15
Class: Camargo
Group 3
GR
Analyze in detail how the causal relationships between individuals, events, and ideas are introduced and developed
in an informational text
6 Cite textual evidence to support analysis of an informational text
6
7
Explain the basis for conclusions drawn about an informational text
Provide an objective summary of an informational text that includes central ideas, supporting details, and retains
overall meaning
Identify and analyze an author's use of supporting details in an informational text
Craft and Structure

6
6
Determine the connotative meaning of particular words and phrases based on context in an informational text and
distinguish between the connotations of words with similar meanings (e.g., alert vs. watchful)
Analyze how an author's word choice creates the tone of an informational text
Explain how an author's use of words and phrases including figurative language contributes to an informational text
Analyze an informational text's structure to determine how a particular part fits in and contributes to the development
by clarifying an idea or description
7
7
7
of ideas (e.g., purpose of a specific sentence, organization of supporting details)

Efficiently use a range of strategies to determine or clarify the precise meanings of general academic and
content-area words and phrases in grade-appropriate informational texts, including general or specialized reference
material, organizational structure, overall meaning of sentence or paragraph, word relationships, and affixes and roots
Analyze the tone of an informational text, explaining the impact of the author's word choice on the reader (e.g., a
letter to the editor with a reasonable tone compared to one with an angry tone)
Analyze the effects of figurative language (e.g., idioms, metaphors, similes, puns, hyperbole) on an informational
text's meaning
Explain the differences between words and phrases with similar denotative meanings that carry different connotations
(e.g., sulk/brood; ally/comrade/best friend) in an informational text
Integrate information on a topic from several texts to develop a base of knowledge on a subject (e.g.,
categorize/organize information, compare information, summarize from multiple texts)

Distinguish facts from opinions and recognize when opinions and inferences are not supported by facts or reasons
Analyze the reasons and evidence given to support an argument, recognizing when claims are not supported or are
not adequately supported

Follow the author's argument and evaluate whether it is convincing based on its use of reasoning and evidence
Describe an author's perspective and explain how it influences an argument
Explain similarities and differences (e.g., purpose, organization, main ideas, viewpoint) between informational texts on
the same topic
Language
7
Use grade-appropriate general academic and content-area vocabulary correctly in context, expanding vocabulary to
include words or phrases of particular importance to comprehension or expression (e.g., climax, cultural, culture,
ecology, lofty, grossly, foil)
9 of 15
Class: Camargo
Group 3
Language
GR
7
7
7
7
7
7
7
8

Use knowledge of grade-appropriate Latin and Greek affixes (e.g., be-, circu-) and roots in familiar words (e.g., urbs,
phone) to predict the meanings of unfamiliar words (e.g., urban, cacophonous)
Use knowledge of word relationships including analogies and synonym/antonym relationships to clarify the meanings
of words in text
Use the correct homophones (e.g., bow/beau), and use context clues to determine the meanings of homographs
(e.g., initial, quarry, couch) and multiple-meaning words (e.g., canteen) in writing and speaking and determine their
correct meanings in grade-appropriate texts
Determine synonyms for grade-appropriate words (e.g., use prior knowledge or a thesaurus) and explain the subtle
differences in meaning between synonyms
Analyze the connotative differences between words and phrases with similar denotative meanings (e.g., sulk/brood;
ally/comrade/best friend)
Explain the meanings of words and phrases derived from ancient literature and mythology (e.g., Siren's call, Tower of
Babel, Fountain of Youth, writing on the wall)
Explain the meanings of figures of speech in grade-appropriate prose and poetry including those that involve
allusions (e.g., launch a thousand ships, wash one's hands of something, flew too close to the sun)
Determine or clarify the parts of speech, choose the correct pronunciations, and identify or verify the precise
meanings of key academic or content-area words and phrases encountered in grade-level text by consulting various
general or specialized reference materials in print or online
10 of 15
Class: Camargo
Group 4
Students
Easten Eberhart,
Jayda Hunt,
Faith Miller-Hooks,
Nicole Morris,
Katelyn Ritchie
Reading: Literature
GR
Describe the influence of the setting on the plot and characters and compare and contrast the effects of different
settings
5 Determine themes in a story, drama, or poem that are stated directly or indirectly (e.g., revealed by details in the text
such as how characters respond to challenges or how a poem's speaker reflects on a topic)
5 Cite accurate evidence from a literary text to support inferences and to explain the text's explicit meaning
5
6
6
6
6
Use textual evidence to distinguish between valid and invalid conclusions drawn in and from literary texts (e.g., note
when a character makes an incorrect conclusion)
Provide an accurate summary that includes the main events, characters, and important details, but does not contain
personal opinions or judgments
Analyze how characters' actions influence the plot and how events advance the plot
Describe the development of the plot, in particular how plot unfolds in a series of events or episodes
Describe and analyze aspects of the setting including situation (e.g., Revolutionary War) as well as the time and
place to explain how the setting affects the plot and characters
Craft and Structure
5
5
Explain how what happens in one chapter or scene of a story or play builds on the events that came before and leads
to subsequent events, creating an overall structure
Explain how ideas and images in a stanza of a poem build on ideas and images in previous stanzas
Use a range of strategies to determine or clarify the precise meanings of general academic words and phrases in
grade-appropriate literary texts more efficiently, including reference materials, affixes and roots, context clues such as
word relationships, parts of speech, and the overall sentence or paragraph meaning
6
Determine the connotative meaning of particular words and phrases based on context in a literary text and distinguish
between the connotations of words with similar meanings (e.g., smile vs. smirk)
6 Explain the meaning of figurative language (e.g., metaphor, simile, hyperbole, personification) in a literary text and its
impact on the text
6
Analyze how authors choose specific words to achieve particular effects in literary texts (e.g., establish mood or tone,
impact the text's meaning)
5
Describe instances in which a performance is different from the written text of a story or drama
Compare and contrast how stories from the same genre deal with similar themes and topics (e.g., describe how
different mystery stories employ the archetype of the detective)

5
5
5
6
Infer implied cause-and-effect relationships from specific information in a historical, scientific, or technical text
Distinguish between valid and invalid conclusions based on evidence from an informational text
Cite accurate textual evidence when explaining what an informational text says explicitly and when making inferences
Distinguish more important from less important details in an informational text
11 of 15
Class: Camargo
Group 4
GR

Determine the central idea of an informational text and explain how it is conveyed with details
Summarize an informational text including the main idea and key details and omitting personal opinions or judgments
Analyze in detail how a sequence of events, steps, or concepts is introduced and developed in an informational text
Make predictions based on analysis of the relationships between ideas, events, or individuals in an informational text,
and locate evidence in the text
Craft and Structure
Determine an author's opinion when it is not explicitly stated in the text
Describe the author's purpose (e.g., to inform, describe, entertain, explain, share feelings) and explain how the reader
can determine the purpose
5 Compare and contrast authors' perspectives in multiple accounts of the same event or topic
Use a range of strategies to determine or clarify the precise meanings of general academic and content-area words
and phrases in grade-appropriate informational texts more efficiently, including reference materials, affixes and roots,
context clues such as word relationships, parts of speech, and the overall sentence or paragraph meaning
6 Explain an author's opinion or viewpoint and how it is conveyed in an informational text
6
Explain the author's purpose and how it is conveyed in an informational text
Determine the meaning of figurative language (e.g., metaphor, simile, exaggeration) used in informational texts
Determine the connotative meaning of particular words and phrases based on context in an informational text and
distinguish between the connotations of words with similar meanings (e.g., alert vs. watchful)
Distinguish between claims that are debatable (i.e., that readers might disagree with and that therefore need to be
supported) and facts or statements that are acceptable to most readers without further support
5 Explain how an author supports an argument, identifying reasons and evidence given to support particular points and
the main claim
5
Explain what makes evidence credible in an argument (e.g., trustworthiness and authority of the source, relevance
and currency of the information)
5
Determine an author's opinion when it is not explicitly stated in an argument
5
Select the appropriate source of information when seeking answers to a question or solving a problem (e.g., refer to
an atlas and find the correct map to confirm which countries the equator runs through)
5
Draw on multiple print or digital sources to quickly and efficiently obtain specific information relevant to answering a
question or solving a problem
5 Integrate information on a topic from several texts to develop a base of knowledge on a subject (e.g.,
categorize/organize information, compare information, summarize from multiple texts)
Language
6
Use knowledge of grade-appropriate Latin and Greek affixes (e.g., post-, over-, under-, ex-, il-, im-, ir-, -ate, -ive,
-ship, -ance, -ence, -ant, -ent) and roots (e.g., gram, polis) to predict the meanings of unfamiliar words (e.g.,
monogram, metropolis)
6 Use knowledge of word relationships, including analogies (e.g., item/category, cause/effect, part/whole) to clarify the
meanings of words in text
12 of 15
Class: Camargo
Group 4
Language
GR
6
6
6
6
7
7
Use the correct homophones (e.g., feat/feet), homographs (e.g., estimate, conflict), and multiple-meaning words (e.g.,
chief) in writing and speaking and determine their correct meanings in grade-appropriate texts
Name or find synonyms for grade-appropriate words (e.g., acquire/obtain), and explain the slight differences in
meanings
Describe the connotative meaning of particular words and phrases based on context in a literary text and distinguish
between the connotations of words with similar meanings (e.g., smile vs. smirk)
Recognize and explain the meanings of idioms (e.g., save your breath) and other figures of speech including those
that use personification (e.g., howling wind, the house groaned) in grade-appropriate texts
Determine, clarify, or confirm the parts of speech, pronunciations, and precise meanings of key academic or
content-area words and phrases by consulting various general or specialized reference materials in print or online
Use context clues (e.g., examples, word relationships, organizational structure, overall meaning of sentence or
paragraph) to determine general academic, content-area, and technical or scientific terminology
13 of 15
Class: Camargo
Group 5
Students
Francheska Cisternas,
Matthew McLaughlin,
Carlo Sanchez,
Michael Ziroli
Reading: Foundational Skills

GR
5
5
5
5
5
5
Phonics and Word Recognition

Use knowledge of syllabication patterns to accurately read unfamiliar multisyllabic words in context (e.g., read
multiple in a contextual sentence)
Accurately read unfamiliar grade-appropriate multisyllabic words in context using knowledge of all letter-sound
correspondences (e.g., the ice on the pond was solid)
Use knowledge of syllabication patterns to accurately read unfamiliar multisyllabic words in isolation (e.g., election,
cabinet)
Accurately read unfamiliar grade-appropriate multisyllabic words in isolation using knowledge of all letter-sound
correspondences (e.g., solid, enamel)
Accurately read unfamiliar grade-appropriate multisyllabic words in context, applying greater knowledge of word
morphology (e.g., read visible in a contextual sentence)
Accurately read unfamiliar grade-appropriate multisyllabic words in isolation, applying greater knowledge of word
morphology (e.g., destruction, transport)
Fluency
5
5
Read on-level texts aloud at the estimated oral reading fluency (ORF) to meet grade-level benchmarks
Read on-level prose and poetry aloud with expression (e.g., appropriate phrasing, pauses, and stresses and
matching the rhythm of speech)

5 Confirm or correct understanding of text by previewing and setting a purpose for reading, using word-attack skills, and
by rereading and/or reading ahead or around as necessary
Reading: Literature
4
4
4
5
5
Make inferences about characters' actions, traits, and motives based on details found in a story or play
Cite textual details and examples to support inferences and explanations about a literary text's meaning (e.g.,
conclude the poet thinks the tree leaves are pretty because she says the colors make her smile)
Use details from a story, drama, or poem to determine its theme
Summarize a story, drama, or narrative poem, describing the main characters, details, and key events including
conflict and resolution
Compare and contrast characters using specific details and describe how they interact with other characters
Craft and Structure
4
4
Describe the feelings that a story, drama, or poem is trying to evoke
Explain the difference between first- and third-person narration (e.g., recognize whether or not the narrator is a
character in the story), and compare and contrast the narrative points of view of different stories
Determine the meaning of words and phrases that allude to significant characters in mythology (e.g., Pandora's box,
Herculean, Midas touch) making connections to their origins
5
Use a range of strategies to determine or clarify the meanings of general academic words and phrases in
grade-appropriate literary texts, including cause-and-effect relationships, comparisons, Latin and Greek roots, and
reference materials
5 Determine the meaning of figurative language (e.g., metaphors, similes, exaggeration) used in literary texts
14 of 15
Class: Camargo
Group 5
Reading: Literature
GR

Interpret visual and other multimedia elements (e.g., illustrations, real or fictional maps, sound tracks) to confirm
details and deepen understanding of a story (e.g., refer to a fictional map to get a sense of the length of a hero's
journey)
Describe how a visual or oral presentation of a story or drama reflects the text (e.g., the actor shouts because the
stage directions call for it)

4
4
4
Identify and explain the main idea of an informational text and explain how key details support it
Summarize a short informational passage including the main idea and key details
Explain the explicit meaning of an informational text based on evidence from the text (e.g., locate details and
examples that explain an idea in the text)

Make inferences when reading an informational text, citing textual details and examples to support them
Categorize information from a text in order to explain similarities and differences
Determine the main ideas of an informational text and whether the details add support for the main ideas
Craft and Structure
Determine the author's purpose in order to adjust reading strategy accordingly (e.g., take notes for informational
texts; weigh evidence in persuasive texts)

4 Describe the organizational structure (e.g., comparison/contrast, cause/effect, problem/solution, sequential or
chronological order) of an informational text or passage
4
Describe the viewpoint or opinions of an author in an informational text (i.e., what the author wants the reader to
understand)
4
Identify what an author is emphasizing most in an informational text
4
5
Compare and contrast focus, emphasis, or information provided in firsthand and secondhand accounts of the same
event or topic
Use a range of strategies to determine or clarify the meanings of general academic and content-area specific words
and phrases in grade-appropriate informational texts, including cause-and-effect relationships, comparisons, Latin
and Greek roots, and reference materials
Determine the meanings of words and phrases used figuratively in informational text (i.e., simple similes, metaphors,
and uses of exaggeration)

4
4
4
4
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive online text features) and explain how the information contributes to deeper understanding of
the text's topic
Distinguish between facts as things that can be proved and opinions as beliefs
Explain the reasons and evidence used to support particular points in an argument
Identify and apply information from illustrations outside the text to deepen understanding of a topic or answer a
question relevant to the text
Language
15 of 15
Class: Camargo
Group 5
Language
GR
Use knowledge of grade-appropriate Latin and Greek affixes (e.g., mid-, pre-, -able, -ible, -ant, -ent, -ous, -ation) and
roots to predict the meanings of unfamiliar words and content-area language (e.g., agri-/agriculture, agrarian;
phon-/microphone, symphony)
5 Use context clues (e.g., cause/effect, comparison, word relationships) to determine or clarify the meanings of general
academic and content-area words and phrases
5 Use grade-appropriate general academic vocabulary, including transition and connective words (e.g., however,
although, nevertheless, in addition) correctly in context as well as grade-appropriate content-area vocabulary when
working within specific subject areas (e.g., chemical, congress, liberty, plot)
5
Use knowledge of synonyms to clarify the meanings of words in text (e.g., aid/help, describe/explain)
5
5
Use knowledge of word relationships (e.g., antonyms/synonyms, homographs) to clarify the meanings of words in text
Determine or clarify the pronunciations and precise meanings of academic or content-specific words by consulting
reference materials such as print or online dictionaries and glossaries
Clarify the precise meanings of grade-appropriate synonyms by consulting a thesaurus
Explain the meaning of figurative language such as similes and metaphors used in grade-appropriate texts

Star Reading Instructional Planning March

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Star Reading Instructional Planning March

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Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Key Ideas and Details

Analyze how plot is influenced by complex character relationships and interactions

Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Integration of Knowledge and Ideas

Reading: Informational Text

and supporting details in the text

Craft and Structure

Integration of Knowledge and Ideas

Analyze how an author acknowledges or responds to opposing evidence or opinions in an argument

Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Integration of Knowledge and Ideas

Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Key Ideas and Details

Cite several pieces of textual evidence to support analysis of a literary text

Analyze how authors reveal character (e.g., thoughts, dialogue, dialect)

and events propel the action or reveal character)

Craft and Structure

explain their meanings and contributions to the texts

Reading: Informational Text

Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Key Ideas and Details

Craft and Structure

information or outdated information, fallacious reasoning, unsupported inferences, or bias)

accuracy, and appropriateness

Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Integration of Knowledge and Ideas

Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Key Ideas and Details

Craft and Structure

Reading: Informational Text

Class Instructional Planning Report

Printed Monday, March 16, 2015 1:06:42 PM

School: Doral Academy - Saddle Campus

Reporting Period: 12/30/2014 - 1/28/2015

Key Ideas and Details

Explain the basis for conclusions drawn about an informational text

Craft and Structure

by clarifying an idea or description

of ideas (e.g., purpose of a specific sentence, organization of supporting details)

categorize/organize information, compare information, summarize from multiple texts)