Types of Assessment - Tab 1, Column F
On-Demand (Paper/Pencil)
An assessment that takes place at a predetermined time and place, usually under standard conditions fo
being assessed. Examples include the SAT, district and state tests, and most in-class unit tests and final e
Performance/Project
An assessment based on observations of behaviors or based on work performed on a complex activity.
Writing
Prompt/Essay/Rubric
An assessment that requires students to produce a written composition on an assigned topic or in respo
particular prompt. Writing assessments often set prescribed lengths for student responses and are score
rubric.
LEAP Intensive Reading Single Block Edge
Essential Tools
Resources
 All 9th and 10th grade students participate in a daily schedule of core classes as
required for student progression and to meet graduation requirements for career and
college readiness. 
 Schools support the instruction of reading and discipline- specific literacy across all
content areas. 
Curriculum
 Tier I instruction in reading occurs primarily in Language Arts using the core
Tier I – Literacy
language arts texts and materials in which all students receive instruction for
(reading/writing/
mastery of the Next Generation Sunshine State Standards (NGSSS) for
speaking/listening)
Reading/Language Arts. 
across the content areas
 Tier 1 students may have identified needs in the areas of comprehension or
vocabulary and may receive supplemental instruction using one or more resources
identified on the Secondary Struggling Reader Chart posted on BEEP. See the
section on Curriculum Tier III Reading for specific recommendations. 
Instructional Materials:
Curriculum
Tier II – Intensive
Reading Edge B and
Edge C single block
(Literacy strategies are
applied to instruction of
students placed using
the CAR-PD option)


Hampton Brown/National Geographic Edge B (9th Grade) 
Hampton Brown/National Geographic Edge C (10th Grade) 
Vocabulary Through Morphemes (optional, resources allowing): 
Guaranteed Curriculum: Edge 


Teachers should always do the Unit Launch, vocabulary/word study, pre, during
and post reading strategies for the reading selections in each Cluster of each Unit in
Edge. 
Students should spend the majority of their time every day reading and writing to
learn as part of whole and small group instruction. 


Teachers need to facilitate rich and varied learning experiences for students as part
of daily differentiated instruction through rotational models to allow for reteaching,
enrichment, project based learning, workplace workshops, and novel/genre study
and literature circles. 
Teachers may substitute the Comprehension Instructional Sequence in place of
Lessons 18-23 in Cluster 3 of any unit. Teachers may use the passage in the Edge
text or another passage identified as a complex, grade level text for this purpose.
(The Secondary Reading department will be providing those passages for
teacher/student use and they will be posted in the BEEP as soon as available.) 
Core Curriculum, Secondary Reading, 8/25/11 1
Vocabulary Through Morphemes:

Vocabulary Through Morphemes is a supplemental intervention for 
either Edge B or Edge C (or students in content area reading intervention
(resources allowing) in the form of mini-lessons throughout the year. 


There are 82 Lessons in structural analysis (morphology) across three “parts” or
units - Suffix Study, Prefix Study, Roots Study. 
Each lesson includes suggestions for teaching the lesson, including standardsbased objectives, a warm-up activity, ideas for explicit instruction using the
instructional pages, suggestions for using the practice page for application and
extension, an answer key, and optional word study games and activities. 
Students who are not progressing adequately using Edge B or Edge C may need more
intensive and strategic (Tier 3) interventions to support remediation in one or more areas
of reading.
The Secondary Struggling Reader Chart provided recommendations for remediating
deficits in all areas of reading including:
Word Study and Fluency Interventions:
Curriculum
Tier III – Reading
Edge
Fluency routines and passages
Secondary/REWARDS Plus Science
Vocabulary Through Morphemes (indirect application)
Jamestown Fluency
QReads
Jamestown Critical Reading and Jamestown Signature Series
REWARDS
In addition to the resources identified above, classroom practices that encourage
repeated oral reading with feedback lead to meaningful improvement in students’
fluency. Recommended fluency routines for high school classrooms that do not require
specialized programs and materials include:





Modeling: Teacher reads aloud to model the expression and prosody prosody
(phrasing, expression, and intonation). The teacher should model the expressive
reading of short texts daily. 
Choral Reading: Students read in unison following the teacher’s phrasing,
expression, and intonation. 
Echo Reading: Students echo the teacher’s phrasing, expression, and intonation. 
Listening while Reading: Students listen to a recording while following the text
in print. 
Paired Reading: Students read aloud to an adult or peer, for practicing 
Core Curriculum, Secondary Reading, 8/25/11 2
prosody (phrasing, expression, and intonation).



Reading Recording: Students use recording tools to record their own reading,
listen and analyze it, and repeat readings to develop accuracy and rate. 
Timed Repeated Readings: Students establish specific targeted goals to increase
their reading rate with good accuracy with texts they have previously read. 
Reader’s Theater: Students read and/or perform individual or choral parts in
dramatic texts (such as poetry, plays). 
NOTE: Round Robin Reading is NOT a recommended practice for high school
reading or content area classrooms. 
Vocabulary Interventions: 
Edge
Vocabulary Routines
Secondary/REWARDS Plus Science Vocabulary Through
Morphemes
Vocabulary Improvement Program
Word Generation 
REWARDS
In addition to the resources identified above, teachers help build vocabulary and
comprehension skills by immersing students in rich and varied language
experiences, word study, playing with words, and making words their own
through authentic reading, writing, speaking, and listening activities. Teachers
should model daily the use of targeted, complex language in natural contexts.
Explicit and systematic vocabulary routines and word study that do not require
specialized programs and materials include: 



Morphology and structural analysis 
Context/syntax clues 
Vocabulary notebooks 





Vocabulary study cards 
Vocabulary graphic organizers (such as Frayer Models and Semantic Maps) 
Word sorts 
Word games 
Word wall activities 
Comprehension and Critical Thinking Interventions: 
Edge
Comprehension routines
Reading Advantage
Jamestown Critical Reading Series and Jamestown Signature Series Impact 3.0
or 4.2 
Core Curriculum, Secondary Reading, 8/25/11 3
Explicit and systematic comprehension strategies that do not require
specialized programs and materials include:


The Comprehension Instructional Sequence is a researchbased sequence of instruction that supports deeper
engagement with complex, grade level texts. Students will
deeply process and comprehend a literary or informational
text through reading and rereading, generating questions and
answers based on the text, and participating in extended text
discussions. 
The Adolescent Toolkit: Content Area Literacy Guide. The
Guide is a free resource posted in the BEEP Teacher Portal
that provides concrete literacy strategies for supporting all
students as they progress from “learning to read” to “reading
to learn.” The guide includes a collection of strategies that
support students’ literacy development and understanding of
content. 
Pacing for Edge B and Edge C:

Instructional Focus
Calendars (IFCs)/ Pacing
Guides


Edge B and C and should be completed in sequence, at a brisk
and engaging instructional pace, providing time for
differentiated instruction and reteaching to mastery. 
Teachers have been allotted two weeks on the IFC for each
cluster in each unit of Edge. (In some cases a cluster can be
completed in about 8 or so days, allowing for additional time
for novel/genre study and literature circles, project based
learning, and differentiated instruction for reteaching,
remediation and enrichment. 
The Edge curriculum is recursive and sequential, and each of
the 7 units focuses on a different set of reading strategies and


genres, both informational and literary. If teachers pace
instruction to complete one unit every 5-6 weeks, teachers will
complete 6 to 7 units in Edge by the end of the year. 
Teachers should not try to include every supplemental activity
offered in the Edge Teacher’s Guide. Teachers must make
instructional decisions based on data to best meet the needs of
students. 
Students should spend the majority of their instructional time
engaged in scaffolded support for close reading and rereading
of the texts. Teachers should use explicit instruction through
the gradual release model when facilitating pre and post
reading strategies to help students build independence as
readers and learners. 
Pacing for Vocabulary Through Morphemes: 


Begin Part One approximately 3-4 weeks into the
school year allowing time to establish instructional
routines and/or to complete Unit 1 in Edge. 
All lessons should be completed in sequence. Students
will complete about 2-3 lessons per week. The first
lesson in each new sequence of 
Core Curriculum, Secondary Reading, 8/25/11 4
instruction will take about 20 minutes to provide for initial explicit instruction
and modeling. Subsequent lessons during the week should take about 10-15
minutes.




Begin by teaching only one lesson each day. Eventually, as the routine is
learned, some students could master two or possibly three lessons a day
to accelerate and if additional time is allocated for instruction. 
Provide the practice page the next day, or as homework on the same day. 
Occasionally, apply skills with the suggested games and activities. 
Weekly, model the Outside-In Strategy with content area reading. 
Alternate Instruction to Prepare Students For Complex Grade Level Text
like they will encounter on the FCAT: 


The cluster 3 sequence of instruction in each unit of Edge may be
skipped if all students have achieved mastery of the unit content tin
cluster 1 and 2 as evidenced by the cluster tests. 
Teachers may substitute Cluster 3 instruction for the Comprehension
Instructional Sequence using complex grade level texts such as those
identified in the Text Exemplars of the Common Core State Standards

and released FCAT tests. 
Teachers should see their reading coach for guidance on the resources
for this sequence of instruction. The resources are under development by
Secondary Reading department in the District Curriculum department
and will eventually be posted to BEEP Learning Village portal. 
Edge Lessons and Resources:




Lesson Plans


All Edge resources are posted in BEEP > Teacher Portal > Learning
Village and include: 
Edge Lesson Plans 
Hampton Brown Edge Online Student Book 
Hampton Brown Edge Online Teacher Resources (Edge Teacher Guide,
Edge Library Teacher Guides, Edge Interactive Practice Book Teacher
Edition, Grammar and Language Resources, Fluency Passages,
Assessments and Rubrics (including projects), Reteaching Lessons. 
Edge A and Edge B NGSSS Mini-Benchmark Assessments - NGSSS
benchmark focused assessment for each cluster of each unit in Edge or a
total of 21 Assessments. 
Edge B FCAT Connections extension lessons – 7 mini units of additional
instruction, passages and strategies suitable for reteaching, 
Core Curriculum, Secondary Reading, 8/25/11 5
enrichment, or extended learning. (NOTE: There are no Edge A
FCAT Connections extensions lessons at this time.)
Tier II –
Placement in the single-block of Intensive Reading Edge B or C is
Instructional
already a Tier II Intervention.
Resources/
Interventions (RtI)
If students are not progressing even when curriculum and
instruction is implemented with fidelity, the student may need to be
referred to the Collaborative Problem Solving Team (CPST) to
analyze data and determine why the Tier II interventions are not
working.
Tier III –
The Secondary Struggling Reader Chart provided recommendations
Instructional
for remediating deficits in all areas of reading. See Tier II
Resources/
Interventions for examples of these interventions.
Interventions (RtI)
Tier III students may need additional interventions or modifications
such as:


More explicit and systematic instruction 
Additional instruction through extended learning


opportunities 
Push-in or pull out tutoring 
A change in the focus, format, frequency and/or size of the 
instructional group to meet the student’s needs. 




Enrichment/
Acceleration
More frequent and ongoing monitoring of interventions and 
modifications as needed. 
High school students must not just meet FL DOE high
school graduation requirements, but they must be meet high
standards for career and college readiness. 
Students placed in intensive reading intervention should be
given the same opportunities for enrichment, project-based
learning, and participation in literature circles/genre study,
and other learning opportunities as all students. 
Using a rotational model for differentiated instruction,
teachers can provide small group targeted interventions and
reteaching, can conduct informal fluency checks, engage in
“Clipboard Cruising” meeting with individual students and
small groups for brief conferences and status/progress
checks as students complete guided and independent work,
give students opportunities to work collaboratively (in small
groups or pairs) on projects and project- based learning, in
literature circles, read at the student’s independent reading
level for information and pleasure, and engage in other
strategic literacy learning activities to meet varying levels of
need. 
Extended Learning
Resources for Extended Learning Opportunities are outlined for
Opportunities
teachers in the BEEP Teacher Portal and include:
(ELO)
Core Curriculum, Secondary Reading, 8/25/11 6



Comprehension Instructional Sequence 
Common Core State Standards Text Exemplars (App B) 
Lit2Go (http://etc.usf.edu/lit2go/) and Project Gutenberg 
(http://www.gutenberg.org/wiki/Main_Page) - Complex
texts in the 
Public Domain 


Articles of the Week (Kelly Gallagher/others - BEEP) 
Vocabulary Through Morphemes 



Word Generation (http://wordgeneration.org/) 
Edge FCAT Connections Lessons (BEEP) 
Edge Online Teacher Resources (Reteaching Lessons,
Novel Guides. 
Fluency Passages, more (BEEP) 







Topics from the Restless 
Jamestown Signatures/Jamestown Critical Reading Series 
Impact 3.0 (Interpreting Data & Technical Extensions) 
FAIR Toolkit - Scaffolded Discussion Templates 
FCAT Explorer (http://www.florida-achieves.com/) 
Florida Focus (http://www.florida-achieves.com/) 
Literacy Essentials And Reading Network (LEaRN) 
(http://learn.nefec.org/) 


Thinkfinity's Read Write Think
(http://www.readwritethink.org/) 
Beep Student Portal Databases (Opposing Viewpoints, 
teachingbooks.net, more) 

Professional
Development/PLC
– Lesson Study



Technology
Integration

The Instructional Focus Calendar also provides additional
suggestions for Differentiated Instruction and Supplemental
and Digital Tools and Resources. 
Ongoing professional development is provided to coaches,
teachers, administrators, district and school support staff by
the Secondary Reading department. A calendar of face-toface workshops is published each semester and during the
summer of workshops for reading endorsement, reading
strategies, and program-specific (REWARDS and Edge)
instruction. 
Resources for self-paced and collaborative study are posted
in BEEP, in CAB conferences, on Wikis, in Blackboard and
other resources. 
Reading Coaches provide modeling, support, and coplanning and co- teaching of lessons to support teachers at
their schools. 
It is highly recommended that teachers teaching Edge coplan and share resources, engage in Lesson Study with one
another, and support and learn from Model Classrooms at
their schools. 
Supplemental digital materials and resources are identified
on the Secondary Struggling Reader Chart and may include,

but are not limited to, Edge Online, Teen Biz, netTrekker,
SunSentinel online, and other resources in the BEEP
Teacher and Student Portal. 
Digital tools recommended for enhancing instruction in the
classroom 
Core Curriculum, Secondary Reading, 8/25/11 7
include an LCD projector, a document camera, an interactive white
board, audio enhancement system, and student responders.




Classroom
Library
Resources



Teacher’s Use
of Media
Center


Each unit in the Edge curriculum is based on an Essential
Question for engaging students in authentic real-world inquiry.
Project-based learning is built into the Edge curriculum in each
unit around those essential questions and many of the projects
incorporate the use of digital tools and strategies. 
The district’s Global Learning Initiative through Digital
Education for Students (GLIDES) is an opportunity for students to
using digital tools and strategies in developing authentic, real
world projects that answer and respond to meaningful essential
questions. 
All intensive reading classrooms should include a classroom
library of literary fiction, non-fiction/informational texts,
magazines, newspapers, multimedia and audio books, and other
resources that should appeal to adolescents of varying interests
and reading skill levels. 
The Media Specialist works closely with the reading teachers to
create rich “text sets” of books and multimedia resources around a
specific theme or topic of research/inquiry. 
Literature circles, group and independent reading are an integral
component of reading interventions for struggling adolescents. 
Literary fiction and informational texts were included in the Edge
adoption for all schools. 
During the transition from the NGSSS to the Common Core State
Standards beginning with the 2011-2012 school year, there will be
a greater focus on supporting instruction for students to gain
increasing independence with complex, literary and informational
grade level texts. This has been incorporated into the Edge
Curriculum through the option of using the Comprehension
Instructional Sequence in place of the Edge Cluster 3 instruction. 
The Media Specialist is a literacy partner to all reading and
content area teachers and students. 
The Media Specialist works closely with the reading and content
area teachers to create rich “text sets” of books and multimedia
resources around a specific theme or topic of research/inquiry. 
Teachers and students check out books and other materials on a
regular basis for independent reading, research and/or other
content specific inquiry. 

Formative & Assessments and Progress Monitoring for Edge B and Edge C: Reader
Reflections
Summative
Core Curriculum, Secondary Reading, 8/25/11 8
Cluster
1, 2, 3 Tests
Reading Fluency
Unit Reading and Literary Analysis Test
Unit Project Rubric
Unit Self Assessment
Reteaching Prescriptions
Learning Logs
Edge Benchmark Assessment Tests for Clusters 1, 2, 3 Vocabulary
Notebooks
Oral
Assessment and Monitoring for Vocabulary Through Morphemes:

Use the assessments provided and monitor daily progress. (See 
below.) 
Assessments

Do not expect 100% student mastery of each lesson. Keep the pace 
lively; provide an understanding of the foundation morphological
concept, and move on. Provide differentiated instruction for students
who are struggling, as needed. 
Pre-and Post- Tests: Use the final assessment in each part of the
Blackline Masters Practice Pages: 

Unit 1: Suffix Study - Morphology Math (Final Suffix
Review) 
p 49. 


Unit 2: Prefix Study – Final Prefix Review, p. 79 
Unit 3: Roots Study – Final Greek Combing Forms and
Latin 
Roots Review, pp. 110-111. 
Mid-unit Progress Monitoring: Use the General Review
Assessment for each part for mid-unit progress monitoring 


Unit 1: Suffix Study – General Review p 35. 
Unit 2: Prefix Study – There is no mid-unit review
for this 
part. 

Unit 3: Roots Study – Greek Combining Forms
Review, p. 
95 

Unit 3: Roots Study – Latin Roots Review, p. 109 
Ongoing Progress Monitoring: 

Use the Scaffolded Discussion Templates from the FAIR Toolkit. 
(See the Reading Coach for more information on giving these 
assessments.) 

The FAIR Scaffolded Discussion Templates should not be given 
more than once every 4 -6 weeks. 
Formal Assessments:
Progress Monitoring using the FAIR or FORF
Grade Level Lexiled Passages (GLLP) and NAEP Fluency Rubric
FAIR Toolkit
BATs (district schedule)
BAT minis (school schedule) 
Core Curriculum, Secondary Reading, 8/25/11 9
FCAT
Data Analysis/Data
Chats (Teachers
and Students)
Practice/Release Tests (school schedule) Edge Placement
Test (as needed)
FCAT (and other district/state assessments)
Using Data to Inform Instruction:


Teachers should record all data for progress monitoring. 
Students should record and chart their own data for personal

progress monitoring and as an incentive for success. 
Teachers must prepare carefully for each lesson, model the
skills and strategies explicitly and directly, using the gradual
release model of I Do, We Do, and You Do, and provide
immediate and effective feedback and correction of errors. 
Informal Teacher Checklists: 



Teachers should keep an informal student checklist to record
behaviors that demonstrate that students are progressing. 
For example, indicators for student progress include students
showing interest in words, student’s use of targeted words in
small and whole class discussion and writing, use of word
strategies to figure out unknown words encountered in
reading texts across all content areas, generating and
answering one’s own inquiry questions, showing interest in
class discussions and activities, writing to the text, and
writing more extensive and reflective responses. 
Teachers should keep a “Status of the Class” checklist of
student’s literacy activities (independent reading – titles,
page numbers, notes from student-teacher conferences
during “Clipboard Cruising”) as well as progress on writing
and project-based learning. 
Motivation and Engagement of Students through Student
Data Chats 

Data chats with students help establish a positive climate
that makes 
each student feel safe to take risks. 

Teachers need to provide just enough scaffolding for
students to be 
successful while gradually withdrawing support so students
build 
independence as learners. 

In data chats with students, students will be more motivated
if they 
know exactly what their data is and means, and the relevance
and importance of this data in the short and long term. 
Core Curriculum, Secondary Reading, 8/25/11 10