Formative Assessment and DI Formative Assessment and DI in Math Classroomsin Math Classrooms

Our Learning Target Our Learning Target By the end of this session, By the end of this session,

you will be able to say…you will be able to say…I can explain how some teachers use I can explain how some teachers use formative assessments to form math groups. formative assessments to form math groups. I can explain what data some teachers use to I can explain what data some teachers use to form math groupsform math groupsI can explain how to manage data.I can explain how to manage data.I can explain how some teachers manage I can explain how some teachers manage math groups in a classroom. math groups in a classroom. I can explain a variety of activities that I can explain a variety of activities that students may be engaged with in order to students may be engaged with in order to reach mastery reach mastery

-Set clear learning -Set clear learning targets in student targets in student

friendly termsfriendly terms

Start with a Pretest!Start with a Pretest!

Figure out what conceptual understanding your Figure out what conceptual understanding your students have…students have…What can they doWhat can they doWhat do they knowWhat do they knowWhat cant’ they doWhat cant’ they doWhat don’t they knowWhat don’t they know

Don’t wait until the end!Don’t wait until the end!The Non-example of formative assessment

Once you have assessed your learners,

you must take ACTION!

Students set goals…Students set goals…

Here’s How it works for meHere’s How it works for me Split kids into groups based on data.Split kids into groups based on data.

Here’s what the data might look likeHere’s what the data might look like

O-2O-2 22 33 44 5-75-7 8-108-10

ShaiShai TravisTravis XavierXavier CiaraCiara JoseJose CalebCaleb

CameronCameron AlexaAlexa EZEZ AnthonyAnthony JeremyJeremy CarlyCarly

AlexAlex JoshJosh JessicaJessica M.J.M.J. KierraKierra

KristalKristal AlexisAlexis TinaTina

JorgeJorge C.J.C.J.

AaronAaron M.M.M.M.

JimmyJimmy

The Non-example of formative assessment

And I figure out how I can provide DI And I figure out how I can provide DI in order to meet the needs of all my in order to meet the needs of all my

students!students!

Why aren’t you differentiating?

I think about…I think about…What activities would assist students in What activities would assist students in mastering the concept?mastering the concept?What manipulatives can I use to build What manipulatives can I use to build conceptual understanding?conceptual understanding?What videos are there?What videos are there?What site offers interactive practice?What site offers interactive practice?Who needs the most teacher support?Who needs the most teacher support?Who needs to move on to a new skill?Who needs to move on to a new skill?

What DI can look like…What DI can look like…

Learning Target---Estimate Learning Target---Estimate Quotients and ProductsQuotients and Products

You Pick---You Pick--- (when finished…hand in to the hand it in place by my desk) if finished before time choose a second (when finished…hand in to the hand it in place by my desk) if finished before time choose a second

activity..activity..

*Pick a partner and play the division math game, but estimate to find the *Pick a partner and play the division math game, but estimate to find the quotient record your work on a sheet of paper.quotient record your work on a sheet of paper.

*Complete a practice paper (located by doc cam) by yourself*Complete a practice paper (located by doc cam) by yourself*Create 12 of your own story problems using estimation of quotients and *Create 12 of your own story problems using estimation of quotients and

products by yourselfproducts by yourself*Write a song explaining how to estimate quotients and products with a *Write a song explaining how to estimate quotients and products with a

partnerpartner

Learning Target---Add and subtract fractions with unlike denominatorsKierra, Cameron, Alexis, M.M., C.J., M.J.

Learning Target---Add and subtract fractions with unlike denominatorsCiara, Tina, Jeremy, Alex, Josh, Jose

First

Melanie Ohrtman- 3Melanie Ohrtman- 3rdrd Grade Grade

Guidelines for managing Guidelines for managing flexible groups…flexible groups…

PP – Pairs or Partners– Pairs or Partners

AA – Alone (individualized work, independent – Alone (individualized work, independent studies)studies)

LL – Large group (whole class) – Large group (whole class)

SS – Small group (homogeneous (ability – Small group (homogeneous (ability grouping) or heterogeneous (mixed ability)grouping) or heterogeneous (mixed ability)

How to use extra help-How to use extra help-

Monday Monday 11:15-11:4511:15-11:45

Mrs. Isaac (Back Table) 11:15-11:45- Jimmy, Anthony, Xavier, Alexa, Ez

Bring a dry erase board, marker, and pencil

Mrs. O’Brien (Center of Desks) 11:15-11:45 – ShaiLynne, Jose, Jorge, Josh

Bring a dry erase board, marker, and pencil

Mrs. Bigbee Computer Lab (2 digit multiplication, problem solving) 11:15-11:45

Caleb, Kierra, Cruz, Carly, Cameron, Travis, C.J., Alex, M.J., Jeremy, Alexis, Tina

11:45-12:15 Mrs. Isaac’s group, Mrs. O’Brien’s group, and others- Choose to Work with a partner, work alone, or come to back table for more help.

Anyone else that feels like they need assistance from me, can come on up!

Use some kind of record-keeping so you Use some kind of record-keeping so you and your students will know at a glance who and your students will know at a glance who

is in each group for a particular activity.is in each group for a particular activity.

Group members are expected to…Group members are expected to…RememberRemember our philosophy… our philosophy…TeachTeach, , don’t tell.don’t tell.CooperateCooperate with one another by using positive with one another by using positive language and pleasant voices.language and pleasant voices.Take turnsTake turns listening to other members speak listening to other members speakShow Show respectrespect to one another by being polite to one another by being polite and giving positive comments for work well and giving positive comments for work well done.done.HelpHelp one another with any difficulties one another with any difficulties experienced.experienced.Work togetherWork together and and compromise compromise to come up to come up with one good idea, presentation or project.with one good idea, presentation or project.

So…Then what?So…Then what?

Formative AssessmentFormative AssessmentTeacher’s need Palm Pilots!Teacher’s need Palm Pilots!

At the end of every other math session (about)…I have At the end of every other math session (about)…I have students complete a ticket out the door or collect some students complete a ticket out the door or collect some kind of evidence.kind of evidence.

Have students self-assess how their learning is Have students self-assess how their learning is progressing…progressing…

This is important, because I have found, students may This is important, because I have found, students may score all items correctly but might not feel totally confident score all items correctly but might not feel totally confident about their mastery.about their mastery.

On-going

Frequent

Guides Instruction

Not graded

Set Goals for

improvement

What data do I use?What data do I use?Mostly exit card data…Mostly exit card data…CPS quizzesCPS quizzesThree Minute BuzzThree Minute BuzzPerformance observations…Performance observations…Anecdotal RecordsAnecdotal RecordsCI CI L to J quizzesL to J quizzesQuarter TestsQuarter TestsLook at some of these….Look at some of these….

Jeremy, Jessica, Jorge, Alexa, & AaronJeremy, Jessica, Jorge, Alexa, & Aaron

So I Ask myself…

Who needs my attention now? Which students need a different approach?If they don’t get it, I need to switch it up and try something different.

Who might benefit from a peer teacher?

Which students are not learning anything new, because I haven’t challenged them?

How Emily Mogensen groups kidsHow Emily Mogensen groups kidsI will teach a skill and then create 3 different activities for I will teach a skill and then create 3 different activities for independent practice according to their ability.  For independent practice according to their ability.  For example, for my low kids (Help group) they may work on example, for my low kids (Help group) they may work on place value to hundreds and thousands……  place value to hundreds and thousands……  (Happy group)- ones that are comfortable right where (Happy group)- ones that are comfortable right where they are would work on place value to thousands, and they are would work on place value to thousands, and ten thousands with a challenge to hund. Thous.  ten thousands with a challenge to hund. Thous.  My experts would practice place value to hundred My experts would practice place value to hundred thousand and be challenged on to millions. thousand and be challenged on to millions.  I let me students decide (student choice) where they fit I let me students decide (student choice) where they fit according to self confidence and skill, and they work at a according to self confidence and skill, and they work at a level that fits them best.  level that fits them best.  Depending on the activity, these flex group activities for Depending on the activity, these flex group activities for independent practice would vary.  One day they may be independent practice would vary.  One day they may be in the happy group, two days later, in help or vise versa. in the happy group, two days later, in help or vise versa. 

Quesitoning & the Count up MethodQuesitoning & the Count up Method

Then have students set Then have students set goals for Improvement:goals for Improvement:Student Mastery Goal SheetStudent Mastery Goal Sheet

Specific goals make it easier for students to see Specific goals make it easier for students to see progress.progress.Small goals make it easier for students to feel more Small goals make it easier for students to feel more successful and makes the concept obtainable.successful and makes the concept obtainable.Students take ownership for their learningStudents take ownership for their learningUse the assignment book aka- plannerUse the assignment book aka- plannerResearch based.Research based.

Rounding ActivitiesRounding Activities

How to Use Corrective ActivitiesHow to Use Corrective Activities

ActivityActivity Helpful CharacteristicHelpful Characteristic With With TeacherTeacher

With With FriendFriend

By By OneselfOneself

ReteachingReteaching Use different approach; different examples.Use different approach; different examples. XX      

Individual Individual TutoringTutoring Tutors can also include older students, teacher aides, classroom volunteers.Tutors can also include older students, teacher aides, classroom volunteers. XX XX   

Peer TutoringPeer Tutoring Avoid mismatched students, as this can be counterproductive.Avoid mismatched students, as this can be counterproductive.    XX   

Cooperative Cooperative TeamsTeams

Teachers group 3-5 students to help one another by pooling knowledge of Teachers group 3-5 students to help one another by pooling knowledge of group members.  Teams are heterogeneous and might work together for group members.  Teams are heterogeneous and might work together for several units.several units.

   XX   

Course Course TextbooksTextbooks

Reread relevant content, which corresponds to problem areas.  Provide Reread relevant content, which corresponds to problem areas.  Provide students with exact sections or examples so they can go directly to it.students with exact sections or examples so they can go directly to it. XX XX XX

Alternative Alternative TextbooksTextbooks These might offer a different presentation, explanation, or examples.These might offer a different presentation, explanation, or examples. XX XX XX

Workbooks/Study Workbooks/Study GuidesGuides

Includes videotapes, audiotapes, DVDs, hands-on material, manipulatives, Includes videotapes, audiotapes, DVDs, hands-on material, manipulatives, Web resources, and so on.Web resources, and so on. XX XX XX

Academic GamesAcademic Games Can promote learning via cooperation and collaboration.Can promote learning via cooperation and collaboration. XX XX XX

Learning KitsLearning Kits Usually include visual presentations and tools, models,  manipulatives, Usually include visual presentations and tools, models,  manipulatives, interactive multimedia content.  Can be commercial or teacher made.interactive multimedia content.  Can be commercial or teacher made.    XX XX

Learning Learning Centers/LabsCenters/Labs

Include hands-on and manipulative tasks.  Involve structured activity with Include hands-on and manipulative tasks.  Involve structured activity with specific assignment to complete.specific assignment to complete.    XX XX

Computer Computer ActivitiesActivities

Can be effective when students become familiar with how a program works Can be effective when students become familiar with how a program works and when software matches learning goals.  and when software matches learning goals.     XX XX

  Adapted from Guskey, T. (2007/2008, Dec/Jan). The rest of the story. Adapted from Guskey, T. (2007/2008, Dec/Jan). The rest of the story. Educational Leadership, 65Educational Leadership, 65(4), 31.(4), 31.

Partner TeachersPartner Teachers

Differentiation – 3 sets of 3(4)Differentiation – 3 sets of 3(4)1.1. On-Going On-Going

AssessmentAssessment2.2. Flexible GroupingFlexible Grouping3.3. ChoicesChoices

1. Readiness

2. Interest

3. Learning Profile1. Content - INPUT

(what I want them to learn)2. Process(how I want them to learn)3. Product - OUTPUT(how they show me what they know)4. Environment(offers opportunities for different ways of learning)

Some kids are confident and Some kids are confident and become the Expertbecome the Expert

How I track short term data…How I track short term data… Flex Grouping using dataFlex Grouping using data

Math grouping changes almost daily. That is why Math grouping changes almost daily. That is why I choose to use PowerPoint slides…I choose to use PowerPoint slides…I just copy and paste the old slide for a new slide I just copy and paste the old slide for a new slide and adjust student names, groups, and/or and adjust student names, groups, and/or activities.activities.As more and more students master the concept, As more and more students master the concept, their name is moved to out of the highly their name is moved to out of the highly supported group.supported group.There are a set of students that need a lot of There are a set of students that need a lot of support that appear nearly each time.support that appear nearly each time.

Wednesday Wednesday 11:15-11:4511:15-11:45

Mrs. Isaac (Back Table) 11:15-11:45- Josh, Aaron, ShaiLynne, Xavier, Jimmy

Mrs. O’Brien (Center of Desks) 11:15-11:45 – Ez, Anthony, Kristal, Alexa, Jorge

Mrs. Bigbee Computer Lab (2 digit multiplication, problem solving) 11:15-11:45

Caleb, Kierra, Carly, Cameron, Travis, C.J., Alex, M.J., Jeremy, Alexis, Tina, Jose

11:45-12:15 Student ChoiceMrs. Bigbee –Work with group—

Mr. Fleck (Round table by closet) – Ciara, M.M., Jessica

After a formative assessment…After a formative assessment…

Students must be given the opportunity to Students must be given the opportunity to apply the feedback by apply the feedback by trying againtrying again (Black (Black & Wiliam, 1998)& Wiliam, 1998) What do I want students to know and be able What do I want students to know and be able

to do? to do? How will I know if students have learned?How will I know if students have learned? What will we do when students haven’t What will we do when students haven’t

learned it? learned it? What will we do when students already know What will we do when students already know

it? (Richard DuFour)it? (Richard DuFour)

Some students need more support Some students need more support than others…than others…

So…What do you do with the kids So…What do you do with the kids who master the concept?who master the concept?

Others need even more supportOthers need even more support

How I manage data..How I manage data..

So…What are you thinking?So…What are you thinking?

Exit CardExit Card

NameNameQuestion:Question: Explain how you could use Explain how you could use a strategy from this presentation in a strategy from this presentation in YOUR classroom.YOUR classroom.

Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this

Would you help someone else learn this?

YES Not at this time

Guidelines for managing Guidelines for managing flexible groups…flexible groups…

Practice, practice, practice…Practice, practice, practice… Getting into groupsGetting into groups

Moving chairs and/or desks for group workMoving chairs and/or desks for group workMonitoring/dealing with noise level in the Monitoring/dealing with noise level in the classroomclassroomDistributing, collecting, storing materialDistributing, collecting, storing material

Stopping groups and returning to the whole Stopping groups and returning to the whole class.class.

Ok, let’s try it again!Ok, let’s try it again!

Formative AssessmentFormative AssessmentTom Roy about Formative AssessTom Roy about Formative Assessmentment

Definition: providing descriptive feedback means communicating to students where they are doing well and where they need improvement. Also descriptive feedback provides opportunities for the learner to make adjustments and improvements toward mastery of the standard.

Implications for classroom Implications for classroom practicepractice

Share learning goals with students.Share learning goals with students.

Involve students in self-assessment.Involve students in self-assessment.

Provide feedback that helps students Provide feedback that helps students recognize their next steps and how to take recognize their next steps and how to take them.them.

Be confident that every student can improve.Be confident that every student can improve.

Mrs. BigbeeMrs. Bigbee

Offering Choice in the ClassroomOffering Choice in the Classroom

Other types of pre-assessmentsOther types of pre-assessmentsPeople construct new knowledge by building on People construct new knowledge by building on

their current knowledge.their current knowledge.Quick WriteQuick Write - might sound very ordinary, but as a pre-assessment it can reveal a lot by - might sound very ordinary, but as a pre-assessment it can reveal a lot by asking a ‘big idea’ question; student answers can uncover what they understand, what asking a ‘big idea’ question; student answers can uncover what they understand, what misconceptions they may have, or the reasoning processes they are using. They are given misconceptions they may have, or the reasoning processes they are using. They are given only 1-3 minutes to write an answer (thus 'quick write')only 1-3 minutes to write an answer (thus 'quick write')ExampleExample: "How do electrical devices work?": "How do electrical devices work?"

Graphic OrganizerGraphic Organizer - there are so many - you might want to consider a Venn diagram, a - there are so many - you might want to consider a Venn diagram, a word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used word/idea web, a cause/effect chart, a flow-chart, a sequence chart; something you’ve used as a pre-write; (KWL is really common, so don’t use for this assignment please). as a pre-write; (KWL is really common, so don’t use for this assignment please). GOGO

Word Splash ActivityWord Splash Activity - content vocabulary is placed on a board, chart, large paper in a - content vocabulary is placed on a board, chart, large paper in a random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned random ‘splash’. Students are asked to use the words in sentences, a paragraph, captioned drawing, or diagram. drawing, or diagram.

Cloze Writing Cloze Writing - fill in the blank using a vocabulary bank- fill in the blank using a vocabulary bank

Line ContinuumLine Continuum - usually used with 5-10 agree/disagree or true/false statements about the - usually used with 5-10 agree/disagree or true/false statements about the upcoming topic/unit; students place themselves on a continuum line about what level of upcoming topic/unit; students place themselves on a continuum line about what level of comfort they may have with answering the question; for each question there usually is new comfort they may have with answering the question; for each question there usually is new movement. movement. DOTSDOTS

Graffiti WallGraffiti Wall - Use large butcher paper and title it with a theme or big idea or topic from unit - Use large butcher paper and title it with a theme or big idea or topic from unit (i.e. Ancient Greece) Students over a certain amount of time (a day-a week) write (i.e. Ancient Greece) Students over a certain amount of time (a day-a week) write thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep thoughts/ideas/opinions that come to mind regarding the title. Have them initial each. Keep track of what students record. The graffiti wall then can be used throughout the unit by adding track of what students record. The graffiti wall then can be used throughout the unit by adding new information, correcting misconceptions, categorizing, developing vocabulary, etc.new information, correcting misconceptions, categorizing, developing vocabulary, etc.for you to listen to later. for you to listen to later.

Other types of pre-assessmentsOther types of pre-assessmentsYes/No CardsYes/No Cards - Students make a large index card with - Students make a large index card with YesYes (or "Got It") on one (or "Got It") on one side, side, NoNo ("No clue") on the other side. Teachers ask an introductory or review ("No clue") on the other side. Teachers ask an introductory or review question. Students who know the answer hold up the Yes card, if they might question. Students who know the answer hold up the Yes card, if they might have the answer they hold the No card. Then do a quick Think/Pair/Share. This have the answer they hold the No card. Then do a quick Think/Pair/Share. This short assessment can give a quick look at what the group is ready short assessment can give a quick look at what the group is ready for/understands/'gets'. for/understands/'gets'. ExampleExample: Use when introducing vocabulary words that : Use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.students need as a knowledge base for a specific unit of study.

Entrance CardsEntrance Cards- As students enter for the day give them a small index card - As students enter for the day give them a small index card and ask them to respond to a displayed sentence or short paragraph which and ask them to respond to a displayed sentence or short paragraph which shares a specific idea that will be taught during the unit displayed in the room. shares a specific idea that will be taught during the unit displayed in the room. They might ask questions or add more information to the displayed statement. They might ask questions or add more information to the displayed statement. EntryEntry

Square Off/or 4 Corners Square Off/or 4 Corners - Place a card in each corner of the room labeled as: - Place a card in each corner of the room labeled as: No PathNo Path, , Rocky PathRocky Path,, Smooth Path Smooth Path, and , and Paved PathPaved Path. Teach them the . Teach them the meaning of the analogy of "path" in their learning. Make a statement or ask a meaning of the analogy of "path" in their learning. Make a statement or ask a question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct question about the topic/unit of study (i.e. "The moon has no gravity.") Instruct the students to go to the corner of the room that matches their comfort level the students to go to the corner of the room that matches their comfort level with what they are thinking or where they are with the statement. As a group, with what they are thinking or where they are with the statement. As a group, those in each corner discuss what they know about the statement/question. those in each corner discuss what they know about the statement/question. Briefly visit each corner to listen to their conversations or they can record the Briefly visit each corner to listen to their conversations or they can record the conversations onto an audio tape. conversations onto an audio tape. Exit CardExit Card

Knowledge Bar Graph TemplateKnowledge Bar Graph TemplateGroupGroup

No clueNo clue I’ve heard I’ve heard of this.of this.

I know a lot I know a lot about this.about this.

I’m an I’m an expert on expert on this.this.

Terms Pre-AssessmentTerms Pre-AssessmentThe following terms are the focus for our next math unit. Define any terms you know and provide an example as shown in the first line. Leave any lines blank if you wish. This is not graded; I will use it to plan instruction.

Math TermsMath Terms DefinitionsDefinitions ExamplesExamples

Place valuePlace value The position of a digit in a The position of a digit in a number.number.

The 2 in the number 200,000 is The 2 in the number 200,000 is in the hundred thousands place.in the hundred thousands place.

Standard formStandard form

Expanded formExpanded form

Whole numberWhole number

DecimalDecimal

Equivalent decimalsEquivalent decimals

RoundRound

EstimateEstimate

VariableVariable

Algebraic expressionAlgebraic expression

EvaluateEvaluate

Commutative PropertyCommutative Property

AddendAddend

Identity PropertyIdentity Property

Associative PropertyAssociative Property

Preview/Review (PR) Preview/Review (PR) Preview/Review onPreview/Review on Simple MachinesSimple Machines

PREVIEWPREVIEW REVIEWREVIEW

1.___ There are seven simple machines.1.___ There are seven simple machines. 1.___1.___

2.___ A stapler is a compound machine.2.___ A stapler is a compound machine. 2.___2.___

3.___ The shape of a wedge effects its ability to do its work.3.___ The shape of a wedge effects its ability to do its work. 3.___3.___

4.___ Force influences the effectiveness of machines.4.___ Force influences the effectiveness of machines. 4.___4.___

5.___ A fulcrum is part of an inclined plane.5.___ A fulcrum is part of an inclined plane. 5.___5.___

6.___ A simple machine must have at least one moving part.6.___ A simple machine must have at least one moving part. 6.___6.___

7.___ A screw is an inclined plane.7.___ A screw is an inclined plane. 7.___7.___

8.___ A pulley is used to hold two or more things together.8.___ A pulley is used to hold two or more things together. 8.___8.___

9.___ A baseball bat works as a lever.9.___ A baseball bat works as a lever. 9.___9.___

10.___ A wheel and axle is a compound machine.10.___ A wheel and axle is a compound machine. 10.___10.___

Categorization Pre-AssessmentCategorization Pre-AssessmentRenewable/Nonrenewable ResourcesRenewable/Nonrenewable Resources

Use a separate sheet of paper to respond to the following. You will not be graded on this pre-assessment. I will use the information to help me plan the upcoming unit.

FishFish SoilSoil BiomassBiomass

TidesTides LeatherLeather ReindeerReindeer

WindsWinds Solar powerSolar power CoffeeCoffee

OxygenOxygen Wind powerWind power Solar radiationSolar radiation

WaterWater PaperPaper CoalCoal

ForestsForests GasolineGasoline DieselDiesel

HydropowerHydropower Natural gasNatural gas

WoodWood TimberTimber

1. Define renewable and nonrenewable resources. 2. How do you personally use renewable and nonrenewable resources? List them and be specific about their uses. They do not have to be listed on the table above.

Make a Web Pre-AssessmentMake a Web Pre-AssessmentStory ElementsStory Elements

On a separate sheet of paper, create a web using the following words and phrases in a way that you think makes sense. Add your own words/phrases if you’d like.

Third personThird person PlotPlot Central conflictCentral conflictWhenWhen CharacterCharacter IntroductionIntroductionFirst personFirst person Rising actionRising action TimeTimeWhereWhere ThemeTheme PlacePlacePoint of viewPoint of view Falling actionFalling action ElementsElementsCentral messageCentral message AntagonistAntagonist ClimaxClimaxSettingSetting ResolutionResolution ProtagonistProtagonist

Write a paragraph explaining your web.

Entry Cards: Earth ScienceEntry Cards: Earth Science

Name:Name:Draw the orbit of the Earth around the sun.Draw the orbit of the Earth around the sun.What causes the seasons?What causes the seasons?Why is it warmer in the summer than in the Why is it warmer in the summer than in the winter?winter?

Pre-Assessing Using Graphic Pre-Assessing Using Graphic OrganizersOrganizers

Define it…Define it… Give an example…Give an example…

Give a non-example…Give a non-example… Ask a question about Ask a question about it…it…

Research – Summarization yields some of the greatest leaps in comprehension and long term retention of information.

Assesses students’ use of key vocabulary and understanding of concepts.

Combines V/L and V/S intelligences.

Social studies

3 Contributions of Greek civilization2 Ways the Greek economy differed from the Egyptian economy1 Way the geography of Greece influenced Greek life

ELA

3 Examples of prejudice in the book2 Instances that show how the main character’s prejudiced views have changed1 Real-life situation in which you were affected by or witnessed prejudice

Science

3 Parts (and functions) of a plant2 Ways to keep plants healthy1 Way Earth would be affected if there were not plants

Math

3 Strategies for solving word problems2 Important things to look for when solving word problems1 Solution to a provided word problem

Science

Sequence/steps/cycles/processesScientific principlesContent-area vocabulary

Math

Steps in a process

Social Studies

Important events/turning points/conflictsElements of civilizationHighlights of an eraContent-area vocabulary

ELA

Character/key figures/attributesSetting/conflict/problems & solutionsBeginning, middle, endSymbols/themes