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Division of Teaching and Learning

C urriculurn Aligrrrrrent inEnglish Language Arts:

Fro?tt Res e &rch to Action

ACKNOWLEDGE帥 質ENTS

Kathy WilliamsDirector

Division of Teaching and Learning

Aquine JacksonChief Academic Officer

Office of Academic Excellence

William AndrekopoulosSuperintendent of S chools

lv111、vaukee Public Schools

ilrllI狂ヽilttvaukcc Public Schools Division of Teachine and Learning

Gomponents of Curr iculum Al ignment in Engl ish Language Arts

Use Data-Driven Decision Making

(Reeus, 2()03)1. Fincl the data

2. Analyze the data

3. Create needs analysis4. Pi'ioritiz.e needs analysis

5. Set goals

6. Identify instructional strategies7. Plan professional developmentB. Identify results indicators

Think and Plan Using Understanding by Design

(IM.gitLr U McTighe, 2005)

1. Implement backwards planning; follow design standards

2. Identify what is worth knowing, important to know and

do, and enduring understandings/big ideas

3. Crcatc cssential questions4. Focus on six facets ofunderstanding (perspectivc,

interpretation, explanation. self-knowledge, empathy,

and application)5. Apply filters6. Desigrr performance tasks7. Identily and create rnost appropriate learning experiences

Deconstmct Learnins Targets

(Stryrn:, Arter, Chappuis E Chaltpui.s, 2001)1. Articulate direct conr-rection to state standards

2. Idcntify and label cognition levcl

3. Dcconstruct into specifications (knowlcdge, reasoning,

skills. products, and dispositions)

Focus on Assessrnent for Learning

(Sngtns, 2005)l . Exp lo re assess lncn l op t i o r r s

2. Select assessment type based on best corrcspondence to cognil.ion level

(choose select rcsponsc, essay, performance ) or personal communication)

3. De: igrr asscssmcnr for learni r rg4. Provide e{Iective feedback

5. Use feedback to inlbrm dccisions (studcnt and teacher)

Irnplernent Instructional Strategies

l. Conrprehensive Literacy (Mihuaukee Public Schools, 2004)

2. Differentiated Instruction (,Tomlinson, 1999)3. Integrated Instruction (Drake, 2001)

4. Cooperative Learr-ring ffohnson,Johnson, I lIohtbu, 1993)

5. Project Based Learning('Ilnmas, 1990)

Exarnine StudentWork

1. Apply Standards in Practice A\,Iitchell, 1997)

2. Apply Tuning Protocol (l)fi,the, Allm, I Pou,ell, 1999)

3. Apply Collaborative Analysis of Student Learning (I'anger, Colton, A Glff, 2003)

Apply Curricuhrrn Mapping

(I"Iayes Jacobs, 2 0 0'l)1. Gather data from operational curriculum2 . Conduc t i n t l i v i dua l r ev i ew

3. Conduct group revicw4. Identify ancl address immediate needs

5. Plan for ongoing review process

Understandingby Desigt

Data-DrivenDecision Making Deconstruct

LearningTargets

CurriculurnMapping

Gurr iculumAlignment

Assessrrentfor Learning

ExarnineStudent Work

InstructionalStrategies

llllll「 Division of Teaching and Learning

G lossary of Standards, Curr i cu[um, I nst ruct ion,and Assessment-Base d Terms Retated to tng l ish [anguage Ar ts

Ability - An educational aim that involves the whole person; is an integration of skil ls, behaviors, knowledge, values, attitudes, motivesor dispositions, and selfperceptions; is developmental and can be learned; can be assessed; transfers across settings; is continually re-evaluated and re-defined; is important to personal and/or professional situations in life; is appropriate to the mission/aims andeducational philosophy of the institution or program +(Alverno College)

Academic Prompt - A form of assessment between an authentic performance task and a short-answer test or quiz. Academic promptsare open-ended written performance tests *(Wiggins, G. and McTighe, J.-Wiggins and McTighe)

Academic Standards - Standards that specifu what students should know and be able to do, what they might be asked to give evidenceof standards, and how well they must perform. They include content, performance, and proficiency standards *(Wisconsin Departmentof Public Instruction-WI DPI)

Accountabil ity - The obligation of reporting, explaining, or justifying standards, making them responsible, explicable, and answerable*(Reeves, D.-Reeves)

Achievement The demonstration of student performance measured against established criteria (performance standards) *(O'Connor,

K.-O'Connor)

Active Learning - Any situation in which students learn by moving around and doing things, rather than sitting at their desks reading,filling out worksheets, or listening to a teacher. Active learning is based on the premise that if students are not active, they are neitherfully engaged nor learning as much as they could. Some educators restrict the term to mean activit ies outside of school, such asvoluntary community service, but others would say that acting out a Shakespeare play in the classroom is active learning *(ASCD)

Affective Education - Schooling that helps students deal in a positive way with their emotions and values is sometimes called affectiveto distinguish it from cognitive learning, which is concerned with facts and ideas. Programs designed to help students handle theiremotions, which might at one time have been termed affective education, are now more frequently called social and emotional learning*(ASCD)

Alternative Assessment - Any types of assessment in which students create aresponse to a question, as opposed to assessments inwhich students choose a response from a given l ist, such as multiple-choice, true/false, or matching. Alternative assessments caninclude short answer questions, essays, performance assessments, oral presentations, demonstrations, exhibit ions, and portfolios* (Michigan Curricu lum Framework)

Analytic Scoring - In writing, the assignment of scores to different aspects of a writing sample to identify its specific strengths andweaknesses in areas such as ideas, style, grammar, organization, spell ing, etc. *(Harris, T. and Hodges, R.-Harris and Hodges)

Anchors - Samples of student work or performance used to set the specific performance standard for each level of a rubric (Wigginsand McTighe)

Anecdotal Record - A short, written report of an individual's behavior in a specific situation or circumstance *(Airasian, P.-Airasian)

Assessment - An ongoing process aimed at understanding and improving student learning

Assessment FOR Learning - Assessments that we conduct throughout teaching and learning to diagnose student needs, plan our nextsteps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel incontrol of their journey to success. Assessments for learning happen while learning is sti l l underway. On these occasions, the grading

function is laid aside. This is notaboutaccountabil ity...this is aboutgetting better *(Stiggins, R.-Stiggins)

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3Assessment OF Learning - Tl.rose assessments that happen to make statements of student learning status at a point in time to thoseoutside the classroom, as when making student referrals or making decisions about programs *(Stiggins)

Assignment - A particular task or job given to a student for a specific purpose *(Reeves)

Authentic Assessment - Assessment that both mirrors and measures student performance in "real world" task and situations

Backward Design - An approach to designing a curriculum or unit that begins with the end in mind and designs toward that end*(Wiggins and McTighe)

Balanced Assessment Model - An assessment model using avariety of assessment methods and processes to determine studentprogress toward reaching predetermined outcomes *(Stiggins)

Benchmark - The designated points at which a student's performance can be measured on the way to becoming proficient in a standard

Best Practice - Serious, thoughtful, informed, responsible, state-of-the art teaching *(Zemelman, S., Daniels, H., and Hyde, A.)

Big Idea - In Understanding by Design, the core concepts, principles, theories, and processes that should serve as the focal point ofcurr icu la, inst ruct ion,andassessment .Big ideasareimportantandendur ing. Big ideasaretransferablebeyondthescopeofapart icu larunit *(Wiggins and McTighe)

Bloom's Taxonomy - A hierarchical l isting of cognitive learning levels, from basic to challenging (knowledge, comprehension,application, analysis, synthesis, and evaluation) *(Anderson, L. and Krathwohl, D.)

Checklist - A written l ist of performance criteria associated with a particular activity or product on which an observer marks the pupil 'sperformance on each criterion using a scale using a scale that has only two choices *(Airasian)

CABS - (Classroom Assessments Based on Standards) Classroom assessments aligned to the Milwaukee Public Schools' LearningTargets; these assessments are developed, administered, and scored by teachers with the purpose of providing meaningful, aceurate,timely, and specific feedback designed to improve student performance *(Milwaukee Public Schools)

Classroom-Based Assessment - Ongoing assessment by the teacher of student learning during the course of instruction in the school*(WI DPI)

Code-Switching- A person's change from one language or language variety to another during spoken or written communication, asfrom Spanish to English in a bilingual setting, or from a formal to a casual style of speech*(WI DPI)

Cognitive Demand The type of cognition required of the student defined in Bloom's Taxonomy of the Cognitive Domain; reflects aclassification of thinking rather than a sequential hierarchy *(Washington State)

Comprehensive Literacy Framework - A conceptual framework utilized for tl.re development of instructional design that integratesreading, writing, listening, speaking, language, technology, and research across all content areas to promote critical thinking andlearning *(Milwaukee Public Schools)

Concept - An abstract idea that points to alarger set of understandings, (e.g., peace, democracy, culture, power, nationalism,imperialisrn, war, etc.) *(Reeves)

Constructed Response - Test items on which students n.rust provide an answer (short answer, explanation of the process fordetermining the answer, etc.) in contrast with items (known as selected response or multiple-choice) on which students choose fromamong answers provided. Some psychometricians say that selected response items are preferable because they are scored by machineand the results are therefore more reliable. Others, however, believe constructed response items are a better test of what students canactually do *(Association for Supervision and Curriculum Development-ASCD)

Constructivism - An approach to teaching based on research about how people learn. Many researchers say that each individual"constructs" knowledge rather than receiving it from others. People disagree about how to achieve constructive learning, but manyeducators believe that students come to understand abstract concepts best through exploration, reasoning, and discussion *(ASCD)

4Content - Information or essential meaning students need to know in a given standard or component of a standard in a course of study*(Reeves)

Content Standards - Statements that define what students should know and be able to do in various subiect areas and at differentpoints in thei r educat ion

Context - Circumstances in which aparticular event occurs; background information or structure to help make sense of newinformation *(Reeves)

Convention - An accepted practice in spoken or written language; custom or rules of behavior in a community *(WI DPI)

Cooperative Learning - Classroom activit ies in which students work together to achieve their individual learning goals *(WI DPI)

Criteria - A collection of qualitative descriptors of what is expected in a performance *(Alverno College)

Criterion-Referenced Grading - Determining the quali{ of a pupil 's performance by comparing it to pre-established standards ofmastery *(Airasian)

Curriculum - The skil ls, performances, attitudes, and values pupils are expected to learn from schooling; includes statements of desiredpupil outcomes, descriptions of materials, and the planned sequence thatwil l be used to teach pupils *(Airasian)

Curriculum Alignment - The process of l inking content and performance standards to assessment, instruction, and learning inclassrooms *(DOD Schools)

Curriculum Mapping - A communication tool used to show what knowledge, skil ls, concepts, and assessments are included instudents' learning experiences *(Adapted from Hayes Jacobs, H.)

Declarative Knowledge - Factual knowledge available to be used by a learner *(WI DPI)

Differentiation - Attending to the learning needs of a particular student or small group of students rather than the more typical patternof teaching the class as though all individuals in it were basically the same. The goal of a differentiated classroom is maximum studentgrowth and individual success *(Tornlinson, C.)

Directions - A set of instructions that tells students what to do to complete a specific task

Disposition - (Learning) targets that reflect attitudes and feeling states, such as "I like to write." They represent important affectivegoals we hold for students as a byproduct oftheir educational experience, and as such, are not assessed for the purposes ofgrading*(Stiggins)

Engaging Scenario - The "hook" in a performance assessment designed to attract and hold student interest that sets the context for theset oftasks *(Reeves)

Enduring Understandings - The specific inferences, based on big ideas, that have lasting value beyond the classroom *(Wiggins andMcTighe)

Essay - A relatively brief l i terary composition usually in prose, giving the author's views on a particular topic *(Harris and Hodges)

Essential Question - A question that l ies at the heart of a subject or a curriculum (as opposed to being either trivial or leading), andpromotes inquiry and uncoverage of a subject. Essential questions thus do not yield a single straightforward answer (as a leadingquestion does) but produce different plausible responses, about which thoughtful and knowledgeable people may disagree *(Wiggins

and McTighe)

Entry Question A simple, thought-provoking question that opens a lesson or unit. It often introduces a key idea or understanding inan accessible way. Effective entry questions spur discussion about a common experience, provocative issue, or perplexing problems, asa lead-in to the unit and essential questions *(Wiggins and McTighe)

Evaluation - Making judgments about the quality of student achievement over a period of t ime, primarily for the purpose ofcommunicating about student achievement *(O'Connor)

Exemplar - Typical or representative; term used to represent proficient student work *(Adapted from Reeves)

Exhibitions - Demanding projects designed and conducted by high school seniors in schools that are members of the Coalit ion ofEssential Schools. Theodore Sizer, founder of the coalit ion, proposed the notion of exhibit ions in his book Horace's Comprornise.Noting that students in 19th century New England secondary schools were expected to present evidence of their learning as arequirement for graduation, he suggested that a similar procedure could make modern high school education more meaningful *(ASCD)

Externality - Achieven, ent of distance from classroom learning experiences by various degrees *(Alverno College)

Facet of Understanding - A way in which a person's understanding manifests itself. Understanding by Design identif ies six kinds ofunderstanding: self-knowledge, empathy, application, perspective, interpretation, and explanation *(Wiggins and McTighe)

Feedback - Information provided by a teacher, peer or other on a person's performance in relationship to criteria, with the purpose ofimproving future performance *(Alverno College)

Feedforward -To employ effective feedback purposefully designed to improve the teaching and learning process; feedback is notvaluable until the learner uses it to improve the next performance, and the teacher uses it to guide future instructional decisions*(Adapted from Davies, A.)

Formative Assessment - Assessment for the purpose of learning

Freewriting - Writing unrestricted in form, style, content, and voice, frequently elicited in impromptu classroom sessions, as aninstructional technique, often used to help the writ ing student discover her or his voice while developing fluency and comfort withexpressing ideas in writ ing *(WI DPI)

Genre of Performance - A type or category of intellectual performance or product *(Wiggins and McTighe)

Grammar - A l inguistic description of some language-a set of statements saying how a language works *(Langacker, R. in Harrisand Hodges)

Holistic Scoring - A scoring method in which a single score is given to represent the overall quality of the essay across all dimensions*(Airasian)

Iterative - Requiring continual revisiting of earlier work; an iterative approach is thus the opposite of linear or step-by-step processes*(Wiggins and McTighe)

Information Literacy - The abil ity to access, evaluate, and use information from a variety of sources *(Wl DPI)

Integrated Curriculum - A curricular organization intended to bring into close relationship the concepts, skills, and values ofseparately taught subjects to make them mutually reinforcing *(Harris and Hodges)

Instruction - Classroom techniques and strategies of teachers, both planned and spontaneous, which foster student learning *(WI DPI)

Inter-Rater Reliability - A term used to describe the relationship of the scores (ratings) between and among two or more judges(raters) . Thiscanbecomputedinavar ietyofwaysfromsimplecorre lat ionstopercentageofagreement . Thelargernumbers indicateagreater degree of agreement *(Reeves)

Learning Targets - Standards-based, grade-specific statements of what students should know and be able to do in various contentareas *(Milwaukee Public Schools)

Learning Team - A team comprised of individuals at the school community who are selected and prepared to collect and interpret datato inform the school's educational plan, provide support to teachers, enable professional development embedded at the school site forall school personnel, and help create positive conditions in the school context for teachers' and students' learning *(Milwaukee PublicSchools)

Literacy Coach -A highly trained, school-based teacherwho engages colleagues in collaborative problem solving and inquiry-oriented conversations in order to change instructional practices tl.rat improve student achievement *(Lyons and Pinnell)

6Literacy Specialist A highly trained district support teacher who provides training and models coaching strategies for l i teracycoaches *(Milwaukee Public Schools)

Metacognition - The abil ity to be conscious of and, to some degree, control one's own thinking. Educators have come to use the prefix"meta" to refer to the application of a process to the process itself. (For example, meta-analysis is analysis of a large number of researchstudies on a particular topic.) In this case, cognition is thinking, so metacognition means thinking about one's own thinking. You areusing metacognition when you can track your progress in solving a multi-step problem or when you realize that you have been lookingat apage in a book without following the meaning and backtrack until you find the place where your mind began to wander *(ASCD)

Modeling - Teaching methods and resources that serve as an example for imitation and comparison *(Reeves)

Multiple Measures - Assessment that measures student performance in a variety of ways. Multiple measures may includestandardized tests, teacher observations, classroom performance assessments, and portfolios *(WI DPI)

Needs Assessment - A broad-based appraisal of objectives and conditions in a particular situation as they interrelate; an attempt torelate goals to existing strengths, weaknesses, and feasible changes *(Harris and Hodges)

On-Demand Assessment - Measurement of learning, the timing of which is determined by the teacher, administrator, district, or staterather than as an ongoing component of the instructional process *(WI DPI)

Open-Ended - Question or task with no single "right" answer. Allows responses from multiple perspectives, understandings, andexperiences +(Reeves)

Outcome - Describes what a studentwil l be able to do with what she knows in personal, professional, and/or academic contexts as aresult of a set of learning experiences *(Alverno College)

Pedagogy - The art, science, or profession of teaching; instructional strategies and activit ies *(WI DPI)

Performance Assessment - Direct, systematic observation of an actual student performance or examples of student performances andrating of that performance according to pre-established performance criteria

Performance Standards - Explicit definit ions and concrete examples of how well students are expected to learn the materialrepresented by content standards

Performance Task - An authentic, meaningful task that requires the students to synthesize knowledge and skills learned apply them toconstruct a response, create a product and/or performance that demonstrates understanding *(DOD Schools)

Personal Communication (as a method of assessment) An interactive form of assessment that involves verbal communication withlearners; examples of personal communication assessments can include: discussions, interviews, conferences, and oral examinations*(Adapted from Stiggins)

Portfolio - A well-defined, purposeful collection of pupil products or performances that shows pupil achievement of particular skil lsover time x(Adapted from Airasian)

Prerequisite Knowledge and Skil l - The knowledge and skil l required to successfully perform a culminating performance task orachieve a targeted understanding *(Wiggins and McTighe)

Process Writing - A writing instruction model that views writing as an ongoing process and in which students follow a given set ofprocedures for planning, drafting, revising, editing, and publishing their writ ing *(Harris and Hodges)

Product - The tangible and stable result of a performance and the processes that led to it *(Wiggins and McTighe)

Professional Learning Community (PLC) - An organization whose membership strives to embody the following characteristics: ashared nrission, vision, and values; collective inquiry; collaborative teams; action orientation and experimentation, continuousimprovement; and results orientation +(Adapted from DuFour, R. and Eaker, R.)

Proficient - The level of performance students must meet to demonstrate competency in a parlicular standard or set of standards*(Reeves)

Proficiency-Based Learning - A learning model in which student achievement is measured in relation to specific standards andoutcomes *(CESA #l )

Proficiency Standards - Standards that describe the qualif of student work in relation to a content standard (i.e. minimal, basic,proficient or advanced) *(CESA #l)

Recursive Processes - Characterized by moving back and forth through a document in either reading or creating it, as new ideas aredeveloped or problems encountered. In creating a written composition, moving back and forth among the prewriting, drafting, revising,and editing phases of writ ing *(WI DPI)

Reflection - The process of thinking about one's practice and experiences, whether by internal musing, dialogue, or expressive writing,as in a journal *(WI DPI)

Reliabil ity - The extent to which an assessment consistently assesses whatever it is assessing; if an assessment is reliable, it wil l yieldthe same or nearly the same ir.rformation on reassessment *(Airasian)

Resultant Knowledge and Skill - Knowledge and skill that are meant to result from a unit of study. In addition to the targetedunderstanding, teachers identify other desired outcomes (for example, "skill in listening") *(Wiggins and McTighe)

Rubric - An established set of criteria for scoring or rating students' performance on tests, portfolios, writing samples, or otherperformance tasks

Scaffolding - The gradual withdrawal of adult (e.g. teacher) support, as through instruction, modeling, questioning, feedback, etc., for achild's performance across successive engagements, thus transferring more and more autonomy to the child *(Harris and Hodges)

SCANS (Secretary's Commission on Achieving Necessary Skil ls) Report - A report issued in 1991 by the Department of Laboridentifying the knowledge, skills, and abilities that future workers would need to succeed in entry-level jobs. Competencies listed in theSCANS report included basic skil ls (reading, writ ing, mathematics, l istening, and speaking), thinking skil ls (creative thinking, decisionmaking, problem solving, visualizing symbols, reasoning, and knowing how to learn), and personal qualit ies (responsibil i ty, self-esteem, sociability, self-management, and integrity). The SCANS 2000 Center at Johns Hopkins Universiq, continues to promote theteaching of these skil ls in elementary, middle, and secondary schools *(ASCD)

Scenario An outl ine or dramatic plot or situation *(Reeves)

Selected Response - Preferred by some testing specialists over the more common term "multiple choice" because it is more specificand contrasts with "constructed response," meaning items thatrequire the studentto provide an answer *(ASCD)

Self-Assessment - The process of doing a systematic review of one's own performance, usually for the purpose of improving futureperformance

Sizing-up Assessments - Assessments used by teachers in the first weeks of school to get to know pupils so that they can be organizedinto a classroom society with rules, communication, and control *(Airasian)

Six Trait Writing - A research-based writing model that assesses student performance in each of the six main components (traits) ofwriting. Through the use of the Six Trait Model, teachers are able to assess specific strengths and weaknesses in students' writing, andplan instruction accordingly. Students are provided effective feedback that allows them to improve their writing by using purposefulrevision and editing strategies. The six components of the model are: ideas, organization, voice, word choice, sentence fluency andvarief, and conventions *(Adapted from Spandel, V.)

Specifications for Learning Targets - Detailed information that describes what students are expected to know and do to achieve aLearning Target including the range of concepts, ideas, and skil ls; the size or quantity of number, words, and elements *(Milwaukee

Public Schools)

Spiral Curriculum - A curriculum designed to present important concepts, skil ls, topics, etc., for additional, more complex study atsuccessive levels of student maturity *(Harris and Hodges)

Standard - A model that is used as a basis ofjudgment *(Reeves)

8Standard American English - That varief of American English in which rnost educational texts, government, and media publicationsare written in the United States *(Harris and Hodees)

Standardized Tests - Assessments that are ua,r'riltt.r.A and scored in exactly the same ways for all students. Traditional standardizedtests are typically mass-produced and machine-scored and are designed to measure skills and knowledge that are thought to be taught toall students in a fairly standardized way. Performance assessments can also be standardized if they are administered and scored in thesamewayfora l ls tudents. Standardizat ionisanin. rpor tantconsiderat ioni fcompar isonsaretobemadebetweenscoresofd i f ferentindividuals or groups *(Michigan Curriculum Framework)

Standards Achievement Report (SAR) - One type of scoring guide designed to replace the traditional report card, consisting of therubric (e.g., for Language Arts, "read and recognize literature as an expression of human experience"), a description of the PerformanceStandard (e.g., 4:exemplary, 3-proficient, 2:progressing, 1: not meeting the standards), teacher and parent comments, and a plan formeeting the standard *(Reeves)

Strategy-Apract icedbut f lex ib lewayofrespondingtorecognizablecontexts,s i tuat ions,ordemands. Becausenosinglestudytechnique or writing process is best for all students, effective teachers design tasks to help every student to acquire arange ofstrategiesand to learn how to choose and apply those that best fit their needs and the literacy situation at hand *(WI DPI)

Summative Evaluation - The final evaluation, usually quantitative in practice, of the degree to which the goals and objectives of aprogram have been attained *(Harris and Hodges)

Teacher Self-Assessment - The process of making decisions about one's own teaching performance based on evidence and reflection*(Airasian)

Test - A formal, systemic procedure for obtaining a sample of pupils' behavior; the results of a test are used to make generalizationsabout how pupils would perform on similar but untested behaviors *(Airasian)

Transferability - The ability to use knowledge appropriately and fruitfulty in a new or different context from that in which it wasinit ially learned *(Wiggins and McTighe)

Understanding - An insight into ideas, people, situations, and processes manifested in various appropriate performances. Tounderstand is to be able to make sense of what one knows, to be able to know why it's so, and to have the ability to use it in varioussituations and contexts *(Wiggins and McTighe)

Uncoverage-A teaching approach that is required for all matters of understanding. To "uncover" asubject is todo the opposite of "covering" it, namely to go into depth *(Wiggins and McTighe)

Usage - The linguistic forms and expressions considered to be correct by a discourse community *(WI DPI)

Validity - A reflection of the intended measure. Validity means that we are assessing what we think we are assessing *(Adapted fromReeves)

Writers' Workshop - A curricular unit of school t ime during which students plan, draft, revise, edit, and collect their written work,often involving peer collaboration and teacher conferences *(WI DPI)

Writing to Learn - Using writ ing as a means of exploring, clarifying, and expressing knowledge and concepts as students read, view,and listen; writ ing across the curriculum *(WI DPI)

Zone of Proximal Development - The distance betlveen a child's actual development level as detcrmined through independentproblem solving and (his or her) potential development (levcl) as determined through problem solving under adult guidance or acollaboration rvith more capable peers *(Vygotsky, L. in Harris and Hodges)

Resource i Weins , M.S. (1998) . "A is For Assessment and Accountab i l i t y . "Research in Developmental Education, Volume 15, Issue 2. * Indicates source other than Weins

llllll「

Who are the stakeholders?. Students. School Administrators. School Communities

. Parents

. Community Members

. Central Service Personnel

Div is ion of Teaching and Learning

. Teachers

. Higher Education

. Business Community

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Curriculum Alignment in Milwaukee Public Schools

Vision: Superintendent William G. Andrekopoulos identified six core values in his 2002-2203 State of the SchoolsSpeech. Core value number four specifically addresses curriculum alignment.1. Chi ldren come f i rst !2. All parents are valued partners.3. Community partnerships add value.4. The most important place the in the district is the classroom.5. Central Services supports student achievement.6. Leadership and accountability are keys to our success.

"If we are going to be successful in educating all children, The Classroom must be the MOST IMPORTANT PLACEin the School District. That is my fourth core belief. Quite simply this means that the curriculum in each classroomin every school is aligned to the district, state, and national standards. All of our teachers must use effectiveresearch-based teaching practices. We must ensure that every classroom has a qualified teacher, a curriculum alignedto standards, and the necessary resources to meet the individual needs ofour students. Pairing technology resourceswith curriculum is a necessity for quality instruction if we are to prepare our students for future academic andprofessional challenges. In addition, new teachers must and will receive supporl in the areas of curriculum andinstruction."

What is curr iculum al ignment?Curriculum alignment is alignment of expectations for student learning and assessments for measuring studentattainment of these expectations are essential attributes for an effective standards-based education system. Alignmentis defined as the degree to which expectations and assessmenls are in agreement and serve in conjunction with oneanother to guide the system toward students learning what they are expected to lcnow and do. As such, alignment is aquality of the relationship between expectations and assessments and not a specific attribute of either of these twosystem components. Alignment describes the match between expectations and assessment that can be legitimatelyimproved by clianging either student expectations or assessments. Seen as a relationship between two or more systemcomponents, alignment can be determined by using the multiple criteria described in detail in a National Institute forScience Education (NISE) research monograph, Criteria for Alignment of Expectations and Assessments inMathematics and Science Education (Webb, 1997).

Where is curriculum alignment implemented?. In every MPS school . At each grade level . Across all subject areas

When should curr iculum al ignment begin?The process began with the development of the Milwaukee Public Schools K-12 Academic Standards and Grade LevelExpectations. Although some schools have begun to implement the process at the site level, SuperintendentAndrekopoulos has now made curriculum alignment a priority for all schools.

Why is curriculum alignment necessary?There is a need to align curriculum at the national, state and local levels. A curriculum alignment framework willensure continuity and consistency across our district.

How will the curriculum alignment process be implemented?The district will provide a curriculum alignment framework. Each school community will develop and implement thekey components of the framework to meet its needs.

10

Resources to Support Curriculum Alignment

Chappius,Stephen,et al(2004)Assを∬711ご″″Fθ尺 とをα/12'77g A,7 ACrrθ″C″才冴ιた,/SC/1οο′と夕αダタ/J

Portland,ORI AsscssmCnt Trai【ling lnsd ttte

ISBN#0-96551014-X

Drakc,Susan M(1998)Cr夕 αr′″g rrl′夕g/α′夕冴C冴//,c″r″/11i P/θッタ″手れてαysの r/1cr夕αs夕Srrr冴夕ヵ″とをα771rrlg

Thousand Oaks,CA: Corwin Press

ISBN平 0-80396717-9

Drake,Susan M and Burns,Rebecca C (2004) Mcを r171g S″α″がα/冴s T71rο″gFl rrlttg/αチタ冴CrrrricrrF"″,

Alcxandria,VA: Associatioll for Supcrvislon and Curriculum Development

ISBN//0-87120-840-7

www ascd org/books

H a y c s J a c o b s , H c i d i ( 1 9 9 7 ) M a p p t ″g r r 7 2 崩g P た″″r 夕i r / 1 ′夕g r α″j ″g C , ′/ / 1 c ″′″/ 7 1 & A N ιざざ7 7 2 例″て 7 2

Alcxandria,VA: Association for Supcrvision and Curriculum Dcvclopmcnt

ISBN才 0-87120-286-7

www ascd org/books

(2004)C夕 rrrrlg R2s″′なw,r/7C″//た″′″777 Mapp1/2=

Alcxandria,VA: Association for Supervislon and Curriculum Development

ISBN#0-87120-999-3

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Alcxandria,VA: Association for Supcrvision and Curriculum Dcvclopment

ISBN才 0-87120-784-2

http:〃www ascd o略/b00kS

Marzano,Robcrt J(2003)手ヽ4んαr v,4θ/たs,77Sご71θοな

Alcxandria,VA: Association for Supcrvislon and Curriculum Development

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Rccves,Douglas(2002) Maた j71g Srα72aa/冴s NOrた

Dc n v c r , C O : C e n t e r f o r P e r f o r m a n c c A s s c s s m C n t

ISBN才 0-9799455-0-7

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S t i g g i n s , R i c h a r d ( 2 0 0 5 ) S r″冴夕″″r / 1 yοr 1 7を冴c r r 7∬/θθ7 7 1 A Jざ2ざs″7 2 / 2 r FθR t tβαr 7 1 , 7 1 g

l ) p p c r S a d d l c R i v c r , N J : M e r r i l l P r c n t i c c H a l l

ISBN#0-13-118349-4

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P o r t i a n d , O R : A s s c s s m e n t T r a i n i l 1 8 1 n S t i t u t c

ISBN才 0-9655101-5-8

http:メ/ドv、v、v asscssmcntinst com

Tomlinson,Carol Ann(1999り 冨んでD立を/夕々 ″'α′夕がCttss/θθ′″fR夕 さソθ″冴どれg″θ r772 7｀122とな 。メA〃 と夕α/″2rS

Alcxandria,VA: Association for Supcrvislon and Curriculum Dcvclopmcnt

ISBN汗 0-87120-342-1

http:〃、v、v、v ascd org/books

Wiggins,Grant and McTighc,Jay(2005) L/71プ タrsrfrrlが,71gうメ19ビs,grl

Alcxandria,VA: Association for Supcrvision and Curricululll Developmcnt

ISBN平 1-4166-0035-3

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在11巾Vaukcc Public型 Division of Teaching and Learning

ive Assessm

Fortnatiae CABSAssessrnent FORLearning

Surnrnatiae CABSAssessrnent OF

On-Detnand Writing(MPS WrtitingAssessrnent, WI(CE,ACT, SAT, etc.)

COMPREHENSIVE

AssESSMENT

Writing SkiIIsShort CycleAssessrnerrts

VARIABLES

Purpose

Time

Control of Content

Feedback

Ability to Replicate

lnterest

Validity

Reliability

Efficiencyo Control of Scoring

Patti Ball,K-12 English Languagc Arts CurriculuII Spectalist

Mllwaukce Public Schools (414)475-8099

ballpl◎mall,milwaukcc.k12,wi,us

ilrllt MIilvvaukcc Public Schools Division o[Teaching and Learning

A Vision of Writing in the Milwaukee Public Schools

L Commitment to the importance of writ ing throughout the general curriculumA. The bar has been raised for what counts as literate writing, what good writing requires, and how many people need to be

literate.B. The assumption that writing well is an innate talent must change to a belief that everyone can learn to write.

II. Effective writ ing classroomsA. Teachers are writers themselves.B. Students write in all subjects.C. Teachers express confidence in meetingthe instructional needs of students with diverse abil it ies and backgrounds.D. Students engage in diverse writ ing tasks to develop competence.E. Writing is learned in school very much the same way that it is practiced out of school.F. Teachers have common expectations for good writing.G. Teachers are experts in recogn izin g and analyzing a variegr of writing difficu lties and in address ing both process and

product-applying what research has learned about how writers compose-getting beyond formulaic use of prewriting,draf t ing. and rev is ion.

H. Writing is an ongoing, daily practice using such writ ing process strategies as pair or group work, peer editing, completingmultiple drafts, and conferen cing.

III. Writing across disciplinesA. Schools need to offer professional development in teaching writing to all staff.B. Substantive writing increases achievement on standardized tests.C. Writing is integrated with reading and other components of the MPS Comprehensive Literacy Framework.D. Writing suppofts retention of content. Expressive writ ing can be a means of thinking through a problem in a class such as

biology,E. All teachers can use writing to help students reflect and think critically about content.

IV. Professional developmentA. Research shows that teacher expertise is the most significant factor in student success. Teacher quality is more

powerful than a student's socioeconomic background.B. A changing and diverse student population is one reason why teachers need to keep learning new techniques and

strategies.C. Professional development models and activities must promote lasting change and offer research-based strategies

and demonstrations of best practice.D. There must be a context for sustained learning (learning communities/teams to sustain participants in their

efforts to reflect, examine, experiment, and change-shared expertise and collegiality).E. There must be time. resources. and common focus.

V. School-wide writ ing reformsA. Thepr inc ipal hasanessent ia l ro le inprovid ingresourcesandleadershipforsusta in ingavis ionofshared

expectations for high learning.B. A high standard of quality in classroom application is maintained.C. Students write in school every day.D. There are long-term plans that are communicated to the entire school cornmunity.E. The rationale for why writing matters is clearly articulated to staff and parents.F. The status of writ ing and of teaching is assessed.G. Teacher leaders are enlisted as advocates for improving the teaching of writ ing in all classrooms.H. Time and resources are provided for professional development, research materials, and workshops for teachers

to develop as writers and learn about research-proven classroom strategies.I. Practical solutions to such problems as scheduling and funding are found.

VI. Writing assessmentA. The purpose and intended use of the assessment is clearly defined and communicated.B. Assessments are built around clear targets.C. Valid rubrics have been developed and shared with students in terms they can understanq.D. Assessments guard against bias.E. Multiple samples of writ ing are used to assess abil it ies and developmental levels.F. Students are actively engaged in the assessment process.G. Performance is integrated with instruction.H. Students are provided with skil ls, knowledge, and confidence necessary to become independent thinkers and writers.I. Students have the opportunity and ability to articulate their own awareness of their progress in learning to write.

12

I n p u t i o m B c c a u s c W h j n g M a t t c r s : 1 1 コD r o v i n q S t u d c n t W H j n t t l l 1 0 u r S c h o o l s t h c N a j o n a l W t t j n g P r o l c c t a n d C a J N a g l l l

13

Div is ion of Teaching and Learning

Description of a Writing-Intensive Classroom

An effective classroom in a writing-intensive district is a stimulating

environment, rich with a variety of literacy activities. All students are

actively engaged in writing every day. Students employ a recursive writing

process to create authentic works for a variety of audiences and purposes.

Writers compose emails to pen pals and poems for class books. At all

grade levcls,students read aloud stories and essays,using the langllagc of

writing to critique their own and others' works. Published samples from

students' writing portfolios display evidence of writing across all

disciplines, from learning logs in science and math to reflective journals

and letters in social studies, and creative illustrations with captions in art

and music. Teachers and other adults use writing to help students reflect

and think critically about content. Teachers in the writing classroom model

lessons by sharing their writing with students. Lessons provide students

with focused work in specific elements of the components of writing.

Teachers are experts in recognizing and analyzing a variety of writing

difficulties and in addressing both process and product--applying what

research has learned about how professional writers compose.

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の田〇一一∽∽ＯＬ、文口一‥

「　一

的

ＦＯロミ】０

り００ＦＯやＦＯ∽

０やＯ【ａ日

ｏｏ

ｏ∽ｏユＦ【ｏｏ

あ〓Ｏｏと

〇〇

ｉ

ｍ

い

臼

ぁＦ！

ヽ

ョ

材

中ｏ

ぃ

！

為

＞

電

Ｆ】的ｏこ≡】ヽ，中〇

∽亡高白●

Ｏ【ａ軍一，Ｅ

ＯやＳ〇一Ｃ

ネＦＳ〇一●Ｏａｏ一宮【‥

へ

い

一四

あ０のＯａｆヨ島

一Ｃｓ

のｏＯＳ〇一や■Ｇ

中ｏとせ為＞Ｇ自慢

ｏｉｅ

ｏ唱】ｏｏａ∽

、

０宮●Ｏ】苺

一ＯＮ中宮電的】ｏ

ぁ〓ＳＦ●Ｏ■げｏ∽

∽ＯＯ宮０中宮０∽０中０一ａＳ

ＯＯ

的Ｆ中り，

的宮Ｅ【】た″

●】りＳ〇一】Ｏゃ８０中Ｓ，一口Ｅ

Ｏｎ）‐

一

ぶ

臼

Ｎｏ●『】０

的宮】やは占＞み

（的じ

の０虫ミ０ロミや∽

●やミや∽

宮一の目

００のは＞チ

∽や】電

●的電車的宮ミ【Ｆの〓的宮口

宮瑣宮〇一や電【再ｏＥこ字、

Ｎ＝己Ｍ

目唱や唱】＞み

（由尋

∽●】ミ●宮ミや∽

●やミや∽

宮はり宮００のどな″

のや由電

電ヨ

目

電

Ｓの

目「

宮】目０

●】ミ●日、や∽

〕宮０や００い）≡産イ

Ｆ】、中一〇中●００再ミ

Ｏや電Ｏ】Ｏ

Ｏ中（〇

一Ｓ，り】ｏａ

Ｏ宮電

ｏｏｏＯ↓弓宮一

〇中

ド０的ｏＯで声ＯＦ出

ＯＣｃ

宮〇】】ＧＦＥ

一。】日中

０】田一∽

〇ゃネ【ｏ＞中ゃＯｐ】中の

やＦＳ

ぁ】，ＳＯ中０

０ゃ「白トィ〓ｔ戸

ｏ中のｏＯＯ∽一ゝ，

Ｆ一∽ゃＦ〇一■ゃ∽

宮【電↓】ｏや宮０

一ＦＣ

Ｏ〕ＳＯ】●

０中【０

●電ＦりＬｏＬ

一●電

００●０，Ｓ●【

０中〔ｏ

的ｏＯｔ，Ｏ宮】

０宮電

宮〇】や電宮と，０唱Ｃ】

０】ＳＦの

Ｏゃネ【ｏ＞■００噴唱ｏ

●●電

ぁ【】苺〇一ｏ

Ｏや中】臣′〓】たィ●ネ∽ＦＯＯ∽てだイ宮一の中●００ョ】∽

Ｆ【、中】０や宮ｏ

一宮電

０や電Ｏ】〇

〇や

、Ｏ屯田■∽】Ｏａ

一宮『

ｏｏ●ｏＦ」０一

〇中

ＡＯ的ｏＯｔ″〇宮】

０宮田

宮ＯｆＳｃ■【学●】

Ｏ】ＳＦの

ｏゃぁ中Ｏ＞一やｏつ単中ｏ

一●、

ネ【占、ｏ一ｏ

ｅＥま

〓】≡

宮賜宮ｏｏ∽一ヽデ

宮一のゃ宮ｏ一Ｅ∽

り●】『●宮電やの

０●Ｆ、Ｅ目■０一】ＯＬ【】＞チ

∽宮ＯｔＳＯ中●■ＥとＦ【００

●】ネ一０やＳ】ＨａＯ占ら、電

【目ｏ■ゃＯ∽Ｆ

一ＦＳ

一∽≡的ｏ口

宮付ｏ「一ｏＦ】く

０白電一ｏ苺ゃ∽」Ｏ

の単一ＳＦ】●ＯＥＳＥ

ＯＦ芦ａ

Ｏ宮●

ＡのＯ■，ゃＯＳＬや∽

Ａ∽Ｆ一】や】∽ョｏ中由電＞

中Ｏ

●ＯヽＯ●３鳴

ＯＦやＯＦＧ中∽】００Ｃｈ】的

寸

一四

的●こ【！″

０＞ｆ００中】０

０ＦＳ

】ＧＯ【０

一∽■つョａ

一ｏＳ

ザ中一０

、Ｏ∽中＞Ｏ】

ぃｏＳ】は

い

寺

一四

あｏのｏ酔

，ａ

中ｏ

ぁ〕ｏ一、電＞

、

一〇】

∽ＯＯＳＯ中０戸電

ゃＦ●崎０蛸培中０

【申で，

０ゃ８〇一日Ｆ宮】と一〇〇

〇中的Ｆ■】】営″ＯＯ，や〇】ら

】０

０ゃＣＯ共）

一寸

一四

のＦＯ■ＧＯ【宮停宮営宮Ｏｏ

宮一ふ中ＯゃＳＥａＯ】ａ阜電

Ｅ目ＯＦや０のＦ

Ｏ自由

〓∽〓的●画一ＦＳＯ】■ＯＳ】く

０】ＳＯ●電ゃの特Ｏ

∽】青Ｇ日

ＦｏＥミ０やｏ日常ａ

Ｏ●、

（∽０】≡やＯョ】中の

、塑Ｆ目や】

∽ョＯ中「電＞

」Ｏ

ＦＯ≡０日，唱

０≡や０日、一∽】００宮ｈ】ｍ

寸

一口

的宮〓【】臣′

ｏ＞ＦｏρＳｏ

一Ｆ付

由電ｏ一ｏ

吾∽≡０，ａ

一●Ｓ

ゴ一一０

へｏの中＞ｏ白

ｒ菫出偽

゛

寸

〔四

あｏ∽ｏ酔

芦ａ

中Ｏ

ネ中ｏ】】Ｃ＞

苺

ぃ０中

のＯｏ宮〇一一，毎

やＦＯ】０虫中一０

ヨゃｆｒ″ｏゃＳ〇一日，０当肩「００

０〕的自ＥＥヽ，

ＯＯ停一ｏ】ａ

】ｏ

ｏゃｓＯ】〇

一

寸

口

ぁＦＯ■ＳＯ【宮停目ＨョＯｏ

ｏ】ふ一ｏ〕ＧＩ島〇】ａａｓ

Ｃ日ＯｒやＯ∽ョ

●●電

≡の≡的宮向Ｔ，Ｃｏ一】ＯＦ】く

一】、口●田中の中Ｏ

の営】田Ｆ「ＳＯｕＧ”やｏ日，ａ

やＦＳ

、のｏ】ＦヤｏＦとの

へ均ＦＥＯ哨

のっ〇】占電＞

中Ｏ

口ＯｆｏＳや】ｏ一ゃや宮電】∽】ＯやＦｈ】ｍ

∞

四

的●Ｆ【ヽた′

０＞■００」中〇

一●Ｇ

一ＳＯ【Ｏ

〓∽≡つ，島

一●電

ギ】一〇

．０の一＞ｏ由

ボ冨

一偽

い

∞

〔川

のｏ∽ｏ酔

■ａ

中〇

ネゃｏ中】Ｇ＞

Ｇ

】０」

のＯＯ●０一一●、

中ＦＯ】科一中】一

一〓ててィ０やＣＯ】宮■一宮日

ｏｏ

Ｏゃ的Ｆ一恒、二

〇０停一〇「ａ

白Ｏ

Ｏやｓｏ】Ｏ

ず

∞

臼

ｏ的電車的宮苺【ｏヨや■偽

∽卜】た

的●■モ

デヽ

宮中のヽ〇一一〇ゃ、ｏ一●，Ｆ〓ｔ０〇

〇やＦ∽≡的宮口

宮苺ｏ中】ＯＦ〕く

一】ＳやｏＳゃのＯの，

‐ｍ

ｍ

一四

‥●Ｏ中ゃ、Ｅ

ＯＳ，ａ

一Ｆ田

、的Ｆ≡中ｏａ∽

ギ電Ｆ】宮電一的

』ｏａＯＨａ

的ｏ中ヽ

一ａａＳ

ＯＳ、

、の屯】〇た″Ｏ喧再００ａ∽的卓中∽ｏＯ≡Ｏ

Ａｏ【ａ日

電文ｏ

】０鳴

卜的Ｆヽ中一ｏ

一ＦＳ

的●一の中＞０】

ぁつ

的宮Ｅ一】たィｏ＞ＯｈａＦ■

‥い

ｍ

〔叫

の中一、ゃ０〇

一●Ｇ

∽田００】０一田一宮

宮】ＳゃＦＯｏ

ゃＳＦゃ∽〓ａＳ】的、堂∞ａ

円ｏＮ】ｃｓ的】ｏ

ユ可ま佑ｏぃ！滝＞電！恒≡‥一中口

一干臣ィ∽ゃＥＯや０一∽

ｏ＞ど苺的Ｏ】】ｏゃ宮一屯Ｆ苺

ＡＯ＞，ｄ】●ａＦ十

卜よ甘〇や『Ｃ目田【ＯＸＯ

へｏ＞中や電一Ｇ】ＯＯや

の電

〓０，∽

、の宮】Ａ卓

ＯＯ●０ゃ●ｏの中Ｏ

のＯａネ中

やＦＯ】０」中】や

″ヽＯＦ）【　ＦＯ≡Ｇｏ】宮ョＦ月亀Ｏｏ

百０】電

デヽ

Ｏ中〓の一的自口

ＦＳｏ中】ＯＦちく

０】電ＯＳＳやの

六【ａｎＣ

・　ｍ

寺

一口

的●やＩたィ、「ｏ≡】吾∽≡０声ａ

Ｏｏ、

す一一〇

ＡＯの一＞ＯＨ

Ｆ中Ｓ】●

ＡＦ電中、

・い

寸

一口

ばｏ０８ｏ】

ｏ≡や０日電

的ｏ一ゃモト

」ｏ

ｏａぃ

ｏこ

ｏや的宮一０白ＯＯＯ電

Ｏ】Ｐヤ０ョＬや∽一ｇ田

０中ネゃのＯヨや０的宮電卓Ｏ

≡ゃ的●０【宮「∽ＦａＳ】的Ｇ】ｓａ

一、】０＞ｏ∽

∽ｏ「】〇や∽一●電

りゃ】〇ュＯ】ＯやＥ

，ヽ

‐

一

寸

的

一≡岸″∽ゃ●０〕，や∽

ｏ＞〓電虹〇】】ｏ〕百中●宮Ｓ

．０＞■、ＬＯ●Ｆ■

Ａよす〇↓８電目的【ＯＸＯ

ＡＯ＞】やＳ】Ｇ一〇０一

り、

≡Ｏョリ

ガＦＥＯ】

ｏｏ３ｏい宮０∽哨〇

∽Ｏａぃ

ゃＦＯ】０中」≡や

●″Ｄ

　ＦＯＩＳｏ】宮ョ一宮日

ＯＯ

ｃＯこＦ≡

０や●招

【的宮口

宮電０中】Ｏ【ぃく

０一ＧＯ●Ｓやの

ネ一島ａＳ

ｉ　ｎ

崎

一口

軌宮やＥ≡

ｏの中＞ｏ高

〇一∽０】的ＯやＧとあ

宮〇中の中＞Ｏ】ＯＰｐ

∽∽ＯＯＯｈａ

的宮■Ｅ、Ｆ

ｏｒゃ、一。再、

‐困

崎

〔叫

ギ〇一８０，Ｏど

０口田

的宮【≡】たィ

中ｏ

ｏ鼻３

ｏ喜

ｏ〕的〓

一】ＯＯｏｓ

ｏ】Ｅ

ｏ置

あ

一Ｆ電

ｏ【ふ中∽

ｏ〓】Ｏ的費、一０）

〓や的Ｆｏ一

ｏ一∽≡ａＳ】的、】ｓａ

中Ｓ】０＞Ｏり

の〇一】Ｏや∽

０●ｓ

∽ｔＯａｏ】一ｏ一Ｇやｏ●

０ギ】Ｆ

‥

↓

崎

臼

一〓＞伊

∽ゃ●０一■や∽

●ミ【戸ＯＥこ辞【

ＮＨ‐

）「

∽】ＯＯ〓０りＯＬＯョ単

０●】Ｆミと，

●的電ヨ的巨ミ【あ中●宮ｏ中Ｌ～，

】宮●●ョや∽

∽偽】た

０〇一のゃＦＯ

的Ｆ【ネ付【ａ∽Ｇ≡″∽ふｏや〇一い　」〇一電ｏゃのＦ【

００中のゃＦＯｍｅ】あＧ【ａｏ】ｏた′∽ネｏつＯ〓障

”ｏ中ａＥＨＧＸｏ

崎ｏ中

卜０〓白洋″自

，０●営″

∽０一０＞

ＯＳ、

のＳ，Ｏ宮

やＯＯ】】ＯＯ

Ｏ∽■

０ヽＯ

【　的

碕

臼

０宮田や∽】００宮■

０宮毎

●Ｇｏ白

ｏ〕

】０「∽ＧＯ

や【０】∝一Ｆ

Ｏゃ的Ｌ軍モニ″　ネＥ一ｏ的宮田吾ｏ

宮ＳＯ

Ｈ　へ

ｍ

的

ぁ】ｏ一ゃＯ≡ギ、，の電ｏＯ「

あＦ】０】Ｓ一の

Ｏやり≡Ｓやｏ一

一宮電

の電００「Ｆ【ＣＰ，

こ一＞

∽■ａ置的ぼｃａｇＥ≡

ｏｃｏ【

「的臼

的自Ｆのｏ】０〕ｏ「０】Ｏｇ

的日】■占たイｏ単電日

ｏや∽ｏｏｇＯや●０の中〇

∽一Ｆ】】や宮０白０」略一一ｏ∽〇〇ＦＯＳ苺Ｏ申　い寸〔四

ビ０せ０つ

的●】ゃ一】たィぁＦ一●】田日

的宮弱

の０ま『中の■と「

白０中

的Ｆ■ｆ電，

ぁ↑●

】ｏ〇一Ｃ

Ｏや∽∽００ｏ一ａ

的Ｆ一ギＬヽ″０一ゃｏ∽，ＦＳＯ】い寸一四

りＦＯの電Ｏ】

やＦＯ■０」」≡や】０哨０一ａＯＯａやＦｏ』ｏ蛤培「０

０〕Ｏｔ】学″０●Ｃ

Ｏ】ａＯ中Ｆｏ

一ａ電■的ｓ】電ａ

Ｏ●Ｏ

●Ｇヨや０】〇一宮

０〕【】ぉ″Ｆ苺０

自　一

寸

一四

Ы宮Ｓり０■０や日【

Ｏ】ＯＣ目

的●ネや】】た″ふ一Ｓ

Ｏ】ＳＥ

Ｏ中の００日Ｏ〕宮Ｏ∽～〇

∽０日】出

中宮ｏ一０中鳴【Ю

Ｏの■

一●Ｇ

Ｏ出田ｇ

ｓ、ｏ

【　的

崎

一四

百０やや０つ

的●写中一、，

ネ０】

的自】掌お一宮

ら００】

〇ゃ∽∽ＯＯＯ】ａ

的宮〓「皆″

０■中ｏの停

ｏＳｏ

自　田

崎

臼

宮〇一∽ョ【０●ＯＯ

円宮ミ

、ぁ円〇や

、宮〇■ＯＦ一〇一ゃ宮中

百田

∽００■【ＯＦ中〕電ヨゃ∽Ｏ∽Ｏａ耳，ａ

円ｏＳ

∽ＯＯｇＯ中一Ｆ苺

や●ｏ】投再】一

】ｏ」

的Ｆヽ一】た′」Ｏ

ｏｏｏ一ａ

一ｏ≡電や００

由

０中中ｔ，

ＳＳｏ

自　一

崎

臼

〕ｏ的】ヽ■

的宮一宮ＬヽＯｄ一∽“】と

的宮，電革″ｏ中の田ｏ●中０ゃＳＯ【宮停Ｆ】芭ＯＯ

ネ【ｏ＞，ｏｏ均中Ｏ

Ｏ中一崎ｏＨＰ宮苺】的

や００■ＨＯＯ

的宮一一ヨ一ＯＦ】Ｆセ

中的宮口

【津じＥ費と守ヽ

一白Ｓ●宮ミ中のぁ〇一ヽ日

ロ

ー

ｍ

ｍ

口

ぁ●０こｓＯ七∽

竹ｏ

と

世

鷺

＞

ｓ

Ｅ

的長

ゃ】】卜

】、世

ｏ

ｅ

電せ

ｏ

Ｏゃ∽０】的０ゃ、】やり

的ＦＦ一０●

一●電

Ｓ〇一∽一＞ｏ一

ぁ一ａａ、

ぁ再●００ＦＯａ●ＯＥ【‐

ぺ

的

臼

のｏのＯａＦ３ａ

ｏ，電

∽ｏｏｓＯ中屯■ミ

特Ｏ

ふ〕０【】苺＞

苺

】０唱

ｏＯ】ゃＣＯ】ＦＦＦ】】Ｏｏ

一ョ喝的Ｆ】宮Ｓ〇一宮

ＯゃＳＯ】Ｏ

Ｏ中の一ａ田】的電】ｓａ

Ｏゃ●】∽００●Ｏゃ●０∽

ｏＮ中ＦＳ的】∩）‐

「　碕

口

い

ｏ円苺】向▼

ぁ宮〇【やｃｏ一●，Ｆ】≡ＯＯ

●ｏ≡こ

と，ｏゃ●口

一的Ｆ口

ＦｓｏＩ９】屯

一】、やＦＳゃの中〇

∽０をＰ】０一ゃ的宮】ネ中島ａミ

０一●たィのＯ■戸中ＯョＬ中の００電

のＦＥＯ鳴

００●０やＦＯの

の，〇一】、＞

、Ｃ，宮ｏ一自‐

ｍ

寺

臼

のＳＯＥ田０い【∽

」ｏ

むヽ

ｏＥ電＞

電

宮一的自Ｆモとｒ」ｏ

∽ギ苺】や

ｏ中ａＦ中停Ｆ「Ｏ＞Ｏ崎ュ一宮【〇〕∽０中的〇一Ｇと∽

的自，【●ｏ

屯宮”

宮〇】∽】＞Ｏ】【炉】Ｏ∽Ｏａｒ，ら

六〇〓沖宮ｏ

、８●ｏ屯宮ＯａｏＯ●【‐

へ

寸

【円

ｏのＯａＦヨａ

ｏ宮電

∽ＯＯＣＯ】や０電

中〇

ネいｏ「白苺＞

Ｇ

Ｏ「■∽

〇ゃＯ】ョ一００Ｌやの

０宮苺

聖

と

∽的口一やＯＳ一Ｃ

胡

〓

や一】≡

一ａｓ】的、■ミ。‐

】や一，Ｅ

●】ミ島０「ヽ

‐

一寺

小四

や

ｏ●『上∪

∽ＦＯ【やヽＯ【Ｆョ０一ＰＳＯＯ

Ｆｏこ】】≡

Ｆ一〓∽一輸

Ｆ口

ＦＳや

ｂ

曰

く

０】電０自電やの中〇

∽０屯Ｐ【ＯＦ”的Ｆ一ネ【ａａＳ

ｏ≡〓】″の０】宮ゃ０ョ】や∽

ЮＯ苺

∽Ｃ目】０唱

００●０中宮０∽

の，Ｏ】】雨＞

００，●〇】亀

‐

ｍ

崎

〔川

軌日〕Ｅ房

。＞中ゃ。

一。】略。

一宮田

】Ｃ〇一〇

０ゃＳＯ】０

０や

ののＯＯＯ】ａ

的Ｆ中一中】啓，０≡中的●】∽■

Ａ的ＦＦ】】たィ

特Ｏ

のに一ヽ卜一

ｏ中ａ下一，Ｆ】ＯＮ、中電ＦＳ

ＯＦ田

ＯＯ■一〇】ａ

ぁ↓●ｏＯ宮ｏａｏЮ宮自１

ぺ

崎

一四

のｏのＯａｆ淳ａ

ｏＦｓ

∽ｏｏＦ〇一や■ヽ

」ｏ

お

ｏＩｓ卜

ｓ

Ｌ紀

せ

ｓｏＥ

，Ｅ

Ｅ

Ｏｃ

ｅ

的ＦＥ】】革′一ＯＮ】百田的】０

０宮田

≡、電】的電為

、

■〓，Ｆ「Ａ一

ｏモ田ゃｏ一

ｏ∽Ｏａ日

ｏｎ），

中

吟

〔円

い

ｏ●電】０）

16

●】ミ●Ｆ、や∽

や巨ｏやＥＯい▼Ｆた′

の中】電

０的、ョ的Ｆミ】〓り吾的●口

●一電や一０中Ｆ●

一●電

じや電Ｏ』０

０やへ０

０ＳＦの一Ｏａ

Ｏ宮電

００，０，０「日中

Ｏや

Ａｏ的円ｏでくイＯＦ単

●ＦＳ

宮〇一ゃＧＦＥＯ中●中

０】田Ｆの

Ｏゃネ【０＞】ゃ００中鳴０

０Ｆ苺

ぁ一】、Ｏ【ｏ

ｏゃ「■ま″〓一差ィＦ一のＦＯＯの一＞み

Ｆ】のやＦ〇一Ｅ

の

宮中Ｇや】Ｏや宮０

０ＦＣ

けやミＯ】０

０や卜０

●Ｇ戸の】ｏａ

屯宮Ｓ

ｏｏ宮ｏ■弓宮中

Ｃ中へｏ

的ＯＯｔ〓〇宮営

●ｏ田

宮〇一や電宮】【革宮中

Ｏ】、ヨ∽

〇〕ネ【Ｏ＞】やＯｏ中中０

０Ｃ電

ふ中】Ｇｏ一〇

〇や一Ｌ、ュ

中≡岩′宮中のＦＯＣ∽中なヽｒ宮卓∽ゃＣ００こ

の

ムｏ一田ゃ】Ｏゃ宮０

一０、

のやＧＯ】０

０や、０

やヽＦの】Ｏｎ

一ＦＳ

ｏｏ●ｏＦ車Ｆ】

〇や（０

的やＯてＦＯ●】

一Ｆｓ

ＳＯ】ゃＳＦＥＯ中口一

ｏ】付一∽

ｏやふ【０＞Ｅｏ科再ｏ

Ｏ宮電

ネ【】苺０一ｏ

●ゃ一」声ヽ

百て万

宮【りＦＯＯ∽一だヽ／宮一のゃ宮〇一ョ，∽

０】『ＯＦ『中の

ｏｏＦ毎ｏ】】０】卜０〔

Ｈ＞″

∽や】『

０的電ョ帥宮付【〓∽ヨ的巨口

ぁ●ＯｔＳｏ】ＦＦＦととＯｏ

●】ふ一ｏや、〓ａｏｈａａ田

【由ｏ〓ゃｏ∽，

一ＦＳ

一∽≡的Ｆ口

●Ｇｏ】ＨｏＦ身ヽ

一為

一ｏ母ゃの中ｏ

の】】ＳＥ

Ｆｏこ田ｏ中０口，ａ

一●Ｓ

へのＯ】■やｏ，■中∽

へりＦＨ】０】

∽声Ｏｔミ＞

中Ｏ

ＦＯ≡ＯＦＦ】Ｏ≡〕０宮ミゃ∽】ｏや日ｈドｍ

∞

〔四

的ｏこＥ，ヽ

０＞Ｅ００中」ｏやＦ電】苺０一０一∽■つＦ巨

０日Ｓ

へやネ一０

．０の一＞ｏ】

Ａ●Ｇ【い

い

∞

一口

のｏ∽ＯａＦ戸ａ

中〇

、一０中】電＞

田

】つ中

のＯＯ宮Ｏ】や，Ｓ

やＦＯ白０虫中【一

≡≡たィ０ゃＳ〇一日，ｏ彗Ｆ【ｏＯ

Ｏ中的自Ｅ≡≡

ＯＯ■Ｏｏ】阜】００，ＳＯ■Ｏ

〓∞口

あ宮Ｏ写雨０中Ｃョ一宮一宮ＯＯ

Ｓ】ネ【０や由電

ａＯ白ａａｓ

日

ｏ重甲

ｏり，

一宮Ｃ

●∽≡的ｏ口【ＦＳＯ】ＬＯＦちく

０滝

円宮電ゃの中ｏ

∽】】ＳＦ】ＳＯｔＳｏゃｏ●ｏ。

ＯＣｄ

ふ∽０】Ｐヤ０■】あ

ぃのＦ】ＬＯ」

り，ＯＥミ＞

鳴ＯＦＯ≡ｏＦＦ】ｏ〓ゃ一●田や∽】ｏ一●ｈヤ碕∞一四

軌宮モ白と

の＞ＦＯＤ単噴０屯宮ＧＨ電の一ｏＦ∽≡０戸ａ

や≡Ｇす】一〇、０

∽】＞ｏ』．Ｃ

Ｃ中らい∞一口

∽ｏ∽ｏ酔声ａ

中ｏ

ｒヽ５「】電＞

電

ＬＯ均

り００，０】ＯＦ付

中ＦＯＨＯ」申】０

≡≡草′ｏや電０】宮声宮】一宮００

０〕的●■モト，００，一〇】〔】Ｏｏや田ＯＨ〇

一∽臼

ぁ宮ＯｆＳＯ中ＦＦＥ】Ｆ一〇〇

●】＞【●ゃＳ】■ＯＯ】ＯＯＳ

ＦＳ

Ｆ口

ｏ∽戸

０日Ｇ

一セ

一的宮口

ＥＳｏＩｏＥ押ヽ

０一田一Ｆヽ中の略Ｏ

の単】田日

ＦｏＥｓＥ

ｏ宮，巨

一Ｆ、

Ａ∽０由ｏやｏ，】】∽

へ々Ｆ「白０唱

∽戸〇電付＞

中Ｏ

ＦＯヽｏＦＢ写

〇一ゃ０●Ｇやり、〇一Ｓｈ一的

∞

一口

的●ＥＥとイ

０＞一ゃ００軸鳴〇

一ｏＣ

】電ｏ一ｏ

工の一つ，ａ

一宮苺

す】一〇

へＯの中＞Ｏ】

ＡＦヽ中」

へ

∞

一口

のｏ∽ＯａＦＦａ

中ｏ

ぁ中ＯｔＳ＞

Ｇ

有０鳴

∽ｏｏＦｏ一や，Ｓ

ゃ宮Ｏ】０中中中屯

≡≡差ィＯゃ、Ｏ】Ｆ，ＥとＦ「ＯＯ

Ｏゃ的Ｆ中七一、，

Ｏｏ，一〇Ｌ。

】Ｏ

Ｏや雨０】〇

一

∞

臼

０的ヽヨ的宮電【０≡０再告

の亀Ｈニ

■Ｏ”ｏ中０〓〇〕ｏ宮００呂ｏのｏｏ●一＞●ＯＯ

Ｏや的宮ミＰや白ｏ〓ｏ一Ｃ

】〇

、的●ネ〓やＯＥ

Ｏの

００

０中革′Ｏｇ

均〇

宮〇軍田宮Ｇ】ａＸＯ

ｏｓ

ｏゃ■、，

卜ｏ

【ａ

呂

ヽ

ｘ

ｏ

】

一

。

】

．

■

∽

】

的

Ｆ

口

●

電

ｏ

中】Ｏ

Ｆ

身

ヽ

や潤

一●由ゃ∽ｏ中のＦＥＯ」

ｏｏＳｏゃ●０り

やＦＯ】０■】中Ｏ

Ｏ〓白たィ一ＳＳ

宮一苺【ａ文０

，

ｍ

Ｏ

一口

ぁやＳｏＦ申目的【の∽電

的ｏこ【】ヽ，

のＰＯＥ電＞

中ＯのゃＯ，一〇】ａｏｒゃ●】のｏ∽∽ｃ●】田０革イ

一ｏｓ∽堪的Ｆｏ■りお】〓ｏ口

‐【ゆ臼

りｏ中】ｏや∽や】０〓∽０宮電∽〕「〇島０】

のたイＯＦド０

中ａｇ田ＸＯ】ｏ中一的ｏ中〓白≡ィ

中Ｏの一Ｆ【単ゃ宮０】０中「中ＯＯＯ■一〇】』

ｏ＞】ゃ阜ＥＯの〇一

一ＣＳ

Ａｏ＞】∽Ｓ，のＨＯａ

、ょ軒〇ゃ中∽ＯａＸＯ

、ｏ＞ｔ田】

雨Ｆ

的宮中ｏ■【ｏ宮【

へ的●下】■洋″いｏ

のＯａネ中の■ＯＥ電＞

●中ぁ，ｇ〇一ｏ唱〇】島ｏ〓】≡

‐一ゆ臼

一〓岸″のやｏ●一ョや∽

一∽】「取≡口

Ｆ電ｏ一一ＯＦ，ヽ

一崎田０●Ｇ中の的宮中∽■

∽宮壇一０

鳴

００●０中ＦＯの文〇一ら０】Ｏｏ

ネ【ａａｓ

ｔ，い

卜

一口

宮ｏｕ田ョ一ｏ日Ｆａ

●ＦＳ

Ｓｏ増ｓＮ〓、ゃ一ａｃｏ

ギミロ】日電白的

Ａ的●≡【Ｏ巨∽】つ】ＯＦやゃ

０】一Ｆ中電

一目電

へＯｏ中〇一〇

一』Ｏ苫′■０唱

ＯＦ■や

０宮ＯＯＯのＳ

ｔ宮、

ＦＯや、Ｎ】宮田的】Ｏ

白０唱

ゃの白Ｈ一０の中＞ｏ一ＡＯ

中ａ，一ＧＸＯ

占０中

一のｏのＯａｒ■ａ

ｏ唱一ｏｏａ∽】０中

的●一ゃ一■岸″●∽】＞０■―

い

卜

一四

〇〇３０】０，電

ＯＦゃ〇〕的Ｆ■一、たィ中ｏ

●■巨〕ＯＦ一〕∽

ＯＳミ

ヘ聖との、やＥ

！Ｆｏｏｏ嘔

あ■８、‐

一卜臼

一≡

Ｆヽ

∽中●ｏ０３や∽

輸〓や一】済

岩ｏど

ｏゃ≡∽一輸Ｆ口ｏこや３Ｅく

一鷺一百電や∽中Ｏのｏ一Ｐ【ｏ重や沐【ａａ田ｔｉ

ｍ∞一口

的●【や「】差ィト∽】０嘔ＯЮ宮Ｇ

宮トィｏ」中ｏ一ゃｏ＞Ｏ】ａＦ■０やのｏ】的ｏ中Ｇ】中の

占ａ魯

０目

お中や８■，べ■口

一〇臣′ｏ一＞

】〇

一車０】

の、、戸

やヽこ

的百【〓やｏ日

ｏ∽

ゃ戸００雨

∽０，げ下一』ｏ

ＯＦミ

∽０】白田やＦＯｏ日目【００

】雨ｏ一〇

０屯Ｆ【ｏ宮】〇やが０∽Ｏ酔

Ｐａ

中ｏ掛世】Ｇ＞ヽ】せ

ｏ一Ｅま

，一∞臼

一Ｆ、チ∽や百ｏ一ｏ一∽

ｏ的ミヨ的Ｆヽ中、一ヽ宮０【一単‥

や宮０■ヨや∽

∽卜Ｈと

ＦＯや、ョゃｏＦ，ａ

屯宮電

宮ｏや、Ｎ≡電ゃ中、ＧＯ

〕ＯＯ自由００

（】ＳＦ】ヨＧ】的

０００的

的宮中のＦ

ギ中ｐＦ

ＯゃＩ差ィ●、ｏ

【　中

ゆ

口

的ＦＥＥ一た′あ質】Ｏ＞〇一ａ宮】

Ｏや∽り０●０】ａ

的ｏ■電

〓ヽ

ｏＦやｏの■

宮田ｏ

【

【

Ю

口

りやＦｏｇ

Ｏ的一のりヽ

的Ｌ一や【】たイ

ヤ宮０】０中学一０

ぁ，一０やＯ【ａｇ

ｏｏ

ｏゃ∽∽ｏｏＯ」ａ

的Ｆ】や】】卜′０●中０の，

Ｆ付０

【

「

ゆ

一四

●Ｏｆ付Ｓ一ＯＦ戸島

一Ｆ田

宮Ｏ≡、Ｎ〓付〕一阜電ｏ

ｆヽＦ津宮ｄ】的

やＣＯ「占ＯＯ

的百あ声

ふ０

ゴ石チヽ〓一●一●田０やＥ＞宮電ｏ【ｍ卜臼

Ｏ電目

中〕≡ＯＳＯ

】ｏゃ〕０

０

ゃ一的Ｓ

中】電一Ｆ

卜的宮【〓白た″六宮】

Ｏ＞

Ｏ】ａ宮】

０や

り∽ｏ００】ａ

的宮「〓】戸ｏ一〕ｏの申宮ｃｏ【　ベト恵円

車中的Ｆ一一ＳＯ】

ｏＯ≡【伊

ｏ●ュ宮ｏ一ｏ∽ｓつ的Ｆ一ゃモと

～ｏ望と∽ネ日

ｏ的Ｆｓ一〇●ＳＯ【一卜臼

ｇＯ■田Ｆヤｏ宮■Ｏ

一●ミ

ＦＯＥ『Ｎ吾雨ゃ】ａＧｏ

へ一ｄＦヨヨ電由的

Ｆ一∽０的ｏ苺ｒＯ

や〓的一】０一ゃＯ単電日

０日車

的ＦＥ一】たｒ単ＯＯ≡ｏ

こＳｏ

【

〔

∞

一四

的宮ど】】苫′

ぁＦ一〇＞０■ａＦｉ

Ｏやｏ田中、

Ｇ

ｏ単ＳＰＳ

Ｏ宮Ｓ

∽ＦＯＥのＯ，げ中Ｏ

出宮】〓中口由０

】

い

∞

〔川

ｔ，電の一〇

一ＧＯ■申的自一Ｆ中Ｏ電目〇の中ョ００ミ

∽やＦ的ョ〇対中

中ＧｏＯの】Ｏａ

ネＣ目

０中】白たィ宮ＣＯ

【

【

∞

〔円

〕０倒Ｌ車■

倒０中宮】付Ｏｄ

の偽】え

り一Ｌ、

０的ミョ的Ｅ苺【〓∽ヨ的宮口

宮〇●Ｇｏ【宮，Ｆ】ヨＯＯ

宮Ｏやｔｈたイ

〇やＦの≡的宮画【ＦＳＯ中】Ｏ宮】く

一】電やＳＯやの中〇

∽ｏ一Ｆ】ＯＦ〕的目中ネ【ａ、電

ｏ，Ｈドィのｏ】どｏＦと∽

円ｏＳ

のｏＦ【０中

ＣＯ●ｏゃ●０∽

∽戸ＯＥＳ＞

ｏＯ声円ｏ】ａ

一●ｓ

●中電一ａＸ口

‐

い

０

口

的Ｆ，電、ィ中百０】０唱Ｏ】ａ

（吾ａ田】的電】田ヽ‐

，一■呂

中Ｏ

∽ｏａネ中

ゃｇ〇一０申中中０

やｏ３】中∽Ｆ００

ぁ〓Ｅｏ●●ＯａＯ屯宮】

〇中の∽０〇〇白、

的宮≡〓

，ヽ

ｏ一ゃｏ∽Ｄ

‐田

ゆ

臼

あ●ｏ一ヽ

こ

あ

中Ｏ

●ヽｏてヽ＞

ｓ

●一的Ｆ一≡忠Ｆ

ＯＮネ】、●雨

ふ〓、ｏ中≡■ｏ

一●Ｓ

ＯＯョ〕Ｏ】ヽ

‐

中ム０

一四

〕０●ヽ■０

ＳＯ≡田ｏ】宮，Ｆ】宮Ｏｏ

ＣＯや〓】すヽ

〇ゃＦの一一的宮口

宮ＧｏＥｏＦＳヽ

０一苺Ю宮ヽ中∽

中Ｏ

∽０屯Ｐ【ｏ一〕的宮】ぁ一、、Ｇ

Ｏ，一た′

のｏ】どＯＦとの一０電

∽Ｆ】つ】

ｏｏＦｏゃＦＯ∽

ＸＯ中ａＦ】００

や？Ｐ【や∽●００

‐碕

卜

臼

あ０のＯ酔

，ａ

ｏＥ再００ａ∽】０唱

ｃｏ「∽】＞Ｏ】中００再０】や、●中

“車Ｓ】一

ｏゃ電ｏ』Ｏ

ＯやのりＯＣＯ』ａ

的Ｆ，Ｉ

房ヽ

〇一ゃぁ一ａａＳ

ネ【やＦｏ一ＦＯａ●一●【‐

　い

卜

一四

〇∽ＯＱピ，島

ｏ」ヽ

ＯＯＨ〇一０，Ｓ

ゃ中Ｆの

Ｏゃ的●ＦＥ

″ヽ

中Ｏ

ｏ■，５Ｆわの

一罵

世

と

そ

〓

ｏ〓

ｏｏ

〕誓

智

く

‐

Ｆ

卜

口

卜

ｏ，Ｒ上υ

あＦＯＦＳｏ】再，目】ヨＯＯ

宮０こＥヽ，

Ｏゃ■把

【的Ｆ口

ＦｓｏＥｏＦＳヽ

一】『Ю宮崎ゃ∽

中Ｏ

のＯ宅Ｐ「０〓〕ネ一ａ、イ、‐

ｍ

∞

〔四

あＯＯ●０点草ｇＯＯ

的Ｓｔ】由すヽ

ｏ中脅車ミ】０

的Ｆ】＞Ｏ」ａＦ■

】０中

の〇一的Ｏゃ電とぁ

一日、

∽宮ＯｔのＯ■げ

いヽど宮ｏ一】ネ■・ｏ一目ｏａｏ一Ｆ【‥へ∞臼

ｏｏＳｏＥｏａＸｏ

的●ててｒｏ】＞

】Ｏ

的ｏ中や、Ｏ】

電

ＯＮぁ一ＳＳ田

やＳ一】∽ＣＯ】田中０】島一０ゃＳ中一●ミ

リｏ戸げ「世一ｏ

（∽０一白Ｇや目ＯＳ弓Ｆ【００

ょ耳ヽ】０〕≡

的Ｆ一一，一Ｏｏ一的Ｆｔ】ｔ〓

ｏ，ＥｃＰ再０

一Ｆ、

」、Ｏ中０

０∽ＯａＥ

ｏｍ〉‥

】

∞

一四

∞

ｏ口『】的）

的目軍ギ■卜″

（的〕

り０】ミ●宮電や∽

０やミや∽

宮一の目Ｏｏりぜ度戸

りや】ミ

●的電Ｆ軸ロミロ〓り〓的宮日

宮一目Ｏ唱〕ミ自Ｆｏ一や】く

ば＝出Ｍ

の単ｏＯ卓ｏ∽

●封●Ｆ〔

●ｏ出ョミとｒ塙Ｈ占

17

●】『●Ｆ電や∽

や宮ｏや目００）Ｆ底″

∽〕卜電

０的電ョ的Ｆ苺】●り〓的Ｆロ

Ｆ】Ｓや、の中●０

０●Ｓ

Ｏや、０】Ｏ

ＯやへＯ

やＳ，の一〇ａ

一ＦＳ

ｏｏ宮ｏ■電宮【

Ｏや、Ｏ

的０●て，Ｏ●】

０宮Ｇ

宮〇ど苺ＦＥＯ中Ｆ中

０】ＱＦの

Ｏゃ六中０＞Ｅ００略中ｏ

一ｏＳ

ぁ【】Ｓｏ中ｏ

Ｏ〕【告〓′【ｔ■

宮【∽宮ＯＯ∽】＞″

Ｆ】∽や●０一Ｅ

∽

Ｆ】Ｓ中、０ゃ宮ｏ

Ｏ宮電

０一６０】Ｏ

Ｏや（０

一Ｃ，の】Ｏａ

一百Ｇ

００宮Ｏ■再宮一

〇やへＯ

的一〇ｆ″Ｏ●】

一●ｓ

ＦＯ■ＳＦＥＯ哨日「

Ｏ】Ｇ●の

Ｏゃネ【ｏ＞ｔ００“～ｏ

一●Ｇ

ネ【■８０【ｏ

●ゃ】】た″ヨマデ

宮「∽宮Ｏｏ∽中ヽみ

ｏ中∽ゃ●ｏＯこ

∽

宮【、中ヽ０や宮０

一宮田

じやヽ０肖Ｏ

Ｏや卜０

０田Ｆの一〇ａ

Ｏ日付

Ｏｃ宮０，こ０中

Ｏや、０

的屯０です〇宮】

０宮苺

宮〇中やＧＯＦ六革Ｆ】

０】Ｓ〓∽

〇ゃネ【ｏ＞Ｅｏつ単単ｏ

一宮田

六中占ＧＯ【Ｏ

Ｏ〓皆〓

中Ｆ】″百一の日ＯＯのごどｒ宮中∽やＯｏＯこ

∽

●】ヽ●宮電やの

００Ｅ田Ｆ【】０中】０〔

Ｈ卜″

りやヽ、

０的『ョ的自ヽ【一∽〓的Ｆ口

ぁ宮〇こＣｏ【ＦＦＦ≡とＯＯ

●ｏ〕≡】たィ●ｏＳ

【田白〇

宮【ふ【ＯやＧ中】ａＯ】ａａ田

「白ｏＦやｏの■

ＯＦ電

≡∽≡的宮口

ＦＳｏ一】ｏ■●く

０一電ＯＳＳ中∽～〇

∽出「毎日】宮〇中や８宮やｏ宮，ａ

ＯＳＳ

、∽Ｏ】ＦヤＯ■】や∽

へ∽Ｆ一一つ一

のヨＯＥＳ＞

略Ｏ

ＦＯ■ｏ●，単ｏ一ゃ一●、中の、００宮ｈ】ｍ

い【

｛口

軌ｏモ】≡

Ｏ＞写ｏＯ中」●

一Ｆ電

一Ｇｏ一ｏ

■∽≡つ，ａ

Ｏ宮電

【≡ＯＯ

ＡＯの中＞Ｏ】

ぶＦ電中Ｌ

い

い一　∞一

あｏ∽ｏ酔

，ａ

」ｏ

ｒヽｏ】ヽこ＞

ｓ

ＬＯ中

∽００，０中↓■毎

や●０】０一中一一

Ｆゃて々′Ｏゃ電０【Ｆ宮Ｃ目ｏ日Ｏ〇

〇〕

的●一〕モ≡

００，Ｏｏ』ａ白ｏｏ中電０一〇

一国一口

∽ＦＯＳヽ０「宮Ｆ〔宮日

ｏｏ

ＦＯゃギ】二ｒЮ●Ｏ

中ＳｈＯ

宮一、一０〕ぉ】』ａＯｈａａ電

雷

ｏ一やｏ∽≡

一●Ｓ

●∽≡的Ｆ画【宮電ｏ一】ＯＰＳく

ＯＨ毎０宮電や∽特〇

∽単】電宮】目〇中やＳ彗一ｏＦ，ａ

●宮、

本∽Ｏ】Ｆ一〇■】中の

へ∽ＰＥ】ｐ】∽，ｏ一】Ｓ＞

略〇

宮ＯＦｏＳや】ｏ一ゃや●、一の」０一宮「】碕

い「

一口

的●ＦＥ岸′

ｏ＞≡ｏＯ培唱ｏ

Ｏ●Ｇ

】ＳＯ【ｏ

一∽〓つ，ａ

Ｏ宮電

、〓屯ｏ

、ｏ∽】＞Ｏ】

ＡＦＳ【偽

困

い「　∞【

あｏの０酔

ヨａ

略〇

ネゃＯ】占電＞

Ｓ

】つ】

り００●０「●ョ電

やｏ●】０蛤鳴】一

●ｔと″０ゃｓｏ】宮，ＦＦＦＯＯ

Ｏ〕

的Ｆ拒】』洋″００，一〇】島

】Ｏ

ｏ中毎ｏ【∪

一

【】

一口

∽宮Ｏ【や田０「Ｓ■０当日【００

ＳＯゃ事】たィЮＦＣ

【苺】Ｏ

●一ぁ中ＯゃＳ一】ａｏ】ａｎＳ

一宮ＯＦ中Ｏの申

一●Ｓ

一の一的電口一●ミ０中】ＯＦちく

０鷺

０宮電ゃ∽竹ｏ

∽】由電日

００中や電Ｓ，ＯＦ，ュ

一●、

卜∽０堂Ｅ５■５や∽

ＡをＦＥＯ鳴

∽■ＯｔＳ＞

中Ｏ

ＦＯやｏＥ宮写

●一中

一●田中∽】ｏＯＳｈ】ｍ

い「

一口

的日やＥ＞

ｏ＞やｏＯ」鳴ｏ

Ｏ宮電

】Ｓ〇一ｏ

■り≡０，ａ

ＯＦＳゴ】一０へ０∽一＞Ｏ】【Ｆヽ中偽いい一　衛【

あｏ∽〇（Ｐ声ａ

崎ｏ３壇鷺＞電】慢

∽ｏｏｓや０，、

やＳＯ】０」鳴≡０

●ギ

Ｆヽ

Ｏゃ電ｏ一Ｆ，Ｆヵ宮００

０中

的Ｆ一電、，

ｏｏョＯＯ】ａ

】Ｏ

ｏやヽｏ白０

「

い【

臼

●的電目的自電【ｏ〓０ョ亀

宮〇こ苺０や０宮，ａ

一ＦＱ

、的費≡【０、∽

ｒ毎ｏ日日【『白的

へ∽一】〇ヽィ」〇

ｏ誓ｏ一↓宮ある堂ｏお一〓ｏ口‐い０日

的Ｆ■一】たｒＯｒゃ中ｏ

ｏりｏａずョ、

ｏ●やｏロミ

の中】Ｏや、〇一０一中〇一と″ｇ〇

一０∽電０

的Ｓ】〓白た′

的Ｆ一∽一＞ｏＬ一０中

の〇一的０中電一中の

０の戸

‥ｄ

い

一口

ＦＯＥｏ崎ＦＯｏ

一宮電

宮ＯｆＯ嘔

中ｏ

のｓＯ】ゃｏＯ一０∽

〇やのＯ∽ＦＯａ∽ＯＨ】ｏ的Ｆ〇一ａＯ一０＞００

０や∽∽ＯＯ〇一島

的宮再】』ヽチ

０●やｏ∽ｏ

‐

「

い

一四

【≡、デ

∽↓宮ｏ一ョゃ∽

の■０●や０中Ｏ

】】〇臣ｒ〇一ゃやＦＳ

】」Ｏ

Ｆヽ

ｏたｒＯ

Ｌ「ｏ≡や吾や００

拒

召

９

】ｏ

ｔ一ｏ

一罵

お

「〓

ｏ■

‐

ｍ

畳

臼

的Ｓ将】】、ュ

０やミ■【Ｇ＞Ｏ

Ю宮Ｇ

ｏゃＳＯ】Ｏ

Ｏゃ

∽の００〇一ａ

的自ど中】たイｏ〓ゃぁ中ａａＳ

ｔ，い

ｏ一

口

ぁｏＥ

ｏあ

≡

〇一の

０●、

がぁ、の∽ｏ

卜のコｇ

Ｏ

Ｏ

ａ

Ａ四

百

ｏ

ヽ

ｏ

白

【Ｇ

宮

〇

一ゃ電

Ｆ

Ｅ

Ｏ

中

卓

】

卜ｏ

中ら

ｏ

胃

電

文

Ｏ

】

つ

】

一∽

●

∽

Ｏ

ａ

ｒ

戸

α

竹〇

ネ〕０【白Ｃ＞

Ｇ

】０】

∽ＯＯＥ〇一一Ｆ電

中３０】０培培中や

】卓≡甚ｒネ一ｏ＞一ゃ００」」ｏ

Ｏ中ＳＯ中宮■ｏ】一ＯＯＯ

ＯやのＯ【ふ中のＯＦｄ

のＯＳＯ】や●０】０蜻唱】０

こ】０〓】、ヶ

‐

一

〇一

口

呂≡キ″のやｏｏ一Ｅ

∽

∽∽０宮０＞ｔ００中中ｏ

一●田

六い一】電一０

】０】

的宮中ゃ中白た′

０，げこ一】ｏ

一Ｆ、

中】●０

・　的

へ【ヽ一申

【四

ｏ】ｓ〓ｏＯＳ，

ふｏ導

的Ｆ】ギ】たィぁＦＳ

Ｏ中∽り０〇〇】ａ

的宮モモトイｏ一やネ中ａａ、

‐　い

い中ヽ「「

的

のせ

ｏａ留

●ｏやや一】＞

的宮中の停

∽０∽六【電宮電

告一〇〓ゃｏゃ、Ｏ】Ｆ■Ｆ■ｔＯＯ

やｏＳ

Ｏ】ｐヤ『】０中≡

ＯＮふ「田宮く

あｏａネややＦｏ一ρ輯】一～Ｏ

のｇＯｔ中∽〇〔日

ｏｏ

白０的宮〇【Ｏ中Ｅたィ‐

】

い一ヽ一一

日

【せ

ｒヽ″∽や宮００Ｅ

∽

や０田】、■

引●】宮】ヽｅｄ

のはＨた

りや卜ヽ

ｏ的ヽヨ的宮『【〓り〓的宮ロ

の】０■■Ｏ

ＦＯ●ｇＯ＞ＦＯＯ

や●Ｓ

Ｏ的Ｇ∽停

、Ｃ，宮ｏ一【‐

ｍ

い

口

のＦＯど、ョい「∽佑〇

卜石一白苺＞

、

Ｆ一０のＯュ】，ａ

一宮ヽ

００●０一０ヨ田

ＦＯ

やＯの、や

りｏ一的Ｏゃ、とあ

ＦＯ】∽中＞０由的宮【∽声

へ々再、一●軸〇

∽０】】０∽、

■的戸〇】卓一的ｏ■モ臣″

中〇

∽０００中ａ

】０一やｏ

一宮、

∽Ｆ〇一ゃ一のＯａｇ

ＯＯ

ａｏ【ｏ＞ｏ一

ふやｃ〇一Ｆｏａｏやｓ【―

い

０

四

あｏのｏ魯

，ａ

一●、

のＯＯＳＯ】〕■、中ｏ

ぁ中ｏ一】電＞

Ｇ

一０」

ＦＯ，０唱‥ＳＯＳ

ЮＦ苺

ＦＯｔＯ唱

Ｏゃ

ｏ∽宮〇らのＯ】ｏ一的宮ｔ一忠″

や●ｏ一ｏ写Ｏ】。」〇

の０００中ａ

【Ｓ≡宮ＧゃのＯＦの

ｏゃＳＯよ∪

‐

中

６

四

い

ｏ●田上υ

ｏ的Ｓ常的●苺一特Ｏ

Ｏの，

〇一ゃ

Ｅ

召

ｏ】

ｏ

ゃ】やｏ

Ｏ●、

か】一や●ｏＯ【ｒ

中

〇一

口

ぁｅｏ■Ｓ，〓の中Ｏ

ネ中ｏｔ電＞

田

宮】的宮■中忠ダ

０やＳ，中Ｑ＞ｏ

Ｏ宮電

０中ＧＯ】Ｏ

Ｏ〕∽∽Ｏ〇〇】ａ

的宮どＥ＞，ｏ≡〕ふ【ａａイ、―

い

ｏ一

口

∽ｏ∽Ｏａｒ，ヽ中〇

、ゃｏモＳ＞

Ｓ

』０唱

∽ＯＯ宮ｏ中屯，Ｇ

や宮ｏ白０蛤】中一

Ｆ≡営″ｏゃ、ｏ「宮，電目宮】００

ぁ一〇＞Ｅ００中唱０

ｏ中費

い

∽０宮電

ｏ宮〇ゃｏ葛

≡ａｏ】阜ａ苺

宮電

Ｆ【的宮【中【】喜′や宮０】Ｏ唱

〇白ａ鳴ｏ

の０００】ａ

【ＧｔＳｓゃ∽ＯＦのＯ君ｂ】０

‐

「

ｏ「

は

一【

ｏ●ミ上υ

，∽ＯＦＯ＞●０〇一中ｏ

ЮＦにい中鷺再Ｌ慢的Ｅ〕モま

ｏ，げ〓〓ｏ

一宮電

≡０口

‐

ｍ

へ【ヽ「一

四

∽宮〇ど、再ｔの

中ｏ

卜ｂ

≡】Ｑ＞

、

ｏ「０●∽Ｏａｇ

００

的自Ｅモユ

Ｏ戸げ一ゃ】■０

０●Ｓ

ＯゃＳＯ高Ｏ

Ｏやり∽ＯＯＯ】ａ

的ｏ●Ｅたィｏ一ゃネ【ａａイ、‐

ｍ

ｍ【ヽ中「

臼

ぁ０∽ネ一Ｓ●、

ょ甘ヽ一〇〓中的ｏ「屯ョ【ｏ●【

へのｏのＯａｆヨａ崎〇

と

世

洛

＞

Ｇ

】紀

懇

ｏＦ増

Ю■苺

ゃ宮ｏお

地

も

ヨ村たィ０ゃＳ〇一ｏ■宮】日００

ぁ【ｏ＞ｔ００中中ｏ

Ｏゃ的ＳｔＩたィ中宮Ｏ】Ｏ軍

〇】ａ

中〇

∽ｏｏｏ一ａ

一Ｑ【ゃｏ電ゃ∽つＦ∽ＯゃＳＯ白０

‐

「

は「ヽ「中

臼

Ｎ【

ｏ昭

】】

●●『上∪

的宮一や・【】卜″

（的）

り０占ミ●宮電や∽

ｏやミや∽

宮【り宮００∽ご亡ｒ

のや】付

０軸ミロ的宮ミ由●∽〓的目口

目慎Ｆｏ「やミ自戸ｏ写七く

ば＝出肖

∽缶ｏ●卓ｏの

ｏヨ●ョ告

ｏ●】戸ミ登″増】と

18

●０ミ

E

０当車一卓車〕∽

中直Ｏ〕こ〇〇

岸＞，宮

【Ｇギ【Ｏや目Ｏ

●ＳＳ

ＯやＳＯ】Ｏ

Ｏや〔〇

一Ｇβ∽】Ｏ島

０宮ｄ

ＯＯＳＯＦ唱目中

〇やへＯ

的ｏＯで戸〇目出

●ＳＧ

宮〇■Ｇ目「壇世「宮中

Ｏ】付ヨ∽〇中

ぁ【Ｏ＞中やＯｐ粗「Ｏ

●ＦＧ

ぁ一】ＧＯ【ＯＯギ普戸

電＞

宮中∽宮ｏｏ∽ぜ戸

目一留ＳｏＥＥあ

．四

０】Ｓ一ＳＳや∽

ｏｏ目Ｇ宮道【０鳴「Ｏ偽

Ｈ＞あｏのｏ暑

Ｆ島

晴ｏ

い

！

滝

＞

∝

「つ増のＯＯＳＯ】一ＦＣ

やＦＯ】Ю輪中】０

ヨや卓た″

ＯやＳＯ卓ＦＦＦＦＦＯＯ

Ｏや制Ｓｔ卓曽戸

ＯｏＦ一〇】ａ

「Ｏ

ＯやＳＯ】〇

ず

∞．臼

ｃ的ヽβ的ＳＧｄ

やＳｏ●Ｅ

∽

ギ一的目一一ＳＯ】

Ｏｐ

【ギ薄′〇吾たィ宮〇

一〇の電や

的日干一曽戸

唱Ｏ

ｏミどのあ日

Ｏ的宮ｄＦＯ宮付ＯＨ

【．卜．臼

Ｏ的ＣＦ的Ｆ田

一ｏ

〓

つ戸Ｌ

．ＯＯ宮〇一や戸Ｃ

Ｏ亘や

〇ゃ的宮≡卓曽戸

特Ｏ

ｏ】ご０戸単∽ＯＳｓ

へＯ【ぁや∽ゴＳＯや目ＯＯ

ｏヨゃあＦＪく

出】卜．臼

りＦＯど、ｏ唱一ｏ●ａ∽

ｏのｏ酔Ｆａ一宮ｓｏｏＦｏ一一っＧ

ｅ

留ｓｏ置あ

ｏｏｓｏ〓以

０日的費いり（〓

ｅｃｏｏやａ電０く　

・

ｏ∽ｏ静Ｆａ

ＯＳＳ

ＯＯＳＯ卓ＯＦＧ

Ｏや

∽Ｏや電【Ｏ】

や卓∽Ｓ

ＯＯ卓〇

ヨ〇

一】〇たｒゃ島Ｇ

一才ヽ　　・

出草出∽

〓∽ｏ酔

Ｆａ

一宮ｓ

ｏｏＳｏ】一声Ｇ

（Ｏ当日Ｏ的

〇や

のＯやＳ【Ｏ】

や一のＳ

Ｏ当戸ャＯＦ』や∽

ＯＯＳｏやＳＯ∽

ＯやＳ中】島〇】島島Ｓ

ＯＮふ

出Ｓロイ【　　・

ｏ∽ｏ酔Ｆ島一ｓｓｏＯＳＯ中一ＦＧ

Ｏや

∽ＯやＧ】Ｏ】

や中のＳ

ＯＯ中〇

吾０

０■〇、戸

Ｏや電卓】島〇】島島ｄ

ＯＮあ

【Ｓロイ【　　・

輸宮一宮ｏ∽付ｏ宮

ＳＯＳＯ唱〇∽のＯＦｏやヽ卓】島〇由島島Ｇ

一思

ｏｏ卓ｏｓｏやる

＞

佑ｏ召日程

のＦ紀鷺＞お

卓ｔｏ一培　

・

のＳＯ

卓ゃＳ，

〓

∽

一宮ｓ

ｏｏｇｏ

卓一ＦＧ

∽ＦＯ

卓】Ｇ＞

ｅ

的ｓＥ

淳淳佑ｏ留Ｅ

ｏ置

あ

０日付（営

ぃ

ス

〓

ｏ〓

ｏｏお

中ｔ

ｏ一Ｈ　

・

ｏ∽ｏ酔

Ｆ島

一目ｓ

ｏＯＳＯ卓一，Ｇ

Ｏや

∽ＯＰＳ【Ｏ由

電

総

留Ｅ

ｏ己

材

ｏｏｓｏ〓

以

竹ｏのｏ島ぉ

吾

！為

＞掛

一〓

ｏ置

　

・

盆

ｏ８

矛

る

Ｇ日

電も

〔静

ｏあ

点

男

替

び日ｏ日

ギｏややｏじ

的宮Ｅ】済

鳴ｏの留Ｅ望Ｅり〓留０柏も

お

中ｇ〇一】

・

”●的ｏＣｔ戸Ｏ宮】

やｏ的】Ｆ常

的ＦＦＦもの日

∽偽導え

・ｏのｏ酔

Ｆ島

屯目Ｃ

ＯＯｇＯ中一ＦＳ

〓Ｆ∽〇や的目Ｅ【】声ヽ

竹Ｏ

Ｏ】ＦゃＯＦ】ゃ∽一目Ｇ

貴

ぁあ

ど宮ｅ

ぼｏｏ

あＦＪ

く

す

卜，臼

【ｏ＞ｏｄ

ｏ＞ど一目的〇〇

やＯ的】Ｓ静

的目■Ｂ尋ｏｄ

【≡】∽

”野．一鱗‘『

申判掛留劉Ｂ翻劉¶劇Ｓ呂目劇

や超電

卓ＯＯａ∽

日ヨ【Ｆｏ中出

”Ｏ

の〓く

ｏ的ｓ，的目ＧＨ

●平【的宮口

Ｎ【凸Ｍ

〓ｓ四

■やｓ偽

ＯＺ】Ｑ口】Ｄ臼

∽四〇】＞営］∽回く宮停Ｚ口〇

的●■泣電●ｄ，ｏＦ田

的Ｆ中〓ＯＧの■ヽ中〇

宮〇中∽中＞

文口

【やば】＞″

卜

●０ミ】０

四〇Ｚロロロ四〇Ｘ口〇【】だ口Ｑ＜〇く

ＬＯ口〇【ＬＬＯ

め【〇〇

一０∽

Ｏ〓

ｐ停偽

ＯＯ

】Ｆ車た″

〓】え

」】「一】】】

19

宮

●じミ】

一】『一宮『や∽

中宮ＯやＦＯＯ

【＞．●

碍

〓ｏやＳｏ

一宮Ｓ

ＯやＣＯ】ｏ

Ｏや〔〇

一Ｇ，∽】Ｏａ

ＯＳＳ

ＯｏＳＯ，再目中

〇中〔Ｏ

的一〇て声〇目】

０目Ｇ

宮〇卓やＳ宮こБ碩宮】

Ｏ】Ｓ吾∽〇や

ぁ【ｏ＞軍Ｏｐ再ｏ一ＳＧ

ぁ電国Ｏ【ｏ

Ｏゃ一】Ｆ

〓卓済

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20

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」】「一】】】

つん

MlLWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMIC EXCELLENCE

Division of Teaching and Learning

MPS ClassroomAssessment Based on StandardsPlanning Guide for K-12 English Language Arts

* Please attach all documents needed to carry out the assessment to this guide.

(CABS)

Primary

Subject:

Author(s) or Source(s):

Grade Level:

1. Title of Assessment:

2. Key Learning Target(s) / Specification(s):

3. MPS K-12 Teaching and Learning Goal(s):

4. Enduring understanding(s): (What are the enduring understanding(s) connected to this

assessment?)

Created for use in the ELA Standards of Writing, Oral, Language, Media & Technology, and Research & InquiryPatti Ball, K-12 English Language Arts Curriculum Specialist(414)475-8099 b a 1 l p l のn 3 a l l . n l , l w a u k e e k 1 2 w i u s

命ん

のん

5. Essential Question(s):(t4that are the essential questions associated with this assessment?

6. Prerequisite Knowledge and Skills: (What do students need to lcnow and be able to do in

advance to successfully complete this task?)

7 . COntent KnOWledge: (What factual htowledge is necessary to complete this task?)

8. Skills: (What skills are necessary to complete this task?)

Created for use in the ELA Standards of Writing, Oral, Language, Media & Technology, and Research & InquiryPatti Ball. K-12 Enslish Lansuase Arts Curriculum Specialist(4r4) 47s-8099 bal lp l (pnra i l .nr ihvaukee .k I2. iv i .us

命Ｄ命

ん

9. Task Description i (What will students do in order to complete this task? This might include an

engaging scenario.)

10. Student Directiofisi (l4rhat will you say or give to students to explain the task? Examples might

include necessary materials, timeframe, length and required formal. This might be in the form of a checklist.)

11. Teacher Directions i (What will teachers need to know in order to employ this essessment?

Examples might include necessary materials, suggested timeframe and reminders.)

Created for use in the ELA Standards of Writing, Oral, Language, Media & Technology, and Research & InquiryPatti Ball, K-12 English Language Arts Curriculurn Specialist

(414)475-8099 b a l t p l セ, n l ぶi n l l l w a u 【じせk 1 2 w i u s

24

12. Instructional StrategiEsi (What systematic instructional plans can be consciously adapted and

monitored to improve students' performance in learning?)

13. Technological Connections.' (How can technology support this assessment?)

14. Modifications and Adaptations/Purposeful Planning for Differentiation:

(What can be modified or adqpted lo meet the needs of all learners? How can we use dffirentiation to

purp o s efully s c affo ld this as s e s sment ? )

15. Evidence of Learning: (How will we know when students are successful in this qssessment?

What does a prolicient student performance look like?)

Created for use in the ELA Standards of Writing, Oral, Language, Media & Technology, and Research & InquiryPatti Ball, K-12 English Language Arts Curriculum Specialist

balln l(dnrail.nr i lrvaukee.lt I 2.iv i.us(4r4) 475-8099

25

16. Scoring Guide:

student performance.)

(How will this task be assessed? Attach a rubric, checklist or other record of

17. Method of Feedback: (How will students receive feedback (format and mode). Ideally, feedback

should be provided.from self, peers, teacher and olhers.

18. Other Information: (What other information might be useful to educators who will use this

assessment?)

Created for use in the ELA Standards of Writing, Oral, Language, Media & Technology, and Research & InquiryPatti Ball, K-12 English Language Arts Curriculum Specialist

(414)475-8099 b a l l p l のn l a i l . n l : l w a u k c c k 1 2 w i u s

26

llllyMiLWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMiC EXCELLENCE

Div is ion of Teaching and Learning

MPS Classroo■LAssessIIlent Based on Standards

(CABS)Planning Guide*P′θαざσ αrr2ctt α〃冴θc″777θ77な77夕σ冴夕冴すθ cα//ソθ2rr rttθ αざざθざざ″タタ″″″0すんなg筋ブ冴夕.

Primary Author(s) or Source(s):Patricia Ball

SutteCt: Grade Level:10

1 . T i t l e :ン わ物/物 /乃.・レ″アルテ刀gИ みθtt αれFbWsクcすんα″な筋攣θ/勉刀チチθンわク

2.Lea r n i n g T a r g e t ( s ) : rり 筋冴c所夕sIり ,ニタα/rali 7 a g駒/gttθ

どれダなん五α廷すクαg2 И/な.・

*B.10。l Create substantial pieces of proficient writing in an appropriate tone and style to

effectively coHlIIlunicate with different audiences for a variety of purposes.

*B。10.2 Apply the writing process to create and evaluate writing in a variety of situations.

D。10,l ldcntify and evaluate the effccts of different types of communication designated to

nattate,explain,pcrsuade and entcrtain.

E。10.l Purposefully and proncicntly intcgrate the use of computcrs as a tool for rcfcrcnce and

COHllnuniCation.

E.10。2. Recognizc,analyze and explain persuasivc tcchniques used in vattous lnedia rnessagcs,

Sθc,α′S″″冴″夕∫f

C。9‐12 Political Scicnce and Citizcnship

・Understand the impottance of individual rights and responsibilities as identifled in the content

and context of documents,such as thc United Statesくごonstitution. Evaluate rnethods avallable

for citizcns to participatc in the political process at local,state and national levels,and its

inauence on public policy-locally,nationally and giobally.

27

3. MPS K-12 Teaching and Learning Goal(s):

Goal 1: Students will project anti-racist, anti-biased attitudes through their parlicipation in a

multi-lingual, multi-ethnic, culturally diverse curuiculum.

Goal 4: Students will make responsible decisions, solve problems and think critically.

Goal 5: Students will demonstrate responsible citizenship and an understanding of global

interdependence.

Goal 8: Students will communicate knowledge, ideas, thoughts, feelings, concepts, opinions,

and needs effectively and creatively using varied modes of expression.

4. Prerequisite Knowledge and Skills: (What do students need to lorcw and be able to do inadvance to successfully complete this task?)

. Students need to identify, understand and evaluate the elements of effective persuasive

communication.

. Students should read, view, analyze and discuss various examples of persuasive

communication (e.g. editorials, commercials, speeches, historical documents, political cartoons,

essays, debates, campaign speeches and media messages).

. Students should be able to apply the writing process, including publishing, to communieate a

viewpoint on a self-selected topic.

. Students should be able to access reliable information, both in print and electronically.

. Students should be able to use a computer and word processing program.

5. Content Knowledge: (What factual knowledge is necessaty to complete this task?)

.Students should be familiar with significant historical figures who have spoken out about

issues that matter to them.

. Students should be able to identifu the steps of the writing process.

28

5. Content Knowledge (con't.)

. Students should be able to identiflz the elements of an effective piece of persuasive writing.

SLAFE:

S - Writer takes a STAND on the topic

L - Writer uses LANGUAGE effectively

A - Writer ACKNOWLEDGES the other side of the issue

F - Writer uses FACTS and examples to support his or her position

E - Writer communicates EFFECTIVELY using coffect grammar, punctuation and spelling

6. Skills: (What skills are necessary to complete this task?)

. Comprehending

. Brainstorming

. Drafting

. Editing

. Revising

. Publishing

. Reflecting

. Keyboarding

. Researching

. Note taking

. Summarizing

. Paraphrasing

. Assessing

29

7. Task Description i (What will students do in order to complete this task? This might include anengaging scenario.)

"My Turn" is a column featured in Newsweek magazin.e. Each week the editors select an issue-

based composition written by a member of the public. This piece is featured in its entirety,

along with a brief biography of the author. In addition to this weekly column, Newsweek holds

an annual contest just for high school students. This contest invites students to voice their

opinions on issues of concerr to them. In this assessment students will choose a topic that is

important to them and compose a well-written, persuasive composition.

(See student handout A for student handout)

(See rubric on handout B for assessment criteria)

8. Student Directionsi (What will you say or give to students to explain the task? Examples mightinclude necessary materials, timeframe, length and required format. This might be in the form of a checklist.)

You have the opportunity to select an issue and use persuasive writing strategies to

compose a well-written piece to be considered for both a scholarship award as well

as publication in Newsweek magazine. Your composition should be no more than

five hundred words in length and contain all of the elements of effective persuasive

writing that we have been discussing in class. Let's look at the rubric and discuss

the criteriathat will be used to assess your performance. Then, use the attached

visual (handout C) to brainstorm issues that are important to you. Be sure to select

an issue that is meaningful to you-the stronger you feel about it, the more likely

your voice will come across ln your writing.

30

9. Teacher Directions: (What will teachers need to know in order to employ this assessment?Examples might include necessary materials, suggested timeframe and reminders.)

Students should be given several days to travel through the writing process to complete this assessment.

Students may benefit from a class-wide brainstorming session, using the chalkboard or the overhead. Students

should be provided with specific dates that designate when certain steps should be completed (e.g. topic

selection, evidence of brainstorming, first draft, revised drafts (break down into several areas, such as

organrzatton, vocabulary and sentence fluency and variety), edited draft(s) and final composition). All

components of the writing process should be included (one of the Learning Targets addressed in the assessment

requires students to apply the (entire) writing process). In addition, students will need access to word

processors, printers and materials to research (text and electronic).

10. Instructional Strategies: (lrhat systematic plans can be consciously adapted and monitored toimprove students' performance in learning?)

RAFT (Identify the Role, Audience, Format and Topic)

Free Writing (Unstructured writing without confines used to generate ideas)

Cubing (describe it, compare it, associate it, analyze it, apply it, argue for or against it)

Opinion Guide (Questions to respond to, using two perspectives, the author's and the student's)

Ethical Choices (Introduce issue, take a stand, read accounts from various perspectives, list pro's and

con's, take a stand, compare original stand with new one)

K-W-L (What we know, what we want to learn, what we have learned)

11. Modifications and Adaptations i (What can be modified or adapted to meet the needs of alllearners?)

Follow each student's IEP and make modifications and/or adaptations according to his or her individual needs.

Modifications may include, but are not limited to, Iength of response, mode of response, time allotment and

technologies; adaptations may include, but are not limited to, word lists, writing templates, spell checkers /

grammar checkers, talking word processors, voice recognition software, dictation, dictionaries and thesauruses,

highlighting and grouping.

12. Evidence of Learning: (How will we lonv, when students are successful in this assessment?

What does a proficient student performance look like?)

Both the process and the product are important outcomes of this assessment. Usethe rubric to score the composition; a proficient performance is defined as earning a(holistic) 3 or better. In addition, teachers should emphasize the importance of theprocess. Students should be afforded multiple opportunities to meet therequirements of the assessment. Students need effective feedback (specific, timely,accurate and meaningful) in order to improve their performances.

13. Scoring Guide: (How will this task be assessed? Attach a rubric, checklist or other record ofstudcnt performancc.)*See Rubric for Scoring Persuasive Writing (Handout B)

14. Method of Feedback: (How will students receive.feedback? Ideally, feedback should beprovidedfrom self, peers, teacher and others.)

Each student will complete a self-assessment to assess his/her performance.Students will use the rubric to provide each other with feedback. The teacher willprovide both written and verbal feedback that will be communicated to the studentin a timely manner.

15. Other Information: (What other informqtion might be usefut to educators who will use thisassessment?)

. Helpful resources include:MPS High School Persuasive Writing Prompt BookletPlanning Curriculum in English / Language Arts published by Wisconsin DPI (2001)Classroom Activities in Listening and Speaking published by Wisconsin DPI (1991)Newsweek magazinq specifically "My Turn" columnsNewsweek education website http://school.newsweek.com/

NOTE: Teuchers msy also wish to combine this assessment with an oral presentation toasse.s^s Learning Turgets in the areas of speaking, listening and/or discussing.

Div is ion

J Z

of Teaching and Learning

町lllDJ

2.

3.

4.

5

6.

7.

8

9

1 0

1 1 .

1 2 .

MlLWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMiC EXCELLENCE

Name:

In t roduct ion:

you have the opportunity to seiect an issue and use persuasive writing strategies to compose a well-written

piece to be considered for both a scholarship award as well as publication in Ngirysrueekmagazine' Your

composition should be no more than f,rve hundred words in length and contain all of the elements of effective

persuasive writing that we have been discussing in ciass, Let's look at the rubric and discuss the criteria that

will be used to assess your performance (handout B). Then, use the attached visual (handout C) to

brainstorm issues that are important to you. Be sure to select an issue that is meaningful to you-the

stronser Vou t'eel about it, the more likely your voice will come across in your writing'

Directions:

Use this checklist as a guide as you proceed through the writing process'

Use the attached visual to brainstorm issues that are important to you

Review the attached rubric and discuss the criteria with others

Select one issue and spend 7-10 minutes free writing about your issue

Complete a K-W-L about Your issue

Research information about your topic

Take notes to use as facts and examples in your papel (remember to cite your sources)

Write a draft" of Your Paper

Revise your draft, be sure to review the rubric to target your revisions

Edit your paper; exchange papels with other students to gain their feedback

Create a final draft ofYour PaPer

Complete a self-assessment

Submit your Paper

A

うＤ

ヽＤ

雛lll日Division of Teaching and Learning

Rubric for ScoringP ersuasive Written Communication

Your Turn: Writinq About qn Issue that Matters

Student's Name:

Assessorts Name:

Directions: Circle the number that corresponds with the student's performance in each area ( I = low. 4 = high) thenprovide a holistic score (l-4) to judge the student's overall performance on this assessment. In addition, write a few

specific commenrs that focus on criteria in which students did exceptionaliy well and / or need improvement.

MILWAUKEE PUBLiC SCHOOLS

OFFICE OF ACADEMiC EXCELLENCE

Cれe肋

i. Main idea is focused and clear

2. Persuasive viewpoint is supported by anorganizationai strategy that provides an easy-to-foliow, coherent structure

Score

1 2 3 4

1 2 3 4

3. Studcnt's voice is imprinte,i on his/her wriiing; i 2 3 +

there is evidence of a connection between theauthor and his/her tooic

4. Main idea is supported with credible facts and | 2 3 4pertinent examples

5. Wordchoice is effective; vocabulary enhances | 2 3 4

persuasive viewpoint

6. Speiling, punctuation and capitalization is correct | 2 3 4

Comments:

Holistic Score =

コll]!J「

Visual for

Brainstorminglssues

MiLW′AUKFE PUBLIC SCH00LS

OFFiCE OF ACADEMiC EXCELLENCE

Name:

34

Div is ion of Teaching and Learning

Issues that impact myfamily and friends

Issues thatimpact me

Issues that impact our school and community

Issues that impact our world

Comprehensive LiteracyFramework

A conceptual framework utilizedfor the development of instructional

design that inte grates reading,writing, listening, speaking,

langLlage,technology,and research

across all content areas to promote

critical thinking and learning.

MiLWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMiC EXCELLENCE

Div is ion of Teaching and Learning

Reading

Home & Gommunity

LearnerCommunicates

EffectivelyLanguage

Technology Research &Inquiry

患ll欲lJ「MPS Comprehensive Literacy Framework

Refe rences

National Councif Teachers of English & International Reading Association. (1996). Standards for the English language arts-

NCTE Executive Committee and lR Board ol Directors. Urbana, lL: Author'

National Reading panel. (2000). Teaching children to read: an evidence-based assessment of the scientific research

literature on reading and its implications for reading instruction. National Reading Panel. Washlngton D.C.: U.S.

Department of Health and Human Services.

Wisconsin Department of public lnstruction. (1998). Planning cuniculum in the English language arfs. Wisconsin Department

of Public tnstruction. Madison, Wl: Wisconsin Department of Public Instruction.

l観1廿ピMiLWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMiC EXCELLENCE

Division of Teaching and Learning

MPS Comprehensive Literacy FrameworkArea - Writing

Context - SchoolAudience - Teachers

Components of Writing

Approaches ProcessLearner

CommunicatesEffectively

CurriculumAlignment

DevelopmentalStages

38

MlLWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMIC EXCELLENCE

Div is ion of Teaching and Learning

| =

MPS Comprehensive Literacy FrameworkArea - Writing

Context - School and CommunityAudience - Teachers

Components of Writing (Dietrich; Spandel)A. ldeasB. OrganizationC. VoiceD. Work ChoiceE. Sentence Fluency and VarietyF. Conventions

Process (Graves; Murray)A. Prewrit ingB. Draft ingC. RevisingD. Edit ingE. Publ ish ingF. Ref lecting

Curriculum Alignment (Carr & Harris; Marzano)A. Standards / Learning Targets

1. Create or produce writ ing to communicate with different audiences for a variety of purposes.2. Plan, revise, edit and publish clear and effective writ ing.3. Understand the function of various forms, structures, and punctuation marks of standard

American English and use them appropriately in writ ten communication.B. Curriculum and InstructionC. Assessment

1. Assessment FOR Learning2. Assessment OF Learning

Developmental Stages (Teale & Sulzby)A. Pre-emergentB. EmergentC. EarlyD. DevelopingE. Established

Approaches (Hill, Mallow & Patterson.)A. Shared Writ ingB. Modeled Writ ingC. Interactive Writ ingD. Guided Writ ingE. Wr i ters 'WorkshopF. Independent Writ ing

iVⅢ

V=

39

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40

SIF Model

[-lsed with permission from SEWAC (*)

Steps in the SIP (Standards in Practice) ModelAdapted f rorn Ruth Mitchel l 's Model

1. We all complete the assignment or task.

2. We analyze the demands of the assignment or task.

3. We identif,r the standards (Learning Targets) that apply tothis assignment or task.

4. We generate a rough rubric or scoring guide from thestandards (Learning Targets, Specifications, etc-)

5. We score the student work using the rubric.

6. We analyze the student work to plan strategies for improvingstudent performance. We then look at actions needed at theclassrooffi, school, and district levels to ensure that allstudents meet the standards on this arld similar assignments.

. SEWAC (Southeast Wisconsin Assessment Collaborative)

Through a grant f rom the Joyce Foundat ion, A lverno Col lege developed theSoutheastern Wisconsin Assessment Col laborat ive to support schools anddistr icts in the greater Milwaukee area to bui ld capacity to use formativeclassroom assessment to support student learning. Teams from nearly thi f tyd is t r ic ts , as wel l as Cathol ic , Lutheran, Musl im, and independent schools havepart icipated in a yearlong series of workshops in the Joyce-funded project(2000-2005) . Over I ,2OO teachers and admin is t ra tors have been SEWACpart icipants over the f ive years of the project '

こ簿薦章c醸 響熱 i槻9 eocher Nome: rooe:釣重ollt醜: Month: Month: Month:

Content: Content: Content: Content:

Skills: Skills: Ski1ls: Skills:

Assessments: Assessments: Assessments: Assessments:

MPS Learning Target MPS Learning Target MPS Learning Target MPS Learning Target

WI State Standard WI State Standard WI State Standard WI State Standard

Essential Question Essential Question Essential Question Essential Question

Milwqukee Publ ic Schools

Morrh: "l,ugusr Month: Seutember Montfu Ocnober/f{ovmber Mordt: Dccem bcr/JarmanConterd:'lVriiiag

ProcessRlbricCapitai;z"tioo and Punct ation

ContrmI.leoq

Rubric /Laaguage for IdssParagaphngPersonsl Nardive Writing

Conieut:OrgaaizationRlirric/I-anguage forOrganizarion

Quotdioa MarksCredive Narrative

ContedVoiceRubric/b.nguage for Voi ceCommasDescripive Writing

Skills:Able to brainstorm ideas anddroose topic.

@aaize i't-. imo mugh draft.

Revise dra-ft for a specific foqrsi.c. narrowiag topic

E<til writingPublish writng

SkiIls:Brainstormi.e. researcb, Eraking lids,irfcrviews

Write with a clear focrs

Use &tails specificto tqicavoiding general knowledge.

Write wilh a clear purpose fqr aspecific audience.

Effectively asness nnonynouspieccs using 6 trait rubric specificfor ideas-

SHIIS:6oo6 lgadis "n.l endiugs,

Use trarsition effecfively.

Stnrctrc of writing has astrong sense of direction

Clear begirming middle andend

Deta.ils are clesr and linked totle rnain i.le"

Write details in sequ€rotjalo'r&r.

SkiIIs:Recooize voice in literan:re.

Coryare voices of well knownauthors.

UUUZe vorce to In Ine purposechoosirg cmrect toneLe, lnrmrous, serious, businesslike,friendly.

Recomize iack of voice using urnplesofwriting from a variety of sources.

Asncssmellfs:School-wide writing prompt-D:nrdtve-Writing confereoce with teacher.Sclf-a.ssessmert with MPSrubric.

A-stcssilrcuts:School-wide writing proryt willassess key coryoacds of idcesbcluding clarity and focrx ofttretopic.

Sb.dett wil self assess anddiaCnose usiog the rubric fu ideas.

Asgessme$:School-wide unitin g prorytwill assess key couponedc ofcganizd.ion includiag stronglead/conclusion, clarity ofmain idca. effedive use ofEarsilioos and flow ofwriting.

Shrdent will selfasssss and,ir-o* *hBtre rubric fmorgaoizfion-

Ass€ssnrnts:Schml-wide uriting p,roryt willassess key coryoneds of voiceincluding speaking to reader onearotimal lerret varying rtyle tornatch pwpose and audietrce asdrevealing person behind the wuds"

Sbdcd will self assess and diagnosewing the rubric fc voice.

MPS Learning TargttOrgan2e sentences iuto

to create neaniryfirlcomn'nietion fora vadety ofaudienc€s and purposes-Independenfl y apply revisi on &editing fategies to crestc clearwitmg in a wariety of sitr.dions.F.rTloy $aadard AmericanEnglish including correctgrffiarto effectivelyommunic.le ideas i" ../riti"C.

MPsleardng TargetOrganize scacnces into paragrdphsto create mghingfulmmmrrnicalion fcn a variefy ofaudiences ad pwposes.Indepeaden{y apply revision &editing Srdegies to qdc clecrwriting in a vari*y of situdionsEmploy standard Amcrican Englishincluding coregt gramar toeffestivelv coomunicarc idcas inryriting.

MPS LeamingTargetOrgzaize scnteaccs irrtopamgraphsto crEafem-*i. eful co@runicationfor a variety ofaudieaces and

PurPoscs.Indepc,ndcntly agply revisioa& editing slrategies to crealeclear wriling ia a variety ofsitrations.Employ $adard AmericanEnglish includiag corredgraomar to efcclivelycomsuaicae idcas in qritine.

MPSLearning TargetOrgarizc Eedences into paragraphs tocreale meaingful communicatim fora variety ofaudiences and purposes.Iodepcsddrly spply revision &editiag sralegies to crale clelawriting in a wariety of sfuraronsEnploy standard American Englishincluding correct grarrrna toeffecfively communicate ideas inwritine.

wI.sr-t" strndsrdSlrder(s in WI will write clearlyaod effeaively to share

informatioo aad knowledge, 1oinfluence and persuade,to ctdenlefr.Ett4iB.

WI Stsre St{rd.ardStudeds in WI will write clearlyrnrl effectively to sbzre information"nd kroryledge, ts inflrrPnCa ardDef,su8de, to crede and eacrtain.

WI Stde Standard$rdems in WI will writeclearly aod effcctively toshare inforoaioo a.udknowledge, to infl uoace andpsfsuade, to 6eate rndetertzin"

wl sf-te sl.ndrrdStudeds ir WI will write clearly andeffectively to share informarion andknowledge, to influeace atrd p6suade,to create and ent€rtain-

Esscutial QuestionWb.d is good vriri'g?

Whar strps do I need to followto create good writing?

Essenfial QuectionHow do I clearly wrile foasing onone topic?

Essentirl QuedionHow does the o�geolzdioo ofa piece of writing increase thereader' s understanding urdifrfrcsL?

Essenfal QuestionWrat is voice in literaturc and howcaa I use voice in my own wriring?

Curriculum Map-3'd Grade

43

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卓のｐ∽〇コＨｐ∞

将、〇ぃの】のＤのく

〕ち〇合ｐ

∞〇〇ａ

のＪｏ】のの

ｈＯヽ古ゴト∽キやヽ∞命古

『田刃句〇刃マ【＞Ｚ∩田

＞∽∽”∽∽マ【円Ｚ弓

∩ｐＤ

℃弔〇げのせ、〇ののａＦ将脚】

斥ＤＯぞく】のユ∞の

ｐＤａ

斥ＤＯどく】命０∞の

〇埼

や古古ュげＦ汁の∽Ｏｈｏ●ｐｒ一ヽ

増ヽｏａＦ∩市砕―，げＦ古ＤＯ古

晴，ｏａＦ〔古●ＦｐＦ古く

∽古ヽ〇ヽ∞

Ｈ再申古ｎゴ

‘タトＰの０

∽汗】】申出∽〇ヽｐ】

のｏ【Ｊ日

ｃコ】のや巨ＯＦ

も、〇、中の中の【Ｐの】】脚岸∽〇

命申Ｄ

”∽∽の∽∽【目的∽命のＨく

〇～

対ＤＯぞく中のａ∞の

崎Ｈの，のｐＳ中∽中古の

市〇

∽ポヽＰｈ●申晴のヽｈＯ、【Ｓｐｐのの

∩

ｐｐ

ｐ∽汗

∽汁卓ａのコ

市

古〇

、ｆゴ】コ

汗

脚申〇卓ａ、、

ｏヽ

のｐｐ

ｐ∽汗

ｈＯ■〇どくばｏ

●Ｆの∽宜

Ｏｐ

∽

古〇

●弔〇げの

，のや∽Ｏｐ

】ヨ∞

ＯｐＤ

的∽斥

ＯＦの∽まＯＤヤ

のくＤ】Ｆ伸古の

ｐｐ∽てくのヽ∽的Ｄａ

中ｐヽのヽコｐ的∽キのヽマーーげＦ古ｐ

ま］営わ‐のＯヨ∽ＦｐュＢ∞

〇●。Ｏｐ

『田刃∽ＯＺ＞Ｆ

∩〇マトマ【ＣＺ出の＞弓】ＯＺ

RAFT Assignments

Role Audience Format Topic

RAFT Assignments

*Format based on the work of Doug Buehi cited in

A r e a s i l f N o t M e T h e n W t t Bユl m e y e r a n d M a r t i n , 1 9 9 8 ,

Role Audience Format Topic

Semicolon A/1iddlc Schoolcrs Diary Entry I Wish You ReallyUnderstood Where IBelons

NY Times Public Op. Ed. Piece How our LanguageDefines Who We Are

Huck Finn Tom Sawyer Note Hidden in aTree Knot

A Few Things You ShouldKnow

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner's Guide To Maximize Product Life

Rain Forest JOhn Q.Citizen Paste Up "Ransom"

NoteBefore It's Too Late

Reporter Public Obituary Hitler is Dead

Dr. Martin LutherKing, Jr.

TV Audience of theYear 2020

Speech The Dream Revisited

Thomas Jefferson Current Residents ofVirginia

Full PageNewspaper Ad

IfI Could Talk to You

Now

Fractions Whole Numbers Petition To Be Considered a Partof the Family

A W o r d P r o b l e m Students in YourClass

Set of Directions How to Get to Know Me

RAFT Assignments

Katrina Unit

Role Audience Format Topic

TV WeatherForecaster

Citizens

FL,単 生S

AL夕 LA

Of Natl.

Weather

Warning

The Big One

Co】阻eth!

Mayor ofNew Orleans

Citizens ofNew Orleans

L e f t H a n d I wish I knewwhere I belong.

Governor ofLouisiana

Citizens ofNew Orleans

Right Hand Talk to the

handi

FEMA People of the

WVorld

Bicycle:

Back‐

Pedalin宮

Bureaucracy L01

Displaced/poor citizensof NewOrleans

Federal,state, localgovernmentdecisionmakers

AdviceColumn

Some things youshould haveknown.

Toxins/120 IntestinalSYSTEIn

Anatomy ofa human

Gas,Ecoli,

Rash,Mucouら

Skids=

GERMS

No BodY Knowsthe Trouble I'veSeen

Radio lSOng

listeners

Homeless

FuturePredictions:Storms, WMD's,Earthquakes'TerroristAttacks

CryStal BallJohn Q.Citizen

Fsychic

* し′ざβr F w j r 力βグれなざサθれ、ルθ″β夕り舟イC C α/ r j ダ,

乙ルビrαcメCθacん αす町/なcθパ ′れCθれざビrッαサθ/メげ L夢冴θttrとビα/ガれg(K― ■2)

48

RAFT AssignmentsAs created by staff members from The Division of Teaching and Learning

一

*Format based on the work of Doug Buchi cited in Teachintt Reading in the Content

A r e a s i l f N o t M e T h e n W h o ? B l l l m e y e r a n d M a r t i n , 1 9 9 8 ・

Role Audience Format Topic

Drum Children Advertisement Join our band!

Ramona Beezus Note posted onmirror

Why Younger/OlderSisters are Pests

Stomach Digestive System Recipe Eating a (or I need a)Healthy Snack

Range Average Debate Compare and Contrast

Mother Nature People of CoastalAreas

Letter of Apology I didn't mean to do it

lntroductoryParagraph

ConclusionParasraph

Personal Ad Alignment

Bean Plant Soil Cartoon Skit A request for help!

Plllow Parents Report Story told by a child at

night

Alphabet Penci ls Letter You need me

Puppy Family TV Commercial Take Me Home

Popcorn Butter and Salt Poster Help me! Don't take over!

49

Ascrearedbysrarr*.,o0.,,Hi*:llq:#::"ll^randLearningA

/ \, \r )

ccRole Audience Format Topic

Anchovy Pizza Letter ForgottenIngredients

Note Conductor Sheet Music I Want to be Counted!

Piccolo/Recorder Orchestra Speech I Want to be Heard!

Equation Students Petition I Want to be Balanced!

Tessellations M.C.Escher Memo Request for and AgainstBeins Moved

Search Dog Other Dogs Request /Job Application

Asking for Help withKatrina

Toothbrush Children Demonstration Brushing Techniques

Superintendent Community Persuasive Whv Choose MPS?

Feet Rest of Body Petition Get Moving!

Artist MilwaukeeCommunity

Poem Do You See What I See?

Greek Goddess Newspaper Readers All About巾 年e Let Me Introduce Myself

*Format based on the work of Doug Buehi cited in Teachittg Readi里畳in the(3ontent

A r e a s i l f N o t h / 1 e T h e n W h t t B i l i m e y e r a n d M a r t i n , 1 9 9 8 .

50

Enyo

Enyo is said to be the Greek goddess of war, blood, violence and

waster of cities. lt's not very surprising seeing that Enyo is a relative of

Ares. Enyo means horror. Enyo is described as being covered in blood

and carrying weaPons of war.

Enyo's Roman counterpart is named Bellona; Bellona is one of the

Roman gods. In art Enyo is pictured wearing a helmet, and holding a

sword, spear, and a torch. She is described as having light black skin-

She is ta!|, muscular, has big hands and feet, long black hair, and black cr

dark brown eyes. Enyo is one of the Graeae sisters ' Enyos best friend is

Eris; Eris is also one of the Graeae sisters, Graeae means three old

women and Enyo and Eris are two of them. Those who stand before Enyo

tremble. Enyo's voice is commanding and just listening to her makes you

tremble. She considers herself and is one of the most mighty and

powerful of all Greek gods and goddesses. When Enyo rides horseback

she rides with no saddle. one thing that is most interesting about Enyo is

that she is said to be Ares' mother, sister, and daughter. lf anyone

challenges Enyo the battle is thought of as already done' That's how fast

Enyo can kill You.

I thought that the Greek goddess Enyo was very interesting' I know

that I liked doing my project on Enyo. I hope you liked my presentation'

51

起ｓｓミし的

ｏ苺も、Ｌ

母母ミ、Ｓまヽヽヽ

せＬミｓ

しヽ単掛コミ

ヽヽヽし代に、し

控、く

母的ｓ、的ミＳ『

ミ惚ヽ的ミ中

いヽ‐】

ヽヽｓ的

ミヽｓヽ

ふも

のやＯＯ中中Ｏ

Ｏｔ∽≡ぁや∽『

】〇哨碗宮ＯＥＦＯ＞百〇〇

∽Ｏや雨一戸ａ一Ｆ雨ｏ】一〇一や■田

〇一や【Ｏ

やＳ中】ａｏ】ａａ苺

ｏｈｏ一二み　・

〓中ｏ″ヽ

屯Ｏ【●●母一

〇占雨

Ｏ的毎∽戸

ｔＣ雨

占電ｏ壇再【雨白的

ＯＦ白卜　・

一ｏっ〇∽∽一的宮一員ａ雨】的付由電ぃｏ卓“卜　・

ギ車００中＞●

∽中宮〇写付Ｎ二毎ゃ一。毎〇一〇

〇∽ョ

白Ｏら〇告は　・

ヽＯＯ】」ＯＯ

∽一●〇写毎ＦやＯＦ戸ａ

Ｏ≡白　ヽ・

ギ００白」ＯＯ∽一的卓五一の。∽Ｏｒ“・　・

的卓】■毎ＯＦ】Φ≡ゃ●∽ＣＯ＞″〇〓の

∽〇〇ＥＯ中ＦＯ∽

Ｏ≡“

　ヽ・

ＯＯＳ〇一毎〇

一Ｆ『

一と【点ゃぁ一」

∽雨一

的●ｔ

一】卜″

Ｏｒ■」

ｏ

吻Ｏ＞ＥＣＯＦ宮ＯＣ

Ｏや雨一告島〇】ａａ雨

一Ｆ雨

ｏ＞や雨ｏ占〇

〇０戸【ｏ宮一∽ＯＯＦＯ〕ｄＯ∽

０一常卜　・

ぁ的Ｆ】■●】的０〇

一〇一】電＞

Ｏ＞雨〓

０再毎

【〓」●∽Ｏａ】■０

●】∝

のＯＯ●Ｏ〕ＣＯ∽

Ｏ≡【卜　・

Ｏ占戸中Ｏ戸】〕∽

一宮田

０中的宮Ｏ【宮】あ占母＞

∽ＯＯ宮Ｏ中ＣＯ∽

〇一常卜　・

ヽＯＯ】一〇〇

一宮付

ΦやΦ一。こ

ＯＣ

Ｏ】雨

のｏｏ●Ｏや卓Ｏ∽

〇一“卜　・

．的宮Ｅ一いた″〇一〕中〇

的Ｆ一宮苺ＯＣＦ

Ｏ≡中

∽●Ｏ宮母吾≡０

一●『

∽●一中Ｅ

毎【Ｏ

Ｏ的毎■的車毎一〇

≡“卜　・

∽ｈＯ

＝再一〇日

０宮付

（∽Ｆ停〇宮

ｏ一特【ＯＯら∽

Ａ∽０白Ｏ＞

ぁ一ｏ＞ヨ

０●∽”

∽範Ｆ

】Ｏｒ中コミ

ｏ点白

　ヽ・

Ｏ∽〇ら出，ら

ｏ宮電

ＯＯ宮〇一０■雨

Ｏ≡ゃ

〇ゃＯゃＳ一】らＯＬら０田

●●Ｓ

ｈＯ＞ｔＯＯ中中Φ

（一雨】，中毎Ｆ

∽】Ｏ的雨■的宮雨一〇〓白卜　・

∽Ｏめ雨】ヨａ

ｔＦ雨

∽０白ｏ，ォ的宮一望】一や∽

Ｏ００，一〇Ｆ】∽雨〓

占〇点〕”範

〇一白」

・

〇や苺ｈ■ＯＯ『

〕宮田

Ｏ戸「ＯＯａ∽

Ｏ】付

∽ｏ当ｏ卜ｒＯ点一」

・

的●】的∞的Ｆ〇

一●田

（一雨ｏＯ∽ょＣＯ

（や∽ＯＳＯ一

∽ｏＨＯＯ∽

〕】

ｈＯ＞写毎占】雨宮

∽一的宮Ｅ

【出＞ｒ〇一ゃ「【　・

ｏ一ａｏやｏＳ

ｏや中宮ｏＦ担

写告Ｆ占Ｏｏ

●宮付

的宮一０宮付〕∽占０屯Ｆ↓∽コＯＯ弓Ｏ】】中（ｏ

＞一∽田コの」ｏぃ】〇あ占〇中中∽〇ヽＸΦ∽一的宮写Ｅ＞ャ●重〕中【　・

的宮せ一占チ″ｈＯＦ

白〇

∽】一

宮一ＣＯ宮０〇一」ｏＯｏ

∽キャ〇一∽

（∽】∽一】ＦＯ】毎ゃ∽毎≡

」〇〓や■由

●工■　ヽ・

】的Ｆ一〕】】革ｒＯ点〕重〓学″宮ＯＦＯ毎】Ｏ】宮】的宮〇】ゃ∽『

∽一ｏ●鳴」ｏＯ雨Ｏ】ｏＳ■　ヽ・

ｏ∽ｏａ】，ａ

屯宮雨

ｏｏＦｏ】一停雨

Ｏ〓や白〇輪

ｏや付中】、〇】〔ら雨

∽一〇〇一〇＞

ｏ一トト　・

０当戸∽〇【０

的０

０∽ｏＯ∽雨

∽●＞一的

ＦＯ】∽”【ＯＦＯＯ

Ｏ卓白」

・

ＯＯヨ〇肖〕宮〇〇【【ｏ＞ナ∽一的宮一ｏ付ａＯ卓白　ヽ・

Ｏ＞写ＯＯ中中ｏ●Ｆ雨一雨ｏ一的〇【∽一的費一〇宮Ｏ”げＯ∽ｏ点白ド　・

‘∽卓ＯＥ中∽宮苺」ゃ一■七一的↓ｏ〓ゃ０●一■一〇再一∽苺一一〇一〕申弱〇一“」ｏ

宮【由ｏ屯『ｏ】ω≡↓∽，ォＱ」０宮ＯＥＯ■一〇」や■中的ＦＥ一＞■一●で、　・

●〇肖ｏた″∽宮雨

●ｏ雨

ＯＣや弱島一ｏＥ宮母

Ｏ占毎

∽宮ＯＥ∽Ｏ■げ

ふ∽】ｏＯ、Ｏ告〇一一」

・

，ＯＯ●Φ【」Ｏｎ文ｏ

」ｏ

ｏ的一〇ヤ″〇●】

Ｅ

Ｏ一鳴的宮や【】＞″∽【■〇点〕■雨

〇一■　ヽ・

．Ｏ＞どｏＯ〔∽」Ｏヽ

Ｏ声げ中宮↓

ヽ

こ再〇】特

宮卜″〇一∽

ギ韓，一的中一〇

や０毎

一の〇一中

Ｏ】毎

∽、００中●≡卜　ヽ・

の■毎〕ｏＯ

ｏコ毎【”Ｏｏ毎

ぁ一０弱ｏＯ∽、●】の■毎

Ｏ白０〓一に　・

∽戸〇【＞つＯ〇一や●〓〇ぁＯｐＯ的∽〓雨〕〇●〇〓↑」・

●

一つ

、

Ｏ

的

ミ

〓

苺

Ｅ

や

ｏ

毎

チ

ｏ

」

」

∞

●

∽

¨

ｏ

一ａ

Ｏ

や

Ｏ

〓

■

卜　

・

者ＦＯ一Ｆ翌ロ

撹

ミヽＱ‐Ｓ

ちも

し⑥

的ミミヽ

ト

吾

代ミＬ

ヽ＋もミ潰せ

ミミだ

く

ｏ的串∽∽ＯＣ目

〇一〕ｈＯ＞〓００

島一●工

ゃ市一〕

ｏ的雨β的宮雨一鳴〇

∽〕ｄＯＥ

●一の

ｏｆ■

吻ＦＯ【や宮●卜ＦＯＯ

∽中ＦＯＦＯａｇ

ＯＯ

ＯＯ■ＯやＦＯ∽哨Ｏ

Ｏ∽ョ

【ョ鳴Ｏ∽Ｏａ】，ぃ

●吾■

む●”鷺＞宅

ら０日の巨【』

０けＥｏ〕Ｆ●∽

のＯ∽毎】一ぃ

０●車

の０」〇卜，中〇

●ＯＦＯ〇一〇∽

一戸中Ｏ∽Ｏα一■Ｏ

〇一■

ｏｏ】〇〓め）弔由〇＞″

的卓ど【一＞ｒ〇一や車〇

やｏ中】ａＣＨ一ｏせ宮ｏ点〕戸『

屯宮雨

【付宮〇∽ｈＯａ

雨

鳴〇

〇ＣＦ０〇一＞四

ｏ●】〇＞

ＯＯ〇一ａ

Ｏ〓や中〇

一Ｆｏｇ

ｏ的宮苺】」付

一Ｆ雨

０」ョ〕Ｏョ告あ

０≡■

ＦＯ「や付Ｎ【Ｆ電的白〇）

Ｏ的付ののＯＥＦ

Ｏ点中告〇

〕車ｏ日

ａｏ【ｏ＞ｏ●

●●雨

的Ｆ】Ｆ雨ＯＥ

ｏ一■

∽電ｏ●】

〕再口ＦＣβＥ

・ＣＣ

・・・卒一

】一】

】一

52

M PS Writing

ASSESSMENT FORM

Name of Author:

Title of Assignment:

Name of Assessor:

Components of Writin宮 (Analvtic)Score

l. Ideas l

Mcざざαg夕て豊Dご″α冴ざ

2. Orgallization l

/74ケ/θ冴冴cチJθれ―』θ冴ソー(『θれcJ冴ざ,θれ

3. Voice l

沢冴α方,θれざんゥ レθ手ヤケル'れg7あざた

4" Word ChoiceUse of Language

5. Sentence SenseComplete and Varied

6. Conventions 1 2

Capitalization, Punctuation & Spelling

Qveェ狙ユ_(Hmhst重】_Sc側■_…………■‐………………2.……………・ユⅢ…………….4

4

4

4

43

ク

一

ウ

々

2

９

一

42

43

Comments:

】】】一〕」「

∽台Ｆ島①Ｆ古）

のり名ｐＳｐ①¨

∽合ｓａ①Ｆ市Ｆ門ｙ

一Ｚ一Ｆヨ

げ①，

玉

村い

まミ

ぃやぃざＱ

＞

いいいいい買ヽ挙件

ＱｏＳヽｓヽもヽ秀

６馬くヽ乱乱さい（卜ヽＳせ乱こ

晩６豊ミ

岸・【ａめＤ∽　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　岸　　　　　　　　ゃ

章軍

悪

低

卜

〕へきヽ

い。　Ａ〕】的や〓“Ｎ”≡ｏョ　　　　　　　　　　　　　　　　　　　　　　　中　　　　　　　　ゃ

や『ヽ６ミミヽヽヽｏ

寸ヽ』Ｃヽ】‐ＱＧヽら、ミ玲き

、

り・くｏＦ●　　　　　　　　　　　　　　　　　　　　　】　　　　　ゃ

為へきヽヽＧヽしヽせ

Ｓ

ギギゃきいＨＲ』や

卜・　】コ、Ｏ】０

（口ＦＯ“〔ｏ　　　　　　　　　　　　　　　　　　　　　　い　　　　　　　　い

いもヽいミおいヽ

●弁ヘ

リ　のめヨ一めＦ●●

∽めＢの命　　　　　　　　　　　　　　　　　　　　　　！】　　　　　　　　や

Ｑ

Ｇヽさ電ヽもヽい

騎ヽ戦

】ヽやヽヽヽ

ミ

６・

（口ｏヨく●ヨ一一〇Ｆ∽　　　　　　　　　　　　　　　　　　　　　　中　　　　　　　　い

の

胸円中一け〓ＮいユＯコ・円０日●宮

ｐキｏヨ

持

∽コｏ再一ヨ∞

〇ミＳミ（ヽ

ミ、』ヽ“こ晩８ミ

のｏヨヨ命ユ資

Ｑｓミヽｏさへさ秀

や、導【乱、ヽヽい食憲ｓせ乱こ

晩ｓＧミ

【・

【いｏい∽　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　一　　　　　　　　い

ミ

ヽ』寒

漁

卜

し

ヽさ

ミ

い。

（じ，∞”耳【Ｎ申●ＯＦ　　　　　　　　　　　　　　　　　　　　　　】　　　　　　　ゃ

ヽさやｏミミ〔

車ヽＧヽ‐的ｏミ】‐ＱＧヽい

ミヽ』ｏヽヽ

い　く

ｏ】ｏ●　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　【　　　　　　　　　ゃ

為ミ

ｓ

きヽ

ヽ』き寸

Ｓ

ョ、ヽ、ヽ計

∝

Ｈ恥』沖

卜・　宅々〇【い

（口■〇】〔Ｏ　　　　　　　　　　　　　　　　　　　　　　】　　　　　　　ロ

いヽヽいミＳいヽ

ヽヽ』ヘ

切・　ののヨ一め戸命●∽●Ｆ∽●　　　　　　　　　　　　　　　　　　　　い　　　　　　　　ゃ

Ｑｏヽせｏ

いヽ

いヽやヽヽ

ヤやヽヽいヽミ

ヘ・　ハけｏ】くの５キ一０ヨリ　　　　　　　　　　　　　　　　　　　　　　】　　　　　　　い

のい増】Ｓ

】Ｈ

営“ｏ，■ゴ

●旦どュ一ｏｓ

持

∽Ｅユ中【コ∞

〇くｎＳ】】（ヽ

ミ晩ヽ乱こ晩Ｓミ

のｏ呂Ｂ命ユ″

コ

・―

じやお

い

〒やＳいいい■いｏ

仏ＶＢ００ヽい”

|1高

54

MlLWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMiC EXCELLENCE

Writ ing Rubric

4

llllll「

ADVANCED / EXCEEI'INGMain idea clearly communicatedldeas well organized and elaboratedAuthor's personality imprinted on the writing taskEffective word choice and usageSentence fluency and varietyCo rrect capitalizatio n, p u n ct uatio n and spe I I i n g

e, PRoFIcIENTMain idea communicatedldeas sufficiently organized and developedEvidence of author's response to the writing taskAppropriate word choice and usageAdequate sentence sense and minimal sentence errorsOccasional errors in capitalization, punctuation and spelling

BASICMain idea vaguely communicatedldeas poorly organized and underdevelopedLittle personal relationship to the writing taskOccasional inappropriate or incorrect language usagePoor sentence structure; some sentence fragments and run-onslnconsistent use of capital ization, punctuation and spell ing conventions

1- MINIMAT PERFORMANCEMain idea unclear or nonexistentldeas unorganized and undevelopedNo personal relat ionship to the wri t ing taskGeneral ly inappropriate or incorrect language usageLack of sentence sense; sentence fragments and run-onslncorrect use of capitalization, punctuation and spelling conventions

Blank, i l legible or does not address the prompt

Div is ion of Teaching and Learning

2

0

llllDJMILWAUKEE PUBLiC SCH00LS

OFFiCE OF ACADEMiC EXCELLENCE

Div is ion of Teaching and Learning

Materials to Support theMPS Learnins Tarsets / Wisconsin State Standards

rrl E"glish Language Arts

. MPS K-l2Learning Targets

Duplicating # 0001

. MPS Curriculum Alignment Resource Guide K-12

Duplicating # 0002

. Research Paper Curriculum Guides

. Descriptive Writing,Integrated Learning Activities & Prompt Booklet

Stock洋 2498-02 K-5

. Expository Writing, Integrated Learning Activities & Prompt Booklet

Stock#2498‐01

Stock浮2498-00

Stock#2498-07

Stock#2498-08

Stock#2498-09

Stock#2498-03

Stock#2498-05

6-8

9 - 1 2

Elementary

Middle Grades

High School

6-8

9-12

. Persuasive Writing, Integrated Learning Activities & Prompt Booklet

. Curriculum Guide. Oral Communications Assessment

Stock#2498-06 K-8

To place an order. call MPS Duplicating Services at 475-8502 or 475-8505.

List compiled by Patti Ball, K-12 English Language Arts Curriculum Specialist475-8099

Curr iculum Al ignment. . .

It's a Journey--not a Destination.