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Welcome to the Common Core Profiles Appby RALLY! Education

These are screen captures of the actual pages you will use with Common CoreProfiles App for ELA-Reading or Math.

The Common Core Profiles are a part of the family of apps in the Evaluationson the GO program.

The Common Core Profiles App allows you to simply, quickly, and easily recordeach student’s progress as they move through the standards described by theCommon Core Standards.

Use the app on ANY Internet-connected device: iPad, Tablet, Laptop, Desktop.

Pages attached:Note: We are showing Common Core Profiles for ELA-Reading.

1. The Teacher’s home page2. The Evaluation form used when observing a student3. The Evaluation form (continued)4. The Evaluation form (continued)5. Student Report: This is the report you receive instantly and automatically

after each observation.6. Cumulative Report: This is a cumulative report that aggregates all of the

individual observations. Use this report to track student progress and toplan classroom instruction.

Common Core Student Evaluation Apps!• CCS ELA-Reading App: $1.99 choose your grade level: 2-8• CCS Math App: $1.99 chooose your grade level: 2-8

Evaluations on the GO! w.·~ ... >~xu-.~- , Po-w.,•d !>)' M..W.•ti- Auoe..,tu, LLC

Common Core ELA Standards- Reading: Informational Text Grade 3

1. Student's Name

f Amy Randelli

2. Date

[January OS, 2012

3. Time

[Period 3

4. Observer

Margaret Ricke

5. Type of Observation

Registered to: Margaret Ricke - RALLYI School

Scheduled Observation Unscheduled Observation

6. Focus of THIS Observation

f Comprehending Informational Text

Key Ideas and Details

Rl.3. 1. Ask and answer questions to demonstrat e understanding of a t ext,

1 No 2 At times 3 Most t imes 4 Yes N/A ( l ncffecti\'c) (In Development) (Effectiv e) (Highly Effectiv e)

n n n n

top

Key I deas and Details

1 No 2 At times 3 Most times 4 Yes N/A (Ineffective) ( l n Development) (Effective) (Highly Effective)

RI.3.1. Ask and answer quest ions to demonst rate understanding of a text,

0 0 [!] 0 0 referr ing explicit ly t o the text as the basis for the answers. RI.3.2 . Determine the main idea of a text; recount the key details and

0 0 [!] 0 0 explain how they support the main idea . RI.3.3. Descr ibe the relationship between a series of historical events, scientific ideas or concepts, or st eps

0 [!] 0 0 0 in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Evidence/Comments: Colfl!lcnut Sho-.,.n great progrc~IJ • . '\.bo l e to de:tcrlf'.in rAi n ide:4~ ~md ~Supportinq de:t.aib. Still h4ving diffi c-ult ... ·hh vcc abul 4ry. • · · · · · · · · ··

Craft and Structure

1 No 2 At times 3 Most times 4 Yes N/A (Ineffective) (ln Development) (Effective) (Highly Effective)

RI.3.4. Determine the meaning of general academic and domain-specific

0 0 0 0 [!] words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5. Use text features and search tools( e.g ., key words, sidebars,

0 0 0 0 [!] hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6. Distinguish their own point of

0 0 0 0 [!] view from that of the author of a text.

Evidence/Comments: Colfl!lcnt!l:

Integration of Knowledge and Ideas

1 No ( l ncffec:tWc)

Rl.3.7. Use information gained from illustrat ions (e.g., m aps, photographs) and the words in a text

0 to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Rl.3.8. Describe the logical connection between particular sentences and paragraphs in a text 0 (e.g ., comparison, cause/ effect, first/second/third in a sequence). Rl.3.9 . Compare and contrast the most important points and key details

0 presented in two texts on the same topic.

Evidence/Comments:

Range of Reading and Level of Text Complexity

Rl.3. 10 . By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

Evidence/Comments:

1 No (lneffecti\'e)

0

2 At times (Jn Development)

0

[!]

[!]

2 At times (In Development)

3 Most times (Effective)

[!]

0

0

3 Most times (Effective)

0

4 Yes (Highly Effective)

0

0

0

4 Yes (Highly Effective)

0

N/A

0

0

0

N/A

0

Observa(on  Report Page  1  of  3

2.4

1-­‐No 2 3 4-­‐Yes2.7

3

3

2

1-­‐No 2 3 4-­‐Yes-­‐-­‐

N/A

N/A

N/A

Common  Core  ELA  Standards-­‐  Reading:  Informa?onal  Text  Grade  3

Registered  to  Margaret  R.  -­‐  RALLY!  SchoolStudent's  name: Amy  Randelli

Date: January  05,  2012 Time: Period  3Observer: Margaret  Ricke Observa?on: Unscheduled

Observa?on  Focus: Comprehending  Informa?onal  TextKey:  1  -­‐  No  (Ineffec?ve)

 2  -­‐  At  ?mes  (In  Development)  3  -­‐  Most  ?mes  (Effec?ve)  4  -­‐  Yes  (Highly  Effec?ve) Average:

Key  Ideas  and  DetailsKey:

Set  Average:RI.3.1.  Ask  and  answer  ques(ons  to  demonstrate  understanding  of  a  text,  referring  explicitly  to  the  text  as  the  basis  for  the  answers.

RI.3.2.  Determine  the  main  idea  of  a  text;  recount  the  key  details  and  explain  how  they  support  the  main  idea.

RI.3.3.  Describe  the  rela(onship  between  a  series  of  historical  events,  scien(fic  ideas  or  concepts,  or  steps  in  technical  procedures  in  a  text,  using  language  that  pertains  to  (me,  sequence,  and  cause/effect.

Evidence/Comments:

Cra^  and  StructureKey:

Set  Average:RI.3.4.  Determine  the  meaning  of  general  academic  and  domain-­‐specific  words  and  phrases  in  a  text  relevant  to  a  grade  3  topic  or  subject  area.

RI.3.5.  Use  text  features  and  search  tools(e.g.,  key  words,  sidebars,  hyperlinks)  to  locate  informa(on  relevant  to  a  given  topic  efficiently.

RI.3.6.  Dis(nguish  their  own  point  of  view  from  that  of  the  author  of  a  text.

Cumula&ve  Report Page  1  of  3

Avg. Focus

1. 1.1

2. 1.43. 1.94. 2.4

Text

Key: 1-­‐No 2 3 4-­‐Yes1

10/082

11/053

12/054

01/055 6 7

1.3 1.7 2.0 2.7

2 2 2 3

1 2 2 3

1 1 2 2

Key: 1-­‐No 2 3 4-­‐Yes1

10/082

11/053

12/054

01/055 6 7

-­‐-­‐ -­‐-­‐ -­‐-­‐ -­‐-­‐

N/A N/A N/A N/A

RI.3.4.  Determine  the  meaning  of  general  academic  and  domain-­‐specific  words  and  phrases  in  a  text  relevant  to  a  grade  3  topic  or  subject  area.

Evidence/Comments:

CraD  and  Structure

ObservaIons:

Set  Average:

Key  Ideas  and  Details

ObservaIons:

Set  Average:RI.3.1.  Ask  and  answer  ques&ons  to  demonstrate  understanding  of  a  text,  referring  explicitly  to  the  text  as  the  basis  for  the  answers.

RI.3.2.  Determine  the  main  idea  of  a  text;  recount  the  key  details  and  explain  how  they  support  the  main  idea.

RI.3.3.  Describe  the  rela&onship  between  a  series  of  historical  events,  scien&fic  ideas  or  concepts,  or  steps  in  technical  procedures  in  a  text,  using  language  that  pertains  to  &me,  sequence,  and  cause/effect.

December  05,  2011 Margaret  Ricke NoJanuary  05,  2012 Margaret  Ricke No Comprehending  Informa&onal  

Student's  name:  Amy  Randelli

October  08,  2011 Margaret  Ricke No Informa&onal  Text

Nov  05,  2011 Margaret  Ricke No Comprehension

Registered  to  Margaret  Ricke  -­‐  RALLY!  School CummulaIve  Report

Common  Core  ELA  Standards-­‐  Reading:  InformaIonal  Text  Grade  3

January  26,  2012

ScheduledObservaIon

Student's  name:  Amy  Randelli

Observer

Student's  name:  Amy  Randelli Report  Date: