mississippi social studies framework world history … grade... · kingdoms, to empires and...

1 World History: From the Pre-historic Era to the Age of Enlightenment

Mississippi Social Studies Framework WORLD HISTORY FROM PRE-HISTORIC ERA TO THE AGE OF ENLIGHTENMENT

Using geography as a framework, the seventh grade course of study focuses on the cultural and historical developments of the world from prehistoric times to the

Age of Enlightenment in the 18th Century. The content explores themes from the earliest civilizations and trace the evolution of civilizations from clans, to

kingdoms, to empires and individual nation/states. The course content should provide a foundation for understanding global affairs. The avenues for these

concepts are developed through the social studies strands.

The framework is comprised of five content strands: Domestic Affairs, Global Affairs, Civil Rights/Human Rights, Economics, and Culture. The content is expected

to be taught by infusing social studies skills into the pedagogy of the course.

Domestic Affairs

Understand the biological and cultural processes that shaped the earliest human communities.

Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of ear ly human communities. (DOK

2)

Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)

Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)

Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2)

Understand unique features of Asian, European and African civilizations and how they have impacted the development of those c ivilizations.

Identify and describe the following governmental forms: democracy, aris tocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and

republic. (DOK 1)

Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of

social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for

defining civilization). (DOK 3)

Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia,

Europe and Africa. (DOK 3)

Global Affairs

Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.

Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)

Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and ho w they represented a

decisive transformation in human history. (DOK 2)

Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the Hittites, etc .). (DOK

2)


Understand how large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE.

Identify the significant individuals and achievements of ancient Roman, Chinese, and India society. (DOK 1)

Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman unity contributed to

the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East

Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation

of Britain). (DOK 3)

Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)

Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)

Civil Rights/Human Rights

Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall.

Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2)

Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarc hs and subjects, men and

women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the

Roman Empire through the Middle Ages. (DOK 2)

Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.).

(DOK 3)

Economics

Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe and Africa.

Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3)

Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the

economic development of those regions. (DOK 2)

Understand how technological advances affected the economic development of civilizations of Asia, Europe and Africa.

Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man from prehistory to

civilization.

(DOK 3)

Analyze the effects of technology on trade at different times throughout history.

Culture

Understand how information concerning prehistoric and historic groups contributes to the study of a civilization’s cultural development.

Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s discovery of Rosetta stone,

Pompeii, Akrotiri, etc.). (DOK 3)

Compare and contrast the religions of Judaism, Christianity, Islam, etc. (DOK 2)

Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK 2)


Greenville Public School District Recommended Subject World History Curriculum MAP

2016-2017

Content: World History: From the Pre-historic Era to the Age of Enlightenment

STRANDS: (D-Domestic Affairs) – (G-Global Affairs) - (CR/HR-Civil-Human Rights) – (E-Economics) – (C-Culture) Grading Period

Objectives (PLD) (What do your students

need to be able to

DO?)

Essential Questions

Skills Suggested Activities (HOW will you teach it?)

Resources (What

MATERIALS

will

you need?)

Assessment How will you know that you

have achieved

the desired

student

outcome?)

Content Connection

(How will you integrate

OTHER

CONTENT AREAS into

LITERACY core

content?)

1st 9 Weeks

1a. Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of early human communities. (DOK 2)

What are the tools scientist use to determine the

dates of

early human

developmen

t? What are

the methods

scientist use

to determine

the dates of

early human

developmen

t?

Summarize the literal meaning of

historical documents in order to establish

context. Use primary and secondary sources to interpret various

historical perspectives.

Have students to write an essay about time

after viewing Time and Dating Power point

Students are to create a timeline of early

human communities using Virtual timeline and map of early humans

Students create a written record (e.g., diary,

news article, drawing, mural) on a historic

event after using the Human Evolution

Activity

Have students read and answer questions

from Primary Source reading

Vocabulary strategies

Pre-reading Warm-ups and writing prompts

from www.readworks.org

Follow the pacing calendar for additional

suggested teaching topics for this

objective.in the World History Calendar

Textbook

Internet

Power Point

Primary

Sources

Secondary

Sources

Charts/ Graphs/ Tables

Archives

Insight 360

www.readwor

ks. org

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!223&authkey=!AI151i6WGBQPDAc

http://www.bradshawfoundation.com/journey/

http://www.bradshawfoundation.com/journey/

http://www.pbs.org/cgi-bin/wgbh/printable.pl?http%3A%2F%2Fwww.pbs.org%2Fwgbh%2Faso%2Ftryit%2Fevolution%2Findext.html

http://www.pbs.org/cgi-bin/wgbh/printable.pl?http%3A%2F%2Fwww.pbs.org%2Fwgbh%2Faso%2Ftryit%2Fevolution%2Findext.html

http://schools.nycenet.edu/region4/gchs/rocco/Global%20Studies/Global%201%20and%202/H1-Complete/Unit%2002%20-%20The%20Middle%20East/01%20-%20Early%20Humans/01%20-%20Early%20Humans.pdf

http://www.readworks.org/

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!717&authkey=!AH2_20Z2UA5X5tM

http://www.archives.gov/education/






Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9

Weeks

1b. Investigate the approximate

chronology and

sequence of early

hominid evolution in

Africa from the

Australopithecines to

Homo erectus. (DOK

2)

What are the stages of human development and in what order?

Identify and assess causes and effects for events.

Explain the

differences

between

oral and written

history,

Instruct students to create timelines of the various eras learned today

and the major accomplishments within

each era, sequence of early hominid

evolution in Africa

Have students complete the Early Human assignment

Students are to write an essay on the

sequence of early hominid evolution in

Africa

Have students to analyze the Human

Interaction Timeline

Have students complete the assignments in

the Civilizations Lesson unit







Textbook Power Point

Internet

Secondary

Primary

Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!209&authkey=!AK35wSNpfPiPyCI

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!209&authkey=!AK35wSNpfPiPyCI

http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive

http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive

http://www.socialstudies.com/pdf/ZP741EX.pdf





Grading Period


need to be able to

DO?)

Essential Questions

Skills

Suggested Activities (HOW will you teach it?)

Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9

Weeks

1c Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)

How have theories about the

processes by which human s populated world regions

changed over time?

Map / Graph / Chart

Analysis Determining Cause and Effect

Analyzing Political Cartoons

Have students create graphic organizers of

human groups that populated the major

world regions.

Have students complete the lesson on

Agriculture and Urban Revolutions

Students are to write an essay on groups

populating major regions.



from www.readworks.org Follow the pacing calendar for additional




Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source.

http://www.learner.org/courses/worldhistory/unit_main_4.html





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9

Weeks

1d. Discuss possible social, cultural,

and/or religious

meanings inferred

from late Paleolithic

cave paintings.

(DOK 2)

Did Paleolithic cave

paintings

have

religious,

social or

cultural

meanings?


Explain the

differences

between

oral and written

history,

Have students to draw their own cave

paintings after viewing the Cave art unit

Have students create graphic organizers

of social, cultural, and/or religious

meanings inferred from late Paleolithic

cave paintings.

Students are to write an essay on

meanings inferred from late Paleolithic

cave paintings.

Have students make an engaging oral

presentation on late Paleolithic cave

paintings.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

http://historylink101.com/lessons/art_history_lessons/cave_art1.htm





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9 Weeks

2a. Identify and describe the following governmental forms: democracy, aristocracy/ oligarchy, absolutism, constitutionalism totalitarianism, monarchy and republic. (DOK 1)

What are the characteristics of a civilization?

Vocabulary Development Map / Graph / Chart Analysis Determining Cause and Effect Analyzing

Political

Cartoons

Have students complete the assignment

Forms of Government notes

Have students to write an essay based on

Forms of Government power point

Have students to read passages and

answer questions on this topic from

www.readworks.org


governmental forms:

Make an engaging oral presentation

on governmental forms.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!255&authkey=!ANGC5Gix9CnidK8

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!253&authkey=!ABkFj6lBJps6tIs






Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9

Weeks

2b. Analyze the concept of

"civilization" (e.g.,

the various criteria

used to define

"civilization";

fundamental

differences between

civilizations and

other forms of social

organization, such

as hunter-gatherer

bands, Neolithic

agricultural societies,

and pastoral

nomadic societies;

how Mohenjo-Daro

meets criteria for

defining civilization).

(DOK 3)

What are the Characteristics of a civilization?

What were

social

conditions

like in early

civilizations?


Explain the

differences

between

oral and written

history, Use

primary sources,

secondary

sources, and

economic data

to develop

generalizations.

Have students complete the assignments in

the Civilizations Lesson unit

Have students view the Human Journey

Video and write an essay on the human

journey.

Have students complete the Ancient Civilizations assignment


comparing differences between

civilizations and other forms of social

organization, such as hunter-gatherer

bands, Neolithic agricultural societies,

and pastoral nomadic societies; how

Mohenjo-Daro meets criteria for defining

civilization.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

http://www.socialstudies.com/pdf/ZP741EX.pdf

https://www.youtube.com/watch?v=vwa6o-s1Yvs

https://www.youtube.com/watch?v=vwa6o-s1Yvs

https://1drv.ms/w/s!AsvCLkuCu-Vfhnn_0XczA-C8UJ1F

https://1drv.ms/w/s!AsvCLkuCu-Vfhnn_0XczA-C8UJ1F





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9

Weeks

2c. Apply the five themes of geography (e.g.,

location, place, human/environment al interaction, movement, and

region) to describe various civilizations in Asia, Europe and

Africa. (DOK 3)

How are the themes of geography and

maps connected?

Use map- and globe-reading

skills,

Orient a map

and note

directions,

Locate places

on map and

globe,

Use scale and

Have students complete the lesson from

Five Themes of Geography Lesson Unit

Have students create graphic organizers to describe various civilizations in Asia, Europe and Africa.


describing various civilizations in Asia,

Europe and Africa.

Have students complete the Themes of Geography Quiz

Make an engaging oral presentation on

various civilizations in Asia, Europe and

Africa.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher Observation Student work

samples Student oral and written responses

Formative Assessments/ Summative

Assessments

CCR.ELA Literacy

.RH.6-8.2

Determine the central ideas or information

of a primary or secondary

source; provide an accurate

summary of the source.

http://www.cabarrus.k12.nc.us/cms/lib09/NC01910456/Centricity/Domain/2836/Five%20Themes%20of%20Geography%20Project.pdf

http://www.warrencountyschools.org/userfiles/3288/Classes/81663/5%20Themes%20Quiz.pdf

http://www.warrencountyschools.org/userfiles/3288/Classes/81663/5%20Themes%20Quiz.pdf





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9 Weeks

6b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK

2)

What were social conditions like in early civilizations?


Explain the

differences

between

oral and written

history,

Have students complete the Trading across the World Lesson


social and cultural conditions of early

civilizations in regions


Connections across water








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

http://www.learner.org/courses/worldhistory/support/activities_9.pdf







Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

1st 9 Weeks

7a. Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man

from prehistory to

civilization. (DOK 3)

What affect did ancient technology have on the development of early civilizations?

Map / Graph / Chart Analysis Determining Cause and Effect Analyzing

Political

Cartoons

Have students create graphic organizers on the technological advances of early man.

Have students complete the lesson unit on

Getting a grip on the Food Supply

Have students complete the Early Human Technology assignment


technological advances of early man.


presentation on the technological

advances of early man.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://files.acrobat.com/a/preview/9b0b7551-859a-41c6-b812-7facc9b4c9b4

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!217&authkey=!AGNUqZI8q6mGxsU

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!217&authkey=!AGNUqZI8q6mGxsU





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

2nd 9 Weeks

3a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)

What roles do significant

actors

(Hatshepsut,

Thutmose II,

and Menes)

play in

trends and

events that

shape early

Egyptian

culture?

Combine critical

concepts into a

statement of

conclusions

based on

information

Restate major

ideas of a

complex topic

in concise form

Form opinion

based on

critical

examination of

relevant

information

State

hypotheses for

further study

Have students complete the Ancient Egypt Geography assignment


of Examine the significant events, actors,

and trends among early Egyptian,

Mycenaean, and Aryan cultures.

Have students to write an essay after

viewing Ancient Egypt Economy Power

point

Have students read the textbook in the

World History Calendar and complete

the Egypt Quiz

Have students complete the Daily Life

Practice Test Have students to complete the India’s Caste

system assignment








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!225&authkey=!AJ8lDM7-UHRr9-0

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!225&authkey=!AJ8lDM7-UHRr9-0

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!227&authkey=!AJ57OAagQBqA1As

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!227&authkey=!AJ57OAagQBqA1As

http://www.ingersollsinsights.com/uploads/3/1/1/7/31179687/chapter_7_checkup.pdf



https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!235&authkey=!ADRT-iCgNJOEapA

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!235&authkey=!ADRT-iCgNJOEapA





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

2nd 9 Weeks

3b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they represented a decisive transformation in human history. (DOK

2)

How did the of civilizations in Southwest Asia,

the Nile valley, India, China and the Eastern Mediterranean

makes transformation in human history?

Keep informed on issues that

affect society, Identify situations in which social

actions are required,

Work

individually or with others to

decide on an appropriate

course of action

Have students to write an essay after

viewing Ancient India Power point

Have students to complete Ancient India Assignment

Have students complete the assignment on

ancient China notes

Have students create a graphic organizer on

the civilization of ancient China from the

ancient China power point


Oracle-bone inscriptions of the late Shang Dynasty








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher Observation Student work

samples Student oral and written responses

Formative Assessments/ Summative

Assessments

CCR.ELA Literacy

.RH.6-8.2

Determine the central ideas or information

of a primary or secondary

source; provide an accurate

summary of the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!231&authkey=!ADnIbKZcKi_jptg

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!233&authkey=!AKYDHOPU3Sa4X04

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!233&authkey=!AKYDHOPU3Sa4X04

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!243&authkey=!ACOomUjsE2GOJgc

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!241&authkey=!AF3f6Wyjl2VF31U

http://afe.easia.columbia.edu/ps/cup/oracle_bone_general.pdf

http://afe.easia.columbia.edu/ps/cup/oracle_bone_general.pdf





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

2nd 9 Weeks

3c. Investigate and Summarize how the

introduction of

technology affected

the relationship

between civilizations

(e.g., Egyptians and

the Hittites, etc.).

(DOK 2)

What were the effects of technology on early civilization?

• Extract significant

ideas from

supporting

illustrative

details

•Combine

critical

concepts into a

statement of

conclusions

based on

information

• Restate major

ideas of a

complex topic

in concise form


Egyptian Pyramids



www.readworks.org

Have students create a graphic

organizer in technology and

civilizations.


describing technology and civilizations.





Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

2nd 9 Weeks

4c. Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)

What are some

characteristics

of

Chinese

society?

Map / Graph /

Chart Analysis

Determining

Cause and

Effect

Analyzing

Political

Cartoons

Have students create graphic organizers after viewing Confucius power point

Have students to complete the assignment

on Philosophies of Ancient China notes







Textbook

Power Point

Internet

Secondary

Primary

Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

http://sheg.stanford.edu/egyptian-pyramids



https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!245&authkey=!AEAJ9fSbASVyK4o

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!247&authkey=!AAJovKqba2HEKNo





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

2nd 9 Weeks

4d. Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)

What are the religious beliefs the Gangetic states and the Mauryan Empire?

Map / Graph / Chart Analysis Determining Cause and Effect

Analyzing

Political

Cartoons


on Buddhism notes

Have students complete the lessons in The World's Religions

Have students make a six paneled chart

comparing the background, founders,

symbols, texts, and practices of each religion.

Have students create graphic

organizers of religious beliefs in India.

Have students complete the Religions

along the Silk Road Lesson Unit Vocabulary strategies







Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!239&authkey=!AEj3fgSc3eHLSyo

http://www.educationworld.com/a_lesson/world-religions-multicultural-diversity.shtml

http://www.educationworld.com/a_lesson/world-religions-multicultural-diversity.shtml

http://www.chinainstitute.cieducationportal.org/cimain/wp-content/themes/chinainstitute/pdfs/education/fromsilktooil_pdf6.pdf

http://www.chinainstitute.cieducationportal.org/cimain/wp-content/themes/chinainstitute/pdfs/education/fromsilktooil_pdf6.pdf





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

2nd 9 Weeks

5b. Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarchs and subjects, men and women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages.

How are beliefs of the world’s major religions alike and different?


Explain the

differences

between

oral and written

history, Use

primary sources,

secondary

sources, and

economic data

to

developgenerali

zations.

Have students create graphic organizers on the relationship among

various groups of people


relationship among various groups of

people.

Have student complete the lesson nit on

Order and Early Societies








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.






Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

2nd 9 Weeks

6a. Analyze how local conditions

affect agricultural,

settlement,

exchange and

migration

patterns in

various regions of

the world. (DOK

3)

What are the effects of agriculture, settlement, exchange, and migration patterns on world regions?

Map / Graph /

Chart Analysis

Determining

Cause and

Effect

Analyzing

Political

Cartoons

Have students create graphic organizers on the agricultural, settlement, exchange and migration patterns in various regions of the world.


Analyze how local conditions affect

agricultural, settlement, exchange and

migration patterns in various regions of

the world








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

2nd 9 Weeks

8a. Analyze the significance of

various

archaeological and

anthropological

findings and

historical sites (e.g.,

Champollion‘s

discovery of The

Rosetta Stone,

Pompeii, Akrotiri,

etc). (DOK 3)

How do we know a

historical

event

happened?

What primary

evidence can

we look at to

better

understand a

historical

event? How

do historians

and

archaeologists

analyze

primary

historical

artifacts?

Extract significant

ideas from

supporting

illustrative

details

•Combine

critical

concepts

into a

statement of

conclusions

based on

information

Students will be given pictures and tangible items of various primary documents and artifacts. Students will analyze these artifacts in order to practice what real historians do.


significance of various archaeological

findings.


presentation on the significance of various

archaeological findings.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

3rd 9 Weeks

4a. Identify the significant

individuals and

achievements of

ancient Roman,

Chinese, and Indian

societies. (DOK 1)

How did human and social

relations

cause the fall

of Greece and

Rome?

Map / Graph /

Chart Analysis

Determining

Cause and

Effect

Analyzing

Political

Cartoons


The Roman World


Achievements of ancient Rome Prezi

Have students complete the Roman Art

and Architecture Lesson Unit


on Ancient Greece notes

Have students to complete the assignment on Roman Culture assignment


from the scientific revolution power point

Have students complete the Greek Achievements Lesson








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

http://www.historyteacher.net/EuroCiv/EuroCiv-Topics/EuroCiv-RomanWorld.htm

https://prezi.com/xvalxqez4bsk/achievements-of-ancient-rome/

https://files.acrobat.com/a/preview/02dc9ced-5128-4b3d-9391-1027cf7762ea

https://files.acrobat.com/a/preview/02dc9ced-5128-4b3d-9391-1027cf7762ea

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!251&authkey=!APaBP0zKd1yCp3o

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!263&authkey=!ALq1QorBnPXBEl0

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!287&authkey=!AGhZhC2Hv8rXDyU

http://www.mitchellteachers.org/WorldHistory/AncientGreece/RecognizingAncientGreekAchievementsintheModernWorld.htm

http://www.mitchellteachers.org/WorldHistory/AncientGreece/RecognizingAncientGreekAchievementsintheModernWorld.htm





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

3rd 9 Weeks

4b. Analyze the influence of the

economic and

political framework

of Roman society on

global expansion of

civilization (e.g., how

Roman unity

contributed to the

growth of trade

among lands of the

Mediterranean

basin; the

importance of

Roman commercial

connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of

Roman expansion,

including the Roman

occupation of

Britain). (DOK 3)

Why did people of

Athens’

citizens have

different rights

than citizens of

Sparta?

Identify and assess causes

and effects for

events.

Explain the

differences

between

oral and written

history, Use

primary sources,

secondary

sources, and

economic data

to develop

generalizations.


on Rome Geography notes

Have students to complete the assignment on Greek & Roman assignment

Have students to write an essay on Roman

Technology Power point

Have students to compare and Contrast the development of Sparta and Athens- focusing on government styles, individual rights, military techniques, and education using a graphic organizer. Have students determine which civilization would have been preferable if they were a woman, slave, or child.

Have students write an essay on The

political structure of the Roman Republic Video

Have students to complete the lesson on

Sparta and Athens








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!257&authkey=!AAArehq-JZGIBHc

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!259&authkey=!AFjCSkLFheVU_tY

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!265&authkey=!AJvChFrEj81MPgM


http://study.com/academy/lesson/the-political-structure-of-the-roman-republic.html#lesson



http://www.pbs.org/empires/thegreeks/educational/index_html.html





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

3rd 9 Weeks

5a Cite evidence of human social

relations as to the

cause of the fall of

civilizations of Asia,

Europe and Africa.

(DOK 2)

How did the discovery

at Pompeii

benefit

historians

?

Identify and assess causes

and effects for

events.

Explain the

differences

between

oral and written

history, Use

primary sources,

secondary

sources, and

economic data

to develop

generalizations.

Have students create graphic organizers of the cause of the fall of

civilizations of Asia, Europe and Africa

Students are to write an essay on the cause

of the fall of civilizations of Asia, Europe

and Africa


the Persian Empire

Have students create a graphic organizer

using Alexander the Great Notes

Have students make a graphic organizer

showing the causes of The fall of Rome








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

http://worldhistoryforusall.sdsu.edu/units/four/closeup/Era04_closeup442.php

http://www.beaconlearningcenter.com/documents/1698_01.pdf

http://study.com/academy/lesson/the-fall-of-rome.html#lesson





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

3rd 9 Weeks

5c Analyze the evolution of human

rights throughout the

history of various

civilizations (e.g.,

Hammurabi‘s Code,

Plebeians of Rome,

Magna Carta, etc.).

(DOK 3)

How did the changes of the

middle ages

lead to the

Renaissance?

How did

European

exploration

affect other

cultures?

Map / Graph /

Chart Analysis

Determining

Cause and

Effect

Analyzing

Political

Cartoons


from Hammurabi's Code of Laws assignment

Have students create graphic

organizers on the Hammurabi‘s Code,

Plebeians of Rome, Magna Carta, etc.).


Hammurabi's Code


Hammurabi‘s Code,

Plebeians of Rome, Magna Carta, etc.).








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

http://www.eduplace.com/ss/hmss/6/unit/act3.1.html

http://www.eduplace.com/ss/hmss/6/unit/act3.1.html

http://sheg.stanford.edu/hammurabis-code





Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

3rd d 9 Weeks

8b. Compare and contrast the religion

of Judaism,

Christianity, Islam,

etc. (DOK 2)

What is unique about each of the five major religions? What is similar between each of the five major religions? How did each of the five major religions start?

Work to influence those in

positions of social power to strive for extensions of

freedom, social justice, and human

rights.

Students will make a Venn Diagram describing religions after viewing

Christianity Power point

Have students complete the assignment in Islamic Power point



www.readworks.org


Rome and Christianity





Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

3rd 9 Weeks

8c. Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK

2)

What were the

changes that

happened

during the

Middle

Ages? How

can we study

those

changes to

determine how

they led to the

Renaissance?

Map / Graph /

Chart Analysis

Determining

Cause and

Effect

Analyzing

Political

Cartoons

Have students to write an essay on Roman

Technology Power point

Have students complete the lesson The

Renaissance and Reformation Have students to read passages and


www.readworks.org


on protestant/reformation assignment Have students create a graphic organizer

comparing events in the Protestant Power

point Follow the pacing calendar for additional



Textbook

Power Point

Internet

Secondary

Primary

Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!269&authkey=!ABiL-wdGfLZiz3g

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!271&authkey=!AM0A1IKMyvmsn9Y


http://www.eduplace.com/ss/socsci/ca/books/bkf3/reviews/pdfs/LS_6_14_03.pdf





http://sse6348-renaissance.weebly.com/lesson-planprocedures.html

http://sse6348-renaissance.weebly.com/lesson-planprocedures.html


https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!285&authkey=!AEfVyGybxeRcoX4

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!283&authkey=!AK0A5fP9XhvHRFk

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!283&authkey=!AK0A5fP9XhvHRFk




Grading Period


need to be able to

DO?)

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

3rd 9 Weeks

8d. Evaluate the effects of contact

among cultures of

Europe, Asia, and

Africa (e.g.,

Crusades,

explorations, trade,

communication,

technology, etc.)

(DOK 3)

How did contact

between

cultures affect

various

civilizations

throughout

history?

Restate major ideas of a

complex topic

in concise

form

Form opinion

based on

critical

examination

of relevant

information.

Have students complete The Crusades Lesson


in Indian Power point

Have students complete the assignment on

Columbian Exchange power point

Have students to complete the Indian assignment


from Triangular slave trade power point

Have students complete the Slave trade

assignment

Have students complete The Crusades Lesson








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!715&authkey=!ALJ-NjQBhTn8VQ4

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!715&authkey=!ALJ-NjQBhTn8VQ4

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!273&authkey=!AGH_AxAbn9e61Qk

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!275&authkey=!AGvwVUToPa5c4Fg

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!277&authkey=!AOVPUq66cgU0CAY

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!277&authkey=!AOVPUq66cgU0CAY

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!279&authkey=!ANXVtQyyBZOOfcE

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!281&authkey=!ACDacmP1HvL6Qlo

https://onedrive.live.com/redir?page=view&resid=5FE5BB824B2EC2CB!281&authkey=!ACDacmP1HvL6Qlo

http://www.lsa.umich.edu/UMICH/cmenas/Home/Resources/K-14%20Educational%20Resources/Curricular%20Resources/Crusades%20Secondary%20Ed%20Lesson.pdf

http://www.lsa.umich.edu/UMICH/cmenas/Home/Resources/K-14%20Educational%20Resources/Curricular%20Resources/Crusades%20Secondary%20Ed%20Lesson.pdf





Grading Period


need to be able to

DO?)

Review and Reteach

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

4th 9

Weeks

6a. Analyze how local conditions

affect agricultural,

settlement,

exchange and

migration patterns in

various regions of

the world. (DOK 3)

What are the effects of

agriculture,

settlement,

exchange,

and

migration

patterns on

world

regions?

Map / Graph /

Chart Analysis

Determining

Cause and

Effect

Analyzing

Political

Cartoons

Have students create graphic organizers on the agricultural,

settlement, exchange and migration

patterns in various regions of the

world.


Analyze how local conditions affect

agricultural, settlement, exchange and

migration patterns in various regions of

the world








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.





Grading Period


need to be able to

DO?)

Review and Reteach

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

4th 9

Weeks

7b. Analyze the effects of technology on trade at different times throughout history. (DOK 3)

How did technology

affect

trade in

different

civiliza-

tions

through-out history?

Comprehen-

sion,

Read to get

literal

meaning Use

topic and

section

headings,

topic

sentences,

and summary

sentences to

select main

ideas

•Differentiate

main and

subordinate

ideas

Students will make a flow chart of the different civilizations and will conduct

research to determine how technology

affects each civilization.

Students are to write an essay on the effects of technology on trade.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.





Grading Period


need to be able to

DO?)

Review and Reteach

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

4th 9

Weeks

8c. Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK

2)

What were the changes that happened during the Middle Ages? How can we study those changes to determine how they led to the Renaissance?

Map / Graph /

Chart Analysis

Determining

Cause and

Effect

Analyzing

Political

Cartoons

Students will construct a timeline of events in the middle ages to track the

changes that occurred.

Students are to write an essay on political

and economic changes during the Middle

Ages and how it led to the Renaissance.

Have students create a graphic organizer

comparing the political and economic

changes during the Middle Ages








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.





Grading Period


need to be able to

DO?)

Review and Reteach

Essential Questions


Resources (What

MATERIALS

will

you need?)


have achieved

the desired

student

outcome?)

Content Connection

(How will you

integrate

OTHER CONTENT

AREAS into

LITERACY core

content?)

4th 9

Weeks

8d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.) (DOK 3)

How did contact between cultures affect various civilizations throughout history?

Restate major ideas of a

complex topic

in concise

form

Form opinion

based on

critical

examination

of relevant

information.

Students will create a booklet that shows:

The civilization What is unique about that

civilization How that civilization was

affected by others


Evaluate the effects of contact among

cultures of Europe, Asia, and Africa.








Internet

Secondary

Primary Sources

Political

Cartoon

Maps, charts,

Graphs,

timelines Archives

Insight 360

Teacher

Observation

Student work

samples

Student oral

and written

responses

Formative

Assessments/

Summative

Assessments

CCR.ELA

Literacy

.RH.6-8.2

Determine

the central

ideas or

information

of a primary

or

secondary

source;

provide an

accurate

summary of

the source.





Greenville Public School District

Multi-Tiered System of Supports Plan

Literacy Based Promotion Act Requirements

August 25, 2016

Office of Curriculum and Instruction

Overview


The Greenville Public School District (GPSD) will implement the Multi-Tiered System of Supports (MTSS) Model to ensure that all students receive

needed interventions in academics and behavior. The GPSD MTSS Model meets the requirements of State Board Policy Part 3 Chapter 41:

Intervention and Accountability Process Standard 20. The model is made up of the following essential components:

Shared Leadership

The district Intervention Specialists will provide and coordinate training, resources, and monitoring to support the development and

implementation of MTSS in district schools.

Data Based Problem Solving

Each school will have a Teacher Support Team (TST) that will analyze all available data to effectively implement interventions

matched to the student’s need.

Layered Continuum of Supports

Tier 1: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness

Standards.


Standards. Students that are not successful (in line with peers) at Tier 1 must receive Tier 2 targeted interventions to last no more than

8 weeks with two documented reviews.


Standards. Students that populated on the MSIS Intervention Screen, have failed at least one year in grades K-3, have failed at least

two years in grades 4-12, have failed the 3rd Grade Reading MKAS2, or a 4th grade student that received a Good Cause Exemption

must be referred to the TST for Tier 3 interventions to last no more than 16 weeks with two documented reviews.

Evidence-Based Instruction, Intervention, and Assessment Practices

GPSD Behavior Intervention Menu (see Appendix)

GPSD Math Intervention Menu (see Appendix)

GPSD Reading Intervention Menu (see Appendix)

Each menu includes the intervention, research, and progress monitoring tools

Universal Screening and Progress Monitoring

All students will participate in the universal screening of reading, math, and behavior three times a year. Kindergarten students will be

screened for dyslexia in the spring of each year. First graders will be screened for dyslexia in the fall of each year.

Data from the universal screeners will be analyzed. Students that score in the basic range must receive Tier 2 targeted interventions.

Students that score in the advanced range must receive targeted enrichment which may include being placed in an Advance Placement

/ Gifted / or Dual Enrollment class.

Data from the universal screeners will be analyzed. Students that score in the minimal range must receive Tier 3 intensive

interventions.


Family, School, and Community Partnerships

In order for a student to be successful, families, schools, and communities must work together. Two-way communication between the

school and parents is essential.

Parents / guardians will be notified of meetings to review student data and to collaborate in the problem-solving process.

Forms

Forms for all parts of the MTSS model are available on the GPSD website under the Curriculum Department under the Interventio n tab.

Literacy-Based Promotion Act Requirements

Intensive Reading Instruction and Intervention

When a K-3 student scores a minimum on the reading universal screener, the student must be referred to the TST and receive Tier 3

interventions in reading.

If a 3rd grade student is retained due to failing the Mississippi K-3 Assessment Support System (MKAS2), the student must be referred

to the TST and receive Tier 3 interventions in reading.

Parent Notification of a Reading Deficiency

When a reading deficiency is found in a K-3rd grade student, the parent must be notified of the deficiency, the current and

supplemental services provided, the possibility of retention in the 3rd grade, and strategies for parents to use at home.

Social Promotion Prohibited

Social promotion is prohibited in the GPSD.

Good Cause Promotion

A 3rd grade student that does not pass the MKAS2 may be promoted to the 4th grade with data and the Superintendent’s approval:

Limited English students who have had less than two years of ELL instruction

Special Services students whose IEP indicates that participation in the state assessment program is not appropriate

Special Services students who participate in the state assessment program, has received one year of intensive reading

remediation, and has not passed the MKAS2

Students that demonstrate an acceptable level of reading proficiency on a state approved alternate assessment

Students who have received two year of intensive reading remediation

Good Cause Request

A request for a Good Cause Exemption will follow the following steps:

Documentation is submitted for the student’s teacher to the school’s principal

The principal reviews the documentation with the teacher and parent


If the principal determines that the student should be promoted, based on the documentation, the principal shall make the

recommendation in writing to the Superintendent who in writing may accept or reject the recommendation

Third Grade Retention and Parent Notification

Third grade students that are retained due to failing the MAKS2 must receive the following

A 90 minute literacy block

Scientifically research-based reading interventions

Small group instruction

Reduced teacher-student ratios

Extended school day, week, or year

Summer reading camps

Written notification shall be provided the parent / guardian of any 3rd grade student who is retained that the student has not met the

proficiency level required for promotion and the reasons the student is not eligible for a good cause exemption. The notification shall

include a description of interventions and a “Read at Home”

Behavior Intervention Menu

Skill Intervention Scientific Documentation Progress Monitoring Tool

Off-task, Non-disruptive

Choice: Allowing the Student to Select Task

Sequence Description: The student is assigned several tasks to

complete during a work period and given the opportunity to

select the assignment that he or she will do first

Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65-75.

Kern, L., Mantagna, M.E., Vorndran, C.M., Bailin, D., & Hilt, A. (2001). Choice of task sequence to increase engagement and reduce

problem behaviors. Journal of Positive Behavior Interventions, 3, 3-10.

Ramsey, M. L., Jolivette, K., Patterson, D. P., & Kennedy, C. (2010). Using choice to increase time on-task, task-completion, and accuracy

for students with emotional/behavior disorders in a residential facility.

Education and Treatment of Children, 33(1), 1-21.

Choice Behavior

Report card

Reward vs. Response Description: The student receives a reward from a

predetermined list for completing a specific task.

Metzler, C. W., Biglan, A., Rusby, J. C., & Sprague, J. R. (2001). Evaluation of a comprehensive behavior management program to

improve school-wide positive behavior support. Education and

Treatment of Children, 24(4), 448-479.

Crone, D. A., Horner, R. H., & Hawken, L. S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New

York: The Guilford Press.

Incentive Chart or RtI

Progress Monitoring

Form Appendix G


The Good Behavior Game Description: This cooperative approach will reduce unwanted

classroom behavior using a game that allows students to work

together to gain group rewards.

Barrish, Saunders, and Wold (1969). Harris and Sherman (1973). Medland and Stachnik (1972).

RtI Progress

Monitoring Form

Appendix G

Self-Monitoring

Description: This intervention will teach students how to

monitor and manage their own behavior.

Piersel (1985). RtI Progress

Monitoring Form

Appendix H

Behavior Contract

Description: A behavior contract is a written document between an instructor and student which specifies: expected

behaviors, positive and negative consequences, and time

frame of the contract with review dates.

Alberto, P. A., & Troutman, A. C. (1995). Applied behavior analysis

procedures forteachers (4th ed.). Englewood Cliffs, NJ: Prentice Hall.

Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting book

for children and their parents. Kalamazoo, MI: Behaviordella.

DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A case simulation practice manual. Champaign, IL: Research Press.

Homme, L. (1976). How to use contingency contracting in the

classroom. Champaign, IL:Research Press.

Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of behavior contracting:Target behaviors, performance criteria, and

settings. Behavior Modification, 6, 499-518.

Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with

disadvantaged youths:Improving classroom performance. Journal of Applied Behavior Analysis, 15, 447-454.

Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book.

Longmont, CO: Sopris West.

RtI Progress

Monitoring Form

Appendix G

Mentoring

Description: Students meet with an adult on a regular basis to

talk about the student’s day and behavior. The adult must be

someone willing to invest in the student’s life.

Keller, T. E., & Pryce, J. M. (2012). Different roles and different

results: how activity orientations correspond to relationship quality and

student outcomes in school-based mentoring. The Journal of Primary

Prevention. 33.1, 47.

GPSD Behavior Report

Card

Off-task, Disruptive

Counseling Description: Students meet in a group or individually with

the school’s counselor at least twice weekly to work on

specific behaviors.

Baker, S. B., & Gerler, E. R. (2001). Counseling in schools. In D. C.

Locke, J. E. Myers, and E. L. Herr (Eds.), The Handbook of

Counseling, Thousand Oaks, CA: Sage Publications. Omizo, M.M., Hershberger, J.M., & Omizo, S.A. (1988). Teaching

children to cope with anger. Elementary School Guidance &

Counseling, 22, 241-245.


Card


Check-In/Check-Out (Behavior) Description: The student is assigned to an adult in the school

building with which the student can easily talk. The student and adult meet at least twice daily to check-in and make sure

the student is having a behaviorally good day.

Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group Intervention Within a School-Wide System of Behavior

Support. Journal of Behavioral Education, 12, 225-240.

March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional

and Behavioral Disorders, 10, 158-70.

Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The

Effects of a Targeted Intervention to Reduce Problem Behaviors:

Elementary School Implementation


Card

Behavior Contract

Description: A behavior contract is a written document

between an instructor and student which specifies: expected behaviors, positive and negative consequences, and time






DeRisi, W. J., & Butz, G. (1975). Writing behavioral contracts: A case

simulation practice manual. Champaign, IL: Research Press.



Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of

behavior contracting:Target behaviors, performance criteria, and settings. Behavior Modification, 6, 499-518.


disadvantaged youths:Improving classroom performance. Journal of

Applied Behavior Analysis, 15, 447-454.



RtI Progress

Monitoring Form

Appendix G

Stimulus Cueing

Description: This intervention relies on providing a cue to

students prior to inappropriate behavior.

Carr & Durand, 1985

Lobitz. 1974

RtI Progress

Monitoring Form

Appendix H

Attendance

Check-In/Check-Out (Attendance) Description: The student is assigned to an adult in the school building with which the student can easily talk. The student

and adult meet at least twice daily to check-in and make sure


Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted

Group Intervention Within a School-Wide System of Behavior


March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional


Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The

Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation

Attendance Calendar

Behavior Contract (Attendance)

Description: A behavior contract is a written document between an instructor and student which specifies: expected

behaviors, positive and negative consequences, and time










Attendance Calendar


Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of behavior contracting:Target behaviors, performance criteria, and


Kelly, M. L., & Stokes, T. F. (1982). Contingency contracting with disadvantaged youths:Improving classroom performance. Journal of




Attention Seeking

Check-In/Check-Out (Behavior) Description: The student is assigned to an adult in the school

building with which the student can easily talk. The student

and adult meet at least twice daily to check-in and make sure


Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted

Group Intervention Within a School-Wide System of Behavior


March, R. E. & Horner, R. H. (2002) Feasibility and contributions of

functional behavioral assessment in schools. Journal of Emotional


Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors:

Elementary School Implementation


Card

Behavior Contract

Description: A behavior contract is a written document

between an instructor and student which specifies: expected

behaviors, positive and negative consequences, and time frame of the contract with review dates.



Dardig, J. C., & Heward, W. L. (1976). Sign here: A contracting book for children and their parents. Kalamazoo, MI: Behaviordella.



Homme, L. (1976). How to use contingency contracting in the classroom. Champaign, IL:Research Press.

Kirchenbaum, D. S., Dielman, J. S., & Karoloy, P. (1982). Efficacy of

behavior contracting:Target behaviors, performance criteria, and



disadvantaged youths:Improving classroom performance. Journal of


Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book. Longmont, CO: Sopris West.

RtI Progress

Monitoring Form

Appendix G

Math Intervention Menu

Skill Intervention Scientific Documentation Progress Monitoring Tool

Calculations: Number Identification

Folding-In Method Description: The folding-in technique

can be used to teach and practice factual

information, such as sight words in

reading, basic math facts, spelling of

Shapiro, E.S. (1996). Academic Skills Problems

Workbook. The Guilford Press: New York.

Shapiro, (2004)

Checklist of numbers on

flashcards. Only progress

monitoring on those numbers on

the flashcards.


new words, and facts in content areas. It is based on the assumption that

acquisition and mastery of new material

can be achieved if the amount of known

and unknown material is carefully

controlled, as optimal learning occurs when tasks are in a level that frequent

success occurs. It also incorporates the

use of repetition to learn new tasks.

Great Number Line Race Description: The student plays a

number-based board game to build skills

related to 'number sense', including number identification, counting,

estimation skills, and ability to visualize

and access specific number values using

an internal number-line (Siegler, 2009).

Siegler, R. S. (2009). Improving the numerical

understanding of children from low-income families.

Child Development Perspectives, 3(2), 118-124.

Interventioncentral.org CBM

Early Math Measures

A+ Computer Program Description: The student will work on

the computer using A+ software to build

skills.

Ash, J. The Effectiveness of A+ Software on

Achievement of Mathematics

Students in a High School Setting. Thesis, Middle

Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for

Motivating Students to

Learn.” Educational Leadership 45/2 (October 1987):

40-48.

Brown, F. Computer Assisted Instruction in

Mathematics Can Improve Students’

Test Scores: A Study. Chapel Hill, NC, University of

North Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research

Synthesis 1995 Update.

Portland, OR: Northwest Regional Educational

Laboratory 1995.

http://www.amered.com/docs/research_basis_als.pdf

A+ Student Assignment Detail

Report

Double-Dosing

Description: This intervention provides 30-45 minutes of extra instruction on

skills that have already been taught in

the Tier 1 classroom.

Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.

(2002). The effects of instructional emphasis and

specificity on early reading and vocabulary

development of kindergarten children. University of

Oregon.

Paglin, C. (2003). Bethel school districts intensive

reading program adds beefed-up instruction for at-risk

readers from day one. Retrieved December 15, 2003

from http://www.nwrel.org/nwedu/08-03/dose.asp.

Nomi, T. & Allensworth, E. M. 2008.


Early Math Measures

http://www.nwrel.org/nwedu/08-03/dose.asp


Calculations: Operations

Strategic Number Counting Description: The student is taught

explicit number counting strategies for

basic addition and subtraction. Those

skills are then practiced with a tutor.

Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009).

The effects of strategic counting instruction, with and

without deliberate practice, on number combination

skill among students with mathematics difficulties. Learning and Individual Differences 20(2), 89-100.


Math Computation Measures

A+ Computer Program Description: The student will work on

the computer using A+ software to build skills.

Ash, J. The Effectiveness of A+ Software on

Achievement of Mathematics

Students in a High School Setting. Thesis, Middle Tennessee State University, 2001.

Brophy, J.E. “Synthesis of Research on Strategies for

Motivating Students to

Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in

Mathematics Can Improve Students’

Test Scores: A Study. Chapel Hill, NC, University of

North Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research

Synthesis 1995 Update.

Portland, OR: Northwest Regional Educational

Laboratory 1995.


A+ Student Assignment Detail

Report

Interspersing Easy and Hard

Math Problems Description: The student will be

provided practice opportunities to solve

known and new problems.

Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal

ratios on fifth-grade students' mathematics accuracy.

School Psychology Review, 34, 543-555.



Practice, Practice, Practice

Description: This intervention will help

students develop accuracy with basic

computation skills.

Stein, Kinder, Silbert, and Carnine (2006). Interventioncentral.org CBM


Double-Dosing

Description: This intervention provides

30-45 minutes of extra instruction on skills that have already been taught in


Simmons, D. C., Kameenui, E. J., Harn, B. A.,

Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.

(2002). The effects of instructional emphasis and specificity on early reading and vocabulary


Oregon.

Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up instruction for at-risk








Calculations: Fact Recall/Fluency

Folding-In Method Description: The folding-in technique

can be used to teach and practice factual

information, such as sight words in

reading, basic math facts, spelling of new words, and facts in content areas. It

is based on the assumption that

acquisition and mastery of new material

can be achieved if the amount of known

and unknown material is carefully controlled, as optimal learning occurs

when tasks are in a level that frequent

success occurs. It also incorporates the

use of repetition to learn new tasks.

Shapiro, E.S. (1996). Academic Skills Problems Workbook. The Guilford Press: New York.

Shapiro, (2004)

Checklist of math facts on

flashcards (+,-,x, /) Only

progress monitoring on those

facts on the flashcards.

Cover, Copy, and Compare

(Tier 2 only)

Description: Students learn a five-step

procedure that gives them increased opportunities to respond to mathematics

material and self-evaluate their

responses. Cover, Copy, and Compare

is an efficient strategy for increasing

accuracy and speed in basic math facts, requires little student training or

teaching time, and can be used with

individuals, small groups, or entire

classes.

Rathovan, Natalie (1999). Effective School

Interventions. Guilford Press: New York, NY.

Lee, M.J., & Tingstrom, D.H. (1994). A group math

intervention: The modification of cover,

copy, and compare for group application.

Psychology in the Schools, 31, 133-145.

Skinner, C.H., Turco, T.L., Beatty, K.L., & Rasavage,

C. (1989). Cover, copy, and compare: A

method for increasing multiplication performance.




Timed Practice, Practice,

Practice

Description: Students will work in a small group to build fluency with basic

computation skills.

National Mathematics Advisory Panel (2008). Interventioncentral.org CBM


Interspersing Easy and Hard

Math Problems Description: The student will be

provided practice opportunities to solve

known and new problems.

Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal

ratios on fifth-grade students' mathematics accuracy.




Double-Dosing










specificity on early reading and vocabulary development of kindergarten children. University of

Oregon.


reading program adds beefed-up instruction for at-risk readers from day one. Retrieved December 15, 2003



Problem Solving

(Word Problems): Vocabulary

Have You Ever? Description: Students will practice new

math vocabulary words by tying them to

personal experiences.

Beck, McKeown, Kucan (2002). Checklist of vocabulary words

worked on (see written protocol

for details)

Double-Dosing

Description: This intervention provides

30-45 minutes of extra instruction on skills that have already been taught in




(2002). The effects of instructional emphasis and specificity on early reading and vocabulary


Oregon.

Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up instruction for at-risk




Checklist of vocabulary words

worked on (see written protocol

for details)

Problem Solving

(Word Problems): Cognitive Strategies

Math Problem-Solving:

Combining Cognitive and

Metacognitive Strategies

Description: The strategies in this intervention combine both cognitive and

Metacognitive elements. First, the

student is taught a 7-step process for

attacking a math word problem. Second.

The instructor trains the student to use a three-part self-coaching routine for each

of the seven problem-solving steps.

Burns, M. K., VanDerHeyden, A. M., & Boice, C. H.

(2008). Best practices in intensive academic

interventions. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp.1151-1162).

Bethesda, MD: National Association of School

Psychologists.

Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical

problem solving of middle school students with

learning disabilities. Journal of Learning Disabilities,

25, 230-248.

Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and

mathematical problem solving. Exceptional Children,

75, 285-302.

Word Problems (2-3) as chosen

by Interventionist

Problem Solving

(Word Problems): Cognitive Strategies

STAR Method

Description: This strategy is a simpler

version of the Cognitive and Metacognitive Strategy above. If

students need slight support for this skill,

use this intervention. If the student needs

Maccini & Hughes, 2000

Maccini & Ruhl, 2000


by Interventionist




strong support, use the above intervention.

Double-Dosing




Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al.


specificity on early reading and vocabulary


Oregon.


reading program adds beefed-up instruction for at-risk





by Interventionist

Reading Intervention Menu

Skill Intervention Scientific Documentation Progress

Monitoring Tool

Letter Identification

Say It, Find It, Place It Description: This

intervention helps students

learn letter identification by

sight.

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX: Author, All rights reserved. 1-713-664-7676. www.neuhaus.org

DIBELS Letter Identification Fluency

What Letter?

Description: This

intervention helps students identify letters by touch.

Adapted from Neuhaus Education Center. (1992). Reading readiness. Bellaire, TX:

Author, All rights reserved. 1-713-664-7676. www.neuhaus.org DIBELS Letter Identification Fluency

Folding-In Method Description: The folding-in

technique can be used to

teach and practice factual

information, such as sight

words in reading, basic math facts, spelling of new words,

Shapiro, E.S. (1996). Academic Skills Problems Workbook. The Guilford Press: New York.

Shapiro, (2004)

Checklist of letters on

flashcards. Only

progress monitoring

on those letters on the

flashcards.



and facts in content areas. It is based on the assumption

that acquisition and mastery

of new material can be

achieved if the amount of

known and unknown material is carefully controlled, as

optimal learning occurs when

tasks are in a level that

frequent success occurs. It

also incorporates the use of repetition to learn new tasks.

A+ Computer

Program Description: The student will

work on the computer using

A+ software to build skills.

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics Students in a High School Setting. Thesis, Middle Tennessee State University,

2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to


Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’ Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel

Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update. Portland, OR: Northwest Regional Educational Laboratory 1995.


A+ Student

Assignment Detail

Report

Double-Dosing

Description: This

intervention provides 30-45

minutes of extra instruction

on skills that have already been taught in the Tier 1

classroom.

Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D.,

Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and

specificity on early reading and vocabulary development of kindergarten children.

University of Oregon.

Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up

instruction for at-risk readers from day one. Retrieved December 15, 2003 from

http://www.nwrel.org/nwedu/08-03/dose.asp.



Lively Letters Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 1990-1996

Reading with TLC Pilot Study in Pittsburg, MA, 1999-2000

Study of Lively Letters using RtI Model in York County, ME, 2006-2008

Lively Letters using RtI Model – High ELL Population in Las Vegas, NV, 2008-

2009


STAR Reading

Interventions

Renaissance Learning. (2014). The Research Foundation for STAR Assessments:

The Science of STAR. Renaissance Learning.

Renaissance Learning. (2013). Core Progress for Reading: Empirically validated

learning progressions. Renaissance Learning

STAR Reading Progress Monitoring

Phonemic Awareness

Matching Pictures

Description: Students work

through pictures to identify pairs that rhyme.

Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and

phonological awareness. Carson-Dellosa Publishing Co.

Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme: An intervention programme for children at risk for reading disorder. University of

Canterbury.

Rhyme Awareness

Checklist




Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford Press:New York.

Highnam, D. (2006). Practical strategies to help speech-language pathologists

better meet student needs (grades K-12). Institute for Educational Development. Medina: WA.

Highnam, D. (2008). Phonological awareness activities. Panel presentation for

NSSLHA.

Johnson, K. L., & Roseman, B. A. (2003). The source for phonological awareness. East Moline, IL: Linguisystems, Inc.)

Jordano, K. & Callella, T. (1998). On Phonemic Awareness: Songs & Rhymes –

Fall (CD).

Kusak, L. (2005). Building an outstanding kindergarten literacy program: Practical ideas for accelerating the success of emergent readers and writers.

Bureau of Education & Research: Bellevue, WA)

McCracken & McCracken (1986). Stories, songs and poetry to teach reading and

writing. Teachers College Press

Microsoft Office Online, Clipart. Retrieved December 10, 2008, from

http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.

Robertson, C., & Salter, W. (1998). Take home phonological awareness. East

Moline, IL:Linguisystems, Inc.)

Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau

Claire, WI:Thinking Publications.

Virginia Department of Education. (1998). Ideas and activities for developing phonological awareness skills. Retrieved from

www.doe.virginia.gov/VDOE/Instruction/Reading/findings.pdf

Beanbag Toss Description: This

intervention provides

movement as students

generate rhyming words.

Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and phonological awareness. Carson-Dellosa Publishing Co.

Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme:

An intervention programme for children at risk for reading disorder. University of Canterbury.

Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford

Press:New York.

Highnam, D. (2006). Practical strategies to help speech-language pathologists better meet student needs (grades K-12). Institute for Educational Development.

Medina: WA.

Highnam, D. (2008). Phonological awareness activities. Panel presentation for

NSSLHA.

Johnson, K. L., & Roseman, B. A. (2003). The source for phonological

awareness. East Moline, IL: Linguisystems, Inc.)


Fall (CD).

Kusak, L. (2005). Building an outstanding kindergarten literacy program:

Practical ideas for accelerating the success of emergent readers and writers.

Bureau of Education & Research: Bellevue, WA)

McCracken & McCracken (1986). Stories, songs and poetry to teach reading and writing. Teachers College Press

Microsoft Office Online, Clipart. Retrieved December 10, 2008, from

Rhyme Awareness

Checklist


http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.



Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau Claire, WI:Thinking Publications.

Virginia Department of Education. (1998). Ideas and activities for developing

phonological awareness skills. Retrieved from


Sorting Mail

Description: This

intervention has students sorting pictures by target

sounds.

Difily, D. & Sassman, C. (2006). Engaging activities to teach phonics and

phonological awareness. Carson-Dellosa Publishing Co.

Gillon, G.T. (2000). The Gillon Phonological Awareness Training Programme: An intervention programme for children at risk for reading disorder. University of

Canterbury.

Gillon, G.T. (2004). Phonological awareness: From research to practice. Guilford Press:New York.

Highnam, D. (2006). Practical strategies to help speech-language pathologists

better meet student needs (grades K-12). Institute for Educational Development.

Medina: WA.

Highnam, D. (2008). Phonological awareness activities. Panel presentation for NSSLHA.

Johnson, K. L., & Roseman, B. A. (2003). The source for phonological

awareness. East Moline, IL: Linguisystems, Inc.)


Fall (CD).

Kusak, L. (2005). Building an outstanding kindergarten literacy program:

Practical ideas for accelerating the success of emergent readers and writers. Bureau of Education & Research: Bellevue, WA)

McCracken & McCracken (1986). Stories, songs and poetry to teach reading and

writing. Teachers College Press

Microsoft Office Online, Clipart. Retrieved December 10, 2008, from http://office.microsoft.com/en-us/clipart/default.aspx?lc=en-us.



Sterling-Orth, Angela (2004). Go-to guide for phonological awareness. Eau Claire, WI:Thinking Publications.

Virginia Department of Education. (1998). Ideas and activities for developing

phonological awareness skills. Retrieved from


DIBELS Phoneme

Segmentation Fluency

Say It and Move It

Description: This

intervention helps students

identify individual phonemes

in words.

Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M. (2000). Road to the code: A phonological awareness program for young children.

Baltimore: Brookes

Neuhaus Education Center (1992).

Reading readiness.Bellaire, TX: Author. All rights reserved. 1-713-664-7676. www.neuhaus.org

DIBELS Phoneme



A+ Computer Program Description: The student will




2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to Learn.” Educational Leadership 45/2 (October 1987): 40-48.

Brown, F. Computer Assisted Instruction in Mathematics Can Improve Students’

Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel

Hill, 2000 (ED443688).



A+ Student

Assignment Detail

Report

Double-Dosing

Description: This


minutes of extra instruction on skills that have already

been taught in the Tier 1

classroom.









DIBELS Phoneme


Lively Letters Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 1990-1996




2009

DIBELS Phoneme


STAR Reading

Interventions






Phonics Letter Cube Blending

Description: The Letter Cube Blending intervention targets

alphabetic (phonics) skills.

The student is given three

cubes with assorted

consonants and vowels appearing on their sides. The

student rolls the cubes and

records the resulting letter

combinations on a recording

sheet. The student then judges whether each resulting ‘word’

composed from the letters

randomly appearing on the

Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs,

D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with

mathematics difficulties. Learning and Individual Differences 20(2), 89-100.

DIBELS Nonsense Word Fluency

(NWF) Instructional Level



blocks is a real word or a nonsense word. The

intervention can be used with

one student or a group.

Say It Faster/Move It

Closer

Description: Students work

with individual letters to

make sounds and words.

Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct

instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall

Carreker, S. (1999). Teaching reading: Accurate decoding and fluency.

J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182). Baltimore: Brookes

Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to

successful reading. Intervention in School and Clinic, 34(5), 271-277.

DIBELS Nonsense Word

Fluency (NWF)

Instructional Level

Onsets and Rimes

Description: Students

manipulate letter tiles to make words.

Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct

instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall


J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182).

Baltimore: Brookes

Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to successful reading. Intervention in School and Clinic, 34(5), 271-277.


(NWF) Instructional

Level

Tapping Out Description: This

intervention helps tactile

learners separate beginning,

medial, and ending sounds.

Adapted from Carnine, D. W., Silbert, J., & Kam’enui, E. J. (1997). Direct instruction reading. (3rd ed.). Upper Saddle River, NJ: Prentice Hall


J. R. Birsh (Ed.), Multisensory teaching of basic language skills (pp. 141-182). Baltimore: Brookes

Cahrd, D. J., & Osborn, J. (1999). Word recognition instruction: Paving the road to

successful reading. Intervention in School and Clinic, 34(5), 271-277.


(NWF) Instructional

Level

A+ Computer


work on the computer using A+ software to build skills.

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics

Students in a High School Setting. Thesis, Middle Tennessee State University,

2001.




Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.

Portland, OR: Northwest Regional Educational Laboratory 1995.


A+ Student

Assignment Detail

Report

Elkonin Boxes

Description: This

intervention helps with letter-sound correspondence.

Adapted from Blachman, B. A., Ball, E. W.,Black, R. & Tangel, D. M. (2000).

Road to the code: A phonological awareness program for young children. Baltimore: Brookes


(NWF) Instructional Level

Double-Dosing

Description: This


Simmons, D. C., Kameenui, E. J., Harn, B. A., Edwards, L. L., Coyne, M. D., Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and



DIBELS Nonsense Word Fluency (NWF) Instructional

Level




classroom.

Paglin, C. (2003). Bethel school districts intensive reading program adds beefed-up instruction for at-risk readers from day one. Retrieved December 15, 2003 from



Lively Letters Initial Lively Letters Pilot Study in Boston Public Schools – Boston, MA, 1990-

1996




2009


(NWF) Instructional

Level

STAR Reading

Interventions



Renaissance Learning. (2013). Core Progress for Reading: Empirically validated learning progressions. Renaissance Learning


Fluency Partner Reading (Tier

2 only) Description: Partner reading

involves pairing students to

practice rereading texts.

Partner Reading increases the amount of time students are

reading and increases fluency.

Texas Center for Reading and Language Arts. Essential reading strategies for the struggling reader: Activities for an accelerated reading program (Expanded ed.).

Austin, TX:Texas Education Agency.

Adapted from Bos, C. S., & Vaughn, S. (2002). Strategies for teaching students

with learning and behavior problems (5th ed.) Boston: Allyn and Bacon; Fuchs, D. , Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997) Peer-assisted learning

strategies: Making classrooms more responsive to diversity.

American Educational Research Journal, 34(1), 174-206; Mastropieri, M. A.,

Leinart, A., & Scruggs, T. E. (1999). Strategies to increase reading fluency. Intervention in School and Clinic, 34(5), 278-283.

DIBELS Oral Reading Fluency (ORF) Instructional

Level

Tape Assisted Reading

Description: Tape assisted

reading is an individual or

group reading activity where students read along in their

books as they hear a fluent

reader read the book on an

audiotape. As confidence and

reading skills develop, students read the same

passage or text without the

assistance of the tape.

Armbruster,B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read. Center for the Improvement of

Early Reading Achievement (CIERA).

http://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.html

Texas Reading Initiative. (2007). Fluency: Instructional Guidelines and Student Activities.

DIBELS Oral Reading Fluency (ORF) Instructional

Level

Timed Repeated Readings

Description: Timed repeated

readings are an instructional practice for monitoring

Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). Fluency Instruction (139KB PDF)*.

Dowhower, S. (1989) Repeated reading: Research into practice. The Reading

Teacher, 42(7), 502-507.

Hudson, R.F., Lane, H.B., & Pullen, P.C. (2005). Reading Fluency Assessment

and Instruction: What, Why, and How?. The Reading Teacher, 58(8), 702-714.

DIBELS Oral Reading Fluency

(ORF) Instructional

Level


http://www.readingrockets.org/article/3416


http://s3.amazonaws.com/cmi-teaching-ld/alerts/4/uploaded_files/original_alert15.pdf?1301000511


students' fluency development. Repeated

readings, under timed

conditions, of familiar

instructional level text can

increase students' reading speed which can improve

comprehension.

Johns, J. & Berglund, R. (2002). Fluency: Question, answers, evidence-based strategies. Dubuque, IO: Kendall/Hunt Publishing Company.

Kuhn, M. (2004). Helping students become accurate, expressive readers: Fluency

instruction for small groups. The Reading Teacher, 58(4), 338-344.

Murray, B. (1999). Two Methods for Developing Fluency.

Rasinski, T. (2003) The fluent reader: Oral reading strategies for building word

recognition, fluency, and comprehension. New York, NY: Scholastic Professional

Books.

Samuels, S. J. (2002). Reading fluency: It's development and assessment. In

Farstrup, A. & Samuels, S. (Ed.). What research has to say about reading

instruction (pp. 166-183). Newark, Delaware: International Reading Association.

Samuels, S. J. (1997). The method of repeated readings. The Reading Teacher, 50(5), 376-381.

Vaca, R. & Vaca, J. (1999). Content area reading: Literacy and learning across

the curriculum, 6th edition. New York, NY: Logman.

Double-Dosing

Description: This intervention provides 30-45

minutes of extra instruction

on skills that have already


classroom.


Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and specificity on early reading and vocabulary development of kindergarten children.



instruction for at-risk readers from day one. Retrieved December 15, 2003 from http://www.nwrel.org/nwedu/08-03/dose.asp.



(ORF) Instructional Level

STAR Reading

Interventions






Error Correction

Word Supply Description: When the

student commits a reading

error (e.g.,

substitution, omission, 5-second hesitation),

immediately pronounce the

correct word for

the student, have the student

repeat the word correctly, and then direct the student to

continue reading.

Singh, N.N. (1990). Effects of two error-correction procedures on oral reading

errors:Word supply versus sentence repeat. Behavior Modification, 14, 188-199. DIBELS Oral Reading Fluency

(ORF) Instructional

Level

Sentence Repeat

Singh, N.N. (1990). Effects of two error-correction procedures on oral reading errors. Word supply versus sentence repeat. Behavior Modification, 14, 188-199.

DIBELS




Directions: When the student commits a reading error (e.g.,

substitution, omission,

5-second hesitation),

immediately pronounce the

correct word for the student and have student repeat the

word correctly. The student

will then reread the entire

sentence.

Oral Reading Fluency (ORF) Instructional

Level

‘Word Attack’

Hierarchy Directions: In this approach,

the instructor prompts the student to apply a hierarchy

of word-attack skills

whenever the student

misreads a word.

Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L. (1978). The fourth R:

Research in the classroom. Columbus, OH: Charles E. Merrill Publishing DIBELS Oral Reading Fluency

(ORF) Instructional

Level

Double-Dosing

Description: This




classroom.










(ORF) Instructional

Level

STAR Reading Interventions

Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The Science of STAR. Renaissance Learning.




Comprehension A+ Computer


work on the computer using A+ software to build skills.

Ash, J. The Effectiveness of A+ Software on Achievement of Mathematics

Students in a High School Setting. Thesis, Middle Tennessee State University,

2001.




Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel Hill, 2000 (ED443688).

Cotton, K. Effective Schooling Practices: A Research Synthesis 1995 Update.

Portland, OR: Northwest Regional Educational Laboratory 1995.


A+ Student

Assignment Detail

Report

Click or Clunk?

Anderson, T. (1980). Study strategies and adjunct aids. In R. J. Spiro, B. C. Bruce,

& W. F. Brewer (Eds.) Theoretical Issues in Reading Comprehension, Hillsdale, NJ: Lawrence Erlbaum Associates.


(ORF)



Description: Students periodically check their

understanding of sentences,

paragraphs, and pages of text

as they read.

Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-2

Instructional Level

Concept Maps

Description: A concept map is a visual organizer that can

enrich students' understanding

of a new concept. Using a

graphic organizer, students

think about the concept in several ways. Most concept

map organizers engage

students in answering

questions such as, "What is

it? What is it like? What are some examples?" Concept

maps deepen understanding

and comprehension.

Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood

Education. Retrieved November 4, 2008.

Council for Exceptional Children, the Division for Learning Disabilities (DLD) and the Division for Research (DR). Graphic Organizers: Power Tools for

Teaching Students with Learning Disabilities (528K PDF)*.

Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA:

Association of Supervisors of Curriculum Development.

Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept

maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.

Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1).

Retrieved November 5, 2008.

Interventioncentral.org

CBM Maze Passages

(See RtI Manual

Resources for

directions)

Semantic Feature

Analysis

Description: The semantic

feature analysis strategy uses a grid to help kids explore

how sets of things are related

to one another. By completing

and analyzing the grid,

students are able to see connections, make predictions

and master important

concepts. This strategy

enhances comprehension and

vocabulary skills.

AdLit.org. Semantic Feature Analysis.

Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive

strategy for vocabulary development text comprehension. Journal of Reading, 29,

610-617.

Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner:

Building Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.

Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:

Holt, Rinehart and Winston.

Richardson, Judy S., and Raymond F. Morgan. (1999). Reading to Learn in the

Content Areas. Belmont, CA: Wadsworth Publishing Company.

Smith, C. (1997). Vocabulary Instruction for Reading Comprehension.

Texas Education Agency. (2002). Teaching Word Meanings as Concepts.


CBM Maze Passages

(See RtI Manual

Resources for

directions)

Double-Dosing

Description: This

intervention provides 30-45 minutes of extra instruction

on skills that have already


classroom.


Thomas-Beck, C., et al. (2002). The effects of instructional emphasis and specificity on early reading and vocabulary development of kindergarten children.






CBM Maze Passages

(See RtI Manual

Resources for

directions)

http://ecrp.uiuc.edu/v8n2/birbili.html




http://academic.wsc.edu/frc/innovations.htm

http://www.adlit.org/strategies/22731






STAR Reading

Interventions



Renaissance Learning. (2013). Core Progress for Reading: Empirically validated learning progressions. Renaissance Learning


Vocabulary Concept Maps

Description: A concept map is a visual organizer that can

enrich students' understanding

of a new concept. Using a graphic organizer, students

think about the concept in

several ways. Most concept

map organizers engage

students in answering questions such as, "What is

it? What is it like? What are

some examples?" Concept

maps deepen understanding

and comprehension.

Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood Education. Retrieved November 4, 2008.

Council for Exceptional Children, the Division for Learning Disabilities (DLD)

and the Division for Research (DR). Graphic Organizers: Power Tools for

Teaching Students with Learning Disabilities (528K PDF)*.

Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association of Supervisors of Curriculum Development.

Novak, Joseph D. (1998). Learning, creating, and using knowledge: Concept

maps as facilitative tools in schools and corporations. Mahwah, NJ: Erlbaum.

Noyd, Robert. (1998). A primer on concept maps. USAFA Educator, 7(1).

Retrieved November 5, 2008.


CBM Maze Passages

(See RtI Manual

Resources for

directions)

A+ Computer Program Description: The student will




2001.

Brophy, J.E. “Synthesis of Research on Strategies for Motivating Students to Learn.” Educational Leadership 45/2 (October 1987): 40-48.


Test Scores: A Study. Chapel Hill, NC, University of North Carolina at Chapel

Hill, 2000 (ED443688).



A+ Student

Assignment Detail

Report

Semantic Feature

Analysis

Description: The semantic feature analysis strategy uses

a grid to help kids explore

AdLit.org. Semantic Feature Analysis.

Anders, P. L., &Bos, C. S. (1986). Semantic feature analysis: An interactive strategy for vocabulary development text comprehension. Journal of Reading, 29,

610-617.

Billmeyer, Rachel. (2003). Strategies to Engage the Mind of the Learner:

Building Strategic Learners. Dayspring Printing: Omaha, NE: Dayspring Printing.

Johnson, D. D. &Pearson, P. D. (1984). Teaching reading vocabulary. New York:

Holt, Rinehart and Winston.


CBM Maze Passages

(See RtI Manual

Resources for

directions)





http://academic.wsc.edu/frc/innovations.htm


http://www.adlit.org/strategies/22731


how sets of things are related to one another. By completing

and analyzing the grid,

students are able to see

connections, make predictions

and master important concepts. This strategy

enhances comprehension and

vocabulary skills.

Richardson, Judy S., and Raymond F. Morgan. (1999). Reading to Learn in the Content Areas. Belmont, CA: Wadsworth Publishing Company.

Smith, C. (1997). Vocabulary Instruction for Reading Comprehension.

Texas Education Agency. (2002). Teaching Word Meanings as Concepts.

Double-Dosing

Description: This




classroom.










CBM Maze Passages

(See RtI Manual

Resources for

directions)

STAR Reading Interventions

Renaissance Learning. (2014). The Research Foundation for STAR Assessments: The Science of STAR. Renaissance Learning.







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