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Text Support Team

Program Goals Assessment Plan 9-10


Laura Nowak, Chris Zbasnik, Jordan Wankoff, & Osiris Alday

Grades 9-10
Common Core
Standards
Assessed

Key Components

Vocabulary

Reading

Writing

RL.9-10.4
RI.9-10.4
L.9-10.4-10.6
RL.10-10.4
RI.10-10.4
L.10-10.4-10.6

RL.9-10.1,2,3,5,6,7,9,10
RI.9-10.1,2,3,5,6,7,8,9,
10

W.9-10.1, W.9-10.1.A,
W.9-10.1.B, W.9-10.1.C,
W.9-10.1.D, W.9-10.1.E,
W.9-10.9
L.9-10.1

W.9-10.H/SS/S/T7
W.9-10.H/SS/S/T8
W.9-10.7
W.9-10.8
L.9-10.3.a

Use context to
determine the meaning
of words and phrases as
they are used in the text.

Measure
comprehension and
silent/oral reading
rates.

Write arguments to
support claims with
reasoning / evidence.

Understand information
comes in various forms:
textual, visual, audio, or
data.

Determine figurative
and connotative
meanings.

Expose students to a
variety of texts
(pictures, short stories,
poems, etc.).

Consult general and


specialized reference
materials to find the
pronunciation of a word
or determine or clarify
its precise meaning.
Acquire and use
accurately general
academic and
domain-specific words
and phrases, sufficient
for reading, writing,
speaking, and listening
at the college and career
readiness level.
Demonstrate
independence in
gathering vocabulary
knowledge.

RL.10-10.1,2,3,5,6,7,9,1
0
RI.10-10.1,2,3,5,6,7,8,9,
10

Guide students to
identify and apply parts
of book (Glossary, List
of Chapters).
Purpose of text.
Points of view in text.

Draw evidence from


literary or
informational texts to
support analysis,
reflection, and
research.
Demonstrate command
of the conventions of
standard English
grammar and usage
when writing or
speaking.
Develop and organize
writing.
Develop writing by
engaging in the writing
process.
Draw evidence from
texts to support
analysis, reflection, and
research.

Technology

Appreciate that each


form offers differing
types of information
sources produced in a
variety of formats (e.g.,
print or electronic
books, film or streaming
video).
Understand the roles
and limitations of
differing types of
information sources
and the finding tools
needed to access them
(e.g., libraries, search
engines, online
catalogs).
Select the most
appropriate information
sources and finding
tools to address a given
information need.
Recognize need for
information to address
assignment.

Develop questions to
clarify and focus topic.
Identify individuals and
resources to help
develop manageable
topic based on the
parameters of an
assignment.
Recognize the
hierarchical
relationships of broader
and narrower topics to
aid in revising the topic.
Understand the
concepts of intellectual
property (especially
copyright, fair use, and
plagiarism) and of
intellectual freedom.
Understand how to cite
and list sources using
an appropriate style
manual.
Recognize how to take
notes and paraphrase
correctly.

Strategies

Word Rich Environment


Pre-teaching Vocab
Semantic Webs
Latin and Greek Roots
Word Building
Vocabulary In Context
Wide Reading
Cognates for ELLs
4-Panel Vocabulary
Word Walls

Choral reading
Connections to text
(self, community,
world)
Concept map
Highlight different
colors (verbs, subjects,
etc..)

The writing process;


Written responses to
reading;
Identifying rules of
language and applying
rules of grammar and
punctuation in context

PBL Practice
Design Task

Assessment

Breadth of Vocabulary
Vocab-o-Grams
Semantic Feature
Analysis
Mapping
Partially Completed
Graphic Organizers
Teacher-made Tests
Nationally Normed
Tests

Variety of Questions
(vocabulary,
comparison, purpose,
extension)
Observations
Exit Slips
PSAT

PLAN

and
EXPLORE
:
English and Writing
standards

TRAILS: Tool for


Real-time Assessment
of Information Literacy
Skills (Identify Potential
Sources; Develop a
Topic; Use Information
Responsibly, Ethically,
and Legally)

Depth of Vocabulary
Students Use of Words
in Authentic Situations
Monitored Discussions
Required Use of
Vocabulary in Lessons
or Retelling
Teacher-made Tests
Nationally Normed
Tests

PLAN/EXPLORE
Ohio Literacy Alliance
Reading Assessments
Basic Reading Inventory

KTEA II
of Written
Expression
REACH
assessment
Teacher constructed
essay rubric

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