ELA Program Review

English Language Arts Program Review Melrose Public Schools September 2015-June 2017

Objective: Evaluate the effectiveness of curriculum, instruction, and assessment in English Language Arts grades PreK-12 as measured by student achievement, student work, curriculum alignment, instructional practices, and by teacher, student, and parent surveys.

Essential Questions: The ELA Program Review developed the following questions to guide the collection and analysis of data: ● How well does ELA prepare students to be effective global communicators for 21 century college and career? How well do we prepare students for college level reading and writing skills? ● How effectively are ELA skills applied across other content areas? ● How is the ELA curriculum aligned vertically and horizontally? ● How well does instruction and assessment meet the varied needs of students? ● How well do our assessments measure reading, writing, listening, and speaking skills?

Executive Summary The findings of the English Language Arts Team’s self-study and ensuing action planning are outlined in this document. To complete the self-study and action planning, a team of teachers and administrators spanning grades PreK-12 met once a month for two years from October 2015 to June 2017. The English Language Arts Program Review team developed and utilized the following guiding essential questions throughout the self-study phase of the program review:

● How well does ELA prepare students to be effective global communicators for 21 century college and career? How well do we prepare students for college level reading and writing skills? ● How effectively are ELA skills applied across other content areas? ● How is the ELA curriculum aligned vertically and horizontally? ● How well does instruction and assessment meet the varied needs of students? ● How well do our assessments measure reading, writing, listening, and speaking skills?

The team began by reviewing the English Language Arts curriculum at each grade span. Surveys of staff, parents, and students were used to provide further feedback on the curriculum. A site visit of educators was also conducted. The team identified the following strengths:

● Effective instructional strategies are employed in ELA classrooms including well-planned lessons involving several activities per class, group work, student presentations, and student centered discussions. ● Curriculum is well documented in the form of UBD unit plans and implemented in all grades PreK-12. ● Common assessments and instructional practices exist that help align ELA across all grade and proficiency levels. ● Uniform rubrics for assessing student work and delivering feedback to students are implemented. ● The ELA staff uses existing materials and resources effectively. ● Teachers are able to present and discuss samples of exemplary and proficient student work. ● Teachers work cooperatively and collaboratively to deliver consistent instruction.

Based upon its review of the data, the team also found the following opportunities for growth in English Language Arts:

● The acquisition of more contemporary fiction and nonfiction titles should be a priority.

● The acquisition of fiction and nonfiction titles representing a variety of diversity among authors and perspectives represents a significant need. In addition, literature should represent the diversity and backgrounds of students and families. ● A method of offering students greater choice in the selection of fiction and nonfiction titles included in the ELA curriculum should be adopted as a regular feature in all future ELA purchases. ● An opportunity exists in strengthening ELA connections in social studies specifically but also among other content areas. ● The ELA department can also leverage technology to support both ELA and digital literacy skills.

An action plan is included to address the areas of need identified through the program review process, which includes increasing the selections that students read to include more diverse and contemporary authors and protagonists, increasing connections to social studies’ reading and writing as indicated in the CCSS, and increasing the collaboration of ELA and other teachers across the curriculum with regard to research and writing expectations.

Program Review Process Objective: Evaluate the effectiveness of curriculum, instruction, and assessment in English Language Arts grades PreK-12 as measured by student achievement, student work, curriculum alignment, instructional practices, and by teacher, student, and parent surveys.

Essential Questions: The ELA Program Review developed the following questions to guide the collection and analysis of data: ● How well does ELA prepare students to be effective global communicators for 21 century college and career? (How well do we prepare students for college level reading and writing skills?) ● How effectively are ELA skills applied across other content areas? ● How is the ELA curriculum aligned vertically and horizontally? ● How well does instruction and assessment meet the varied needs of students? ● How well do our assessments measure reading, writing, listening, and speaking skills?

The following teachers and staff participated in the ELA Program Review during 2015-2017:

● Margaret Adams, Assistant Superintendent for Teaching and Learning ● Angela Singer, Director of Humanities ● Donna Rosso, Director of Early Childhood ● Jessica Patti, Kindergarten Lincoln School ● Lindsay Martin, Grade 1 Horace Mann ● Stephanie DiLorenzo, Grade 2 Horace Mann ● Joanne Dwyer, Special Education, Horace Mann ● Jillian Duzz, Grade 3 Horace Mann ● Cynthia Amirault, Special Education, Hoover ● Laurel Neubauer, Grade 4 Horace Mann ● Chelsea Slosberg, Grade 6 ELA MVMMS ● Adam Azia, Grade 7 ELA MVMMS ● Suzanne Fogarty, Wellness Teacher MHS ● Tanja Hiti-Stearns, ELA Teacher MHS ● Lindsey Dobbins, ELA Teacher MHS ● Heather MacDonald, ELA Teacher MHS

Program Review Process

Protocol The Program Review Process (PRP) is characterized by a systematic evaluation protocol consisting of the following components:

● Self-Study During this phase, the Assistant Superintendent leads the Program Review Team as they coordinate the work. The key work in this phase consists of three stages: 1.) Developing essential questions to focus the self-study, 2.) Documenting the district’s curriculum and instructional resources in preparation for evaluation, 3.) Conducting the self-study by surveying students, teachers, and parents, 4.) Inviting a review group representing area schools to MPS to view and assess ELA classes, and 5.) Completing the self-study. ● Action Planning This phase is the district’s response to the Program Review Team’s report and recommendations. The action plan sets the agenda for program development and curriculum updates/changes, identifies professional development needs, and is used in the budgeting process to allocate resources. ● Program and Professional Development and Implementation This phase is the implementation of updates and/or changes based on the report’s recommendations. During this phrase professional development is provided and recommended resources are reviewed, piloted, and purchased. The effectiveness of any updates and/or changes are monitored through teacher observation, student achievement, and staff self-reflection and collaboration. Each of these phases is described in further detail later in this document.

The PRP is the key responsibility of the Assistant Superintendent, the Department Director in his role as instructional leader, and other facilitators and coordinators with program responsibilities. However, the success of this process requires participation by the faculty.

Resources The PRP is an extremely important process for the development of curriculum and the instructional program. It requires significant resources, must be supported by the administration, and must remain one of the high priority goals for administrators and instructional leaders in diverse positions.

Resources that will be allocated to the PRP process include: ● Substitute teachers, if appropriate, so that the documentation team can schedule working days or observation times during the school year. ● Access to appropriate technology and technology support. ● Financial resources, research, and resource materials and support for pilot projects.*

Who is Responsible? Program review is an inclusive process. Within the district, a Program Review Team for each content area K-12 will facilitate the PRP.

The Program Review Team coordinates and organizes the Program Review under the direction of the Assistant Superintendent/Director of Curriculum. Members of the Program Review Team for ELA Pre-K-12 may include: ● Assistant Superintendent ● Department Director ● Instructional Coaches ● General Education Teachers Pre-K-12 ● Principals ● Specialists ● Special Education and English as a Second Language Teachers

Additionally, the Program Review Team is responsible for: ● Developing Essential Questions for the study ● Presenting the Program Review Team’s report to the School Committee, School Councils, Faculty and Community ● Developing the Action Plan in response to the report ● Proposing changes and/or updates for presentation in the budget development process ● Reviewing the progress of work on the Action Plan on an annual basis

Self-Study This phase of the process involves an in-depth review of the existing program and begins actual program evaluation. During this period, the Program Review Team, under the direction of the Assistant Superintendent/Director of Curriculum, review and document the course of study at each grade level. In addition, they must also interpret assessment data from MCAS, PARCC, and other standardized tests, common assessments, and essential questions to be answered by the review. The team also surveys students, parents, and staff regarding their experiences regarding curriculum and instruction.

The following will be reviewed by the Administrative Team: ● Essential Questions ● Self-study plan and timeline ● Questionnaires, surveys, etc.

Development of Essential Questions These essential questions should serve as a guide for program evaluation. Members of the Program Review Team should formulate these questions during the first month. Some common questions may be framed around the following topics:

● Alignment with the state or national frameworks ● Validation of written curriculum ● Range of student work ● Current instructional practices ● Program rigor and currency ● Provision for meeting the needs of all learners ● Assessment components ● Student performance (Note: Each set of guiding questions should also include this question: How well is the program being evaluated promoting/meeting the School wide Expectations and the District Mission?) Creation or Revision of a K-12 Program Review Document Components include Program Overview, Statement of Philosophy, Scope and Sequence and specific grade level units of study using a common UbD template format. Time allocated for this work is approximately 14 months. The Program Review Team may complete the work in a variety of settings such as grade level meetings, staff meetings, after school meetings, release time and summer professional development time.

Teacher Validation of the Pre-K-12 Curriculum Under the direction of the Program Review Team, teachers review and evaluate curriculum documents and validate them as being representative of what in fact, they do teach. This process th th should be ongoing and completed between the 12 and 18 month. Collection and Organization of Other Important Information The information may be gathered from the Assistant Superintendent for Teaching and Learning. The designated time frame is month fourteen months.

● Assessment Data: District and departmental evaluations (MCAS, PARCC, Authentic and Performance Assessment data, common assessments, etc.) ● Budget Information/Resources ● Staffing Information ● Professional Development Activity: define and address needs (current/future as well as data regarding the amount of teacher participation.)

Documentation of Framework Alignment Pre-K-12 This document should indicate how each level is meeting each of the specific standards prescribed by the Massachusetts State Framework for the particular curriculum area. The Program Review Team will also use national standards from professional organizations as a reference.

List of Special Concerns and Strengths Collect data from various groups of people who have a vested interest in the program: students, teachers, administrators, parents, and others. Note policies and mandates that may influence the

program in a significant way. The Program Review Team should participate in this data th th gathering process during the first three months and again at the 12 -14 month. Tools for data gathering may include surveys, questionnaires, interviews, focus groups, forums, etc.

Collection of Student Work Samples Collect a variety of student work samples that represent a range of achievement levels.

Action Planning This phase of the Program Review Process begins once the Program Review Team’s report has been disseminated throughout the district. The purpose of this phase is to ensure the successful implementation of recommended changes. The responsibilities of this phase are divided among administrators, staff, and the Program Review Team.

Department and Staff Review of the Report The Program Review Team disseminates the report to staff for review and feedback.

Design Action Plan The Administration will take into account the recommendations of the Program Review Team, as well as staff feedback. In collaboration with the Program Review Team, the action plan for the program in review will be developed. This plan will establish short and long range goals for Professional Development and outline proposed changes in the program. Projected budgetary needs will be outlined in this plan as well. If the Program Review Team recommends new or additional materials, then it is during this phase that materials will be piloted and evaluated under the direction of the Curriculum Materials Working Group. The Administration and Program Review Team will continue to monitor and document changes in the curriculum with assistance from staff. Every three years, the documented curriculum will be reviewed and revised as necessary. Ongoing Pre-K-12 articulation will occur under the direction of the Director of Curriculum with Pre-K-12 content Teams

Action Plan Implementation

At this stage, the district will pilot and evaluate program changes and new materials (as necessary). Curriculum documents will also be reviewed and updated to reflect any necessary changes. Proposed new resources will be included in the budget development, following review by the Curriculum Materials Working Group. As with all curriculums, the administration and staff will continue to articulate K-12 horizontal and vertical alignment. The Administration and the Program Review Team will monitor the implementation and success of the Action Plan.

Timeline of ELA Program Review

Develop Essential Questions October-November 2015

Gather Curriculum Documents and October 2015-March 2016 Assessment

Gather Assessment Data April-May 2016 ● Mid-Year and Finals Grades 6-12 ● ELA MCAS Data

Gather Budget and Staffing Information May 2016

Ongoing Collection of Student Work December 2016-June 2017

Review of Information Collected by Level December 2016-June 2017 ● Grades 9-12 ● Grades 6-8 ● Elementary ● Pre-K Survey teacher and students September-October 2016

Focus groups of students March 2016

Develop and administer parent survey October-November 2016

Review Electives at grades 6-12 November-December 2016

Develop Themes from the Data Collected December 2016 around curriculum, assessment, and instruction

Recruit and Orient Visiting Team December 2016 ● Site Visit of Visiting Team Document Findings of Visiting Team January 2017

Complete K-12 Program Review Document February-March 2017

Development of Action Plan April-May 2017

PreSchool ELA Curriculum Findings The Preschool and Pre-Kindergarten have outlined their curriculum with a specific emphasis on early literacy skills. Teachers use thematic units identified in the Houghton Mifflin Harcourt Storytown PreK Reading Program as they incorporate the district’s scope and sequence of the skills into their literacy center activities. The Massachusetts PreK ELA Curriculum Frameworks are used to guide all literacy instruction at the Franklin.

Oral language is the foundation on which all literacy skills are built. Children’s literature along with expressive and receptive language experiences presented in our preschool classrooms are key components of the development of oral language skills for our district’s youngest learners.

Phonemic awareness is introduced at this level using hands on activities. The Lively Letters Phonics Program is used to support letter and sound knowledge. Use of Lively Letters continues in kindergarten and then in grade 1. Handwriting Without Tears is used for handwriting instruction.

A preschool scope and sequence for writing units has been established. Teachers write books with students during literacy centers. A rubric is used to assess the students’ writing based upon the developmental stages of writing. Students begin with writing their own fiction and or nonfiction stories in addition to creating list books that give information. Teachers use children’s literature and authors to serve as models for the students in creating their own books.

All preschool students are assessed using the Get Ready To Read assessment. Students are assessed in alphabetic principle and phonological awareness in the fall and spring.

PreK students are assessed using Individual Growth & Development Indicators of Early Literacy (IGDI) in the fall and spring. Students identified at risk are assessed again in the winter to determine their progress. The assessment consists of short subtests to measure early literacy: ● Picture Naming (Oral Language) ● Rhyming (Phonological Awareness) ● Sound Identification (Alphabet Knowledge) ● 'Which One Doesn't Belong?' (Comprehension) ● Alliteration (Phonological Awareness)

The GRTR and IGDI data is reviewed in the fall, winter, and spring through data meetings with teachers. Teachers consider how to support students who are struggling and how to also support students who are in need of further challenge.

Elementary School Findings Each elementary grade has a minimum of a 90 minute literacy block with a minimum of 30 minutes for writing instruction. As indicated below in the table below, ELA in grades K-2 is 120 minutes. The literacy block is organized with a 30 minute whole group and at least 60 minutes of small group instruction with collaborative or independent literacy activities. Within the literacy block, the district has identified core instructional practices that support reading and writing. (Appendix A). In addition, the literacy block will include opportunities for students to make connections to science and social studies. Writer’s workshop consists of a mini-lesson, independent writing time with teacher conferences, and an opportunity for sharing at the end.

Table: Distribution of Time in Elementary Grades

Grade ELA Writing Math Sci/Soc K 120 30 75 30 1 120 30 75 30 2 120 30 90 35 3 90 30 90 60 4 90 30 75 65 5 90 30 75 65

Grades K-5 is in its second full year of implementation of Pearson’s Reading Street which serves as the core anthology for the reading. (See Appendix B for overview of grade level units.) In addition, five years ago, the district implemented writing units at each grade that outline a scope and sequence of writing skills around units focused on the genres of narrative, expository, persuasive, and poetry. In 2015-2016, these units were revised to strengthen alignment to the ELA Curriculum Frameworks. The new units are being implemented for the first time during the 2016-2017 school year. The units are all posted electronically online at http://melroseprek-5writing.wikispaces.com/home.

Each grade level presented an overview of their curriculum indicating their findings in relation to the essential questions of the ELA program review. The following indicate summary results of that analysis.

Kindergarten The Kindergarten curriculum lays the foundation for students to develop reading and writing skills. The Kindergarten curriculum includes a weekly comprehension focus. Students begin to use the academic words of plot, sequence, compare and contrast with a variety of different texts. Students are asked to respond to writing almost every day. Most classrooms have reading

journals. Close reading skills begin in kindergarten using shared reading texts from the anthology that also includes big books. Six new “Amazing Words” that are often Tier II academic vocabulary are introduced each week.

In writing, kindergarten teachers use the principles of "Kidwriting." The writing curriculum begins with a focus on personal narratives. Later in the year, students write informational and persuasive texts. At the end of the year, students also write free verse poems.

In kindergarten, the leveled readers present opportunities for students to apply science and social studies concepts. The essential questions for each unit also allow students to apply concepts of science and social studies through multiple opportunities for reading and writing.

Much of the kindergarten ELA curriculum focuses on phonics and phonemic awareness skills that build the foundation for the older grades. Along with Reading Street, Lively Letters is used to introduce the letters and sounds. This is a supplemental program. The program is also used in PreK and represents a bridge between kindergarten and PreK. Beginning literacy skills are reinforced via the handwriting program, "Handwriting without Tears," and the writing curriculum.

DIBELS Next is used as a criterion referenced measure that measures beginning phonics skills beginning with letter names, beginning sounds, and phonemic awareness. This assessment is used in in grades K-5. Teachers use observations to determine students' growth. Common rubrics exist for writing for the genres of narrative, persuasive, and informational texts. Reader’s responses are also used to assess students’ comprehension skills.

Materials are available to meet varied needs. Leveled readers represent a range of reading levels. Each school has a literacy closet where there are additional books that can be used to differential needs.

Students in grades K-5 are assessed using DIBELS Next, Dynamic Indicators of Basic Early Literacy Skills Next. DIBELS Next assesses the skills that are necessary for learning to read including phonemic awareness, the alphabetic principle, fluency, and comprehension. The following represents a summary of DIBELS Next assessments for the past four years for the fall, winter, and spring. In reviewing the results, note that the benchmarks were revised beginning with the 2014-2015 school year to reflect new norms meant to better align with ELA Curriculum Frameworks.

Letter Naming Letter Naming Fluency assesses a student’s ability to say the “names” of upper and lowercase letters in the English alphabet. This skill is a strong predictor of future reading success in young children. The following table represents the scores for students in Kindergarten at each risk level for the three school years from 2012-2015: Low Risk Some Risk At Risk 2012-2013 Fall 74% 14% 15% Winter 81% 12% 7% Spring 88% 7% 5% 2013-2014 Fall 82% 11% 7% Winter 81% 15% 4% Spring 88% 8% 5% 2014-2015 Fall 56% 16% 29% Winter 65% 22% 13% Spring 78% 14% 7% 2015-2016 Fall 51% 19% 30% Winter 72% 18% 10% Spring 80% 14% 7% Results for Letter Naming indicate 80% of students are able to reach the benchmark by the spring.

Phonemic Awareness Phonemic awareness refers to a child’s ability to hear and manipulate sounds in spoken words only. This skill is a powerful predictor of future reading success. It is a skill that is typically assessed early in a child’s schooling (i.e., kindergarten), but it is also used with older children who are experiencing difficulty reading. DIBELS Next measures phonemic awareness in kindergarten using the subtests of First Sound Fluency and Phoneme Segmentation Fluency.

First Sound Fluency First Sound Fluency measures a child’s ability to identify the initial sound only heard in a given word. The following table represents the scores for students at each risk level for the three school years from 2012-2016: Low Risk Some Risk At Risk 2012-2013 Fall 74% 11% 14% Winter 90% 7% 3% 2013-2014 Fall 78% 9% 12% Winter 89% 7% 4% 2014-2015 Fall 65% 19% 18% Winter 70% 21% 9% 2015-2016 Fall 47% 28% 25% Winter 81% 13% 6% Results indicate that by the winter 80% of students were able to reach the benchmark during the 2015-2016 school year.

Phoneme Segmentation Fluency In the Phoneme Segmentation Fluency subtest, the student is presented with a word orally that consists of three to four sounds. The student is asked to represent each of the sounds in the word. The score is the number of correct sounds heard by the student. The following table represents the scores for students at each risk level for three school years from 2012-2015: Low Risk Some Risk At Risk 2012-2013 Winter 80% 11% 9% Spring 82% 10% 8% 2013-2014

Winter 89% 6% 5% Spring 87% 9% 4% 2014-2015 Winter 70% 15% 15% Spring 89% 5% 5% 2015-2016 Winter 81% 10% 9% Spring 93% 4% 3% By the end of the kindergarten school year, almost all students are able to successfully meet the benchmark for phonemic segmentation.

Nonsense Word Fluency-Correct Letter Sounds The Nonsense Word Fluency subtest presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. Their final score is the number of correct letter sounds produced in one minute. The subtest is meant to measure beginning phonic skills. Results as represented below indicate that by the winter of each school year, at least 80% of students have reached the benchmark. The following table represents the scores for students at each risk level for three school years from 2012-2016: Low Risk Some Risk At Risk 2012-2013 Winter 80% 12% 8% Spring 85% 7% 8% 2013-2014 Winter 86% 9% 5% Spring 89% 6% 5% 2014-2015 Winter 62% 20% 16% Spring 89% 5% 6% 2015-2016

Winter 81% 7% 12% Spring 85% 7% 8%

Grade One ELA instruction in first grade prepares students to be effective communicators in reading and writing by providing multiple opportunities for practice, while also having students continuing to develop early literacy skills.

Each week, a comprehension skill and strategy, a component of the Reading Street program, provides for strategy based reading instruction. The skills will spiral throughout the year and practiced with additional new texts. Sleuth is a magazine style text, whose purpose is for students to apply close reading text. Students are asked to practice the use of vocabulary in writing and in context of the stories they are reading. When writing in response to text, students are asked to provide evidence from the text to support their ideas. Strategies such as turn around the question and the acronym FAP (form, audience, and purpose) are used with students to support writing. Students also write prose constructed responses in the forms of narrative, persuasive, and informational texts.

Early literacy skills continue to be strengthened within whole and small group instruction in first grade. Students practice 6 to 8 new sight words each week.Teachers may supplement with activities such as Say It and Move It. These activities are used in small groups and in centers as appropriate. Some teachers make use of some Enhanced Core Reading Instruction routines that are meant to provide specific supports in specific reading skills. Lively Letters is continued into first grade to provide a bridge from Kindergarten to support letter and sound identification.

Each unit in Reading Street is focused on an essential question. Teachers develop this questions through a concept map that is built with students each week. Leveled readers often apply to grade level science and social studies concepts. Every unit is aligned with either a science or social studies content topic. Students in social studies and science also keep notebooks that require them to use reading and writing to document and build their knowledge.

Many classrooms will structure the classroom using a work board that provides students a framework for their independent and partner work as the teacher meets with small groups of students. Many routines from grade to grade are similar. Students partner read in every grade. Students are writing in response to text every year. In grade 1, students may also use Lexia Core 5, a web based reading computer assisted program.

Materials in Reading Street support students at various levels. Each week, there are several leveled readers that allow for differentiation based upon students needs. The levels of reading materials include supports for those below level, on level, and above level. Tier II interventions are available in phonics to support any struggling students. Project Read is primarily used as a Tier II and III phonics intervention.

Rubrics are used to help students assess their reading in response to text and writing. DIBELS Next is also used to assess students beginning phonics skills. Beginning in middle of the year, students are assessed in oral reading fluency. When students are identified at risk or some risk, students are progress monitored using every week or every two weeks. The following presents a summary for the past four years of district DIBELS Next results.

Nonsense Word Fluency Nonsense word fluency presents children with a consonant vowel consonant combination that is not a read word such as “mav.” Students are given one minute to read as many words as they can. The subtest is meant to measure beginning phonics. Their final score is the number of correct letter sounds produced in one minute. Results indicate progress from 2012 to 2016 in the number of students falling in the low risk column. The following table represents the scores for students at each risk level for past four school years from 2012-2016: Low Risk Some Risk At Risk 2012-2013 Fall 59% 11% 30% Winter 75% 12% 14% Spring 67% 8% 24% 2013-2014 Fall 75% 12% 13% Winter 82% 10% 7% Spring 84% 10% 5% 2014-2015 Fall 72% 11% 18% Winter 79% 6% 16%

Spring 83% 11% 6% 2015-2016 Fall 70% 11% 19% Winter 80% 9% 11% Spring 89% 8% 4%

Oral Reading Fluency Reading fluency refers to the ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score. Results indicate that in the spring of 2016 82% of students had reached the benchmark. The following table represents the scores for students at each risk level for three school years from 2012-2016: Low Risk Some Risk At Risk 2012-2013 Winter 70% 11% 19% Spring 67% 9% 24% 2013-2014 Winter 82% 7% 11% Spring 81% 8% 11% 2014-2015 Winter 79% 7% 13% Spring 82% 9% 10% 2015-2016 Winter 81% 7% 12% Spring 85% 7% 8%

Grade 2 Building upon the previous grades, second grade continues to build phonics skills, reading fluency, and comprehension using Reading Street. In second grade, phonemic awareness begins

to wean off. Students begin to develop higher structural analysis skills in phonics. Comprehension skills and strategies spiral through the units. Tier II vocabulary is developed through “Amazing Words” each week. Students are asked to write in response to what they have read giving specific evidence from text, while close reading skills continue to develop. As in other grades, students are asked to write in science, social studies, and mathematics. Many teachers have students keep journals in these other subjects.

A strong online component exists for Reading Street. Many of the songs and videos are very motivating to students. Lexia is used as a component of the ELA program to provide students with additional practice in the components of reading.

As in other grades, there are multiple opportunities for differentiation. Leveled readers provide reading materials at various levels to provide for additional reading materials. Many teachers are using the routines from ECRI, Early Core Reading Instruction, that support phonics, phonemic awareness, and fluency. Reciprocal teaching gets going in full swing for those who are ready in second grade, as students use the structure to begin literature circle.

Writer’s workshop continues into second grade with units across all genres of writing. Rubrics are used to assess students response to text and writing. Focus on writing to text across one to two sources continues into second grade,

Students in grades K-5 are assessed using DIBELS Next, Dynamic Indicators of Basic Early Literacy Skills Next. In second grade, the primary measure is oral reading fluency. The following represents a summary of the results for the district from 2012-2016.

Oral Reading Fluency Reading fluency refers to the child’s ability to read text accurately and automatically so that students can understand what they are reading. On the DORF, students are asked to read a passage for one minute. The amount of words read correctly in one minute is recorded as the child’s score. The following table represents the scores for students at each risk level for past three school years from 2012-2016: Low Risk Some Risk At Risk 2012-2013 Fall 67% 17% 16% Winter 77% 8% 13%

Spring 80% 7% 12% 2013-2014 Fall 73% 10% 17% Winter 78% 9% 13% Spring 83% 8% 10% 2014-2015 Fall 69% 14% 18% Winter 75% 10% 15% Spring 84% 8% 9% 2015-2016 Fall Winter 77% 13% 11% Spring 87% 4% 8%

Grades 3-5 The Reading Street core reading program like in the younger grades is built around a unit essential question with a weekly question. The question is developed with students through the use of a top down web. Often the essential question applies to science and social studies concepts. However, the connections to science and social studies curriculum are less frequent than in K-2.

Comprehension strategy and literary terms are applied across multiple texts. In grades 3-5, reciprocal teaching builds upon previous grades to develop comprehension. Students start with teacher modeling and then move to become more independent, using it to discuss different texts at all levels. Small group instruction started at the younger grades and continues into the intermediate elementary grades. Amazing words to provide robust Tier II words continues. Students have specific words necessary for reading called selection vocabulary. Comprehension strategies cycle through and are applied to more complex tasks. Students are also asked to show reading comprehension through reader’s responses and prose constructed responses. Close reading is emphasized in small group and through collaborative literacy centers.

Reciprocal teaching use is continued and strengthened into the intermediate grades. As students go up through the grades, the clarifying role requires use of context clues and then also move to use of reference books, specifically dictionaries. Reciprocal teaching also provides an opportunity to provide additional scaffolding for those who need it and less for those who do not. Some supplemental materials are used as needed. Reading Street includes materials that allow for differentiation of reading level.

DIBELS Next Assessment continues into the intermediate grade. The assessment focuses on oral fluency and comprehension at this grade span. Grammar is introduced through mini-lessons and applied during writer;s workshop. Assessments that are part of the Reading Street aligned to PARCC. Focus on writing prose constructed responses is provided through literacy block.

Grades 3-5 Oral Reading Fluency The following table represents the scores for students at each level on DORF for past four school years in Grade 3: Low Risk Some Risk At Risk 2012-2013 Fall 67% 17% 16% Winter 77% 8% 13% Spring 80% 7% 12% 2013-2014 Fall 73% 10% 17% Winter 78% 9% 13% Spring 83% 8% 10% 2014-2015 Fall 69% 14% 18% Winter 75% 10% 15% Spring 84% 8% 9% 2015-2016 Fall 72% 14% 15% Winter 76% 11% 13%

Spring 81% 6% 13%

The following table represents the scores for students at each level on DORF for the past four school years in grade 4: Low Risk Some Risk At Risk 2012-2013 Fall 78% 10% 12% Winter 82% 6% 11% Spring 82% 9% 8% 2013-2014 Fall 78% 13% 8% Winter 80% 12% 8% Spring 82% 11% 7% 2014-2015 Fall 71% 11% 18% Winter 75% 11% 14% Spring 78% 8% 14% 2015-2016 Fall 67% 16% 17% Winter 78% 7% 15% Spring 75% 16% 9%

Grade 3-5 Reading Comprehension Reading comprehension refers to the students’ ability to understand what he or she reads. It is the ultimate goal of reading instruction. DIBELS Next measures reading comprehension using the subtests of DAZE. Students are given 3 minutes to read a passage that has blanks with choices. Students select the appropriate choice for the blanks that make sense in the selection. The following table represents the scores for students at each level on DAZE for the past four school years in grade 3: Low Risk Some Risk At Risk

2012-2013 Fall 63% 14% 25% Winter 78% 10% 12% Spring 78% 7% 14% 2013-2014 Fall 67% 17% 16% Winter 80% 13% 7% Spring 83% 9% 8% 2014-2015 Fall 50% 25% 27% Winter 62% 20% 17% Spring 72% 20% 7% 2015-2016 Fall 58% 18% 19% Winter 73% 16% 11% Spring 79% 12% 9%

The following table represents the scores for students at each level on DAZE for the past four school years in Grade 4: Low Risk Some Risk At Risk 2012-2013 Fall 63% 23% 14% Winter 72% 12% 16% Spring 83% 12% 4% 2013-2014 Fall 77% 15% 8% Winter 84% 8% 8% Spring 83% 10% 7%

2014-2015 Fall 63% 22% 15% Winter 65% 20% 14% Spring 65% 19% 16% 2015-2016 Fall Winter Spring 76% 12% 9%

The following table represents the scores for students at each level on DORF for the past three school years in Grade 5: Low Risk Some Risk At Risk 2012-2013 Fall 76% 10% 15% Winter 78% 8% 14% Spring 79% 11% 10% 2013-2014 Fall 78% 10% 11% Winter 81% 9% 11% Spring 82% 8% 10% 2014-2015 Fall 70% 19% 8% Winter 59% 23% 18% Spring 79% 10% 11% 2015-2016 Fall 68% 19% 13% Winter 74% 10% 16%

Spring 79% 11% 10%

The following table represents the scores for students at each level on DAZE for the past four school years in Grade 5: Low Risk Some Risk At Risk 2012-2013 Fall 44% 26% 30% Winter 40% 16% 44% Spring 80% 13% 6% 2013-2014 Fall 74% 17% 9% Winter 71% 23% 6% Spring 84% 9% 7% 2014-2015 Fall 72% 19% 8% Winter 59% 23% 18% Spring 79% 10% 11% 2015-2016 Fall 77% 12% 11% Winter 72% 14% 14% Spring 79% 11% 9%

K-5 Special Education Some students with disabilities are in need of specific individualized reading instruction beyond the core reading program. Specific research based reading programs are available to students. Programs used can be grouped as those providing support in early literacy skills of letter and sound recognition, phonics, fluency, and comprehension.

Lively Letters is a reading supplement used in grades PreK-1 to support early literacy skills of letter and sound recognition and phonemic awareness. It is a reading program that turns abstract

letters and sounds into lively, colorful characters. Forty-four letters and letter combinations are embedded into colorful pictures that show students what to do with their mouths when making the letter sounds. The keys to the program are: ● Embedded Letter Character Pictures ● Imagery ● Hand/Body Cues ● Oral Kinesthetic Cues ● Comical Mnemonic Stories ● Songs for the Letters Special education teachers will incorporate Lively Letters within their small groups and individualized instruction as a components of Tier II and Tier III instruction.

Enhanced Core Reading Instruction (ECRI) is a multi-tiered program featuring a series of teaching routines designed to increase the efficiency and effectiveness of reading instruction in kindergarten, first and second grade. ECRI is used in whole and small group instruction by the general education teachers in their small groups. Special education teachers will make use of the routines and match them to specific needs of the students. Paraprofessionals may at times use the routines to provide another exposure for the struggling student.

® The Read Naturally program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of students in elementary, middle, or high school or adults using a combination of texts, audio CDs, and computer software. Read Naturally sometimes will be paired with a phonics based reading program to provide students opportunities to develop their fluency using connected text. Some students still struggling with reading fluency of connected text may use Read Naturally to build those skills.

The Key Comprehension Routine teaches students comprehension strategies for understanding and learning from an increasing “staircase” of text complexity. It provides instruction that all teachers can immediately use to teach these skills and activities: ● Comprehension skills: for close, analytic reading of both narrative and expository text ● Main idea skills: categorizing information and vocabulary, and identify/stating main ideas during reading ● Text structure knowledge: at the sentence, paragraph, and longer text levels ● Top-down topic webs: a flexible, foundational graphic organizer that can be used with all subjects ● Two-column notes: a note taking format supports active reading and that can be used for reading or lecture

● Summarizing: students comprehend, analyze, and synthesize information to develop a summary of the most important ideas in their own words ● Generating questions: students create and answer questions along a continuum of thinking using Bloom’s Taxonomy ● Cooperative learning: students learn, practice, and become independent with the comprehension strategies by working in whole group, small collaborative groups, and individually These strategies support students to develop skills in comprehension, writing, and writing in response to text specifically.

Project Read is a multisensory language arts curriculum designed for use in a small group setting. The two main objectives of the program are to use language in all its forms, and to use responsive instruction rather than pre-planned textbook lessons. The program emphasizes direct ® instruction and is used in combination with controlled phonic readers. Project Read has two editions, one each for Phonics (Grades K-3) and Linguistics (Grades 4 and up). The Linguistics Program includes Phonics with multi-syllable words as well as Latin and Greek Roots.

Wilson and Orton Gillingham is used in some cases with students primarily in grades 3-5 for which other research based reading programs have not been successful. The number of students is small in these programs.

Lexia Reading Core5 provides explicit, systematic, personalized learning in the six areas of reading instruction, and delivers norm-referenced performance data and analysis without interrupting the flow of instruction to administer a test.

Summary of Elementary Assessment DIBELS Next As described earlier, students in grades K-5 are assessed using DIBELS Next, Dynamic Indicators of Basic Early Literacy Skills Next. DIBELS Next assesses five skills that are necessary for learning to read. Children who learn these skills become good readers. The skills are: ● Phonemic Awareness: Hearing and using sounds in spoken words ● Alphabetic Principle: Knowing the sounds of the letters and sounding out written words ● Accurate and Fluent Reading: Reading stories and other materials easily and quickly with few mistakes ● Vocabulary: Understanding and using a variety of words ● Comprehension: Understanding what is spoken or read

DIBELS consists of seven short individual tests, called subtests. Each DIBELS subtest focuses on a different skill and takes 1 minute to complete. Your child may be given two to five of the DIBELS subtests depending on his or her grade level. Each subtest provides specific benchmarks students must achieve. A score falling at the low risk level indicates the child is on track for success in reading at their grade level. Students scoring at some risk have scores that fall in the mid-range and are in need of some supports to meet grade level goals. At risk scores indicates that additional interventions are needed in order for the student to meet the end of year reading goals.

The following represents a summary of the data across grades K-5 to provide for comparisons across the grades.

Note: Benchmarks for the 2014-2015 were increased in all grades to reflect new benchmarks that were meant to reflect new ELA Common Core.

Fluency On the oral reading fluency measure, despite an increase in the benchmarks, at least 80% of students are reaching the benchmark with the exception of grades 4 and 5. Individual school results indicate variation more at the upper grades in the classrooms and schools able to have at least 80% of students reach the benchmark. The following table compares the number of students scoring low risk, some risk and at risk on based upon the benchmarks for the oral reading fluency at the end of the past four school year in grades one to five: Low Risk Some Risk At Risk Grade 1 2012-2013 67% 9% 24% 2013-2014 81% 8% 11% 2014-2015 82% 9% 10%

2015-2016 85% 7% 8% Grade 2 2012-2013 80% 7% 12% 2013-2014 83% 8% 10% 2014-2015 84% 8% 9% 2015-2016 87% 4% 8% Grade 3 2012-2013 85% 10% 5% 2013-2014 82% 9% 9% 2014-2015 77% 9% 13% 2015-2016 81% 6% 13% Grade 4

2012-2013 82% 9% 8% 2013-2014 82% 11% 7% 2014-2015 78% 8% 14% 2015-2016 79% 9% 13% Grade 5 2012-2013 79% 11% 10% 2013-2014 82% 8% 10% 2014-2015 80% 10% 10% 2015-2016 79% 11% 10%

Reading Comprehension DIBELS Next measures reading comprehension in grades 3-5 using the subtests of DAZE, the DIBELS maze comprehension task. As with oral reading fluency, data by teacher and school indicate great variation in the scores. Since increasing the benchmarks, we have not yet been able to reach the goal of having 80% of students at low risk for the past two years. The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for DAZE in the spring of the past three school years: Low Risk Some Risk At Risk Grade 3 2012-2013 78% 7% 14% 2013-2014 83% 9% 8% 2014-2015 72% 20% 13% 2015-2016 75% 16% 9% Grade 4 2012-2013 83% 12% 4% 2013-2014 83% 10% 7% 2014-2015 78% 8% 14% 2015-2016 76% 12% 11% Grade 5

2012-2013 80% 13% 6% 2013-2014 84% 9% 7% 2014-2015 80% 10% 10% 2015-2016 79% 11% 9%

Phonics As shown below, a minimum of 80% of the students are able to reach the 80% benchmark. The following table compares the number of students scoring low risk, some risk and at risk based upon the benchmarks for Nonsense Words Fluency in the spring of the past three school years:

Low Risk Some Risk At Risk Kindergarten 2012-2013 83% 7% 8% 2013-2014 89% 6% 5% 2014-2015 89% 5% 6% 2016-2017 85% 8% 7% First Grade 2012-2013 67% 8% 24% 2013-2014 84% 10% 5% 2014-2015 83% 11% 6% 2016-2017 89% 6% 4%

Middle School Findings

The ELA department at the middle school strives to prepare students to be effective global communicators for 21st Century college and careers. Literature circles focusing on themes connected to Essential Questions are conducted in grades 6-8. Students complete four to five rounds during the year. Student ownership of the reading and discussion process encourages them to read widely and consider several lenses for analysis each year. Students set reading schedules, examine vocabulary, engage in predicting and anticipating outcomes, and prepare presentations and projects related to their reading. Literature circles also provide a means of providing differentiation through choice. Instructional practices have been developed to ensure that methodology is consistent in all ELA classes. (See Appendix C.)

Alignment of ELA Curriculum The essential questions of the ELA curriculum in grades 6-8 provide for students to build upon the themes of literature from one year to another. In grade six, six essential questions provide the thematic force behind the literature sequence. Students are continuously asked to consider how their reading and writing activities relate to the essential questions such as these:

● What traits enable a person to persevere in the face of adversity? ● Why is it important to see the world through the eyes of others?

In grade seven, the theme is transformation, and in grade eight, students examine questions relating to man in conflict with society.

Grade Six Big Idea: What Is the Meaning of Courage, Perspective, and Argument

Overarching Essential Questions of the Curriculum:

● What traits enable a person to persevere in the face of adversity? ● Why is it important to see the world through another’s eyes? ● How do you effectively plan and execute an argument?

Literature circle reading assignments are augmented by the study across each grade level with common core reading texts. Grade six students read Joey Pigza Swallowed the Key and use that text as a starting point for discussions about learning styles, individual strengths and weaknesses, and social issues related to equal opportunities for all. This work relates directly to their reading of the novel, Roll of Thunder Hear My Cry, a further examination of rights, opportunities, and justice. Research opportunities investigating the Civil Rights Movement are presented to enrich

the study of this book. Sixth graders also read Love That Dog in order to understand poetry and the specific language of poetry including figurative language and literary devices. This consideration of poetry also includes student writing of poetry. Students also read Jack London’s novel Call of the Wild (or portions thereof) to experience high drama and investigate the varieties of conflicts presented in literature. This unit also provides a chance for teachers to incorporate research opportunities and background material relating to the locations in the Yukon presented in the texts as well as a consideration of animal rights, and the importance of setting in fiction writing. Common writing assessments relating to the reading titles are included at each grade level and provide the culminating project for many reading units. (See Appendix F for common assessments grades 6-8).

Grade Seven Big Idea: What Causes Transformation?

Overarching Essential Questions: ● What Can Be Learned from a Character’s Experience? ● How Does Conflict Lead to Change? ● How Does an Individual’s Point of View Affect the Way She/He Deals with Conflict? ● How Are People Transformed through Their Relationships with Others? Students in grade seven also engage in literature circle reading. The overall theme in grade seven literature is transformation and students are expected to consider this topic throughout all of their individual, group, and class reading assignments.

The core common class texts for grade seven include The Miracle Worker which allows students another opportunity to consider the accomplishments of individuals with disabilities. The text also provides an opportunity to investigate drama and its conventions and complexities. Students act out parts for the play and focus on the elements of characterization for which the Gibson play is often noted. Research into the life of Helen Keller is also include in the study of this play. Additionally, seventh grade students read Dickens’ A Christmas Carol and have the opportunity to investigate the world of Victorian England as well as the life of the author in their research. Students later have an opportunity to view a dramatization of this text at a nearby theatre. For nonfiction, students read the highly engaging text Chasing Lincoln’s Killer and examine the circumstances surrounding the assassination of Abraham Lincoln and the complex set of events involved in the apprehension of his assassin. Students also complete related research about President Lincoln and the era in which he lived. In reading the novel The Outsiders, students follow and discuss the elements of compassion, individuality, the unequal division of wealth in America, and the power of relationships among friends. Time permitting, students may also read the story of a young woman in Lyddie who finds herself stuck in the role of a poorly paid factory 34

worker in a Dickensian American tale. The elements of historical fiction correspond directly to the themes present in many of the grade seven texts and again provide many opportunities for research and investigation outside of the classroom.

Grade Eight Big Ideas: What Is the Importance of Writer’s Craft in Dramatic Literature? Why Is It Essential to Consider both an Individual’s Actions and Social Expectations?

Overarching Essential Questions: ● What is identity? ● What is the role of society? ● What is the relationship between fiction and truth? ● How do playwriting techniques affect plot and theme? Students in grade eight are focused on literature circle reading as well. Their circles include thematically arranged book sets that focus on issues of individuals who represent models of integrity and personal drive such as Dr. Paul Farmer in Mountains beyond Mountains and the life experiences of Temple Grandin, elements of fiction as presented in short stories, and other related topics.

Whole class reading includes the study of the American play Our Town where students consider the complexities of modern theatre examining the stage and town as microcosm, the use of sets and props, breaking the fourth wall, and viewing the stages of life. Later in the year they read the play The Diary of Anne Frank as well as diary entries from the original text and complete a literature circle round that focuses on the events of WWII, the moral challenge presented by the Holocaust and discussion of genocide, and an opportunity to investigate fiction and nonfiction written during or about this time period. They also read Shakespeare’s Romeo and Juliet and study the elements of Elizabethan theatre, life in Elizabethan England, and the complexities of Shakespeare’s vocabulary, diction, and manipulation of text. These varied approaches in drama provide students with an opportunity to work through these dynamic texts and investigate the role of the writer as it engages the target and whole audience. Students are expected to make connections across the course from stories and novels to nonfiction texts including articles from periodical including top-rated sources from The New York Times, The Washington Post, and The Atlantic. The movement of texts from high school reading to the middle school (such as Romeo and Juliet and Our Town improve the transition from ELA study in the middle school to the high school. The increase in rigor is also in evidence in the grade eight advanced English class (which completes the same curriculum with an increase in depth and pace).

Core Instructional Practices

All middle school ELA work focuses on discussion in the classroom. Students are expected to participate in conversations with their partners, small group members, and whole class in order to develop ideas and share observations. This oral participation is also key in preparing them to become better writers. All classes work on the Introduction, Citation, Explanation model for writing, and citing evidence to support a claim is a key skill across the ELA curriculum. The use of two-column notetaking as well as dialectical journal response writing demands that students be active readers who can engage with text and the ideas presented in writing. This student writing is an important instructional strategy and is augmented by annotation of text and additional strategies that are modeled in all ELA classes. Students regularly engage in research activities that complement their reading and allow them to write with more background knowledge and evidence in essay writing and project-based learning activities. The writing process is the main focus of all ELA courses, and students write in some form during most ELA classes. Students are expected to work on multiple projects at the same time. Students continue to add written work to the permanent writing folders they began in elementary school, and students will move to creating virtual portfolios within the next few years.

We try to convince students that reading is both a pleasurable activity and a lifelong habit. We require all students in grades six through twelve to read three books each summer, and students are assessed on the completion of this reading in oral and written responses. Texts that are timely, connected to the curriculum, and challenging to ponder are chosen by a group that includes teachers, library personnel, students, and parents. Every effort is made to choose books that offer a wide variety of entry points for individual students, and modified reading assignments can be arranged for students who cannot work through all of the reading. The high school has been using a One School, One Book approach for one of the required readings for the past four years. In this way, the entire community is connected to the reading and all staff can participate in the reading experience. Audio books are available as well. Students who elect to take Advanced Placement classes during eleventh and twelfth grades read a larger number of texts and complete written summer assignments before the beginning of the school year.

Instruction at the middle school focuses on writing across the genres. Each student prepares compositions including personal and fictional narratives, informational writing, literary analysis, and persuasive and argument writing. Students engage in a multi-faceted writing process that includes brainstorming and outlining, the completion of several drafts, editing and revising sessions (including peer revision), and preparing a final draft. Students often compose using technology and shared drives that allows teachers to offer immediate feedback in the classroom or in response to writing students complete outside of school. Students are encouraged to complete revisions for some of their writing in order to provide them an opportunity to improve

their work and respond to teacher feedback. The ELA faculty meets during Common Planning Time to review writing assessments and continuously review and refine assessments. Students are scored on school-wide rubrics that are used consistently throughout all grades. (See Appendix D, E, and H-J.)

Other Content Areas Students working with two-column notes or dialectical journals can easily transfer those skills to any other class requiring note-taking. Dialectical journals provide the additional element of providing room for analysis, interpretation, and development of close reading skills. Both styles of note-taking allow students to summarize their notes at the bottom of the page.

The focus on providing evidence to support one’s argument or position in writing is also a transferable skill. In social studies and other disciplines, students are regularly asked to refer back to reading passages in order to find tangible support for an opinion or claim. When teachers model this skill for students, the process of evidence gathering takes on added significance. The process of annotation, highlighted in ELA classes, is another transferable skill. With the use of annotation, students become more active readers who make sense of what they are reading at regular intervals of that reading. Underlining or highlighting key passages can be very helpful. Students are also encouraged to annotate passages by writing observations in the margins of the text. When students are unable to mark a text, sticky notes can provide a good alternative.

Specific research assignments in ELA classes that relate to historical periods or social context or geographical locations provides students an opportunity to engage in the research process. Students at the middle school are supported in research by the classroom ELA teacher and the school librarian and academic facilitator. Supporting research projects that ask students to look further into the world of Helen Keller, the presidency of Abraham Lincoln, and the world of the Alaskan Yukon provide students with an opportunity to use research skills that are extremely important across the curriculum.

The use of prose-constructed responses across the middle school ELA curriculum supports students in writing about their reading across one, two or three texts. Students write in narrative, persuasive, and informational.

Meeting Varied Needs Tiered instruction at the middle school provides support for students who are performing below grade level or students with disabilities that must be addressed by placement in a small group

class. Students who read below grade level can participate in the Intervention classes that take place during A Block. In these classes teachers work on the skills that make good readers good readers: the ability to predict, clarify, summarize, and infer. Run on a modified literature circle model, these classes are intended to additional time for building comprehension and writing skills. Writing responses are also included as part of intervention. Students can take three trimesters of ELA intervention, but we usually recommend they take only one course with any given teacher throughout the year.

As the district acquires more technology and bandwidth, many students are able to use school-provided Chromebooks. The ratio is one Chromebook to three students so the availability is increasing. (Students are also allowed to bring their own devices to school with them while most do not.)

Google Docs for writing and providing feedback to students from teachers as well as other students is also helpful in meeting the varied needs of students. The use of Google Classroom is also gaining popularity. Some teachers use forms of blogging in order for students to be able to respond virtually. Students completing work that requires research regularly use the Noodle Tools application to organize their work. This platform also allows teachers to have open access to all student writing as it is completed, and teachers have the opportunity to offer feedback instantly.

During class, students are encouraged to write two-column notes or dialectical journals. They are also taught to annotate what they are reading and to interact with others when they are thinking. In addition, students are encourage to speak with each other about reading and writing topics. Think Pair Share, Write Pair Share and other strategies that encourage discussion and participation at every level are to be seen in most classes.

The literature circle model, to be sure, allows students to select a book to read, find a like-minded group to work with, meet and discuss the book at regular intervals. Literature circles always comprise a set of books that correspond to a wide range of readers within a classroom. The ability to choose a text for a reading assignment helps enforce the idea that reading can be a pleasurable activity.

The changes in the special education configuration at the middle school in the past few years has allowed a wide variety of supports for students. Special educators can be present in classes to assist individual students on one day out of two rotation. This educator is also assigned to the students’ team so that continuity is built into the sequence, and teachers get to know students

well as they have an opportunity to see them is several settings.The middle school can also accommodate students who need more support (but should receive a similar curriculum) in small group class.

Students are able to select from a wide variety of elective courses during the first block of the day. ELA offerings at this time include classes on African American literature, drama, poetry, persuasive speaking, film, fairy tales and folktales. Other disciplines also offer courses during this time.

Assessment Students complete four common assessment that are modelled after challenging item types used on the PARCC testing. Students also complete beginning, middle, and end of the year assessments and summer reading assessments. Students also complete additional core assessments in which they are asked to write synthesis essays in PARCC-like format. This matrix of common assessments is important as it provides data concerning student performance, and the assessments are rigorous. One remaining challenge is helping students understand that teacher and student feedback on their writing is something on which they should act upon to improve.

High School Findings

The writing curriculum at the high school is aligned vertically and horizontally. As in the middle school ELA program of study, students write in many forms including personal narrative, informational text, literary analysis, and persuasive and argumentative modes. They also engage with text actively by creating dialectical journals that reflect their interpretation of the literature they read. Many students complete their manuscripts using technology and submit their writing through Aspen or Google Classroom. They receive feedback via technology as well as traditional manuscript corrections and written teacher and peer commentary. Students are expected to employ the same introduction, citation, and explanation format when they include evidence to back up their opinions and claims.

Many forms of writing are represented in the public speaking and creative writing elective courses which are open to all students in grade nine through twelve. Students annually produce a literary magazine, The Thistle, and engage in opportunities for public speaking. The study of journalism is also an elective option, and students annually produce a several issues of the newspaper, The Imprint, each year.

As in the ELA curriculum at the middle school, student work in the classroom is focused around the writing students complete, and this writing is preceded by focusing on speaking and listening skills in the classroom. Students who write well think well and prepare their arguments verbally before they put pen to paper. Students are expected to participate in partner, small group, and whole class conversations about the reading and writing they complete. Close reading skills are continuously modeled at all grade levels, and reading is always augmented by text-based questions that demand students to show evidence from the reading to support the points they make in conversation or in writing.

Electives such as those mentioned above run as half year or full year course options. Students also can choose to study a introductory course in philosophy this school year, and other electives are run on a student-interest basis during years of interest. These additional electives in the ELA curriculum include Theatre Arts, African American Literature, Literature of Revolt, and Women’s Studies.

Core courses in ELA include carefully designed thematic components as in the middle school curriculum. Specific essential questions guide the study of literature and the scope of writing assignments each year.

Grade Nine Big Idea: Every member of society has an obligation to be productive in some way. Overarching Essential Questions: ● What does it mean to be a productive member of society? ● How does conflict between individuals shape and/or reflect society? ● Why is a productive civilization important? ● Do people have a greater obligation to themselves or their societies? ● What is the role of power in society? ● What human behaviors support civilization? What human behaviors destroy civilization? Grade Nine essential questions explore man’s relationship within human communities, and teachers have some choice in the specific texts they will cover during a given year of study.

Texts for ninth grade include the study of Macbeth or Julius Caesar, Animal Farm, The Old Man and the Sea, Twelve Angry Men, The Pearl, Zeitoun, Into the Wild, The House on Mango Street and other titles including short stories, poetry, and nonfiction writing taken from the current press as published in The New York Times, The Washington Post, and The Atlantic, among other publications. A conscious effort is made to include whole nonfiction texts in the curriculum and several fiction texts are paired with nonfiction texts that complement and offer additional insight into a topic or theme. Memoir writing as well as informational text is included in the study of literature. Books are piloted before they are added to a grade level of study, and teachers work to create these new units working individually or in common planning groups. In this way, the study of literature becomes more fluid and teachers have an opportunity to move to more modern texts when they become vetted by the general educational community. A good example of this inclusion of a nonfiction title in grade nine ELA can be seen in the inclusion of Into the Wild which is paired with the story of Homer’s Odyssey as a journey story.. UbD formatted curriculum maps have been completed for each level of study and are continuously reviewed and revised - therefore they are indeed living documents that change in order to reflect best instructional practices and reflect new literary options. Opportunities for research projects are included in the writing curriculum, and students continue to use Noodle Tools as a technology helpful for producing research papers and projects. A matrix of common assessments includes the writing of essays, shorter open-response compositions, performance projects, and synthesis writing. The curriculum includes beginning of year, midyear, and final examinations, and these as well as the results of the common assessments are examined to determine student progress each year. Student work is compiled in the K-12 permanent writing folder students begin to keep early in their education in Melrose, and students will change to a virtual portfolio within the next few years.

Grade Ten Big Idea: The Relationship between Truth and Fiction Overarching Essential Questions: ● What is identity? ● What does society dictate is right and wrong? ● What constitutes a person’s belief system? ● Why do people write and tell stories? ● How do individuals come of age? ELA study focuses on the theme of identity as demonstrated in texts that explore cultural and national identity and dehumanization as well as focusing on the bildungsroman or coming of age tale.

Students read the core texts of To Kill a Mockingbird, Catcher in the Rye, The Merchant of Venice, A Midsummer Night’s Dream or The Tempest, Night, Ordinary People, The Glass Castle, Rocket Boys, Early Autumn, The Glass Menagerie and other texts representing poetry and nonfiction articles selected from publications including The New York Times, The Washington Post, and The Atlantic among other publications. Students are expected to complete dialectical journals in conjunction with their reading and interpretation of text.

Grade Eleven Big Idea: The American Identity OverArching Essential Questions: ● What is the American Dream? ● How does literature reflect cultural identity ? ● What is the role of argument in establishing an informed citizenry? The study of ELA at grade eleven focuses on the study of American literature.

The thematic approach to the class is often referred to as a study of The American Dream and The American Nightmare since experiences of Americans can take many paths. Writing reflects these cultural, spiritual, and economic realities, and students are encouraged to complete dialectical journals in conjunction with their reading and interpretation of text and lead classroom discussions in which they discuss elements of successful writing and the grammatical and stylistic considerations that can be used to improve compositions. Specific works considered in grade eleven are The Grapes of Wrath or Of Mice and Men, The Scarlet Letter, The Crucible, The Great Gatsby, A Raisin in the Sun, In Cold Blood, A Farewell to Arms, Their Eyes Were Watching God and other texts representing poetry and nonfiction articles selected from publications including The New York Times, The Washington Post, and The Atlantic among other

publications. Again, students are expected to complete dialectical journals in conjunction with their reading and interpretation of text.

Students also have the opportunity to study Advanced Placement Language and Composition as an elective for this year. The course is taken in place of grade eleven English and includes some reading of the masterworks of American literature as well as texts suitable to the study of writing on which the course focuses. All students are expected to participate in class discussions, complete a large number of written assignments representing argument writing, synthesis writing and rhetorical analysis. The number of selections from The New York Times, The Washington Post, and The Atlantic among other publications included in this course is greater since the main focus of the course is nonfiction writing.

Grade Twelve Big Idea: The Purpose of Tragedy and the Role of the Tragic Hero Overarching Essential Questions: ● How does a society's literature reflect its cultural values? ● How do we define a hero? ● Is evil necessary to recognize good? ● Is humankind essentially good or evil? ● What is the purpose of tragedy? Students in grade twelve study fiction and nonfiction titles related to the themes of utopia and dystopia and the role of the tragic figure in society to answer the question, “Is humankind essentially good or evil?” These texts include Brave New World or 1984, Pride and Prejudice, Hamlet, Death of a Salesman, Nickel and Dimed, Beowulf, The Things They Carried, Things Fall Apart, Fist, Stick, Knife, Gun and other texts representing poetry and nonfiction articles selected from publications including The New York Times, The Washington Post, and The Atlantic among other publications.

As in other grades, students are expected to complete dialectical journals in conjunction with their reading and interpretation of text. Since they are in their final year of study here at MHS, students in grade twelve ELA are required to complete a senior research project and a college admission essay/personal statement. For the senior research project, students must choose a text that they have studied at some point during twelfth grade, develop a research question, and then they must develop a thesis. Students circle back to their use of NoodleTools in the preparation of this assignment as well since the program allows them to receive continuous updates from their teachers. The page numbers for this paper range from six to nine pages at the CP level of study

to ten to twelve pages at the honors level to fifteen pages or more at the AP level. Students share their papers and their research in a formal presentation at the end of the school year.

Students also have the opportunity to elect to study Advanced Placement English Literature and Composition during the twelfth grade year. This course is able to incorporate most of the reading included in the twelfth grade curriculum as the course is a literature based course. Several additional readings that represent a higher level of rigor are included as well. All students who are enrolled in the twelfth grade AP course are required to take the AP exam at the end of the course and focus their writing towards the completion of essays that are in the style required on this examination. Students examine a more narrow canon of British literature as part of their preparation for the course and write both close reading literary analysis essays and essays that focus on works as a whole. Students are expected to complete dialectical journals in conjunction with their reading and interpretation of text.

ELA Across the Content Areas The skills mastered in the study of twelfth grade ELA include writing and defending effective thesis compositions, using text-based evidence and appropriate citation references. Common assessments include literary and analysis essays, the research paper, projects including the composition of a medieval boast, and the writing of synthesis papers. Research elements are easily transferred to the study of other disciplines including social studies and science, and students are expected to make connections between the texts they read and experiences in their own lives. For that reason, classics such as Death of a Salesman are paired with nonfiction sources such as Nickel and Dimed so that students can consider the elements of the play in a modern portrayal of living on a minimum wage. Students can also consider the distinctions of fiction and nonfiction fiction in texts such as The Things They Carried. The addition of these texts has allowed us to move away from the traditional British literature model in twelfth grade in recent years and provide students leaving the school with a greater opportunity to read and discuss world literature including Things Fall Apart and The Stranger. Titles proposed for the future include Caramello, The Namesake, and Fences.

ELA Curriculum Alignment As in all years of ELA study, common assessments build upon each other vertically and horizontally. Skills build from year to year so that we are continuously spiraling back to the study of prior years as we explore new themes. We have the opportunity to model the document based questions that are an important part of the social studies curriculum in our ELA work as students are asked to include evidence from text as well as citations in their ELA work. Dialectical journal writing also supports this goal. Writing becomes more complex from year to

year, and revision of some of the common assessments are ongoing so that eleventh and twelfth grade ELA reflect more of the writing that students will be expected to complete in college and career locations in the future. Several rubrics also build from grade six to grade twelve, allowing students to know exactly how they are assessed on their writing. These include open response rubric, a comprehensive essay rubric, an oral presentation rubric, a dialectical journal rubric, and and a research paper rubric. Teachers take advantage of Common Planning Time, if possible, in order to score essays as a group - calibrating scoring and revising rubrics.

Meeting Varied Students’ Needs ELA department members use specific pedagogical moves to increase student knowledge and comprehension. These strategies include expectations for annotation of text, two-column note-taking and the writing of dialectical journals, think - pair - share activities, and a 10/2 divisions of classroom schedule.

Some ELA department members have created essay codes in order to streamline essay corrections. In this methodology, students are given numerical notes on their writing and they are tasked with reviewing the comments and revising their writing with specific attention to this code. This method allows student to take on more of the work of revising and improving their writing. Other ELA instructors use focus correction areas for a variety of writing prompts. Scaffolding is also provided for students who need additional help planning and organizing their work. Both ELA and Special Education teachers can provide this support and remove it when it is no longer necessary. Alternately, teachers can provide supports and scaffolding to all students as it benefits some of them.

Students at MHS have the ability to study at two to three distinct levels of rigor: college preparatory level, honors level, and Advanced Placement level. Students are encouraged to challenge themselves to take advantage of a variety of levels of rigor and most enrollment is open to student choice in discussion with parents and teaching staff.

Assessments Common assessments are common across all levels of instruction at each grade level and are focused on the interpretation and understanding of complex and rigorous reading assignments. They are completed at regular intervals during the school year and can include persuasive writing, research based writing, literary analysis, speaking and listening skills, and discussion projects. Open response writing includes unique reading texts that students address when they receive them in the classroom. There is no specific preparation for this assessment; students rely on the skills they have developed over time with various texts included in the program of study.

Data from these common assessments is collected and tracked to ensure that students are improving in their writing and reading skills. Adjustment to assessments can also be made if they are deemed to be less than optimum assessments. (See Appendix G for common assessments grades 9-12).

State Assessment Data

Melrose Public Schools administered PARCC in the spring of 2015 and 2016. The following indicates summary results for PARCC from the spring of 2016. Results indicate the majority of students are reaching proficiency as measured by reaching a Level 4 or 5.

Level 1 Level 2 Level 3 Level 4 Level 5 Level 4/5

Grade 3 2% 4% 13% 63% 19% 82%

Grade 4 1% 6% 17% 52% 24% 76%

Grade 5 1% 2% 15% 63% 18% 81%

Grade 6 0% 5% 11% 56% 27% 83%

Grade 7 1% 6% 15% 38% 40% 78%

Grade 8 2% 7% 16% 45% 30% 75%

The following table represents Grade 3 data for PARCC in 2016 indicating the number of students at each performance level by school. As indicated, all schools have at least 75% of the students reaching proficiency as measured by the number of students at levels 4 and 5. As seen in the data, there is variation among the five elementary schools.

Level 1 Level 2 Level 3 Level 4 Level 5 Level 4/5

Hoover 0% 0% 23% 49% 28% 77%

Horace Mann 2% 0% 0% 73% 24% 97%

Lincoln 2% 12% 7% 67% 13% 80%

Roosevelt 2% 3% 15% 61% 19% 80%

Winthrop 3% 3% 17% 63% 13% 76%

The following table represents Grade 4 data for PARCC in 2016 indicating the number of students at each performance level by school. As indicated, all schools have at least 75% of the students reaching proficiency as measured by the number of students at levels 4 and 5 except the Lincoln School.

Level 1 Level 2 Level 3 Level 4 Level 5 Level 4/5

Hoover 0% 5% 18% 53% 24% 77%

Horace Mann 0% 3% 13% 37% 47% 84%

Lincoln 3% 14% 24% 41% 17% 58%

Roosevelt 2% 2% 11% 67% 18% 85%

Winthrop 0% 5% 17% 56% 22% 78%

The following table represents Grade 5 data for PARCC in 2016 indicating there is a range of percentage in the number of students reaching levels 4 and 5 by schools.

Level 1 Level 2 Level 3 Level 4 Level 5 Level 4/5

Hoover 0% 0% 7% 56% 37% 93%

Horace Mann 2% 2% 23% 63% 9% 71%

Lincoln 0% 5% 20% 66% 8% 74%

Roosevelt 0% 0% 10% 72% 18% 90%

Winthrop 2% 5% 9% 58% 26% 84%

The following table represents for PARCC 2016 the number of students reaching proficiency by particular subgroups as measured by a score in Levels 4 and 5. The results indicates the achievement or opportunity gap for several subgroups including high needs, students with disabilities, and African American. The gap also grows for some subgroups has students progress into the middle school. Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 All 82% 76% 81% 83% 78% 75% High Needs 64% 43% 59% 66% 42% 42%

Students w/ 54% 53% 52% 52% 34% 28% disabilities Low Income 60% 34% 64% 78% 55% 48%

African 50% 50% 65% 90% 40% 31% American Hispanic 70% 56% 82%

The following table represents by grade MCAS and PARCC from 2004 to 2016 indicating the number of students reaching proficiency by grade level. From 2004 to 2014, MCAS was administered in Massachusetts. Results for these years would indicate number of students reaching Proficiency and Advanced. In 2015 and 2016, Melrose administered PARCC, so the results below indicate the number of students reaching levels 4 and 5. Gr. 04 05 06 07 08 09 10 11 12 13 14 15 16

8 86 88 86 85 83 85 88 86 90 81 83 7 82 79 82 83 80 83 79 85 80 83 83 81 78

6 80 77 74 72 83 76 81 76 73 76 75

5 71 78 71 71 75 78 75 78 83 87 81

4 68 58 53 65 59 63 57 64 68 65 69 83 76

3 77 70 68 67 70 66 74 73 79 77 76 81 82

All 75 76 77 77 80 79 81 82 80

The following graph indicates the number of all students at each proficiency level in Grade 10 from 2013 to 2016 for ELA MCAS. The number of students at the Warning and Needs Improvement level is relatively small. The number of students at the Advanced level has slowly been increasing.

The following table indicates the percentage of students by subgroups that are reaching proficiency as measured by reaching a Proficiency or Advanced level on MCAS in grade 10. The achievement or opportunity gap for subgroups is much less pronounced in Grade 10 than in previous grades. Even the opportunity gap for students with disabilities was very small in 2015. In 2016, the gap for students with disabilities increased. 2010 2011 2012 2013 2014 2015 2016

All 89 88 94 95 98 98 95

Students w/ 51 57 67 59 88 91 77 Disabilities

Low Income 60 73 97 91 100 96 86

High Needs 60 69 82 79 94 92 86

African 76 50 88 92 100 100 95 American Hispanic 93

Survey Results The ELA Program Review team used a variety of surveys to provide additional input on the implementation of the curriculum and materials. Three surveys were administered to parents by level, i.e. grades K-5, 6-8, and 9-12. In addition, two surveys were administered to teachers, one at the elementary level and the second at the secondary level. Students at the middle and high school were also surveyed. Focus groups of students were used at the elementary level.

Elementary Family Survey A total of 250 parents responded with 50% of respondents in grades kindergarten and grades one with a well balanced representation from all five elementary schools. The results indicate the following: ● Approximately 70% of respondents indicate that the ELA program program provides an appropriate academic challenge for their students while 12% indicating they do not know. ● Approximately 70% indicate that reading and writing development is adequately supported by the school’s curriculum and interventions. Again, 7% of respondents indicate they don’t know. ● Approximately 70% indicate that the reading and writing curriculum supports their child’s transition to the next grade level. Twenty percent of parents indicated that they do not know. ● A little over half (58%) of the respondents indicate the pace of the curriculum is appropriate with 21% not knowing. ● A little over half (58%) of the respondents indicate that they understand the goals for their child’s ELA program while 11% do not know.

In regards to reading and writing habits at home, respondents indicated the following: ● Approximately 82% of the respondents reported their children enjoy reading, while 75% of the children enjoy writing. ● Approximately, 90% of respondents indicates that their child is able to answer questions, talk about, and comprehend what they are reading at home and at school. ● A majority (75%) of respondents indicate their child is able to communicate his/her understanding of what they read through writing as appropriate to their grade level. ● 70% students can do their homework independently. ● 80% indicate homework in ELA supports my child child’s development or reading and writing skills.

● Research indicates children who see adults modeling reading also enjoy reading themselves. Almost all respondents indicate adults model reading at home at least a couple times a week. ● Approximately 80% of children read once a day at home and another 15% read at least a couple times a week.

In regards to curricular materials, parents indicated the following: ● 70% of respondents indicate that the reading and writing material used with their child is relevant and appropriate while 15% do not know. ● Half indicate that the reading and writing curriculum has an appropriate balance of literary and nonfiction texts while approximately 40% do not know. ● 55% of respondents indicate my child’s work in ELA is celebrated and acknowledged

Strengths indicated by respondents include writing curriculum that is building strong writing skills in their children. Parents noted the wide range of materials students were reading in class.

Communication with parents about the ELA program is an area of desire. A number of responses had a 20% result for parents not having enough knowledge to respond. The question wording or the time of year for the survey may have impacted these results. Some respondents indicated that an area for improvement is insuring more opportunities or supports at both ends, those struggling and those in need of enrichment. In addition, if we are providing opportunities for supports, we may need to communicate these more to families. There were mixed comments between both desire for more technology use and also less in relation to students’ practicing reading and writing skills.

Secondary Grades 6-8 Family Survey A total of 120 parents responded with an equal distribution among the grades. The results indicate the following: ● Seventy-six percent of the respondents indicate their child enjoys their English class. In addition, 82% of feel their child is sufficiently challenged in his/her ELA class. ● Approximately 45% of the respondents indicate that there is consistency among ELA classes across the different grades. However, one third do not know. ● A little over 70% of the respondents indicate their child’s ELA experience in the Melrose Public Schools has sufficiently prepared him/her for the next grade with 14% indicating they do not know. The results are similar for the question asking him ELA has sufficiently prepared their student for the reading and writing required in other courses.

● Approximately 60% indicate the ELA curriculum supports students in reading and writing through appropriate use of technology. A quarter of respondents indicate they do not know.

In regards to reading and writing habits at home, respondents indicated the following: ● Approximately 66% of the respondents indicate their child enjoys reading with 56% indicating they enjoy writing. ● Approximately 35% of respondents indicate their children read everyday for pleasure and 25% on the weekends. On the other hand, 25% rarely read for pleasure. This is in contrast to 22% of the adults who read everyday for pleasure. ● In response to what materials students are using for pleasure reading, 64% indicate social media. Novels (45%), graphic novels (34%), news (34%) and magazine (38%) were reported next with the most frequency. ● Most (65%) are spending one to three hours on homework in ELA followed by 21% three to five hours. The results for amount of reading and writing in other content areas is also similar.

When asked to indicate strengths of the ELA program, many respondents indicated the passion and creativity of the teachers often noting specific teachers who had an impact on their child. Students were also experiencing a variety of writing assignments and literature choices. For areas of improvement, parents noted a need for increased spelling and grammar. If these areas are addressed in the writing scope and sequence, more communication is needed for parents to understand how it is addressed. Parents also do not understand the purpose of dialectical journals and also summer reading. Providing more communication about both components of the ELA curriculum is a need.

Secondary Grades 9-12 Family Survey A total of 94 parents responded with an equal distribution among the grades. The distribution of respondents is representative also of the levels at the high school, i.e. Advanced Placement, Honors, and College Prep. The results indicate the following: ● Seventy percent of the respondents indicate their child enjoys their English classes. ● Approximately 80% report that their kids are sufficiently challenged in their ELA classes. ● Approximately 34% of families “don’t know” whether their students’ English classes are consistent across the different grades, 16% disagree, and 40% agree or strongly agree. ● About 50% of respondents indicate their child’s ELA experience in the Melrose Public Schools has sufficiently prepared him/her for college or career, but 20% don’t know whether their child is prepared

● Most (65%) families feel their child’s experience in ELA has prepared for the reading and writing required in other classes with 11% indicating they “don’t know.” ● Most families (65%) also feel that students are prepared in ELA classes for the following year’s study with 21% indicating they “don’t know.” ● Approximately 57% families indicate the ELA curriculum supports their students in reading and writing through appropriate use of technology prepared with use of technology but a large percentage (29%) “don’t know.” ● Approximately, 64% of families believe their kids are supported by ELA classes for their work in other subjects.

In regards to reading and writing habits at home, respondents indicated the following: ● Percentage of students who enjoy reading declines in high school with approximately 60% agreeing or strongly agreeing their child enjoys reading. ● Slightly more families report that their child enjoy writing than reported in the middle school. ● Approximately 21% of respondents indicate their children read everyday for pleasure and 15% on the weekends. On the other hand, 44% rarely read for pleasure. This is in contrast to 62% of the adults who read everyday for pleasure. ● In response to what materials students are using for pleasure reading, 85% indicate social media. News (51%) and magazine (41%) were reported next with the most frequency. ● Most (40%) are spending one to three hours on homework in ELA followed by 33% three to five hours. The results for amount of reading and writing in other content areas is also similar.

Several patterns emerged from the comments of the respondents. Nineteen indicated teachers were a strength of the program. Twenty indicate a desire to see an increase in the interest level of books. Twenty one of the respondents indicate als the more book choices should be offered to students. An equal number of respondents indicate that more focus is given to honors and AP level classes than college prep.

Middle School Student Survey Approximately 300 students completed a survey about their impressions of the ELA program at MVMMS at the end of the 15-16 academic year and the start of the 16-17 academic year. Students were asked to answer a number of questions about how they felt about their classwork in ELA, and the questions focused on their attitudes regarding reading, writing, classroom routines, and the elements of the ELA program that have had the largest impact on them as learners.

Students in grades six and seven were eager to report the names of their favorite books - those they had read for required class assignments as well as books they had read on their own. Most of the all school reading books were well reviewed by students. These include titles such as Love That Dog, A Christmas Carol, The Miracle Worker, The Outsiders, Stargirl, Chasing Lincoln’s Killer, and Joey Pigza Swallowed the Key. Student feedback indicated that students felt they had, in some cases, found these books to be among their overall favorites among all the books they have read. Few students commented on the reading required for summer reading, and no students indicated displeasure with the fact that they are regularly expected to write essays about the books they are expected to read.

Most students, at least eighty percent, mentioned titles of books they have read in ELA classes as part of the literature circle program at the middle school. This program, only three years in place, appears to have given students not only a wide selection of reading books in the classroom but also a sense of individual choice and independence in their reading. In the literature circle plan, teachers have created groupings of texts that relate to similar themes and topics, depending on what the class has read in whole class reads and what point in the calendar year the class is currently. The range of texts in these groupings varies but usually provides students in a given classroom to choose among five or more titles. Some students get their first choices and others settle for second choice. The resulting independent class groups then set their own schedule for reading and divide the work of the reading into categories relating to comprehension, vocabulary, determining plot and predictions, and facilitating successful classroom discussions.

The literature circle books up for selection relate directly to the essential questions that have been created to guide the year’s work. Sixth grade students focus on the relationship of individuals to a larger group; seventh graders focus on transformations; and eighth grade students investigate works that follow the involvement of the individual in the larger world society - including those who find themselves challenging the power structure that exists around them. The books are also differentiated so that they represent a variety of reading levels. In general, books that were mentioned as “best reads of this year” on the student surveys came from the list of literature circle books we have selected in the past three years.

Students mentioned several favorites repeatedly from the selection of books for literature circles. Among sixth graders the Harry Potter book series was mentioned most frequently. Seventh grade students most often mentioned the dystopic novel Life As We Knew It and the WWII biography Unbroken. Eighth grade students report appreciating the literature circle books associated with their unit on WWII and Holocaust reading including The Boy in the Striped

Pajamas, A Separate Peace, and books detailing the efforts of individual heroes who worked against the forces who waged war against individual liberties.

The student survey clearly indicates that students are responding well to the change in the structure of their ELA reading through the use of literature circles. They appreciate the opportunities for individual choice; they share their favorites with each other within the classroom environment, and they seek additional reading following literature circles - reading that will continue to investigate the same themes, reading that follows a specific author, and reading that will allow them to read the favorites of students in other literature circle groups. The ELA Department has been able to enlarge the number of literature circle books available to students in each of the three years, and we hope to be able to honor student responses by increasing the number of titles available to students in the future.

The student survey also revealed that more than sixty percent of the students at the middle school appreciate the additions to the ELA curriculum that have offered them greater access to technology in the classroom. Students specifically mentioned their preference for using Chromebooks to write their essays in the classroom (especially in the seventh and eighth grade). Students also mentioned the fact that they appreciated the use of Google Classroom and other online programs to help them in accessing assignments and homework. Several students referenced the quick availability of teacher communication and teacher feedback among elements that they most appreciated.

Significantly, more than fifty percent of students commented on how much they liked having time within the classroom block for “work.” Students appreciated having time to begin their homework in class because they felt that it gave them an opportunity to ask questions and clarify their notions of what they were expected to do. They also mentioned they preferred to be reminded in class about upcoming assignments (in addition to having these assignments available online) so that they could keep up with their work. They mentioned writing in class and then sharing what they had written with their teachers in order to get a sense that they were starting well. They also mentioned appreciating teachers’ taking the time to pause and explain. Twenty percent of students expressed a desire to have some days set aside as work days during which they could work on a variety of assignments that were pending. They felt that having access to the teacher while working on individual assignments would be a boon to their success.

A significant number of students, about thirty-five percent, mentioned that they appreciated down-time in the classroom. They particularly referenced individual teacher efforts to provide them with moments of movement - stretching, standing yoga, etc., that allowed them to be more

active during a class block. They also referenced “quiet” or “calm” time as a benefit - listening to quiet background music as they wrote, working in absolute quiet when they wrote, ignoring recalcitrant student comments.

Students reported that ELA teachers at the middle school were responsive to their needs - eager to explain, answer questions, provide solutions, suggest alternatives, etc. They praised teachers for working hard to provide planned lessons for them, and they indicated the names of several individual teachers who they felt were above average in this respect.

Four years ago, we asked teachers to post their objectives and a proposed agenda for the day at the start of each class. Thirty percent of the students surveyed mentioned this fact, reporting that they were pleased to know what they were going to be doing during class. They indicated that this information was “encouraging” and “relaxing” even if what was planned was going to be challenging work. Some students mentioned individual teachers who asked class members to read the agendas aloud at the beginning of class for everyone’s benefit.

Some students took time to mention activities they are often asked to do in class that they find difficult. They included journal writing, some essay writing, preparing speeches, working in Socratic seminars, and peer-editing written work in this category. Students did not report this work as lacking value - they fifteen percent responding here simply recorded their opinion they considered that the work was more difficult for them than other work they are expected to complete.

Some students recorded comments in the “general comments” category that they felt there was room for improvement in classroom routines. They offered these comments without specific evidence. Some mentioned they wished that teachers did not judge their moods during class. They felt that students who misbehaved got too much attention. They suggested that less class time could be spent on writing assignments - especially dialectical journals because they required too much thinking. Some felt that having the opportunity to “draw” their answers rather than write would be a useful addition to ELA courses.

High School Student Survey High school students answered questions about the ELA Program during an Advisory Period Block conducted in May 2016. All ELA advisory teachers (eleven teachers) distributed the survey to their students and students either wrote their responses out or discussed their responses which were then recorded by their Advisory Block teacher. Since Advisory Block groups comprising twelve students representing an equal number of freshman, sophomores, juniors, and

seniors, the survey results from the 132 students surveyed provided a random sampling that includes students who are members in all levels of ELA instruction.

Positive feedback included the following sentiments. Students indicated that they appreciate open-ended rather than directed discussion times in the ELA classroom. More than fifty percent of students felt that the study in ELA classes has a connection to what is happening in their lives and in the world in general. Several students mentioned the appeal of the essential questions that drive instruction in each year of study and remarked that the questions connect to the world and history in ways that are easy to recognize. They also felt that teachers in other disciplines felt they could rely on the instruction they were receiving in ELA classes. In general, students reported enjoying the discussion of texts that is a regular part of ELA classes. They also felt that the study of English helped improve their note-taking skills in other disciplines as well, and more than half of the students reported that ELA classes in which more writing assignments were expected helped them to develop better writing skills. Students were eager to support the statement that teachers knew when to challenge them and when to hang back. They were also in agreement with students at the middle school that knowing the objectives of the class and the agenda for the day is valuable to students.

More than fifty percent of students specifically mentioned what they felt to be a real connection between the subjects of the ELA texts and the issues and elements present in their social studies classes. Some mentioned specific time periods that are studied in common, including the Depression and WWII. A few indicated that this connection should be more collaboratively explored in planning courses of study in both disciplines.

Although only a small percent of students study in the Creative Writing elective - about fifty students each year - many of those students mentioned the value of the work they did in that class and their appreciation of having the opportunity for more individual expression and innovation in writing.

Students also agree with middle school students about the value of increases in technology being substantial. MHS students mentioned receiving comments on their writing via Google Docs as a positive.

A few students mentioned a program piloted by a small group of ELA instructors at MHS. In this program, students receive their scored writing assessments, and the correction recommendations are written in coded form. Students are expected to review the coded errors specifically and rewrite all or part of their essays correcting their errors. Although students

indicated that this process is time-consuming, they appreciated the opportunity for credit recovery and felt that making the corrections helped them to master skills important to their writing.

Students summarized the types of assessments they most often complete as including vocabulary quizzes, dialectical journal responses, daily journal writing, oral presentations, speech preparation and delivery, poetry memorization and recitation, multiple choice tests, beginning of the year assessments, midyear assessments, and final assessments. They felt that the grading system - which places a higher value on written assignments is fair. They also mentioned that the few artistic projects they completed in English classes were memorable. They would also like to see a variety of essay responses offered for each text - allowing them more choice in their writing. A few students indicated that open ended reading quizzes in which students write about what they liked about what they read would be welcome. These students also recommended more creative group projects to augment the number of individual assessments.

Challenges in the ELA program were also mentioned, and students provided complaints as well as recommendations in their responses. About thirty percent of the students mentioned that the titles of the books read in ELA classes does not change frequently enough for them. Individual students reported that they wished to work on more creative projects in ELA classes, mentioning movie projects, independent reading combined with creative projects such as creating board games and CD lists to accompany fiction titles.

Some students reported that instruction does not vary enough and they would prefer a change from the pattern of reading a text and writing an essay on that text. More innovative assignments were mentioned as a request in many student surveys. One student cited a memorable biography project she had completed in elementary school in which she had to dress as the person she was presenting to the class. She says that she still remembers information from the project and wishes she felt the same way about book projects she has completed at MHS. Some students indicated that often similar themes appear to be discussed in many ELA classes - including coming of age stories or discussions of the American hero.

Sometimes, about twenty percent of students indicated, there is no clear sense of why the particular texts were selected in a course of study, and students mentioned in many cases that they felt the literature texts were too depressing in theme - across the board.

About the same percentage of students mentioned that they were unclear about the study of grammar in high school ELA classes - feeling that grammar study in high school is coming too

late and should have been addressed more specifically in middle school. Many students were passionate when they discussed the ELA program as they had experienced it in middle school. All critics mentioned that students could and should be required to work more on grammar and writing skills at the middle school level. They specifically mentioned that reading The Elements of Style and incorporating the instructions from this book into their writing as high school juniors is too late. They argue that instruction in writing should be thoroughly embedded in the middle school English curriculum. They felt that they would be better writers in high school if that preparation had been more comprehensive in the middle school.

About thirty percent of MHS ELA respondents suggest that too much time passes between when an essay is written and the day that students receive scored essays from the teacher. Of these students, many felt that this lag time did not assist them in improving their writing. Student feel that getting back their work more promptly - even if it means that the teacher has time to make fewer comments - would be preferable. Some students also felt that since the essays assigned represent mostly common assessments, teachers do not have the freedom to tailor questions to a specific group of students. These students commented that they would like to see a variety of essay topics written specifically by their individual teachers for their individual classes.

MHS ELA students feel (more than fifty percent) that writing assignments in ELA help them to succeed in writing in other disciplines, especially the social sciences. Students particularly mentioned the assistance that ELA writing provides when they are completing document-based questions and research assignments in history classes. Changes that came with the institution of the Common Core Standards requires teachers in all disciplines - even physical education - to ask students to write paragraph responses. Students felt that ELA writing instruction provides them assistance with all of this writing. Students were mixed in their reports on the value of feedback on their assessments. Many feel that oral feedback in a one on one setting can provide more help than comments written on an essay. They also feel that written comments seem generic and do not recommend enough ways that one can improve his/her writing. As a specific example, one student suggests that instead of writing that items in an essay seem out of place or poorly organized, teachers should indicate where information could be better placed and why. They favor individual conferences but say that insufficient time for conferences is provided in the school schedule.

In general comments students suggested (more than forty percent) that class enrollment in ELA at MHS should be smaller to allow teachers more opportunities to work with individual students and evaluate more student writing more quickly. They also felt that smaller class size would allow more discussion time.

ELA Site Visit Thirty two educators from neighboring districts spent one day visiting classrooms in grades K-12. The group was divided into six teams each visiting up to 8 classrooms, interviewed a group of teachers and then students.

Common practices are evidence both vertically and horizontally across the grade levels. ● Reciprocal teaching was observed in the elementary grades. ● Acronyms such as RAP, FAPP, and PCRs were seen in multiple classrooms. ● There were routines for buddy reading in place among multiple classrooms. ● Do Nows, agenda, and posted objectives were present in classrooms at the middle and high school. Classes were ready to start right at the beginning. ● Students were making use of different types of texts. ● Students were working on the same assessments, open response and essays. ● There were word walls with terms and processes students needed to learn. ● Routines existed for discussion including scaffolded rules and processes which students knew well. ● Even in the youngest grades, students were clear on what they needed to do when and where. ● As teachers asked questions, was there enough opportunities for wait time to allow students to formulate their answers?

Literacy across the content areas was present. ● In many classrooms, essential questions were present that applied across the content areas. ● Students were using annotation and two column notes. Interviewed students remarked that they found these helpful across all of their classrooms. ● Texts used in classrooms have application across other content areas. ● Students in the high school were analyzing texts and writing persuasively, skills that are applicable in other content areas. ● Vocabulary at the elementary level of then applied across text and was applicable to other content areas.

Students and teachers made use of technology in the classroom to support learning. ● Students used technology for peer editing of writing. ● Technology was used by teachers to model specific processes such as annotation. ● Smartboard was used for sharing of class projects.

● Sometimes technology was used for routine tasks and not more of the creation process. ● There were some instances of technology being used to support early and non-readers. ● Through some projects and analysis of media, students were beginning to also develop media literacy skills.

Multiple opportunities for students to collaborate and discuss literature. ● The setup of the classrooms was conducive to students working in small groups. ● The teams indicated that classrooms appeared to have a level of trust that allowed for student exchange. ● In some instances, it was observed that assignments required collaboration among the students. ● In one team, all 7 classrooms visited including opportunities for some form of collaboration among students. ● Teachers also collaborate. In co-teaching situations, it was difficult to know who was the content teacher and who was the special educator. ● In a couple of cases, all of the teachers were doing the exact same lesson indicating to the teams that was opportunity for teacher collaboration.

Students may not understand the relevancy of the curriculum or practices. ● In the eighth grade focus group, students were able to articulate that when the lessons, curriculum, or projects made connections, it became more meaningful. They commented that it was “cool.” ● Students indicate that they do write across the content areas. ● In the primary grades, teachers have strong foundations for early literacy skills. Students can articulate the goals and purpose of the tasks they are asked to complete. ● In the elementary intermediate grades, students could not articulate the purpose for the tasks such as the purpose of reciprocal teaching. How do students make meaning of the texts for themselves. ● Students at the high school said they were well prepared by the middle school teachers. However, it all depends of the teacher.

Students and teachers may not have sufficient access to resources. ● In some cases, students indicated they could not take books home because there were not sufficient copies. Literature selection was limited to what was available in the book room. ● Students indicated that there was a lack of diversity in the texts they read at the high school. Students indicated they often don’t have a choice in what they read. Students indicate they like to read when they get to choose the books they read.

● Students at the high school indicated that they what they had to write about did not relate to their lives. Students indicated that the writing they do in class was driven much by the novel they were reading.

Summary: ● Students expressed interest in more diverse texts. Provide more voice to students in selection of texts and in writing. ● Students were highly engaged in classrooms. ● Teachers were making use of gradual release of responsibility. ● The creative integration of technology was not visible at the elementary schools. ● All special education teachers, service providers were engaged and working collaboratively. ● Strong routines for learning in grades K-2. Consider how to insure routines at upper elementary grades allow students to make their own meaning. ● Common practices were present both vertically and horizontally including providing opportunities for students to engage in collaborative whole and small group discussions. ● Objectives in classroom were purposeful and clear. Students are clear on what to do and the expectations. QuickWins: The participants in the site visit gave some quick wins to the team as follows: ● Make clear to students the purposes of assignment and texts. Make connections for students across texts and courses why what they are doing is important and relevant. Ensure students know why the assignment, task, or text is relevant. Have students make their own questions. ● Given structures are strongly in place, consider how to have students ask their own questions. Consider if questioning allows for higher order thinking. ● Teachers were often asking lots of questions. Ensure there is also wait time to help students to formulate their responses. ● Ensure there is diversity in the literature which could include the use of poetry, short stories, and documentaries. ● Provide opportunities for teachers to observe each other. Consider videotaping of these best practices to share across levels and schools. Quick wins are those that require no funding or additional resources to complete.

Reflection on the Process: The participants in the site visit also shared some of the positives on the process of the site visit as follows:

● Participants were able to see a wide range of classrooms, levels, and students in one day including visiting at least 8 classrooms. The ability to see all of those classrooms was invaluable. ● The day was organized. There was help to move and find each location and classroom. ● Parking was easy. ● There was a sense of the universality of teaching. Many of the issues and positives that participants see in their classrooms and schools are also present here. ● Participants were able to observe a variety of teaching styles and observe a diverse group of teachers at work.

Some suggestions for how to improve the process of the site visit for the participants including the following: ● Have guiding questions appropriate to ask teachers and students. ● Include blank paper in their materials to take notes with. ● Increase the diversity of the participants. ● Ask teachers when possible to provide a handout of any materials for the team.

Franklin ELA Site Visit On Tuesday, January 24th four teams of 14 educators completed 24 classroom visits including an interview with one group of teachers. The team was invited to provide feedback to the Franklin and the district on the implementation of the ELA and Math program review.

The team included educators from Lynnfield, Andover, Arlington, Stoneham, Burlington, Woburn, Winchester, Malden, Gordon College, SEEM Collaborative, Northeast Vocational Technical High School, and the Harvard Graduate School of Education. The team used the district’s Learning Walkthrough protocol for the visits. At the end of the visits, the team met to discuss the patterns observed across the classrooms.

The following will be used by the ELA and Math Program Reviews as part of their data collection and in the final report.

Summary Statement: ELA and math skills were targeted in a variety of different ways.

Evidence: ● Teachers were observed making use of whole body movements and tapping to support learning of letters and in some cases numbers. ● In one classroom, students were practicing the letter “n” by painting it at an easel, using model magic to make the letter, using pieces to glue the letter, and using wood pieces from Handwriting without Tears to make the letter. ● For learning letter names and sounds, students’ own names were used. Students were asked who else has that particular letter in their name. ● There were opportunities for students to see a skill represented in multiple ways. The attendance would have numbers and ten frames while the question of the day would do the same thing. ● For the calendar, students were tracking the days they had been in school multiple ways that required kinesthetic, auditory, and visual modes. ● In some classrooms when directions were given, teachers had multiple ways to provide directions. There might be a sign telling students which center was next or a choice board. Directions for how to complete a task might also have numbers, words, and pictures.

Summary Statement: Math and ELA integrated within all areas of the day. ● Writing center had paper, shapes, and letters for students to use. ● Numbers were present in various areas of classrooms.

● In one classroom, students were using shaving cream to make shapes which also allowed for the development of fine motor skills. ● In a classroom, the question of the day, “Can you whistle?” also related to the letter students were focusing on. Students then created a graph and tally marks for the data. ● Dramatic play in some classrooms had print rich materials including writing materials, visuals, and money. In some cases, dramatic play was used as a literacy center. One classroom had an Igloo as their writing center. ● Letters were shown in different forms and ways in the classroom. ● There were many opportunities in classrooms for students to categorize and sort objects. ● Teacher led centers were purposeful. In one classroom, students were rolling dice,counting, and making a shape.

Summary Statement: Clear routines for learning for both ELA and Math were present. Evidence: ● Routines for estimation jar, attendance, and question of the day were observed in multiple classrooms. ● There were common routines across classrooms indicating that there was collaboration and collegiality among teachers. ● There were routines for how students move to centers. Many classrooms had visual cueing systems that allowed students to understand which center they would move to next. Students were often encouraged to use the visuals to identify where they would go next, “Check the choice board.” ● Some students noted as they left centers that they were not finished. What is the process for students to complete or return to work? ● Schedule were posted across classrooms. ● The introduction to the centers often involved modeling with use of real objects and clear directions. ● One teacher sat with students during snack and focused on develop oral language among students by initiating conversation with students. ● All teachers and paraprofessionals were interacting with students at all times. ● One teacher was singing with students at the center. ● Some teachers were using playful language with students, i.e. “Are you tricking me?” ● Students were asked solve their own problems at times through the use of probing questions, ○ “How can we make it equal?” ○ “Look at the beginning letter.” ○ “Where can we find that in the room?”

Quick Wins: ● Consider ways that students can construct their own art work so that the art looks different from student to student. Students might use different or similar mediums and materials but represent their ideas differently. ● How do we provide students opportunities for making choices between centers and activities? ● Allow students to do their own writing even if it is an attempt before recording their thoughts and ideas. ● Use whole body calming throughout the day and across all classrooms. ● One classroom was using “All the ways to make a number___” chart. Is that a chart that can be used across the school to provide multiple ways to represent number concepts?

Reflection on Process The team was asked to provide feedback on the process of participating in the site visit. They enjoyed the rare opportunity to see multiple classrooms as well as see a diverse group of students. The staff was exceptionally professional and welcoming to all of the visitors. Students and teachers are comfortable with other adults being in the classroom.

The team suggested that in the future it might be helpful to allow time for the team to debrief mid-way through the visit to process the evidence and data that they had collected. They also would have benefited from seeing the questions and focus of inquiry prior to arriving. Making available the curriculum as a resource beforehand might also have helped the team frame their visits with a different lens.

Summary of Findings

21st Century Skills The ELA program in grades PreK-12 prepares students to be effective global communicators for 21st century college and careers. At the Pre-PreK level, a scope and sequence for early literacy exists which outlines phonological and phonemic awareness skills students should acquire. Lively Letters is used in all classrooms to help students develop letter name knowledge and letter sound connections. A monthly scope and sequence for writing focuses on early developmental writing stages and story telling. Visits of PreK and Kindergarten teachers to observe classrooms and opportunities for sharing across these two grades has supported alignment at this transition point.

In grades K-5, core materials are available to support a variety of different levels of students. Pearson Reading Street serves as the core reading materials. Writer’s workshop is implemented in all grades K-5 classrooms. A literacy block is implemented across all elementary grades and has similar format of whole and small group instruction. Curriculum units in writing have been outlined and include units in narrative, informational, research, and poetry writing. Common reading and writing assessments are implemented across grade spans. Data meetings are held three times a year at all elementary schools to review student data.

There are specific performance assessments in grades 6-12 that focus on student mastery of the speaking and listening standards included in the ELA Curriculum Frameworks, while as yet there are no consistently administered equivalent assessments at the elementary level that are common. There is a common rubric for speaking and listening that has been created to assess student performance in presentations in grades 9-12. There are opportunities for students to access elective courses in public speaking and theatre arts at the middle school and the high school. A recently developed common rubric assessing individual oral and group presentations at the 6-12 has just been launched and teachers are making adjustments as they calibrate their scores as they use this new tool. This new rubric could also serve to support speaking and listening in other content areas including social studies.

At the high school, Advanced Placement courses specifically offer students opportunities to develop the reading and writing skills required for college and career. The number of students taking AP courses has increased significantly in the past five years, and the number of students who achieve a qualifying score of 3, 4, or 5 on the AP ELA exams has increased as well. Students who wish to take AP courses in English are able to select either/both English Literature and Composition and English Language and Composition. The school is moving towards

offering all juniors and seniors the opportunity to select one of these courses regardless of year since the courses require no prerequisites. Teachers in the ELA Department have developed new rubrics with which to score student work. These rubrics (Appendices I and H) represent a system of grading more in line with the objectives of the College Board and are designed to provide students with better focused feedback.

Seniors at the high school level are required to complete an original research paper for which they identify a piece of literature they examine critically as well as develop a theme or focus of inquiry through which they will conduct their study. This assignment simulates the type of inquiry writing required in college courses. The program review determined that there is an overall increase in the numbers of writing assignments (brief writes, essays, dialectical journals, etc.) occurring across all grade spans in ELA classrooms. A matrix of core assessments and assignments assures that students across all levels of study are required to participate in the same assessments. Students are developing stronger skills in organization as they proceed from grade to grade.

As a result of the review, we learned of the need to provide more opportunities for students to read literature and nonfiction text that represents different genres, a wide varied of authors who represent a variety of cultures, and we need to incorporate greater student choice in the selection of texts across middle school and high school.At the elementary level,increasing the literature that also represents a variety of cultures is a need.

Meeting the Needs of All Learners At the high school, special education staff who are additionally certified in ELA instruction are staffing small pull-out model classes that serve the needs of students needing additional support in accessing the ELA curriculum. The course of study in these grade nine and ten classes is an adapted version of the ELA curriculum and includes modified assessments and assignments taken from the matrix of common assessments. Efforts to employ the same ELA special education model employed at the high school above are underway in grades six, seven, and eight.

At the elementary level, research based reading programs are used by special education teachers to meet the needs of students who are struggling to read. Systems via ongoing data meetings provide opportunities for special education and general education teachers to review student data and create instructional plans that meet students’ needs. Title I, academic interventionists, and ESL teachers also participate in these conversations. In addition, teachers plan for how to meet the needs of advanced students through use of literature circles and reciprocal teaching.

The construction of the ELA curriculum presupposes the value of Universal Design for Learning and lessons are constructed in a way that allows entry points for all learners and provide differentiation based on student ability and expertise. Clearly articulating more this alignment will assist teachers and staff in meeting the needs of diverse learners.

During the 2015-2016 school year, curriculum maps and pacing guides were created to support the English language learners program. ESL instruction makes use of core texts in grades K-12 while also meeting the specific reading, writing, listening, and speaking needs based upon the proficiency levels of the students.

Writing and Technology Writing in the 21st century includes some new features that must be incorporated in the ELA curriculum. New models of composing exist that require us to move composing beyond expectations specifically academic or specifically related to testing. Writing for the public in blogs, posts, and other modalities has developed as a key component in 21st century composition, and opportunities for writing in the classroom must relate to this new arena. Consequently, if we want student writers to compose well, we must focus on writing as an object of study and embrace its contemporary components. We must conto develop communication methods that will satisfy the expectations students face with the advent of ever-changing communication technologies. Student must learn how to sift through increasing amounts of information when they engage in academic or personal research projects. The Internet poses a unique opportunity and an equally unique challenge. ELA classes must help students master the skills necessary to accomplish research tasks. Recently, ELA staff has worked to streamline the rubrics used to score written assignments. A new combined essay and open response rubric has been developed (Appendix J). Students in grades 6-12 have the opportunity to see the same rubric used to evaluate all of their short and essay-length writing efforts. The consistent use of this newly revised rubric allows greater consistency and transparency in grading.

With increased access to WiFi in the schools and devices, the use of technology in ELA classrooms has increased. Students will use devices for writing, editing, sharing, and creation of other products. Students will use the Internet to research topics and locate resources. The development of digital literacy skills is in its infancy at the elementary grades. Use of technology is for a specific purposes at the elementary level. At the middle and high school, the academic facilitator and the library media specialists have supported the integration of technology in ELA and other content areas. Students are strengthening and building their digital literacy skills each year at the secondary campus.

ELA Across the Content Areas Students apply their ELA skills across other content areas. At the elementary level, students read and write across other content areas. All students in grades K-5 conduct a content area research project. The Reading Street program includes essential questions and non-fiction text that relate to science and social studies topics. In math across all grades K-5, students explain their thinking as they solves problems.

Students at the middle and high school indicate they are are using their writing skills across all content areas. Attempts have begun to incorporate use of the same vocabulary words and intentionality in science, social studies, and ELA classes with respect to making a Claim, including Evidence, and showing Reasoning (CER). Likewise, students use the (DICE) acronym in writing about math and science.

The scope of reading across the curriculum has broadened with science and social studies instruction demanding close reading of primary and secondary nonfiction texts, all disciplines placing a focus on the use of academic vocabulary. An area of potential growth includes strengthening the development of humanities connections across all levels and school wide presentation rubrics for all grades.

ELA Curriculum Alignment Vertical alignment at moments of transition-PreK-K and Grade 5-6 is present and the overall alignment of the elementary grades is a strong component. Outlined reading and writing curriculum as well as core instructional practices are consistent both vertically and horizontally. There are many common practices that build upon each other from grade to grade. Ensuring all new teachers implement these with fidelity is a challenge as they have missed much of the professional development that has occurred in the past.

The study of literature in grades six through 12 consists of the study of specific texts common among all levels of ability. This core of literary texts is augmented by a series of auxiliary optional reading texts that relate to themes defined for each year of study. Writing expectations likewise comprise specific assessments that students complete in ELA classes regardless of level and additional auxiliary assessments chosen for individual classes. The curriculum is aligned horizontally and vertically, building on the complexity of the CCSS standards to which the curriculum is aligned. Developing text-based questions, finding and incorporating textual evidence in writing, and writing to text is incorporated in each ELA class.

Assessment

Assessments exist for reading and writing from grades PreK-12. Listening and speaking skills are assessed more informally. Common assessments for ELA in grades 6-12 continue to be revised each year. The use of common assessments has supported alignment and helped to make students more responsible and supported across all levels of achievement. In ELA, development of common tasks and/or rubrics to measure speaking and listening is necessary.

Action Plan

Goal: Increase the number of reading selections included in the curriculum with an emphasis on representing diverse populations and points of view as well as more contemporary titles to allow for greater student choice.

Actions Who is Responsible Timeline Benchmarks Resources Needed

Solicit student Director of Humanities 6-12 Fall 2017 Analysis of Google feedback from Feedback Forms faculty summer Content Facilitators 9-12 reading recommendations Classroom Teachers for high school.

Review of current Director of Humanities 6-12 Winter 2018 Completed Content inventory at middle Inventory Facilitators and high school. Content Facilitators 6-12 6-12

Classroom Teachers

Review of school Director of Humanities 6-12 Winter 2018 Analysis of MHS & and public library students’ reading MVMMS checkouts. Content Facilitators 6-12 choices library and media Classroom Teachers specialists

City of Melrose public librarians

Consult with other Director of Humanities 6-12 Winter 2018 List of books Content district for resources Facilitators and lists. Content Facilitators 6-12 6-12

Classroom Teachers

Review summer Assistant Superintendent Winter 2018 Newly revised City of reading selections summer reading Melrose Malden Public Children’s lists public

for elementary Librarian librarians grades.

Revise summer Assistant Superintendent Spring 2018 Newly revised City of reading selections summer reading Melrose for elementary Malden Public Children’s lists public grades. Librarian librarians

Prepare selections Director of Humanities 6-12 Spring 2018 Revised core Funding to for purchase for selections and purchase 2018-2019 School Content Facilitators 6-12 literature circle new Year. books in grades materials Classroom Teachers 6-12

Evaluate the interest Director of Humanities 6-12 Winter 2019 Survey with Google of students in feedback of interest Forms selections. Content Facilitators 6-12 in students’ selections Classroom Teachers

Goal: Provide opportunities for communication, collaboration, and sharing of student work among staff members throughout all grades in order to develop ELA vertical alignment - focusing specifically on transition points between fifth and sixth and eighth and ninth grades.

Actions Who is Responsible Timeline Benchmarks Resources Needed

Observe fifth and Assistant Superintendent Fall and Winter Notes of Substitute coverage sixth grade 2018 meeting and for classroom visits. classrooms by Director of Humanities debrief of visits teachers. ELA Content Facilitator 6-8

Provide Assistant Superintendent Spring 2018 Notes of Meeting time for opportunities for meeting and teachers sharing of student Director of Humanities instructional work between fifth next steps to sixth and eighth ELA Content Facilitators and ninth grade. 6-12

ELA teachers Director of Humanities Spring 2018 Notes of Substitute coverage observe eighth and meeting and for classroom visits. ninth grade ELA Content Facilitators debrief of visits classrooms. 6-12

Institute schedule Assistant Superintendent 2018-2019 Notes of Meeting time for for sharing of ELA meeting and teachers student work in Director of Humanities instructional between transition next steps points of fifth to Content Facilitators 6-12 sixth and eighth to ninth grade. Fifth Grade Teachers and ELA Teachers

Goal: Develop digital portfolios of student writing - identifying and selecting student work - curating student entries to individual folders - and establishing protocols for students to reflect on their work.

Actions Who is Timeline Benchmarks Resources Needed Responsible

Pilot portfolios in Assistant 2017-2018 Pilot Google Apps for grades 4-5 for Superintendent implemented in Education student writing. selected grades Grade 4-5 4-5 classrooms. Chromebooks Teachers

Revise digital Director of Fall 2017 Feedback from Google Apps for portfolios in Humanities teachers Education grades 6-8 and reviewed and 9-12 based upon ELA Teachers analyzed to Chromebooks first year pilot & determine next extend to social steps. studies writing.

Implement digital Director of 2017-2018 All students in Google Apps for portfolios in Humanities grades 6-12 have Education grades 6-12 with ELA digital submissions at ELA Teachers portfolio of Chromebooks least three times writing and during the school other products year. including reflections.

Pilot in selected Director of 2017-2018 Pilot Google Apps for social Humanities implemented in Education studies/history selected grade classrooms in Social Studies 6-12 social Chromebooks additions to the Content studies/history grade 6-12 digital Facilitators classrooms. portfolios. Social Studies Teachers

Implement in Assistant 2018-2019 All students in Google Apps for grades 4-5 for Superintendent grades 4-5 have Education

student writing and ELA digital other products. Grade 4-5 portfolio of Chromebooks Teachers writing and other products including reflections.

Implement digital Director of 2018-2019 All students in Google Apps for portfolios in Humanities grades 6-12 have Education grades 6-12 social added a social studies/history Social Studies studies/history Chromebooks with at least two Content portfolio to submission for the Facilitators include at least year two products Social Studies with reflection. Teachers

Goal: Strengthen listening and speaking assessment in grades PreK-12.

Actions Who is Responsible Timeline Benchmark Resources Needed s

Develop common Assistant 2017-2018 Completed Time for meeting to develop rubric for listening Superintendent rubric common rubric. and speaking in Pilot rubric grades K-12. Director of in spring DESE/PARCC Speaking and Humanities 2018 Listening Models

Content Facilitators Model Rubrics from 6-12 readwritethink.org (NCTE)

Instructional Coaches

Collaborate with Director of Pilot in Completed Time for meeting to develop social Humanities spring 2018 rubric common rubric. studies/history teachers in adopting Social Studies/History Implement common rubric for Content Facilitators in listening and 6-12 2018-2019 speaking in grades 6-12.

Develop common Assistant 2018-2019 Creation of Time for meeting to develop core assignment Superintendent common common assessments. that requires Pilot in assignments listening and Director of Spring for listening speaking in grades Humanities 2019 and K-8. speaking. ELA Content Facilitators 6-8

Instructional Coaches

Implement Assistant 2018-2019 Creation of Time for meeting to develop speaking and Superintendent common common assessments. listening rubric and assignments common Director of for listening assignments in Humanities and grades K-12. speaking. ELA Content Facilitators 6-12

Instructional Coaches

K-5 Teachers and ELA Teachers

Appendix A

Elementary Literacy Core Instructional Practices Core What Is It? Why Is It Important? Instructional Practice Partner Students sit with a partner and take turns Partner reading adds accountability to Reading reading a passage or book. Students can take reading. Students are less likely to be off turns reading sentence by sentence, paragraph task when two students are reading. by paragraph, or page by page. The goal is for Partner reading is an excellent intervention 30 minutes of partner reading everyday, which to develop reading fluency. means students are reading 15 each day. Students can also engage in talk about their reading and also support in modeling fluency for each other. Writing in Students write a response to what they have Writing is thinking down on paper. Response to read. The response could be persuasive, Writing requires the student to formulate Text narrative, or informational. The response could their thinking. It is also a means to support be open ended or be text-based requiring use of the assessment of comprehension. the text and evidence. Text Based Text based questions are questions that focus Text based questions require a close Questioning on gathering evidence from the text. Students reading. They require students to gather look at the main idea and details, author’s evidence from the text to support and purpose, vocabulary, and forming opinions. defend their answers. Text based questions support students in meeting multiple standards in the ELA Curriculum Frameworks. Reciprocal Reciprocal teaching consists of four key Reciprocal teaching has a strong research Teaching comprehension strategies that are used with a base and has been shown to increase passage. Students read and apply the strategies reading comprehension. Students focus on of predicting, summarizing, clarifying, and four key comprehension strategies applied asking questions. It can be used within small to a variety of different tasks. groups to support comprehension and as an intervention. It should be used as a grouping structure for literature circles also. Small Group Teacher meets with small groups of students Small group instruction has the most Instruction based upon their needs. Data from benchmarks impact on students who are struggling. and progress monitoring and teacher Students receive immediate feedback on assessments are used to form the groups. their progress. Teachers are also able to Instruction in the small group is based upon differentiate based upon student need. student need and revolves around direct

phonics/phonemic awareness, fluency, comprehension, and vocabulary instruction.

Turn and Students turn to a partner to share their Student talk is important for helping Talk or Think thinking. In a think, pair, share, students are students to explain their thinking, use Pair Share given think time before turning to a partner to vocabulary, and share. After sharing, the teacher selects a few students to share their responses with the whole group. Anchor Key ideas or class thinking are recording on a As the name implies, it is an “anchor” to Charts chart for students and the teacher to refer to as which students and teachers can use a needed during a unit or over several lessons. In reference tool. order for students to take ownership of the concepts presented in an anchor chart, the chart should be created with students. Comprehensio A focus wall highlights key comprehension A focus wall is a dedicated anchor chart to n Focus Wall strategies that the class is working on. The focus on comprehension strategies focus wall names the comprehension strategy, presented and spiraled through the year. define it, and give sentence frames to help students use the strategy. Writer’s A writer’s workshop is organized to begin with A writer’s workshop allows for a Workshop a mini-lesson, time for independent writing dedicated time to teach writing. Students while the teacher conferences with students, are able to develop their understanding of and an opportunity to share at the end. The the genres represented in the ELA focus of mini-lessons is one topic that will Curriculum Frameworks and write support improvement of students’ writing. extensively across the genres.

Appendix B Kindergarten Units of Study Units Foundational Reading Skills Comprehension Outcomes Essential Question Outcomes

Unit 1: All Together Now ● Identify the letters A-Z. ● Identify and apply the skills of Genres: Animal fantasy, ● Identify sound/symbol character, setting, and realistic fiction, fantasy, relationships for m and t. sequence. non-fiction ● Read and write high frequency ● Classify and categorize ideas Essential Question: How do words of I, am, the, little, a, to. from reading. we live, work, and play together?

Unit 2: Look at Us! ● Identify the sound/symbol ● Compare and contrast text. Genres: Nonfiction, animal relationship for a, s, p, c, i. ● Identify and apply setting, fantasy, fairy tale ● Begin to decode words. main idea, sequence. Essential Question: How are ● Read and write high frequency ● Distinguish between realism animals and plants unique? words of have, is, we, my, like, he, and fantasy. for.

Unit 3: Changes All Around ● Identify the sound/symbol ● Compare and contrast text. Us relationship for n, b, d, k, r, f, o. ● Identify and apply the skills of Genres: Nonfiction, animal ● Begin to decode words. plot, cause and effect, and fantasy, historical fiction, ● Read and write high frequency main idea. classic fable words of me, with, she, see, look, ● Draw conclusions from text Essential Question: How are they, you, of. read. animals and plants unique?

Unit 4: Let’s Go Exploring! ● Identify the sound/symbol ● Identify and apply skills of Genres: Animal fantasy, relationships for h, l, g, e; sequence, cause and effect, classic fairy tale, nonfiction, Consonant blends with l, t, r, p character, classify and fantasy ● Begin to decode words. categorize, setting. Essential Question: How are ● Read and write high frequency animals and plants unique? words of are, that, do, one, two, three, four, five, here, go, from.

Unit 5: Going Places ● Identify the sound/symbol ● Identify and apply skills of Genres: Animal fantasy, relationships for j, w, x, u, v, z, y, q cause and effect, compare nonfiction, rhyming nonfiction, ● Decode words. and contrast, plot, and main classic fantasy, informational ● Read and write high frequency idea. fiction words of yellow, blue, green, what, ● Distinguish between realism Essential Question: How are said, was, where, come. and fantasy. animals and plants unique? ● Draw conclusions from text read.

Unit 6: Putting it Together ● Identify the sound/symbol ● Compare and contrast text. Genres: Informational relationship for a, o, e, u. Identify skills of character, fiction, animal fantasy, ● Decode words. main idea, plot, setting. expository non-fiction ● Read and write high frequency ● Draw conclusions from text Essential Question: What words of here, do, little, with, what, read. are different ways of building? where, is, go, that, come, the, was, to, like, from, for, of, my, we, yellow, have, they, four, blue, two, you, see, said, look, three.

First Grade Units of Study Units & Essential Questions Foundational Reading Skills Comprehension Outcomes Outcomes

Unit R: My World Kindergarten Skills Review: ● Identify and apply the skills of ● Read and spell words with character, setting & sequence. Genre: Realistic Fiction consonants and short vowels. ● Distinguish between realism and fantasy. EQ: What is all around me? ● Ask questions using background knowledge and story structure.

Unit 1: Animals: Tame & Wild ● Read and write words with ● Identify main idea and short vowels. supporting details in a text. Genre: Realistic Fiction, Animal ● Identify initial and final ● Explain cause and effect Fantasy, Literary Nonfiction consonant blends. relationships found in text.

EQ: How are people and animals important to one another?

Unit 2: Communities ● Read and write words with ● Summarize text using story consonant digraphs. structure and sequencing. Genre: Animal Fantasy, Realistic ● Read and write words with ● Determine author’s purpose in Fiction, Expository Text, Fiction long vowels. fiction and nonfiction texts.

EQ: What is a community? Unit 3: Changes ● Read and write words with ● Compare & contrast characters, r-controlled vowels. setting, and plot in fiction. Genre: Realistic Fiction, Animal ● Read and write words with ● Distinguish facts and opinions in Fantasy, Expository Text, ending sounds and patterns. fiction and nonfiction texts. Literary Nonfiction, Drama ● Read and write compound ● Draw conclusions/make words. inferences using prior EQ: What is changing in our knowledge and details from the world? text.

Unit 4: Treasures ● Read and write words with ● Determine main idea and vowel digraphs (ex: ai, ay, oa, supporting details in text. Genre: Realistic Fiction, Fairy ow). ● Identify cause and effect Tale, Expository Text ● Read and write words with structure in text. suffixes and possessives. ● Set a purpose for reading by EQ: What do we treasure? making predictions. Unit 5: Great Ideas ● Read and write words with ● Apply knowledge of character, prefixes and suffixes. setting, and plot to draw conclusions about theme.

Genre: Animal Fantasy, ● Read and write words with ● Compare and contrast within Informational Fiction, Expository vowel diphthongs (ex: ow, ou, and between texts. Text, Biography, Realistic Fiction oo). ● Make inferences using ● Apply knowledge of syllable background knowledge and EQ: What difference can a great types to decode unknown main idea of text. idea make? words.

Second Grade Units of Study Units and Foundational Reading Comprehension Outcomes Essential Questions Skills Outcomes

Unit 1: Exploration ● Read and write words ● Identify character and with short vowels and setting in fiction texts Genre: Realistic Fiction, consonants. ● Monitor comprehension Expository Text, Drama ● Read and write words using text structure

with long vowels with ● Set a purpose for EQ: What can we learn from exploring new places and silent e. reading by making a things? ● Read and write words prediction based on text. with consonant blends. ● Read and write words with inflected endings.

Unit 2: Working Together ● Read and write words ● Summarize fiction and with r-controlled vowels nonfiction texts. Genre: Literary nonfiction, (ar, or, er, ir ur). ● Explain the author’s informational text, drama, fairy ● Read and write words purpose using text tale, folk tale with the ai and ay vowel evidence.

EQ: How can we work together? patterns. ● Distinguish facts and ● Accurately read opinions in fiction and contractions and plurals nonfiction texts. in context.

Unit 3: Creative Ideas ● Read and write words ● Summarize text using with vowel patterns. story structure and Genre: Fantasy, Realistic ● Read and use compound sequencing. fiction, folk tale, biography words in context. ● Determine author’s

● Appropriately use purpose in fiction and EQ: What does it mean to be creative? comparative endings (-er, nonfiction texts. -est) in reading and writing tasks.

Unit 4: Our Changing World ● Read and write words ● Draw conclusions/make with final syllable -le inferences using prior Genre: Fable, expository text, pattern. knowledge and details myth, legend ● Read and write words from the text.

with diphthongs vowels ● Sequence a fiction text EQ: How do things? How do things stay the same? (ex: ou/ow, oi/oy) using beginning, middle, ● Apply vowel patterns oo and end and ou to reading and writing.

Unit 5: Responsibility ● Apply suffixes and ● Determine main idea prefixes to read and write and supporting details in Genre: Literary nonfiction, unfamiliar words. text. realistic fiction, fantasy, ● Read and write words ● Identify cause and effect humorous fiction with silent letter structure in text.

EQ: What does it mean to be consonant patterns kn ● Set a purpose for responsible? and wr. reading by making predictions.

Unit 6: Traditions ● Read and write words ● Apply knowledge of with inflected endings. character, setting, and Genre: Realistic fiction, ● Identify abbreviations and plot to draw conclusions informational text use them appropriately in about theme.

reading and writing. ● Compare and contrast EQ: Are traditions and celebrations important in our ● Read and write words within and between lives? with final syllables -tion texts. and -ture.

Third Grade Units of Study

Units and Essential Question Reading Outcomes

Unit 1: Living and Learning ● Identify and analyze text for the literary terms of rhythm and cadence, exaggeration and hyperbole, sensory details, point Genre: Narrative poem, fable, of view and simile.Analyze text for literary elements. tall tale, expository text, realistic ● Sequence important ideas or story elements from a text. fiction ● Compare and contrast elements of text. ● Identify and analyze author’s purpose. Essential Question: Which ● Activate background knowledge prior to ready. skills help us make our way in ● Summarize important ideas from text. the world? ● Apply story structure to comprehend literary text.

Unit 2: Smart Solutions ● Identify and analyze texts for author’s craft, humor, onomatopoeia, dialogue and narration, and imagery. Genres: Expository text, realistic ● Identify main idea and details. fiction, fantasy, animal fantasy ● Compare and contrast texts. ● Draw conclusions from text. Essential Question: What are ● Identify and analyze text for author’s purpose. smart ways that problems are ● Monitor comprehension and apply strategies to clarify when solved? needed. ● Ask questions before, during,and after reading. ● Predict and set purpose for reading. ● Identify text structures to aid comprehension.

Unit 3: People and Nature ● Identify and analyze texts for imagery, structural elements of a play, simile and metaphor, word choice, and rhyme. Genres: Expository text, drama, ● Draw conclusions, infer, and generalize from text. fiction, narrative nonfiction ● Apply literary elements of character, setting, and plot to support comprehension. Essential Question: How are ● Identify graphic sources and apply to support people and nature connected? comprehension. ● Analyze texts for cause and effect ● Identify important ideas from texts. ● Predict and set purpose for reading. ● Identify text structures to aid comprehension.

Unit 4: One of a Kind ● Identify and analyze texts for point of view, author’s craft, idioms, word choice, and sensory details. Genres: Biography, expository ● Infer and generalize important ideas from texts. text, folktale ● Distinguish from fact and opinion and apply to support comprehension. ● Analyze texts for cause and effect.

Essential Question: What does ● Identify graphic sources and apply to support it mean to be unique? comprehension. ● Analyze texts for cause and effect. ● Summarize important ideas from texts. ● Monitor comprehension and apply strategies to clarify when needed. ● Ask questions before, during, and after reading.

Unit 5: Cultures ● Identify and analyze texts for word choice, point of view, mood, dialogue and narration, onomatopoeia. Genres: Realistic fiction, ● Sequence information or story elements from a text. historical fiction ● Activate background knowledge prior to ready. ● Monitor comprehension and apply strategies to clarify when Essential Question: What needed. happens when two ways of life ● Identify main idea and details. come together? ● Draw conclusions and infer and generalize important ideas from texts. ● Identify and analyze text for author’s purpose. ● Compare and contrast texts. ● Summarize important ideas from texts.

Unit 6: Freedom ● Identify and analyze texts for word choice, metaphor, personification, imagery, and foreshadowing. Genres: Narrative nonfiction, ● Identify plot and theme and apply to support realistic fiction, photo essay, comprehension. animal fantasy, legend ● Ask questions before, during, and after reading. ● Infer and generalize important ideas from texts. ● Identify graphic sources and apply to support Essential Question: What does comprehension. it mean to be free? ● Analyze texts for cause and effect. ● Summarize important ideas from texts. ● Distinguish from fact and opinion and apply to support comprehension.

Fourth Grade Units of Study

Topics and Essential Question Reading Outcomes Unit 1: Turning Points ● Identify and analyze text for the literary terms of point of view, sensory words, foreshadowing, dialect, and imagery. Genres: Realistic fiction, historical ● Sequence important ideas or story elements from a text. fiction, trickster tale, expository text ● Identify and analyze author’s purpose. ● Apply story structure including characters, settings, and Essential Question: What can we plot to comprehend literary text. discover from new places and people? ● Summarize important ideas from text. ● Activate background knowledge prior to ready. ● Ask questions before, during,and after reading. . ● Identify main idea and details. ● Compare and contrast elements of text. ● Identify text structures to aid comprehension.

Unit 2: Teamwork ● Identify and analyze text for the literary terms of dialogue and narration, similes and metaphors, sensory words, and Genres: Fiction, historical fiction, humor. drama, expository text ● Activate background knowledge prior to ready. ● Ask questions before, during,and after reading. Essential Question: What is the value ● Analyze texts for cause and effect. of teamwork? ● Distinguish from fact and opinion and apply to support comprehension. ● Draw conclusions and infer from text. ● Identify main ideas and details from text. ● Apply knowledge of story structure to support comprehension. ● Monitor comprehension and apply strategies to clarify when needed.

Unit 3: Patterns in Nature ● Identify and analyze text for the literary terms of formal and informal language, flashback, point of view, Genres: Biography, expository text, personification, and exaggeration/ hyperbole. myth, tall tale ● Distinguish from fact and opinion and apply to support comprehension. Essential Question: What are some ● Make inferences and generalize from text. patterns in nature? ● Analyze texts for cause and effect. ● Identify text structure and graphic sources. Apply them to support comprehension. ● Identify important ideas from texts. ● Predict and set purpose for reading.

Topics and Essential Question Reading Outcomes Unit 4: Puzzles and Mysteries ● Identify and analyze text for the literary terms of idioms and jargon, word choice, tone, similes and metaphors. Genres: Realistic fiction, expository ● Identify important ideas from texts. text, biography ● Predict and set purpose for reading. ● Gather information from graphic sources. Essential Question: Is there an ● Compare and contrast texts. explanation for everything? ● Monitor comprehension and apply strategies to clarify when needed. ● Apply the literary elements of character and plot to support comprehension. ● Sequence information or story elements from a text. ● Summarize important ideas from texts.

Unit 5: Adventures by Air, Land, and ● Identify and analyze text for the literary terms of word Water choice, sensory words, imagery, and point of view. ● Monitor comprehension and apply strategies to clarify Genres: Expository text, realistic when needed. fiction, biography, autobiography, ● Apply the literary elements of character, plot, and theme to science fiction support comprehension. ● Compare and contrast texts. Essential Question: What makes an ● Identify main ideas and details from text. adventure? ● Apply knowledge of story structure to support comprehension. ● Identify text structure and apply to support comprehension. ● Draw conclusions from text.

Unit 6: Reaching for Goals ● Identify and analyze text for the literary terms of mood, word choice, similes and metaphors, structural elements of Genres: Biography, realistic fiction, drama, idioms and jargon. expository text, drama ● Gather information from graphic sources. ● Predict and set purpose for reading. ● Ask questions before, during,and after reading. Essential Question: What does it take ● Sequence information or story elements from a text. to achieve our goals and dreams? ● Summarize important ideas from texts. ● Distinguish from fact and opinion and apply to support comprehension. ● Make inferences and generalize from text. ● Analyze texts for cause and effect. ● Activate background knowledge prior to ready.

Fifth Grade Units of Study

Topics and Essential Question Reading Outcomes

Unit 1: Meeting Challenges ● Identify and analyze text for the literary elements of point of view, hyperbole, imagery, idioms, sensory details. Genres: Realistic fiction, tall ● Apply the literary elements of character, plot, theme, and setting tale, novel, biography, expository to support comprehension. text ● Monitor comprehension and apply strategies to clarify when needed. Essential Question: What kind ● Summarize important ideas from texts. of challenges do people face and ● Distinguish from fact and opinion and apply to support how do they meet them? comprehension. ● Analyze texts for cause and effect. ● Make inferences from text. ● Ask questions before, during,and after reading. ● Identify text structure and apply to support comprehension.

Unit 2: Doing the Right Thing ● Identify and analyze text for the literary elements of imagery, foreshadowing, symbolism, point of view, rhyme, rhythm, and Genres: Realistic fiction, literary cadence. nonfiction, folktales, poem ● Monitor comprehension and apply strategies to clarify when needed. Essential Question: What ● Make inferences from text. makes people want to do the ● Compare and contrast texts. right thing? ● Sequence information or story elements from a text. ● Identify and analyze author’s purpose. ● Apply story structure including characters, settings, and plot to comprehend literary text. ● Activate background knowledge prior to ready.

Unit 3: Inventors and Artists ● Identify and analyze for the literary elements of foreshadowing, tone, flashback, imagery, and jargon, Genres: Drama, biography, ● Identify text structure and apply to support comprehension. expository text ● Summarize important ideas from texts. ● Distinguish from fact and opinion and apply to support Essential Question: What do comprehension. people gain from the work of ● Identify graphic sources and apply them to support inventors and artists? comprehension. ● Predict and set purpose for reading. ● Identify main idea and details. ● Sequence information or story elements from a text.

Topics and Essential Question Reading Outcomes

Unit 4: Adapting ● Identify and analyze text for the literary elements of idioms, hyperbole, metaphors, dialogue, figurative language,and simile. Genres: Fiction, realistic fiction, ● Identify graphic sources and apply them to support expository text, drama, comprehension. autobiography ● Predict and set purpose for reading. ● Ask questions before, during, and after reading. Essential Question: How do ● Draw conclusions and generalize from text. people and animals adapt to ● Apply story structure including characters, settings, and plot to different situations? comprehend literary text. ● Summarize important ideas from text.

Unit 5: Adventurers ● Identify and analyze for the literary elements of humor, jargon, idiom, figurative language, simile, and sensory details. Genres: Humorous fiction, ● Ask questions before, during, and after reading. expository text, novel ● Summarize important ideas from text. ● Monitor comprehension and apply strategies to clarify when Essential Question: Who goes needed. seeking adventure and why? ● Identify and analyze author’s purpose. ● Apply the literary elements of including character and plot to comprehend literary text. ● Activate background knowledge prior to ready. ● Analyze texts for cause and effect. ● Make inferences and generalizations from text. ● Analyze texts for cause and effect. ● Gather information from graphic sources.

Unit 6: The Unexpected ● Identify and analyze for the literary elements of sensory details, word choice, foreshadowing, symbolism, and point of view. Genres: Expository text, ● Predict and set purpose for reading. autobiography, myth, online ● Activate background knowledge prior to ready. sources, realistic fiction, poetry ● Draw conclusions from text. ● Distinguish from fact and opinion and apply to support Essential Question: What can comprehension. we learn from encounters with ● Compare and contrast text. the unexpected? ● Sequence information or story elements from a text. ● Identify main ideas and details from text. ● Identify text and story structures to aid comprehension. ● Summarize important ideas from text.

Appendix C ELA Middle School Core Instructional Practices Core What Is It? Why Is It Important? Instructional Practice

Reading ELA students participate in Partner Research shows that students who read Reading, Close Reading, and Silent more read more deeply and with greater Independent Reading of classroom comprehension and ownership of their material. Students must read challenging reading. Students must read each day and fiction and nonfiction that supports their teachers have high reading expectations achievement and development as readers for students of all ability levels. Popcorn and writers. or round robin reading is the least effective method of providing students access to reading; alternatives to round robin reading should always be used.

Independent Students select their own texts, plan to Students increase the amount and Reading complete the reading, read in a variety of frequency of reading while developing environments, and monitor their own stamina and depth of comprehension. comprehension.

Annotation Annotation involves students’ Students who actively engage in the highlighting, underlining, and writing process of reading – by Highlighting comments on material they are reading. important information and by writing notes and questions in the margins of books and photocopies “own” the reading in a way they would not if they were simply reading.

Writing in Students write a response to what they Writing is thinking down on paper. Response to Text have read. The response could be Writing requires the student to formulate persuasive, narrative, or informational. his/her thinking. It is also a means to The response could be open ended or be support the assessment of comprehension. text-based requiring use of the text and evidence.

Dialectical Students select or are assigned a quotation Students engage in the close reading of a

Journals from a text. Students respond by portion of text. They analyze, evaluate, analyzing and evaluating the relevance apply, and synthesize their learning in and importance of quotations. relation to the text.

Text-Based Text-based questions focus on gathering Text-based questions require close Questioning evidence from the text. Students focus on reading. They require students to gather main idea and details, author’s purpose, evidence from the text to support and vocabulary, and forming opinions about defend their answers. Text based what they have read. questions support students in meeting multiple standards in the ELA Curriculum Frameworks.

Literature Students select a text. The group reads the Students have some element of choice in Circles text either independently or in groups. selecting a text and taking on roles in the Students discuss the text based upon group while engaging in student-led specific roles to support comprehension of discussions and using comprehension the text. strategies. Using varied texts allows for teachers to provide differentiated materials to students reading at different levels.

Reciprocal Reciprocal teaching consists of the use of Reciprocal teaching has a strong research Teaching four key comprehension strategies in base and has been shown to increase response to a reading passage. Students reading comprehension. Students focus apply the strategies of predicting, on four key comprehension strategies summarizing, clarifying, and asking applied to a variety of different tasks. questions. The strategy can be used in many ways including small group settings, intervention classes, and as a grouping structure for literature circles.

Turn and Talk Students turn to a partner to share their Student talk is important for helping or Think Pair thinking. In a think, pair, share, students students to explain their thinking, use Share are given think time before turning to a vocabulary, and formulate opinions about partner to share. After sharing, the teacher what they read. selects a few students to share their responses with the whole group.

Appendix D Comprehensive Essay Rubric 6-12

4 3 2 1 Exceeds expectation Meets expectation Working toward Below expectation expectation

● Ideas are interesting ● Ideas are sound. ● Ideas are ● Ideas are minimal. Ideas/ and engaging. ● Ideas illogical or in ● Ideas contain Content ● Ideas demonstrate demonstrate an error. fundamental errors thoughtful insight adequate ● Ideas that demonstrate into literature. understanding of demonstrate that little to no the literature. the understanding of understanding of the literature. the literature and class discussions is incomplete.

● Thesis is clear and ● Thesis is clear. ● Thesis is unclear. ● There is no thesis. insightful. ● Focus is mostly ● Attention needs ● The essays shows Focus ● Focus is maintained clear and to be paid to lack of focus. and support is sustained. focus. ● It is not evident provided throughout ● Paragraphs are ● Support needs a what the writer is the essay. related to the stronger trying to prove. ● All paragraphs are thesis. connection to the logically connected ● Most sentences thesis. to the thesis. contribute to the ● All sentences within thesis. paragraphs contribute to the thesis.

● There is a logical ● There is ● There is no ● There is a random order of ideas. adequate logical order of order of ideas. Organization ● The essay flows and organization to ideas, but ideas ● There is no is not confusing. the flow of are present in connection between ● Clear topic sentences ideas. thesis. thesis and reflect the ● The order of the ● Topic sentences discussion. subsequent essay relates to are often ● There is minimal or discussion. the thesis. missing. no introduction or ● Essay is coherent. ● There is ● there is irrelevant conclusion. ● Here are transitions coherence and information. between sentences relevant ● The introduction and paragraphs. information. and conclusion ● There is no irrelevant ● The introduction are inadequate. information. and conclusion ● Introduction and are adequate. conclusion are

interesting and effective.

● There is relevant ● Textual ● Textual evidence ● No textual evidence textual evidence to evidence is is mostly in the form of Development/ support thesis. mostly relevant. irrelevant. quotations. Support ● Examples from the ● Quotations are ● Quotations are ● Quotations are not text support ideas. adequately not integrated explained. ● Quotations are integrated and and may be ● Much of the essay interestingly and explained. poorly explained is underdeveloped effectively used. ● There are some or not related to and lacking in ● The connection gaps connecting the thesis. details. between textual evidence to ● There is some evidence and the thesis. missing thesis is explained. ● Some body evidence. ● There is substantial, paragraphs may thorough need further commentary on development. ideas, quotes, and examples.

● Essay adheres to the ● Errors do not ● There are lapses ● There is excessive conventions of confuse the into first and use of past tense, Standard English. reader and may second person, first and second Conventions ● Essay uses present be the result of past tense, person, passive tense and active risk-taking. contractions, and voice, informal voice ● Essay includes passive voice. language, and ● Essay avoids the use effective but not ● Errors in contractions of first and second interesting sentence ● Essay contains person. language. structure and errors that interfere ● Correct grammar and ● Uses adequate punctuation are with meaning spelling are used. diction and clear present. ● Confusing ● Style is engaging and sentences. ● There is basic sentences and includes ● Shows some diction, informal awkward phrasing sophisticated word advanced word language, and abound. choice and sentence choice. excessive use of fluency. ● Occasional simple sentence. misuse of words.

Appendix E Open Response Rubric 6-12

Score Exceeds expectation Meets expectation Working toward Below expectation 4 3 expectation 1 2

● conveys a correct and ● conveys a correct, ● conveys a partly ● provides little or no Ideas in-depth although correct evidence of somewhat basic, understanding of understanding of understanding of the understanding of the topic, the topic, audience, topic, audience, and the topic, audience, and and purpose of the purpose of the writing audience, and purpose of the writing task purpose of the writing task ● offers little or no task writing task ● offers an explanation to ● offers an insightful ● offers adequate incomplete support the thesis and complete analysis analysis and analysis or ● ideas do not make and explanation in explanation in superficial sense or are support of the thesis support of the explanation that incorrect ● ideas are interesting thesis only partially and unique ● oideas make sense supports the thesis ● there are not many ideas

● there is a clear and ● there is a clear ● there is a thesis ● there is no thesis interesting thesis (it is thesis (it is clear but response fails ● response does not what you are to consistently maintain focus Focus clear what you are trying to prove) maintain focus / ● thesis does not and trying to prove) and and response or thesis is not make sense with Organiza response maintains maintains focus clear the assignment on the thesis ● lacks the logical ● little or no tion consistent focus on ● exhibits a logical sequence of organization the thesis structure with statements about ● minimal or no ● exhibits logical and statements about the topic, introduction or coherent structure the topic, evidence from the conclusion evidence from the passage, and with statements about passage, and explanations the topic, evidence explanations that ● the introduction from the passage, and support the thesis and conclusion explanations that ● the introduction are too short and conclusion ● the introduction support the thesis are adequate (they and the ● introduction and

conclusion are do their job, but conclusion do not interesting and are nothing reflect the essay effective special)

● quotes support the ● quotes support ● quotes support the ● does not include thesis clearly and the position position partially quotes or evidence clearly and ● argument uses from the passage Develop fully consistently few ideas and ● argument contains ment/ ● argument effectively ● argument quotes no ideas from the Supporti integrates and incorporates ● quotes and ideas passage elaborates on specific quotes from the are not explained ng ideas and quotes from passage ● quotes/examples Details the passage ● argument explains are ineffective ● quotes/examples are ideas and quotes interesting and ● quotes/examples effective are adequate

● essay uses the ● some errors are ● there are some ● there is excessive conventions of made, but do not instances where use of past tense, confuse the reader first and second first and second Conventi Standard English ● shows some person, past tense, person, informal ons ● no spelling, advanced word and contractions language, and grammatical, or choice are used contractions punctuation errors ● some words are ● errors in sentence ● essay contains

● style grabs the misused structure errors that interfere reader’s attention ● essay uses the ● errors in with meaning ● sophisticated word conventions of punctuation ● confusing sentences choice Standard English ● simple sentences, and awkward ● essay uses present simple phrasing tense vocabulary, and ● no first and informal language second person pronouns ● minimal spelling and grammatical errors

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Appendix F Matrix of Common Assessments MVMMS

Grade 6 Common Assessments

Benchmark Assessments Core Assignments Prose Constructed Responses

Beginning of Year Literary Analysis Essay: “An Island Is Born” List and “The Monkey’s Paw” and describe five important events Iqbal “Elements of a Gothic that happened in the creation of Novel” Surtsey. Analyze how gothic elements affect mood.

Mid Year Narrative Essay: “Stopping the Alien Invaders” “The Monkey’s Paw” and Joey Pigza Swallowed Describe two methods of “Elements of a Gothic the Key dealing with the threat of Novel” “alien” species. Analyze how gothic elements affect mood.

End of Year Research: “Throwing a Tree” Describe at Roll of Thunder, Hear My Roll of Thunder least two examples of Cry and image of Jim personification used in the Crow poem.

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Grade 7 Common Assessments

Benchmark Assessments Core Assignments Prose Constructed Responses

Beginning of Year Narrative Essay: Describe Compare and contrast the The Count of Monte Cristo a life experience and reflect theme in each of the and Blessings on the universal lesson it slections. teaches.

Literary Analysis Essay: Non-Fiction Essay: Mid Year How does Dickens’ novel “Fish Cheeks” (essay) and Analyze a passage from the A Christmas Carol “immigrants” (poem) writing of Charles Dickens represent the theme of Compare and contrast the and consider that passage in transformation? themes presented in the relation to a nonfiction essay and the poem. article connected to that subject.

Perform a scene (either Argument Essay: The Miracle Worker individually or in a group) Research an arguable topic Compare the reactions of taken from the play The and Create and Present a Captain and Mrs. Keller Miracle Worker. Identify Persuasive Speech about when they discover Helen’s the motivation and that topic. condition. perspective of one character from that scene.

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Grade 8 Common Assessments

Benchmark Assessments Core Assignments Prose Constructed Responses

Beginning of Year Summer Reading: Literary Analysis: Non-Fiction Essay: “How Assessment Essay The Use of Dramatic License in Smart Are Dogs and The Diary of Anne Frank

Wolves?” Compare how the traits of wolves and dogs determine how they react to experiments

Mid Year Literary Analysis: Argument Essay: “I would have preferred to Breaking the Fourth Wall Single Sex Schools or in Our Town Compulsory School Service carry through…” and “500 Dollars” Compare the decisions made by the protagonists in each reading.

End of Year Nonfiction: Poetry Analysis: Nonfiction: “Hatfields and “Before the Cameras Maya Angelou, McCoys: An American Rolled” “I Love the Look of Words.” Family Legend.” Compare Compare the way in which the feud with that appearing two actors prepared for a in Romeo and Juliet. role.

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Appendix G Matrix of Common Assessments MHS

Grade 9-12 Core Assignments

English 9 Literary Analysis Literary Analysis Rewrite monologue Write a persuasive essay: Essential essay: Essential from Shakespeare’s political speech Question Essay Question Essay Macbeth or Julius inspired by the novel BOY: (Lord of the Flies) (The Pearl) Caesar in modern Animal Farm. Guava English and perform the original speech for the class.

English 10 Literary analysis Literary analysis Rewrite (optional) Write a short research essay: Identifying, essay: Discussing and perform a paper related to the describing, and characters’ life monologue or Group themes or other BOY: explaining a lessons as they performance from A aspects of the fiction Frederick character’s change. come of age. Midsummer Night’s studied this year. Douglass (Night) (To Kill a Dream or The Mockingbird) Merchant of Venice.

English 11 Definition Essay: Performance/ Rhetorical Analysis Research Essay Use Exploring topics in Presentation: Write an essay an independent book The Crucible. Write and present a comparing author’s choice connected to BOY: persuasive speech purpose in Fitzgerald’s the American Dream Huck/ using models from The Great Gatsby and and identify elements MS literature and U. S. Steinbeck’s Of Mice that prevent or help historical and Men. someone achieve the documents. American Dream.

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English 12 AP, H, & CP AP, H, & CP AP, H, & CP AP, H, & CP Personal Essay: Write a research Performance: Write a paper arguing Plan and write a paper related to Writing and whether college is BOY: 500 word essay themes or other Presentation of an necessary for all Lahiri that highlights an aspects of fiction original boast based on Americans using aspect of your life studied this year. the style and tradition Miller’s Death of a and character that of the Beowulf poet. Salesman and several is suitable for a nonfiction articles. college admissions essay.

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Grade 9-12 Common Open Responses at Melrose High School

English 9 Non-fiction critical Poetry analysis: Analysis of drama: Literary Analysis: reading: Identifying Examining how form Examining meaning and Explain how the author and describing key and structure support structural techniques in uses details to develop BOY: details that create a meaning in Luci Simon’s The Sunshine Boys. the characters’ Guava process. (“New Tapahonso’s *(optional/BOY) personalities. (“Ceyx England Clam “I Am Singing Now.” and Alcyone”) Chowder).

English 10 Analysis of drama: Non-fiction critical Literary analysis: Identifying Non-fiction critical Identifying and reading: Identifying and explaining metaphor in reading: Explain what explaining metaphor in and describing key Wolfe’s Of Time and the author Richard Wright BOY: Shakespeare’s “Shall I details that create a River. discovers about Chicago Frederick Compare Thee to a process. *(optional/BOY) that causes him to feel Douglass Summer’s Day.” (“Paintbrushes”) insecure. (Black Boy)

English 11 Synthesis: Write a short Visual Analysis: Write Poetry analysis: Discuss the Analysis of drama: synthesis essay a short essay critically theme of hope in Dickinson’s Identify and analyze the connecting current analyzing visuals. “Hope is a thing with dream theme in BOY: events articles to In feathers.” Hansberry’s A Raisin in Huck/ Cold Blood. *(optional/BOY) the Sun. MS

English 12 12 CP & H 12 CP & H 12 CP & H 12 CP & H Non-fiction critical Literary analysis: Literary Analysis: Jhumpa Explain how each reading: Describe what Identify elements based Lahiri Prose/Fiction character responds to the BOY: Mandela’s speech on the theme of “Wear Comparison Contrast Essay loss explained in the Lahiri reveals about his hopes Sunscreen” *(optional/BOY) excerpt from Miller’s for a new South Africa. graduation speech play All My Sons written by Mary Schmich.

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Appendix H AP English Language Essay Scoring Rubric

8-9 These are well-organized and well-written essays. With apt and specific references to the passage, they will analyze the prompt in depth and with appropriate support. While not without flaws, these papers will demonstrate an understanding of the text and a consistent control over the elements of effective composition. These writers read with perception and express their ideas with clarity and skill.

6-7 They are less incisive, developed, or aptly supported than papers in the highest ranges. They deal accurately with the prompt, but they are less effective or thorough than the 8-9 essays. These essays demonstrate the writer's ability to express ideas clearly but with less maturity and control than the better papers. Generally, essays scored a 7 present a more developed analysis and a more consistent command of the elements of effective exposition than essays scored a 6.

5 Customarily, these essays are superficial. The writing is adequate to convey the writer's thoughts, but these essays are typically ordinary, not as well conceived, organized or developed as upper-level papers. Often, they reveal simplistic thinking and/or immature writing.

3-4 These lower-half essays may reflect an incomplete understanding of the passage and fail to respond adequately to part or parts of the question. The discussion may be inaccurate or unclear, and misguided or undeveloped; these essays may paraphrase rather than analyze. The treatment is likely to be meager and unconvincing. Generally, the writing demonstrates weak control of such elements as diction, organization, syntax, or grammar. These essays typically contain recurrent stylistic flaws and lack persuasive evidence from the text. Any essay that does not address the prompt can receive no higher than a 4.

1-2 These essays compound the weaknesses of the papers in the 3-4 range. They seriously misread the passage or fail to respond to the question. Frequently, they are unacceptably brief. Often poorly written on several counts, these essays may contain many distracting errors in grammar and mechanics. Although some attempt may have been made to answer the question, the writer's views typically are presented with little clarity, organization, coherence, or supporting evidence.

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Appendix I AP English Literature Essay Rubric 9 These persuasive essays select apt and specific textual evidence to sustain a complex thesis. They exhibit the ability to sustain a thesis while discussing a literary work with understanding and insight. These essays demonstrate the ability to compose with clarity and sophistication and show stylistic maturity.

8 These persuasive essays select apt and specific textual evidence to sustain a complex thesis. They reveal depth of analysis and exhibit the writer’s ability to express ideas clearly and skillfully. These writers show consistent control over the elements of effective writing, particularly diction, syntax, and structure.

7 These competent essays select mostly apt and specific textual evidence to sustain a solid thesis but are less thorough and less perceptive than the 9/8. These essays demonstrate the ability to express ideas clearly but do not exhibit the same level of stylistic maturity as the 9/8.

6 These competent essays select mostly apt and specific textual evidence to sustain a reasonable thesis but are less thorough and less perceptive than the 9/8. They are likely to be less incisive and less well-supported than a 7 and demonstrate less stylistic maturity.

5 These essays, though they contain a plausible argument, are characterized by superficiality. The connection to the work as a whole lacks complexity and depth. The essays use specific textual evidence but lack complexity of analysis. Although the writing is adequate to convey ideas and is not marred by distracting errors, these essays are not as well conceived, organized, or developed as those in the 7/6 category.

4 These essays may rely upon unsubstantiated generalizations instead of specific textual evidence to make the argument. Discussion, though not entirely inaccurate, tends to be thin and may rely more on plot summary than analysis. Often wordy and repetitious, the writing may reveal uncertain control over the elements of college-level composition and may contain recurrent stylistic flaws.

3 These essays rely upon unsubstantiated generalizations instead of specific textual evidence to make the argument. Discussion may contain some inaccuracies. Essays that contain significant misreading and writing that is unable to convey the argument with clarity will receive a 3.

2 These essays compound the weaknesses of the essays in the 4/3 range. They may seriously misread the work. They are often unacceptably brief. Although some attempts may be made to answer the question, the observations are presented with little clarity, organization, or support from the text. These essays may be poorly written and contain flaws that significantly interfere with meaning.

1 These essays distort or misapply the essay task. They are unacceptably brief and contain serious problems with diction, syntax, and structure.

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0 These essays do no more than make a reference to the essay task. Appendix J Pilot: Combined Open Response/Short Composition and Comprehensive Essay Rubric

Open Response and Essay Rubric

Score Exceeds Meets Working Toward Below Expectations Expectations Expectations Expectations 4 3 2 1

Ideas Conveys a correct Conveys a Conveys a partly Conveys little and in-depth correct, although correct understanding of understanding of the basic, understanding understanding of the the writing task writing task of the writing task writing task Offers little or no Offers an insightful Offers an adequate Offers an incomplete explanation to and complete analysis and analysis or support the thesis analysis and explanation in superficial Ideas show little to explanation in support of the thesis explanation that only no understanding support of the thesis Ideas show partially supports the of literature Ideas show adequate thesis Ideas do not make complete understanding of Ideas show sense or are understanding of literature incomplete incorrect literature Ideas are understanding of Ideas are complete approaching literature and unique complexity and Ideas are simplistic uniqueness

Focus Thesis is clear and Thesis is clear Thesis is inadequate There is no thesis and sophisticated Maintains Fails to maintain Response is Organi- Maintains consistent somewhat consistent focus on unfocused zation focus on the thesis consistent focus on the thesis Structure causes Exhibits logical the thesis Lacks logical confusion structure Exhibits lapses in structure No topic sentences All topic sentences logical structure Few topic sentences are clear or reflect are clear and reflect are clear and reflect

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the subsequent Most topic the subsequent the subsequent discussion sentences are clear discussion discussion Introduction and and reflect the Introduction and Introduction and conclusion are subsequent conclusion are conclusion are effective discussion inadequate minimal or missing Introduction and conclusion are adequate

Developm All evidence needed Most evidence There is some There are no ent and for support is needed for support important quotations at all/ Suppor- present/there is is present/evidence information for none of the ting relevant evidence to is mostly relevant to support evidence is Details support the thesis support the thesis missing/evidence is relevant Quotations are Quotations are mostly irrelevant to Quotations are effectively integrated adequately the thesis dropped into the The connection integrated Quotations are not text without between quotations The connection effectively integrated integration and the thesis is between quotations The connection The connection completely explained and the thesis is between quotations between quotations Essay is fully adequately and the thesis is and the thesis is developed explained poorly explained not explained All evidence is Some body Much of the essay is The essay is effectively analyzed paragraphs need underdeveloped underdeveloped further development Some evidence is Little evidence is Most evidence is effectively analyzed effectively effectively analyzed analyzed/ too much summary is included

Conven- Limited spelling, Some spelling, Many spelling, Many spelling, tions grammatical, or grammatical, or grammatical, or grammatical, or punctuation errors punctuation errors punctuation errors punctuation errors Sophisticated word are made but do not are made but do not interfere with choice confuse the reader confuse the reader meaning

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Entire essay uses Some advanced Simple and/or Incorrect word appropriate stylistic word choice informal language choice and/or techniques Most of essay uses Some of essay uses informal language throughout appropriate stylistic appropriate stylistic Little of the essay techniques techniques uses appropriate stylistic techniques

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