EXAMPLE ELA: 8th Grade Student
STAR ELA Scaled Score: 405 - Performance Level: Advanced
Scantron Pre-test
No PLIP is required for this student.
Curriculum: Vocabulary from Classical Roots level B, Glencoe Writer's Choice 9th grade grammar workbook, Holt 2nd Course Literature and Language Arts text, Daily Grams, and various novels.
Methods/Activities: reading texts/novels, oral discussion, watching videos, writing answers to reading comprehension and grammar questions, and writing essays and short stories.
Means of Assessment: written tests with multiple-choice, matching, fill-in-the-blank, and short answer essay comprehension questions, chapter review tests/summaries/reviews.
New Learning: Workshop #3 (Writing a Fable), Vocabulary Chapters 1-2 and Test Review, Great Expectations by Charles Dickens, chapter 1-40, and David Copperfield by Charles Dickens
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EXAMPLE ELA: 11th Grade
Course Title: English 11A
Text Title: Holt 5th Course Literature and Language Arts
textbook, Holt 5th Course Handbook, Holt 5th Course Interactive Reading
workbook, CWCS-created a-g study guide, Buckle Down Secondary Language Arts
test pre workbook
HQT: Parent
denied - student is proficient in ELA according to his 2008 STAR scores and has
passed the ELA CAHSEE. Mom has a
multiple-subject teaching credential and is following the CWHQT syllabus.
Methods/Activities: read texts, write answers to multiple-choice,
true/false, matching, fill-in-the-blank, graphic organizer, and short answer
essay comprehension and/or grammar questions, write margin notes, participate
in oral discussion
Means of Assessment: chapter assessments, narrative essay
New Learning: Interactive Reader Chapter 3-4, Holt Handbook Chapters 8-12, Buckle Down pages 1-23, Benchmark #2 writing prompt - personal narrative essay
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EXAMPLE ELA: 9th (With PLIP)
English 09B
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a-g Text Title: N/A
HQT: tutor
vendor
PLIP: student is using standards aligned curriculum,
and meets with her tutor each week
English
Goal(s)/Strategies: improve writing
strategies/write in journal on different topic each day for 20 min.
CAHSEE PLIP: N/A
Methods/Activities: textbook assignments, benchmark writing
prompts
Means of Assessment: textbook assignments, benchmark writing
prompts
New Learning: examined the short stories “The Scarlet Ibis”, “The Golden Kite,
the Silver Wind”, letter from Albert Einstein to President Roosevelt,
article “On the Abolition of the Threat
of War”, interviews with George Sylvester Viereck
and with Albert Einstein entitled “The
Arms Race”, fable “The Happy Man’s Shirt”, poems “If There Be Sorrow”, essay “The Grandfather”, using figurative language
and charting words using a semantic map
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EXAMPLE ELA: 4th Grade Student
PLIP: The student's parent and I have completed the Language Arts Checklist and are assured that all of the California State Standards are being addressed. Goals: to improve writing strategies (with instruction and practice using test prep workbook and focusing more time with writing) and improving literary response and analyze (again with instruction and practice using the test prep workbook and in focused daily reading and discussion).
Writing: wrote assigned journal writing; practiced cursive writing; wrote a story.
Grammar and spelling: completes workbook lessons; practices spelling using a computer game; completed vocabulary worksheets to practice new words; did Mad Libs; had instruction and did assigned practice pages in his CA Test Prep Book. Emphasis: reading comprehension; antonyms; context clues; verbs.
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EXAMPLE ELA: 4th Grade Student
PLIP - Student is primarily a kinesthetic and auditory learner. He will concentrate on reading high-interest, grade level reading materials and will complete accompanying written and computer-based comprehension, language and composition activities. Learning materials include Options workbooks - Strategies for Content Area Reading and Drawing Conclusions and Making Inferences; Mari novels and literature guides, standards-aligned Study Island and Buckle Down test prep materials, and computer software such as Reading Blaster; Grammar,Spelling and Punctuation Made Easy; Smart Steps and Master Guru 4th Grade. Mom and I have completed the Language Arts Checklist.
2008 STAR test results show Student as functioning at
a Below Basic level with an overall scaled score of 296.
Scantron scores:
Language - 2352
STAR Goal: Student's STAR scores were lowest in the
areas of writing conventions and strategies.
Mom will work with Student to have him writing three to four paragraph essays by
spring.
STAR Strategy: Mom and Student will use Buckle Down
writing booklets, CW writing prompts and suggested topics from the CDE STAR
site to help guide him through the writing process. Mom will use grade level samples and rubrics
as a reference for fourth grade expectations and standards.
Reading/Comprehension: Student read Tales of a
Fourth Grade Nothing. In addition he
read passages on an educational software product and finished activities which
concentrated on reading for detail, finding the main idea, making inferences,
and drawing conclusions. In a Lit Links
workbook for Tales of a Fourth Grade Nothing, Student completed written
activities to demonstrate recall, draw conclusions, put events of the book in
sequence and match characters and actions.
Grammar/Language: Student completed Reading Blaster activities - applying context clues and grammar rules and determining word meanings. Reading Blaster is correlated to state and national educational standards. He also completed workbook activities to:
* see relationships between words
* identify synonyms
* edit for punctuation and capitals
* use contractions
* match words to create compound words
* identify nouns and verbs
Composition: Student wrote a composition to persuade on the topic "Why you shouldn't turn a park into a parking lot". He completed a graphic organizer, a first draft and a final draft. He also read an essay and determined the best ways to reorganize and change passages to improve the narrative.
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EXAMPLE A-G Student
a-g English 11A
a-g Text Title: Holt Literature and Language Arts, course 5. Holt Handbook
HQT: Vendor
PLIP: Student is using
CAHSEE PLIP: Student
is supplementing with Peoples Education Measuring Up to the California
Standards Early English Preparation Book.
New Learning: Student discerned the meaning of analogies. Student analyzed the characteristics of subgenres. Student discussed how authors develop “mood” in fiction. Student corrected common usage errors in writing. Student demonstrated an understanding of literature written by American Romantics on a test. Student read the historical background for Chapter 3 American Masters. Student wrote a narrative essay.
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