ECS ASSESSMENT ANALYSIS SHEET AND INSTRUCTIONAL PLAN for
Teacher: Jackson/Miller
ECS Number and Subject: ELA 3–2
Grade/Class: Cornell
Date: 11/15/####
CUMULATIVE REVIEW OF PROFICIENT STANDARDS—Write the standards you will address with each of the following
Spiral in Homework
Spiral in Do Now
Do Mini-Lesson
Spiral in Quizzes or Tests
All reading standards
Capitalization and Punctuation
Small-Group Instruction: What standards warrant more time for
small-group instruction and review?
•
Fact versus Opinion
NA
All reading standards; sentences
in context
Instructional Plan How or When Will You Structure Small Group
Instruction
1
Standards Analysis
Whole-Class Instruction: What standards
warrant more time for whole-class
instruction, re-teaching and review?
Sequencing (right after; middle event is OK)
Analysis of Why Students Did Not Learn
the Standard
Instructional Plan––What Techniques Will
You Use to Address These Standards
SEQ #6,12: students didn’t look close
enough to the original event; they chose the
second- or third-closest event after. Didn’t
highlight the right after concept enough.
Students will list every action that occurs
between two events, concluding with how
much can occur in a short period of time.
SEQ #17: didn’t read question closely
enough. Confused two similar events (string
to tooth and string to bedpost).
Practice “right after” in questioning:
challenge students to find something that
happens even closer to the action than what
their peer says during the conversation.
Inference
INF #7 and14: Students aced #7, so they
can draw global conclusions. On #14, they
couldn’t make a specific inference about
something missing. We haven’t drawn such
small, specific inferences in class.
In select passages, identify elements needed
to make something happen that are not listed
in the story explicitly (for example, you need
a knife to make peanut butter and jelly
sandwiches). Identify actions that had to
have happened (but are not mentioned
explicitly) for the character to be the current
situation.
Supporting details
SD #18: Students can find events when
asked, but can’t find evidence to support an
argument. We haven’t done enough
examples like these. They also struggle
writing answers more than talking through
them or identifying them.
Have students find evidence in the text for a
character’s feelings or personality. Make
them point to the example and summarize it.
Character
CH: Students could easily identify a
character’s feelings (#24) but struggled with
character (#20, especially when could be
confused with details of the story or another
character).
Students need much more practice writing
down conclusions and supporting details.
2
Standards Analysis
Whole-Class Instruction: What standards
warrant more time for whole-class
instruction, re-teaching and review?
Most important details
Analysis of Why Students Did Not Learn
the Standard
Instructional Plan––What Techniques Will
You Use to Address These Standards
MID #21: Students don’t know “most
important,” especially when given lots of
information to choose from.
Practice more inferential character analysis:
what can you conclude about their
character? Use FOCUS inference book to
help in this development.
Vocabulary in context
Students don’t know techniques for finding
meaning in words around the unknown word.
This also trips them up when answering
questions with an unknown (like “risk taker”
today).
Students write lists of details and events
from a passage they have read and then
have to choose the most important and
justify their answer. Generate similar lists as
a group, and present the group with other
lists of details and events.
Teach strategies for determining meaning of
an unknown word.
Students of Major Concern
What They Need Most Help With
Tryiq and Najee
Inference, sequence of events, character,
supporting details, and writing in general.
Zayyir, Dasir, Malik S., Lebarone, Jordan
Real problems with writing, even simple oneor two-sentence responses.
Instructional Plan—When or How Will
They Get Tutored, Supported, Addressed
Make these standards bigger part of their
work with Ms. Ferrell and Ms. Arnold.
Need systemic approach to writing across
the board, with specific support to this group
(pending larger conversation about thirdgrade writing).
3
6 Week Instructional Plan for ______________________________________
WEEK 1
Standards for Review
WEEK 2
Standards for Review
WEEK 3
Standards for Review
Guided Reading:
Guided Reading:
Guided Reading:
Text Analysis:
Text Analysis:
Text Analysis:
Other:
Other:
Other:
New Standards
New Standards
New Standards
Guided Reading:
Guided Reading:
Guided Reading:
Text Analysis:
Text Analysis:
Text Analysis:
Other:
Other:
Other:
WEEK 4
Standards for Review
WEEK 5
Standards for Review
WEEK 6
Standards for Review
Guided Reading:
Guided Reading:
Guided Reading:
Text Analysis:
Text Analysis:
Text Analysis:
Other:
Other:
Other:
New Standards
New Standards
New Standards
Guided Reading:
Guided Reading:
Guided Reading:
Text Analysis:
Text Analysis:
Text Analysis:
Other:
Other:
Other:
4