Math Transfer Goals from Franklin County, VAMath Transfer Goals

Based on an examination of the problem/situation, initiate a plan, execute it, evaluate and explain the reasonableness of the solution. Demonstrate automaticity in basic computation and critical vocabulary Investigate and explain how mathematical concepts can relate to one another in the context of a problem/situation* or abstract relationships. Demonstrate perseverance* through making an attempt, evaluating strategy/solution, and being flexible when working on problems, situations,

or concepts Communicate effectively in a variety of ways* based on purpose, task, and audience using appropriate vocabulary.

Teacher Notes on Language problem/situation means practical applications that can be integrated into other subject area automaticity means instant and correct response to basic math facts facts means basic computation and critical vocabulary concrete means using manipulatives or physical models perseverance means to work through a problem using a variety of methods (tools/strategies) to reach a solution regardless of right/wrong variety of ways means concretely , algebraically, pictorially, graphically, abstractly , orally, or in written form.

ELA Transfer Goals Inspired by Prosper ISD, TX but drafted in Newport News, VA (Gr. 6-12)Consumption of text

Student: I can read any text on my own with confidence because I have the necessary strategies. Teacher: Comprehend any text by inferring and tracing the main idea, critically appraising use of

language and imagery, and making connections (text to text, text to self, text to world) Teacher: Analyze an author’s/speaker’s/artist’s theme(s) through examination of figurative language,

sentence structure, and tone Teacher: Analyze textual evidence to make predictions, draw conclusions, or establish generalizations

Student: I can find information that is trustworthy. Teacher: Evaluate claims and analyze motivations to verify the credibility of that point of view

Student: I can see how culture influences the texts I experience. Teacher: Develop insight into the nature of language and the concept of culture and realize there are

multiple ways of viewing the worldProduction of text

Student: I can express information and ideas with confidence. Teacher: Communicate effectively based on purpose, task, and audience using appropriate vocabulary

and conventions Student: I can create text that is worth sharing with others.

Teacher: Carefully draft, edit, and polish work to make it publishable

From Avon, CT: Common Core Standards Unpacked for Reading

STANDARDS UNDERSTANDINGSRed indicates repeated Understandings

ESSENTIAL QUESTIONSRed indicates repeated EQs

Key Ideas and Details1. Read closely to

determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (1,2,3)

Fluency leads readers to the comprehension of increasingly challenging texts. (1)

Identifying a text’s genre, purpose, point of view, and organizational structure helps readers analyze and comprehend the text. (1,2,3)

Readers support their conclusions (inferences and interpretations) by citing appropriate evidence within the text. (1,2,3)

Readers recognize that authors do not always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony, connotation). (1,3)

Great literature is intentionally crafted to explore enduring human themes transferrable across time and place. (2)

Critical readers (reflect on and) question the text, consider different perspectives, and look for author bias. (3)

K-12 What do active readers do? (1,2,3) K-12 What are my strategies for reading this

text? How do I know if they are working? (1,2,3)

K-12 What does a “close” (careful) reading require? (1,2,3)

K-12 What is my purpose for reading? 3-12 How does it influence how I read? (1,2,3)

2-12 How does what I read (e.g. genre, text structure, story elements) influence how I should read it? (3)

K-12 What is the text really about? ( theme, main idea) (1,2,3)

K-12 What do I need to know to retell/summarize this text? (1,2)

K-12 How do I make and support conclusions/interpretations/inferences/opinions? (1,2,3)

K-12 How do people, events, and ideas change/develop within the text? (2,3)6-12 Whose voices are heard/not heard? (2,3)

K-12 What is the author trying to tell/show me? (1,2)

K-12 What does this text mean to me? What connections can I make? (1,2)

K-12 How do I know what to believe as I read? (3)

K-5 What do you like and/or dislike about this story?6-12 How would I critique this text? (1,3)

6-12 To what extent is this text timeless/ universal? (2,3)

Craft and Structure4. Interpret words and

phrases as they are

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (4,5,6)

K-12 What do active readers do? (4,5,6) K-12 What are my strategies for reading this

text? How do I know if they are working?

used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Identifying a text’s genre, purpose, point of view, and organizational structure helps readers analyze and comprehend the text.(4,5,6)

Readers recognize that authors don’t always say things directly or literally; sometimes they convey their ideas indirectly (e.g., metaphor, satire, irony, connotation). (4,5,6)

Authors can express similar ideas within and across genres. (5,6)

By comparing texts, readers often gain greater insight into those texts. (5,6)

Readers can use context clues to determine meaning of words/ phrases/ concepts. (4)

Authors make deliberate language, narrative, structure, and style choices to convey their meaning. (4,5,6)

(4,5,6) K-12 How do I figure out the meaning of

unknown terminology? (4) K-12 What do I notice about the look of this

text? (e.g. text features, text structure) How does this help me get ready to read? (5)

K-12 How do authors make specific language, narrative, structure, and/or style choices to communicate their ideas? How does that affect my reading? (4,5,6)

K-12 How can we infer the author’s purpose and message? (4,5,6)

K-12 How do I make and support conclusions/ interpretations/inferences/ opinions? (4,5)

K-12 What connections/ insights can I gain by comparing two or more texts? (5,6)

Integration of Knowledge and Ideas7. Integrate and evaluate

content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (7,8,9)

Effective readers use strategies efficiently to locate, integrate, and evaluate content from diverse sources for various purposes. (7,8,9)

Readers make meaning through close reading of the text(s) and personal

K-12 What do active readers do? (7,8,9) K-12 What are my strategies for reading this

text? How do I know if they are working? (7,8,9)

K-12 What does this text mean to me? What connections can I make? (7,8)

K-12 What makes an argument effective?(8) K-12 What connections/ insights can I gain by

comparing two or more texts? (9)

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

connections to the topic. (7,8,9) Readers realize the effectiveness of an

argument depends on the clarity of the claims, the logic of the reasoning, and the supportive evidence. (8)

By comparing texts, readers often gain greater insight into those texts. (9)

K-12 What does a close (careful) reading require? (7,8,9)

Range of Reading and Level of Text Complexity10.Read and comprehend

complex literary and informational texts independently and proficiently.

Effective readers use appropriate strategies (as needed) to construct meaning from texts. (10)

Fluency leads readers to the comprehension of increasingly challenging texts. (10)

Readers make meaning through close reading of the text(s) and personal connections to the topic. (10)

Knowing the structure of the language helps facilitate meaning. (10)

As one’s knowledge base increases, the quality of thinking, meaning-making, and communication can improve. (10)

K-12 What do active readers do? (10) K-12 What are my strategies for reading this

text (e.g. informational, literary)? How do I know if they are working? (10)

K-12 What is the text really about? ( theme, main idea) (10)

K-12 What prior experience am I bringing to the text? What am I taking away from it? What am I learning from conversation with other readers? (10)

From Amherst, NH: Common Core Standards Unpacked for Speaking and Listening

Standards Transfer Goals

Understandings Essential Questions

Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

I can communicate effectively based on audience, purpose and context.

I can collaborate with others to accomplish a goal.

I can listen actively to gain understanding.

Effective conversation and collaboration require meaningful contributions from everyone and willingness to explore diverse perspectives. (1, 3)

The choice of various media impacts the listener/viewer. (2, 3)

Effective listeners/viewers evaluate content of another’s statement/medium to consider information and ideas in order to form responses. (2, 3)

Effective communicators look for sound evidence to build on and integrate knowledge. (1,2,3)

The rhetoric chosen and how it is expressed can have a positive or negative connotation. (3)

Presentation of Knowledge and Ideas Audience and purpose

influence the structure, language, method, and style of communication. (4)

Effective communicators use

What tools should I use to share my ideas? (1,2)

How does this text (e.g. illustration, information, video, podcast, chart, model) inform me? (2)

How does what I say and how I say it affect others in my group? (3)

How do we work together to think about this problem? (1, 3)

What is the author/speaker trying to tell me or show me? Does what I am hearing/listening/viewing make sense to me? (2, 3)

How do I know if I've been understood? (1)

Presentation of Knowledge and Ideas How does knowing my

audience guide what I say and how I say it? (4, 5,6)

How do I/we create a plan to communicate an idea? (4)

How do I know if I've been understood? (4)

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

media strategically to share and enhance understanding. (5)

Effective speakers deliberately choose techniques to engage and affect their audience. (6)

What tools should I use to share my ideas? (5,6)

How do I say or show what I have observed and/or learned? (4,5)

From Kokomo, IndianaKokomo-Center students will become compassionate contributors, effective communicators, and critical thinkers.

Essential Questions UnderstandingsCOMPASSIONATE CONTRIBUTORS

How can one person make a difference in the lives of others?

How do groups/ communities shape who I am?

COMPASSIONATE CONTRIBUTORS Each individual has the power to impact his/her community

and world. Who I identify with affects how I experience the world.

EFFECTIVE COMMUNICATORS What’s my purpose? How does that affect the

choices I make? How do I say what I mean? (4-12) How do I express

my point of view effectively? How do I know if I’ve been understood? How do I value language and culture in what I say and

how I say it?

EFFECTIVE COMMUNICATORS Purpose and audience dictate the structure and rules of a

task, text, or product. A learner chooses actions, words, imagery, and information

to elicit an intended response from the audience. Successful communication is measured by the degree to

which it is understood by the audience. What people say and how they say it has enduring effects. The way people communicate is shaped by where and

when they live.

CRITICAL THINKERS What do I wonder? Where have I seen this before?

How can I use this? What’s my plan? How’s it working? What do I do

when I get stuck? How do I know what’s true? (4-12) How do I know if

a source is valid and reliable? How do I make sense of contradictions?

What do I notice when I look at the information or data and how does that affect my thinking?

How can I use what I’ve learned to create something new or solve new problems?

CRITICAL THINKERS Learners work to explain what happened through a

continuous process of questioning, analyzing, and applying. Every source of information is limited by context,

perspective, and/ or assumptions. The application of prior knowledge helps one make

connections to and sense of the world. Innovation requires the courage to make mistakes and the

willingness to revise and adjust.

From Sacramento, CAUnderstand the problem

Essential Questions:a. What is the question? What do I

see/visualize? (more or less, greater or less than, rate, transformation, parameters, equation, variables) (Gr. 4,5) What changes do you see/observe/occurs? (Gr. 6-8) How do I measure and represent change?

b. What do I need to know? What information/prior knowledge do I have?

c. Where have I seen this relationship before?d. How can it help me to solve this

problem/create a conjecture?e. How do I show/illustrate the

problem/situation (picture/equation/graph/numerical/verbal)?

f. How do I gather/collect/acquire information?

Enduring Understandings:1. Patterns, Transformations) Some mathematical situations have numbers, objects, or

elements that can be repeated in predictable ways.2. (Relations: Functions, Inverses) The manner of change is what makes patterns predictable.3. (Functions, Domain and Range) Real life situations result in restrictions in the pattern.4. (Variables) Variables represent the unknown so that we can generalize a pattern rather

than being limited to looking at specific values.5. (Problem Solving) Mathematicians adapt to new situations by applying prior knowledge and

recognize the limits of that knowledge as they uncover the need for strategies, rules, and proofs that they have yet to learn/discover.

6. (Communication) Symbols, numbers, words, and visual representations have precise mathematical meaning that affects the mathematician’s ability to comprehend problem situations and communicate effectively with others.

7. (Points, Lines, Figures, Planes) One, two and three-dimensional objects are described, classified, and analyzed by their critical attributes.

8. (Measurement, Formulas) The accurate measurement of space is determined by the ability to visualize the object/problem situation and apply an appropriate algorithm.

9. (Measurement, Formulas) The accurate measurement of space is determined by the ability

g. What is the best/most efficient strategy to solve the problem

h. How do I interpret a problem where I need to analyze data/table/chart/ graph/object?

i. How do I describe/compare/relate shapes/objects/figures/quantities/numbers/operations to one another?

to visualize the object/problem situation and apply an appropriate algorithm.10. Mathematicians make conjectures and test them using logic to establish parameters of

truth.11. The way data are interpreted and presented influences decision-making.

Computation (A.K.A. Doing the Math)Essential Questions:a. What is an effective

tool/operation/strategy/technology/formula/representation to solve the problem/test the conjecture? How is it working? What do I do if I’m stuck?

b. How do I show/illustrate my work? (picture, equation, graph, numerical, verbal)

c. How do I work to remember something/have instant access to memorized information?

Enduring Understandings:1. (Reasoning) The soundness of a mathematical argument is grounded in the application and

articulation of theorems, postulates, rules and/or properties that led to the given conclusion.

2. (Technology) The way a tool is used affects the clarity of the problem situation and the accuracy/validity of the solution.

3. Mathematicians make conjectures and test them using logic to establish parameters of truth.

4. Mathematicians use precise language throughout the problem solving process.

Communicate / Justify SolutionEssential Questions:a. Does my answer/solution/conclusion make

sense? How do I explain/ justify/validate it?b. (Gr. 3-8) How do I show my use of data to

make predictions/tell stories? What makes my prediction reasonable/logical?

c. (Gr. 3-5) How do I justify my thinking? (Gr. 6-8) What does it mean to prove something?

Enduring Understandings:1. (Variables) Variables represent the unknown so that we can generalize a pattern rather

than being limited to looking at specific values.2. (Patterns, Functions, Transformations, Representations) Manipulation of variables,

numbers and graphs are governed by specific rules that preserve the relationship while changing the representation.

3. (Reasoning) The soundness of a mathematical argument is grounded in the application and articulation of theorems, postulates, rules and/or properties that led to the given conclusion.

4. (Communication) Symbols, numbers, words, and visual representations have precise mathematical meaning that affects the mathematician’s ability to comprehend problem

situations and communicate effectively with others.5. Mathematicians use the rules of logic and appropriate tools to draw/explain/demonstrate

valid conclusions.6. Mathematicians use precise language throughout the problem solving process.7. The way data are interpreted and presented influences decision-making.

Apply and Extend to Other Problems and SituationsEssential Questions:a. What are the rules/patterns of this

relationship? How does the context/situation affect the rules/patterns? Do the rules/pattern always work/apply?

b. Can I make this a more doable/workable problem and how does that help me? Can I make a more general/complex problem and how does that help me?

c. Where do these problems/relationships/patterns exist out side the classroom?

d. What does the pattern/relationship/experience with the problem give me the power to do/quantify?

Enduring Understandings:1. (Patterns, Transformations) Some mathematical situations have numbers, objects, or

elements that can be repeated in predictable ways.2. (Relations: Functions, Inverses) Recognizing the predictable patterns in mathematics allows

the analysis of functional relationships.3. (Functions, Domain and Range) Real life situations result in restrictions in the pattern.4. (Patterns, Functions, Transformations, Representations) Manipulation of variables,

numbers and graphs are governed by specific rules that preserve the relationship while changing the representation.

5. Mathematicians discover/use/apply/access generalizations based on a given problem and simultaneously solve specific tasks.

6. (Relationships: Similarities, Proportions, Angles, Congruence) The identification and extension of relationships are the basis of the architecture of all natural and manmade objects.

7. The sample size of the experiment impacts the precision of the prediction.8. Mathematicians create/use mathematical models to represent and understand quantitative

relationships.

From Newport News Public Schools, Virginia — based on an intensive examination of Standards

Kindergarten (38) 1st Grade (15) 2nd Grade (17)calendarcountmonthdatasettallymorefewersamemeasurecompare(more, less, shorter, longer, taller, heavier, lighter, hotter, colder, larger, smaller, greatest, least)

circlesquaretrianglerectangledayweekseasonpatternsortdimenickelpennyquarter

tablegraph (e.g. object, picture)sumaddsubtractpart (halves, fourths)wholefairthermometerrulerscalehourclock

attributeskip count (ones, twos, fives, tens)fraction (thirds)tens (place value)estimatehorizontalverticalgrowing patternverticessidesright anglemassvolumegreater thanless thanequalequation

oddevenhundreds (place value)roundregroupequalityinequalityunits of measurement: centimeter, ounce, pound, cup, pint, quart, gallon, litersymmetry

spherecuberectangular prismedgesfacesfraction (sixths, eighths, tenths)predictgraph (picto, picture, bar)

3rd Grade (29) 4th Grade (24) 5th Grade (19)addendsdifferenceequivalentoutcomesthousands (place value up to 100,000)fraction (mixed numbers, twelfths, numerator, denominator, proper)factorproductmultiplydivideareaperimeterunits of measurement: inch, foot, yard, elapsed time, gram, kilogram, meter

property (identity, commutative)likelihoodimpossibleunlikelyas likely asequally likelylikelycertainpyramidconecylinderpointsrayslineline segmentfigures (congruent, non-congruent)graph (line plot)

millionstenthshundredths thousandthsdecimalproperty (associative)multiplequotientdividenddivisorremainderfactor (greatest common, least common multiple)simplest form

rotationreflectiontransformationtranslationfigure (trapezoid, rhombus, parallelogram, quadrilateral, pentagon, polygon, hexagon, heptagon, octagon, nonagon, decagon)parallel linesperpendiculargraph (line graph)intersectingelapsed timeunits of measurement: mile, ton

compositeprimeproperty (distributive)expressionvariable (open sentence)meanmedianmoderange

graph (stem-and-leaf plot, tree diagram)acuteadjacentequilateralisoscelesobtusescalenechordcircumferencediameterradius

From Avon, CT: Content of Mathematics

Domains Transfer Goals Understandings Essential Questions

Operations and

Algebraic Thinking(Gr. K-5)

Expressions and

Equations(Gr. 6-8)

Algebra(Gr. 9-12)

Functions(Gr. 8-12)

Compose and decompose numbers to establish relationships, perform operations, and solve problems

Perform operations in a conventional order within the real and complex number system

Describe and/or solve problems using algebraic expressions, equations, inequalities, and functions

Use functions or equations to model relationships among quantities

Classify, interpret, and compare functions or equations

Numbers, objects, or elements may repeat in predictable ways (patterns).

The same value can be represented in multiple ways.

The application of specific properties and order of operations can simplify expressions, solve equations, and combine functions.

Certain mathematical manipulations preserve the relationship in an expression or equation, even though they change the representation.

Substituting a correct value(s) for an unknown makes the mathematical statement/relationship true.

Expressions, equations, inequalities, and functions use symbols to represent quantities, operations, and their relationships.

A function can represent how quantities in the real world relate to one another.

Recognition of predictable mathematical patterns supports the analysis of functional relationships and the prediction of data.

Mathematical symbols (e.g. period, line) represent quantities and

What rule or pattern can help me simplify the expression or solve this problem?

How can I represent this information in symbols/equations/models?

What value(s) can I use/substitute to make this relationship true?

What is the relationship between/among these values?

What is the value of this number/ relationship and how can I represent it in different ways?

(Gr. 6-12) How can I represent this relationship as a function or equation?

(Gr. 6-12) How do I evaluate this function or solve the equation?

(Gr. 8-12) How do I classify, interpret, and compare functions or equations?

(Gr. 8-12) What function best models the data? How do its characteristics help me make predictions?

operations in agreed upon ways (e.g. decimal place holders, line to separate numerator from denominator).

Algebraic relationships can be represented by analytical geometry.

Trigonometric functions can be composed and decomposed to model a cyclical pattern and to solve problems.

Domains Transfer Goals Understandings Essential Questions

Measurement and Data

(K-5)

Statistics and

Probability (6-12)

Describe, classify, and compare objects.

Represent, summarize, and interpret data to clarify and solve problems or to make informed decisions.

Apply appropriate formulas to determine the unknown.

Every measurement has a unit in which it is expressed.

There are many appropriate units that can be used to measure an object(s), but the precision is dependent on the situation.

Measurements of the same physical property can be converted.

Measurements with the same unit can be compared and combined.

Measurements can be used to categorize objects and recognize patterns that describe the world.

Sets of measurements may display patterns.

(Gr. 7-12) All generalizations from data must be compared to random behavior to determine causation.

A data set is summarized by its properties (central tendency, variability, etc.).

There may be more than one statistical measure for the same data set property.

Data sets may be causally related to or independent of one another.

Collected data and properties of it can be used to predict future data.

Predictions of an event may require consideration of multiple data sets on which the target is dependent.

Measures of the likelihood of future

What properties of the object am I trying to measure? How do I measure them?

How precise do I need to be in my measurement?

How do I compare/combine measurements of objects?

How do I effectively organize and display data?

What patterns do I see in this data set? (Gr 6-12) Could this be random behavior?

What measurements are appropriate to describe the properties of the data set?

How can I predict future values from a data set?

How are these data sets related? Based on that relationship, can I create a prediction?

Have I accurately applied the appropriate measurement formula?

events can be determined through the combination of independent or dependent events.

LONG-TERM TRANSFER GOAL FOR COMMUNICATIONStudents will be able to thoughtfully produce text for a broad range of audiences, purposes, and tasks.

Performance Task Categories and

ExplanationPerformance Expectations by Grade-Level Bands (K-12)

Memoir or Personal Narrative:Composes in first person to interpret experiences from the past in order to gain and reveal insight.

Grades K-2: Select a moment that was important to you, describe what happened using proper sequence and details, and include the lesson learned.

Grades 3-7: Select an event or series of events that were important to you. Describe what happened using effective technique, details, and clear event sequences. Provide a conclusion that describes the significance of the event(s).Grades 8-12: Develop and explore a narrative to examine a period of time in your own life in order to gain insight and connect to common themes within human experience.

“How To” or Technical Descriptions:Produces a sequential description of how to complete a particular task through incorporation of research and/or experience that is clear, detailed and informative.

Grades K-2: Create a sequential list of instructions to ensure successful completion of a task. Grades 3-4: Create a sequential set of instructions, using words and phrases to signal event

order, to ensure successful completion of a task. Grades 5-8: Create a sequential set of procedures that uses terminology appropriate to the

topic (both task and subject matter), test out effectiveness of the set and revise as needed.Grades 9-12: Create or describe procedures; evaluate effectiveness based on feedback and revise and include ancillary texts as necessary.

Information Report:Provides a focused and detailed explanation of a given subject for a target audience and specific purpose.

Grades K-1: N/I — NOT INDEPENDENTLY. (Teachers will model how to find relevant information, identify main ideas and supporting details, and communicate to others about that topic of interest.)

Grades 2-3: Find relevant information, identify main ideas and supporting details, and communicate to others about that topic of interest.

Grades 4-8: Locate and evaluate the validity of sources to identify relevant information for a topic (self-selected or teacher-directed) that effectively uses research to develop a concise explanation.

Grades 9-12: Clarify the scope of the topic (self-selected or teacher-directed) and the intent of the report (audience, purpose) and use that clarification to guide research, analysis and

LONG-TERM TRANSFER GOAL FOR COMMUNICATIONStudents will be able to thoughtfully produce text for a broad range of audiences, purposes, and tasks.

Performance Task Categories and

ExplanationPerformance Expectations by Grade-Level Bands (K-12)

synthesis.Persuasive Statement:Assumes a position or point of view on a given subject and supports that through the development of: a logical argument and

use of evidence OR a deliberate design

intended to provoke a specific action.

Grades K-1: Draw and/or write an opinion piece that explains how they feel and the supporting reason(s) why they feel that way.

Grades 2-4: Develop an opinion piece that includes a subject, statement of argument, and supporting reasons through inclusion of evidence and linking words (e.g. because, therefore, for instance).

Grades 5-8: Develop a fluent, organized, thesis-driven argument supported by a variety of evidence.

Grades 9-12: Clarify the issues underlying a topic (self-selected or teacher-directed) and develop a thesis-driven, logical argument that strategically uses information to support a point of view while also countering other arguments to appeal to a target audience.

Analysis of an Aesthetic Text:Presents the effects that the author’s/artist’s craft have on the piece and how that communicates and/or evokes a response through the development of an organized interpretation and use of textual evidence.NOTE: Can also be a comparative analysis among multiple texts.

Grades K-4: N/I — NOT INDEPENDENTLY. (Teacher models and facilitates discussion of author’s/artist’s craft through appropriate texts such as Eric Carle, Shel Silverstein, Jan Brett, and Patricia Polacco.)

Grades 5-7: Identify and give examples of the hallmarks of a self-selected author/artist (use of voice, diction, rhyme, color, subject, pattern) and how that plays out in a range of their work.

Grades 8-12: Analyze the author’s/artist’s stylistic and rhetorical choices and evaluate their effect in the text or body of work through a thesis, evidence, and supporting commentary.

Creation of an Aesthetic Text:Develops a piece (e.g. poem, play, film, graphic novel, short story, song, fable) using appropriate devices to communicate

Grades K-3: Create text through words, pictures, sounds, and/or actions to communicate a purpose (e.g. entertain, persuade, inform), message, and/or feeling.

Grades 4-12: Make deliberate artistic choices through the creation and refinement of text using language, images, sounds, and/or actions to evoke a response from the audience/reader.

LONG-TERM TRANSFER GOAL FOR COMMUNICATIONStudents will be able to thoughtfully produce text for a broad range of audiences, purposes, and tasks.

Performance Task Categories and

ExplanationPerformance Expectations by Grade-Level Bands (K-12)

and/or evoke a response.Critique or review:Using a set of established criteria, evaluates a text, experience, or product to develop a position supported by evidence.NOTE: Can also be a comparative analysis among multiple texts, experiences, or products.

Grades K-2: Using established criteria (e.g. thumbs up/thumbs down, five-star system) provide a review of a particular book, place, product, or experience and explain your rating.

Grades 3-4: Using established criteria that students develop, provide a recommendation about a text, experience, or product that communicates an opinion, uses supporting details, and a concluding statement.

Grades 5-8: Develop an opinion about a text, experience, or product and then explore what triggered the opinion based on textual evidence and experience and how that fits in with general opinions they have about what quality looks like.

Grades 9-12: Evaluate and take a position on the merit or quality of a text, experience, or product through the development and/or use of established criteria.

Personal Communication:Communicates through text (e.g., emails, blog statements, interviews, video clips, electronic messaging, letters) for a target audience and specific purpose.

Grade K: N/I — NOT INDEPENDENTLY. (Teachers will model communication as a class activity.)

Grades 1-12: Use the conventions of a particular format to produce effective and appropriate communication on a self-selected topic (i.e. use of shorthand abbreviations and symbolic language in text messaging vs. emails vs. formal letter writing).

Portfolio Reflection:Using a selection of a student’s own texts from a predetermined time period, reflects on pre-established goal(s) and growth toward those goals through supporting textual evidence.

Grades K-1: N/I – NOT INDEPENDENTLY. (Teachers will model how students demonstrate growth over time by showing personal and class examples.)

Grades 2-4: Based on an established goal(s) identified at a teacher-student conference at the beginning of the year, reflect on personal growth by reviewing and commenting on a collection of work.

Grades 5-8: Using an established goal (that the student had a hand in creating), evaluate the degree of accomplishment based on evidence from the portfolio.

Grades 9-12: Using self-generated goal(s) in combination with rubrics and evidence from the portfolio, evaluate the degree of accomplishment and reflect on the development and revision process.

ELAR K-1 Rubric (TEACHER)

Learning Goals1

Beginning2

Developing3

Meets Standard

ComprehensionI can use reading strategies (when needed) to make sense of a text.

What strategies am I using to help me read? How are these strategies helping

me to understand the text?

The student struggles to apply a strategy even with teacher

prompting.

The student successfully uses a strategy based on teacher prompting.

ORThe student independently attempts to

use a strategy but got stuck or the strategy wasn’t helpful.

The student independently selects and uses a strategy to read and make sense of the text.

ORThe student independently reads the text and demonstrates comprehension without overtly

using any strategies.

Phonological Awareness and Phonemic Awareness

I can use knowledge of letters and sounds to help me read.

What sound does this letter or group of letters make? How does that help me as

a reader?

The student demonstrates limited knowledge of the common sounds

that letters represent even with teacher prompting and redirection.

With teacher prompting, the student demonstrates the ability to decode a word

in isolation and in the context of a sentence.

ORThe student attempts to independently

decode but the amount of effort interferes with fluency and comprehension.

The student independently uses the relationship between letters and sounds to

decode words in isolation and in the context of a sentence.

Finding EvidenceI can ask and respond to questions by

finding and using information in a text.

How do I find what I am looking for?

The student struggles to find information in response to a question even with teacher prompting and redirection.

With teacher assistance, the student finds information and responds to a question.

ORThe student attempts to independently

locate and use information found in a text to answer a question, but some of their responses were irrelevant or incomplete.

The student independently locates and uses information found in a text to answer a

question.

CommunicationI can explain my thinking using clear

language to communicate ideas.

How do I express my information and ideas?

The student uses words and pictures to try to explain but it is unclear or

confusing even with teacher conferencing and prompting.

The student shows information and ideas, but needed teacher prompting to make it

clearer or more detailed.

The student independently shares information and ideas using details that make it easy to understand or see his/her thinking.

Avon Public Schools Grades 6-8 Argumentative Writing Rubric

Criteria 1 – Beginning 2 – Developing 3 – Proficient 4 - Advanced

Ideas and Content

Did I convey a clear message and

stay on opinion/claim?

*Claim is introduced and used in grades 6-9

My claim is not clearly stated,

and/or

My ideas do not connect to a claim.

My claim is stated, but

limited evidence is presented to support my idea.

My claim is clearly stated.

The evidence presented is logical and supports my claim.

My claim is presented in a clear, focused manner.

The evidence presented is logical and convincing and I explain how the evidence supports my claim.

Opposing view is clearly acknowledged.

OrganizationIs my writing easy

to follow?

My writing is missing an introduction, transitions, and/or a conclusion that makes it really difficult for the reader to follow.

My writing has an introduction and conclusion, but the lack of transitions between ideas makes it difficult for the reader to follow.

My writing has an introduction, transitions between ideas, and a conclusion so that the reader can understand my topic and purpose.

My introduction draws in the reader, my transitions are smooth, and my conclusion reinforces my claim.

Word ChoiceAre my words and phrases carefully chosen to express

my message?

I often use incorrect and/or inappropriate words which make my meaning unclear.My verbs and modifiers are weak and/or missing.

I sometimes choose inaccurate words that make my meaning unclear.I choose the same verbs and modifiers repeatedly.

I choose accurate words to convey my meaning.I use a variety of verbs and modifiers.

My word choice is focused and intentional; I choose precise, accurate words.I choose powerful verbs and vivid modifiers.

Sentence Fluency

Does my writing flow when it is

read?

My sentence structure is weak and lacks variety.

My sentence structure is inconsistent (e.g., repetitive, run-ons) which inhibits the flow and variety in my writing.

My sentence structure is varied and begins to create a flow in my writing.

My sentence structure is varied and skillfully crafted which creates a consistent flow in my writing.

VoiceDoes my writing

engage the reader and is it

appropriate for my message?

My writing does not demonstrate how I feel about my opinion/claim OR

My voice is present but inappropriate for my message.

My writing is beginning to show how I feel about my opinion/claim.

My voice may be inconsistent for my message.

My writing demonstrates how I feel about my opinion/claim.

My voice fits the message.

My writing is lively, expressive, and engaging demonstrating how I feel about my opinion/claim.

My voice is honest and sincere; it demonstrates care about the message.

ConventionsDoes my writing follow the rules?

My writing has numerous errors that make it really difficult to read.

My writing has errors that makes it difficult to read.

My writing generally follows the rules of spelling, punctuation, and grammar that makes it easy to read.

My writing shows a strong understanding of the rules of spelling, punctuation, and grammar.

Math Performance Task VehiclesPerformance Task

Authentic tasks designed to be rigorous and meaningful

DescriptionDescribes performance task to create

greater consistency across grade levels and content areas

Performance ExpectationsDescribes how performance becomes more sophisticated as students progress through the K-

12 continuum and connection to content standards and scoring rubrics.

Constructed response - problem-solving

Students are given a problem and have to deduce what process to use and come up with an answer and explain their thinking.

K-2: Solve the problem and show the steps you followed to get your answer.3-5: Solve the problem, show your work, and explain why you did what you did.6-12: Solve the problem, show your work, and explain the mathematical reasoning you used using appropriate terminology, representations, and/or process.

Constructed response – analysis

Students are given a problem and possible solution and are expected to evaluate that solution and solution path for computational accuracy, efficiency and/or conceptual fluency.

K-2: Determine whether the solution given is the “right” answer and how you know.3-5: Determine whether the solution given is the “right” answer as well as determine if the solution path was the most efficient way to solve the problem.6-12: Determine the reason the solution was generated (what the person’s interpretation was of the problem and the procedure they used) and articulate the conceptual misunderstandings/ understandings that this work demonstrates.

Proof

Students are given a problem and a solution OR a mathematical expression and have to use deductive reasoning to justify each step in their logical structure.

K-8: N/A until students can justify their thinking through the deliberate recognition use of properties.9-12: Given the beginning and the end of a problem, develop a logical structure that justifies each step you took in arriving at the stated solution.

Deep structure of problem

Students are given a collection of problems and are expected to determine what problems are fundamentally the same because of the deep structure involved and explain their reasoning. NOTE: The intent of this task is not to complete computations but to recognize the similarities across problems to expedite their problem-solving processes.

K-1: Sort problems/shapes into “families” according to what they have in common.2-3: Classify problems/figures into categories and explain what relationships/properties they have in common4-12: Classify problems/figures into categories and determine how those connections guide and expedite problem solving AND be able to determine relevant and irrelevant information in a problem situation because of clarity about the deep structure of the problem

Comparison of solution paths and solutions

Students explore multiple ways of solving a problem and/or equivalent solutions to a problem to determine the most efficient and insightful ways of working.

K-2: Evaluate different solution paths and/or solutions to determine which ones are “right.”3-12: Recognize the mathematical concept/process used for each solution (and solution path) and determine which way is most efficient, effective, and/or interesting.

Performance TaskAuthentic tasks designed to be rigorous and meaningful

DescriptionDescribes performance task to create

greater consistency across grade levels and content areas

Performance ExpectationsDescribes how performance becomes more sophisticated as students progress through the K-

12 continuum and connection to content standards and scoring rubrics.

Data display / visual display

Students construct an appropriate representation(s) for a given set of data, mathematical expression, and/or real-world phenomenon.

K-2: Create a visual picture (literal) of the pattern, relationship, shape or mathematical expression.3-5: Create a representation of the pattern, relationship, shape or mathematical expression by using symbolic language and data displays.6-12: Select the appropriate visual display given the set of data, pattern, trend or relationship you are trying to communicate. Explain the reason behind your selection.

Guided-inquiry investigation

Students are given a set of parameters and conduct an investigation to discover patterns, relationships, or mathematical truth.

K-5: Use manipulatives or data collection techniques to discover pattern or trend and communicate that information.6-12: Perform a given set of instructions and articulate the pattern/relationship that emerges. Then, imagine that a parameter changes. Use the knowledge about the pattern/ relationship to predict what affect that would have.

Full-inquiry investigation

Students independently design an investigation to make sense of a situation, problem, or real-world phenomenon.

K-2: Use trial and error and estimation methods to make sense of a real world situation (i.e. how many pennies would it take to fill the jar, how big is the floor of this room).3-8: Determine what mathematical concept is involved in the problem and use that knowledge to develop a plan and determine a solution.9-12: For a given problem situation (or ill-defined problem), break the task down into distinct parts and determine what mathematical concepts are embedded in each part, develop a plan, arrive at solution and evaluate solution for accuracy and reasonableness.

Information report

Students produce a written, oral, and/or visual explanation of a given topic for a target audience and purpose.

K-1: N/A2-12: Explain what this system, concept means and where it came from. OR Explain who this mathematician is and what made his work so significant. (In middle school and high school the sophistication of the concepts and their practical applications become increasingly complex.)

Justification

Students defend a position on a problem situation and support their position through the development of a logical argument and use of evidence.

K-1: Explain how you solved the problem using pictures and oral explanations (typically in response to teacher prompting).2-5: Explain how you solved the problem using appropriate terminology, symbols and visuals .6-12: Explain how you solved the problem by describing how you approached the problem (identification of problem, development of strategy) and how you know you got a reasonable solution through the use of symbolic and verbal language.

Demonstration Students illustrate a concept, problem situation, technique, or inquiry through an interactive presentation with the use of

K-5: Explain a process or concept to an audience so that they can understand both the generalization and how to use it to solve individual problems (and to address questions from the audience).

Performance TaskAuthentic tasks designed to be rigorous and meaningful

DescriptionDescribes performance task to create

greater consistency across grade levels and content areas

Performance ExpectationsDescribes how performance becomes more sophisticated as students progress through the K-

12 continuum and connection to content standards and scoring rubrics.

models or explanation in order to deepen the knowledge base of a target audience.

6-12: Explain a process or concept to an audience so that they can understand both the generalization and how to use it to make sense of real-world phenomena OR how it is being used in various fields.

MATH

TASKS

PERSUASIVE STATEMENTConstruct an argument and support it through the development and use of evidence (e.g. data, models, visuals,

reasoning)

INFORMATION REPORTFor a given topic, set of conditions or

problem, develop and execute a plan to collect, analyze, and/or communicate

quantitative information

CRITIQUE OR REVIEWEvaluate a claim or a possible solution to

determine its validity and accuracy

Standards for Mathematical Practices to Consider in Your Task Design: 1, 3, 4, 5, 6Anchor Standards for Writing to Consider in Your Task Design:

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standards for Writing to Consider in Your Task Design:

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standards for Writing to Consider in Your Task Design

1. See Standard in the Persuasive Statement column.2. See Standard in the Information Report column4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

GEO

MET

RY

INFORMATION REPORT (K): Teacher holds up a playground scene or take the students out for a field trip to the school playground equipment. Each group has a playground scene, crayons, pencils or markers, and paper. Pick shape(s) in the playground. Draw a picture of the shape(s) you found. What is/are the names? How do you know that shape? Describe the parts and attributes for each shape.PERSUASIVE STATEMENT (GR. 4): You and a small group of your friends are designing a playground with 1,200 feet of fencing. Identify the age of the children that will play on it as well as special considerations (e.g.-handicap accessibility, water sources, and natural materials). Create at least three play areas within that space (e.g.-sandbox, climbers, bridges and ramps, water play, tree house) and present your proposal to a panel of city planners for consideration. The written plan must include who the playground is designed for, dimensions and area for each play area within the playground, and why your playground should be selected to construct. Here are sample playgrounds to inspire you. Resource 1 ; Resource 2 ; Resource 3

ALGE

BRA

INFORMATION REPORT (GR. 6): Look at the price of homes in a local neighborhood. Based on your research of other homes, square footage and price, create a report for Chamber of Commerce including: two histograms – one by price and one by square footage to get a feeling for what’s for sale. Select a radius so that you get data for at least 30 homes (noting the square footage and asking price for each). Summarize the price of homes in your neighborhood by using and interpreting the mean, median, and interquartile range. Summarize the square footage of homes in your neighborhood by using and interpreting the mean, median, and interquartile range. Determine the typical price per square foot of a home in this neighborhood.CRITIQUE/REVIEW (GR. 8): You are interested in purchasing a home from an ”up and coming” neighborhood. What’s your best choice of homes on the market? (Note: a website such as Trulia has details you will need.) DATA SET #1: Assemble the data: home, square footage, date of construction Sketch and find the equation for a linear model that predicts price from size. DATA SET #2: Find the subset of the data (homes) that are acceptable to you based on one key factor. (Possible considerations may include: updates/renovations, crime rate, transportation access, local access to parks and stores, proximity to family and friends.) Recompute the price per square foot based on this subset. Sketch a linear model for Data Set #2 as a basis for the comparison. Compare the two datasets. Select a home and produce a written offer based on your data. Make an argument to support why that price is reasonable based on your analysis.

MATH

TASKS

PERSUASIVE STATEMENTConstruct an argument and support it through the development and use of evidence (e.g. data, models, visuals,

reasoning)

INFORMATION REPORTFor a given topic, set of conditions or

problem, develop and execute a plan to collect, analyze, and/or communicate

quantitative information

CRITIQUE OR REVIEWEvaluate a claim or a possible solution to

determine its validity and accuracy

Standards for Mathematical Practices to Consider in Your Task Design: 1, 3, 4, 5, 6Anchor Standards for Writing to Consider in Your Task Design:

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standards for Writing to Consider in Your Task Design:

2. Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standards for Writing to Consider in Your Task Design

1. See Standard in the Persuasive Statement column.2. See Standard in the Information Report column4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

DATA

& M

ODE

LIN

GPERSUASIVE STATEMENT (Gr. 1) Disease Does hand washing really keep you from getting sick? When you wash your hands, you are supposed to wash for a long time (singing the “Happy Birthday Song” twice). Organize and represent the data about students hand washing and the number of days they missed school in a year from being sick. Make a helpful flyer using your data to promote proper hand washing.CRITIQUE (Pre-Calculus): On a college campus of 5000 students, a single student returned to campus after the holiday break with a highly contagious disease. The infirmary is keeping track of the number of students who have been diagnosed with the disease.

Day Number of Infected Students1 22 43 84 225 446 927 175

Several models have been proposed for predicting the spread of the disease based on the data. If 20% of the students become infected, the college administration will close the school sending all students home. Which prediction model should the administration adopt? Recommend a model and explain why you chose it using mathematical reasoning.

Mathematics Rubric Example

Learning Goal Novice – 1 Emerging - 2 Proficient - 3 Exemplary - 4

I understand the problem.

I read the problem but did not understand what it was asking.

I read the problem and tried to figure out what was important.

I read the problem and identified what was important.

I read the problem and identified what was important and the idea behind it.

I have a plan to solve this problem.

I selected a strategy to solve the problem, but it didn’t work, so I didn’t finish.

I selected a strategy to solve the problem, but needed assistance to get unstuck.

I came up with a strategy, used it on my own, and it worked.

Through lots of revision, I came up with a strategy that worked or I came up with another way of solving it.

I use mathematical language (numbers,

symbols, vocabulary, and representations) to

show my thinking.

I used mathematical language, but it didn’t help me solve the problem.

I used accurate mathematical language but had minor errors.

I used accurate mathematical language to solve the problem correctly.

I used efficient and/or sophisticated mathematical language to solve the problem correctly.

I explain how my answer makes sense for

this problem.

I examine someone else’s answer to see if it

makes sense for this problem.

I explained my answer, but it didn’t make sense.

I explained my thinking by restating the steps I took for this problem.

I justified why my answer makes sense for this problem.

I justified why my answer makes sense for this problem and made connections to other types of problems (within and beyond math).