English Language Arts
Social Studies
KELLEY ENGBLOM
ENGBLOMK@SLCS.US
Elementary Report Card
PERFORMANCE STANDARDS
 4—EXCEEDS THE STANDARD— Evidence of student exceeding the
learning objective. Students achieving at the Exceeds the Standard level
demonstrate insights and understandings that go beyond the grade level
expectations for the content standard.
 3—MEETS THE STANDARD—Evidence of student meeting the learning
objective. Students achieving at the Meets the Standard level demonstrate a solid
understanding or display of the skills and concepts included in the content
standard. This is the expected grade-level performance.
 2—APPROACHING THE STANDARD—Evidence of student’s partial
attainment of the learning objective. Students achieving at the Approaching the
Standard level demonstrate a partial understanding or display of the skills and
concepts included in the content standard.
 1—AREA OF CONCERN—Evidence of student’s minimal understanding of
the learning objective. Students achieving at the Area of Concern level
demonstrate a below the basic understanding or display of the skills and concepts
included in the content standard.
 NE—NO EVIDENCE EXISTS
Report Card-Quick Tips
 Remember, the report card reflects a student’s
cumulative understanding of a standard at the time
the report card is marked
 If a student is receiving a score of 1 in an area, the
report card SHOULD NOT be the first time the
parent is made aware of the struggle
 District assessments, unit assessments, etc.
SHOULD NOT be the ONLY evidence used to mark
a score on the report card
 Not all areas will be marked every time (be sure to
collaborate with grade-level colleagues on what you
will and will not be marking)
Report Cards- Meaningful for Parents AND
Teachers
 Remember, marking report cards provides an
excellent opportunity to reflect upon student
progress. You can use these scores to help formulate
strategy groups or points of discussion for individual
student conferences.
 If a student receives a score of 1 or 2 (especially in
Math) you may want to continue to work with the
student on that topic and continue to mark the
report card for that area moving forward.
Social
Studies
Social Studies
 K-5 Overview (GLCE document)
 Important to consider what your students learned in
the previous year and the progression for next year

Help develop a context for their new learning
 Instructional foundations laid in K-4
 5th builds on concepts of geography,
government, economics, and historical inquiry
Instructional Map
PACE
YOURSELF!!
Social Studies – Helpful Hints
 Pay attention to how many Social Studies AND
Science units you have
 Develop a general plan for how you will pace your
year with both
 Remember, you can teach units in Science and
Social Studies concurrently
 Look for places to embed your Social Studies and
Science instruction into other parts of your day
(informational text during Reader’s Workshop for
example)
RI Standard K.10
K Actively engage in group reading activities with
purpose and understanding.
RI Standard 1.10
K With prompting and support, read informational texts
appropriately complex for grade 1.
1
RI Standard 2.10
K
1
2
By the end of the year, read and comprehend
informational texts, including history/social studies,
science, and technical texts, in the grades 2–3 text
complexity band proficiently, with scaffolding as
needed at the high end of the range.
RI Standard 3.10
K By the end of the year, read and comprehend
1
2
3
informational texts, including history/social
studies, science, and technical texts, at the high
end of the grades 2–3 text complexity band
independently and proficiently.
RI Standard 4.10
K
1
2
3
4
By the end of the year, read and comprehend
informational texts, including history/social studies, science,
and technical texts, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high
end of the range.
RI Standard 5.10
K
1
2
3
4
5
By the end of the year, read and comprehend
informational texts, including history/social studies, science,
and technical texts, at the high end of the grades 4–5 text
complexity band independently and proficiently.
Assessment
 Note the assessments on the instructional map
(pay attention to unit assessment due dates on the
district assessment calendar)
 Assessment scores SHOULD NOT be the only
evidence used to mark an area on the report card
 Be familiar with the standards on the report card
and consider assessment opportunities throughout
the unit
 Talk with grade-level colleagues about the
resources they use to assess the standards on the
report card
Professional Library
A Balanced
Literacy
Approach
Why Workshop?
 Builds stamina
 Develops fluency
 Gives students time to use what was
taught
 Provides a scaffold to independence
What the Workshop Classroom Looks Like:
 Meeting Space
 Students gather for the
mini-lesson
 Students often sit next to
their partners
 Have an established
routine for:



Calling students to carpet
Informing students of what
they will need to bring with
them when they come
Who students should sit
with/where they should sit
What the Workshop Classroom Looks Like:
 At lower elementary often
 Word Wall
has high frequency words
 Lower el teachers will often
include student names and
pictures
 At upper elementary, often
composed of content area
(science, math, social
studies) and academic
vocabulary (discourse,
theory, argument, claim,
etc.)
“Just Right” Books
 Teachers must have a system for determining
whether a student is reading a book at their
independent reading level.
 Students should be able to independently select
books at their level using taught strategies.
 If a teacher does not provide direct instruction for
students in how to select “just right” text, their
library must be leveled to ensure appropriate
placement of students in text.
It is important to have a system where students
have “just right books” easily accessible.
Structure of the Workshop
 Mini-lesson
 Connection


Teaching Point


Model, Demonstrate
Active Engagement


“Yesterday…Today…”
Turn and Talk, Use a short text, continue with minilesson text, Move from
modeled to shared reading/writing
Link

Send Off
 Independent Practice
 Small groups – Guided Reading/Writing and/or Strategy Groups


Word Work – targeted work around specific skills and strategies
1 on 1 Conferencing
 Share You MUST make time for and protect the share

Here you summarize, assess, reinforce
Mini-lessons
 Specific
 Clear
 “What I want to teach you today is this…”
 Brief (15 min.)
 Gather students together
 Consistent use of vocabulary/terms
 Scaffolded – Gradual release of responsibility
 Connected within a unit of study
 Opportunity for students to try the strategy
As you watch note:
What do you see? –
Routines, materials,
environment, language,
instruction
What does this make
you think?
What does this lead
you to wonder?
What from this
lesson would you like
to capture? –
Instructional moves,
environment, routines
2nd Grade Reader’s Workshop
Mini-lesson
https://vimeo.com/85966628
Independent Practice
 Independent Reading/Writing
 Time to settle in
 Prepare to Read/Write
Where?
 How will you stay on task?


Make a plan for reading/writing time
Which strategy will you intentionally use?
 How will you repair comprehension?



Review what was already read/written
Think about what happened in the story/text
Conferences




Short- only 5-7 min. each
Teach only one strategy
Keep records
Research conferences






Learn what the student is doing
Provide a specific compliment
Decide what your teaching point will be
Explain and model
Student tries
Affirm attempts
 Coaching Conferences
 The teaching point is pre-determined from other research
 Determine what one thing the student most needs and how you will
support that

Provide the level of support you think will be best. Observe the student,
adjust your level of support/instruction accordingly
As you watch note:
What do you see? –
Routines, materials,
environment, language,
instruction
What does this make
you think?
What does this lead
you to wonder?
What from this
lesson would you like
to capture? –
Instructional moves,
environment, routines
K-2 Reading
Conference
https://vimeo.com/55957324
Flexible Grouping
What is it?
1.
2.
3.
4.
5.
6.
7.
It is a teaching approach which allows for on-grade
level reading and writing instruction.
It allows for grouping AS NEEDED for remediation,
extension, and practice
It is a group membership which is heterogeneous,
flexible, and dynamic.
It includes a balanced mix of whole group and small
group teaching.
It allows students to INTERACT with text, teacher, and
peers.
It maximizes instruction time for all students.
It is determined by ongoing assessment of student
needs, both as individuals, and as a whole group.
Flexible Grouping
 Guided Reading
 Leveled books
 Word Work
 Strategy Groups (Reading and Writing)
 Table Conferences
 Using assessment to identify needs and groupings
Small Group Instruction
 Use conference notes and observational notes (i.e.
from active engagement) to form groups
 These groups can be based on:
 Reading Level
 Strategy Reinforcement
 Strategy Re-teaching
 Peer coaching/modeling
 Meet for about 10 min. so students have the
opportunity to continue to practice what they have
learned
Guided Reading vs. Strategy Lessons
As you watch note:
What do you see? –
Routines, materials,
environment, language,
instruction
What does this make
you think?
What does this lead
you to wonder?
What from this
lesson would you like
to capture? –
Instructional moves,
environment, routines
Kindergarten Guided Reading
Lesson
https://youtu.be/B111bcxnOLo
As you watch note:
What do you see? –
Routines, materials,
environment, language,
instruction
What does this make
you think?
What does this lead
you to wonder?
What from this
lesson would you like
to capture? –
Instructional moves,
environment, routines
5th Grade
Guided Reading Lesson
https://youtu.be/y9F_AV4Yhbk
Share
 Respond
 Share responses
 Opportunity to teach or briefly re-teach the mini-lesson
 Use student examples and words to re-reach
 Process how it went that day
 Share strategies
 Share successes
 Bring the learning full circle
 Student reflection
 This is an essential piece in creating a community
where students respect, value, and learn from each
other
As you watch note:
What do you see? –
Routines, materials,
environment, language,
instruction
What does this make
you think?
What does this lead
you to wonder?
What from this
lesson would you like
to capture? –
Instructional moves,
environment, routines
2nd Grade
Share
https://vimeo.com/85966627
Assessment
 M-STEP 3, 4, 5 – Administered in the spring
 Reading, Writing, Math – 3, 4, 5
 Social Studies – 5
 (April/May – See assessment calendar)
 SLRA (beginning spring of 1st Grade)
 Reading Comprehension-Item analysis by question
 Vocabulary (pre-teach)
 Revising and Editing Assessment (Grades 3-5)
 District Writing Prompts
 Common Scoring Rubric
Observation Survey/MLPP
 Letter ID/Sound ID
 Concepts About Print
 Hearing Sounds in Words
 Phonemic Awareness
 Writing Words
 Text Leveled Benchmark Books
 Developmental Reading Assessment (DRA)
 Retelling for Comprehension
 This is a skill that should be explicitly taught. Be clear with
students about what this should sound like/look like.
Running Records
 The DRA (Developmental Reading Assessment) is
the formal district assessment that includes
administration of a running record
 Informal running records can be administered using
any piece of leveled text
 The running record helps you find:




Appropriate student text level
Appropriate teaching points
Student’s strategic reading behaviors
Information for grouping students
 Running record administration SHOULD NOT be
limited to only the times of year the DRA is required
Continuum of Literacy Learning
Student Assessment Profile
Reading Workshop Planning Sheet
Additional Information
 Reading and Writing Units are written in workshop
format
 You will have all writing units of study
 You will be provided with drafts of reading units 1-4
for pilot

May continue to utilize district purchased resources to
supplement instruction when needed (Making Meaning,
Calkins’ Units of Study)
 Finalized reading units of study will be provided in
2016-17