Power English 2017-2018 Guide Beta

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Course NumbersLA121/122 (Power English)LA121C/122C (Flex Power English)LA237/238 (Power English II)LA237C/238C (Flex Power English II)Power English2017-20181.0 elective credit. Power English supports students in developing essential reading, writing, vocabulary, andanalysis skills. This course, when coupled with a comprehensive English course, helps students fill in gaps inskills to secure success in high school English coursework.This course is graded Pass/No /grading.dmschools.orgVersion: Beta

Power English 2017-2018Standards-Referenced Grading BasicsThe teacher designs instructional activities that grow and measure a student’s skills in the elementsidentified on our topic scales. Each scale features many such skills and knowledges, also calledlearning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaningthat the task measured the A item at Level 3.When identifying a Topic Score, the teacher looksat all evidence for the topic. The table to the rightshows which Topic Score is entered based on whatthe Body of Evidence shows.Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can beentered as Topic Scores.Score Definitions:0: Student is making no progress in this topic.1: Student is making minimal progress in this topic.2: Student is making adequate progress in thistopic.3: Student is making significant progress in thistopic. Additionally, the student may be on track toexit from intervention by its end.Pass/No PassPower English classes are built on a Progress-Based model of SRG. This means that the coursesend not in a letter grade but in a designation of PASS or NO PASS. This determination is made byaveraging the student’s Topic Scores in all reported topics. Students who have an average of 1.5 orhigher receive a grade of PASS, and those whose Topic Scores average to a number lower than thatearn a grade of NO PASS. Use the scales on the following pages to determine what Topic Score togive a student in each Topic. In general, we look to a combination of most recent evidence and patternsof evidence to determine what Topic Score a student should receive.Page 2Evidence shows the student can.TopicScoreDemonstrate all learning targets from Level 3and Level 4Demonstrate all learning targets from Level 3with partial success at Level 4Demonstrate all learning targets from Level 34.0Demonstrate some of the Level 3 learningtargetsDemonstrate all learning targets from Level 2but none of the learning targets from Level 3Demonstrate some of the Level 2 learningtargets and none of the Level 3 learning targetsDemonstrate none of the learning targets fromLevel 2 or Level 3Produce no evidence appropriate to thelearning targets at any level2.53.53.02.01.51.00Concurrent SchedulingPower English is designed to be taughtsimultaneously with English I, giving students whostruggle with reading and English skills an extralayer of support as they transition to high school.Likewise, Power English II is intended to betaught in tandem with English II for students thatstill need additional support.Students qualify for Power English byscoring below a 1000 on the SRI or below a222 on the MAP Reading Assessment.Students that pass these benchmark scoresare eligible to leave the course atsemester.

Power English 2017-2018Course MapGrading Topics(Year-Long)Standards AlignmentComprehension Growth Reading Literature 1 Reading Literature 10 Reading Informational Text 1 Reading Informational Text 10 Writing 4 Writing 5 Writing 10Writing GrowthVocabulary Growth Reading Literature 4 Reading Informational Text 4 Language 4 Language 6Analysis Growth Reading Literature 2 Reading Literature 3 Reading Literature 5 Reading Informational Text 3 Reading Informational Text 5Digital ToolsAchieve3000 Differentiated Literacy ToolRevision Assistant Writing Feedback ToolHave more tools that should be included in this box? E-mail jeremiah.schwennen@dmschools.orgPage 3

Power English 2017-2018Grading Topic:Comprehension Growth3210Student is ON LEVEL or has made SIGNIFICANT PROGRESSStudents demonstrate they have the ability to comprehend text at a levelequal to or exceeding expectations for a student of their grade levelStudent is GROWING or has made ADEQUATE PROGRESSStudents demonstrate they have the ability to comprehend text at a levelthat shows notable or consistent growth from the student’s previousskillsStudent is STRUGGLING or has made MINIMAL PROGRESSStudents demonstrate they have the ability to comprehend text at a levelthat shows minimal or irregular growth from the student’s previous skillStudent has made NO PROGRESSStudents demonstrate they have the ability to comprehend text at a levelthat shows no growth from the student’s previous skillLearning TargetsStandard Language: CCSSELA RL.9-10.1Standard Language: CCSSELA RL.9-10.10Standard Language: CCSSELA RI.9-10.1Standard Language: CCSSELA RI.9-10.10Click the link at the right for more detailson these standards.*Note that purely comprehensionbased instruction often falls outsidethe scope of the high schoolstandards and would likely be bettertreated as a Reading Foundationsskill (which leave the core standardsat grade 5) when consideringalignment of instruction tostandards.Primary Target:Use reading strategies to comprehend a text(Substitute the name of or a description of a particular strategy for theitalicized words in this target)Possible Supplemental Targets:Demonstrate inferencing strategies for comprehensionCite textual evidence to support claimsAccurately respond to text-dependent questionsIdentify author’s purpose in a textDigital Support ToolsAchieve3000 can be a powerful tool for measuring studentcomprehension. For access to Achieve3000 for you or yourstudents, contact jeremiah.schwennen@dmschools.orgPage 4

Power English 2017-2018Grading Topic:Writing Growth3210Student is ON LEVEL or has made SIGNIFICANT PROGRESSStudents demonstrate they have the ability to produce and edit narrative,informational, and argumentative text at a level equal to or exceedingexpectations for a student of their grade levelStudent is GROWING or has made ADEQUATE PROGRESSStudents demonstrate they have the ability to produce and edit narrative,informational, and argumentative text at a level that shows notable orconsistent growth from the student’s previous skillsStudent is STRUGGLING or has made MINIMAL PROGRESSStudents demonstrate they have the ability to produce and edit narrative,informational, and argumentative text at a level that shows minimal orirregular growth from the student’s previous skillStudent has made NO PROGRESSStudents demonstrate they have the ability to produce and edit narrative,informational, and argumentative text at a level that shows no growthfrom the student’s previous skillStandard Language: CCSSELA W.9-10.4Standard Language: CCSSELA W.9-10.5Standard Language: CCSSELA W.9-10.10Click the link at the right for more detailson these standards.*Note that it would be perfectlyappropriate to align Power Englishwriting work to CCSS ELA W.910.3 and Power English II writingwork to CCSS ELA W.9-10.2 tosupport the writing genresemphasized in the companionEnglish courses.Learning TargetsPrimary Target:Write product in response to a text(Substitute the name of or a description of a particular writing product for theitalicized words in this target)Possible Supplemental Targets:Produce a summaryRevise a summaryProduce a journal entryRevise a journal entryProduce a critique of a textRevise a critique of a textDigital Support ToolsRevision Assistant can be a powerful tool for measuringstudent writing growth. For access to Revision Assistant foryou or your students, contactjeremiah.schwennen@dmschools.orgPage 5

Power English 2017-2018Grading Topic:Vocabulary Growth3210Student is ON LEVEL or has made SIGNIFICANT PROGRESSStudents demonstrate they have the ability to acquire and use vocabularyat a level equal to or exceeding expectations for a student of their gradelevelStudent is GROWING or has made ADEQUATE PROGRESSStudents demonstrate they have the ability to acquire and use vocabularyat a level that shows notable or consistent growth from the student’sprevious skillsStudent is STRUGGLING or has made MINIMAL PROGRESSStudents demonstrate they have the ability to acquire and use vocabularyat a level that shows minimal or irregular growth from the student’sprevious skillStudent has made NO PROGRESSStudents demonstrate they have the ability to acquire and use vocabularyat a level that shows no growth from the student’s previous skillStandard Language: CCSSELA RL.9-10.4Standard Language: CCSSELA RI.9-10.4Standard Language: CCSSELA L.9-10.4Standard Language: CCSSELA L.9-10.6Click the link at the right for more detailson these standards.*Strict word memorization oftenfalls below the level of the highschool vocabulary standards, whichencourage students to be grapplingwith unfamiliar words in context asoften as possible.Learning TargetsPrimary Target:Use vocabulary strategy to increase word knowledge(Substitute the name of or a description of a particular vocabulary strategy forthe italicized words in this target)Possible Supplemental Targets:Recall definitions of academic vocabulary termsDetermine meaning of words from contextDescribe the meaning of a word in multiple waysRecall definitions of words from a textUse knowledge of word roots and affixes to define unfamiliarwordsDigital Support ToolsAchieve3000 can be a potential source of words and text formeasuring student vocabulary growth. For access toAchieve3000 for you or your students, contactjeremiah.schwennen@dmschools.orgPage 6

Power English 2017-2018Grading Topic:Analysis Growth3Student is ON LEVEL or has made SIGNIFICANT PROGRESSStudents demonstrate they have the ability to analyze text at a level equalto or exceeding expectations for a ninth-grade student2Student is GROWING or has made ADEQUATE PROGRESSStudents demonstrate they have the ability to analyze text at a level thatshows notable or consistent growth from the student’s previous skills1Student is STRUGGLING or has made MINIMAL PROGRESSStudents demonstrate they have the ability to analyze text at a level thatshows minimal or irregular growth from the student’s previous skill0Student has made NO PROGRESSStudents demonstrate they have the ability to analyze text at a level thatshows no growth from the student’s previous skillStandard Language: CCSSELA RL.9-10.2Standard Language: CCSSELA RL.9-10.3Standard Language: CCSSELA RL.9-10.5Standard Language: CCSSELA RI.9-10.3Standard Language: CCSSELA RI.9-10.5Click the link at the right for more detailson these standards.Learning TargetsPrimary Target:Analyze focus area in a text(Substitute a focus area—see below—for the italicized words in this target)Possible Focus Areas:Development of a theme (fiction)Development of a central idea (non-fiction)Use of story elements (fiction)Methods of making connections and distinctions (non-fiction)Effectiveness of text structure (fiction or non-fiction)Digital Support ToolsFor non-fiction text worthy of analysis, consult Achieve3000or NewsELA.com. For fiction, consider novel study orcoordinate with English I and English II teachers to see whattexts within the textbook are not planned for use in thoseclassrooms.Page 7

LA121/122 (Power English) LA121C/122C (Flex Power English) LA237/238 (Power English II) LA237C/238C (Flex Power English II) Power English 2017-2018 1.0 elective credit. Power English supports students in developing essential reading, writing, vocabulary, and analysis skills.

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