ListsNew

Author:LaurenStercay
Datecreated:02/10/20165:00PMCDTDatemodified:03/03/20162:46PMCDT

Demographic/ContextualInformation
Grade/Level

Kindergarten

NumberofStudents

25Students

DateofLesson

February10,2016

LessonStartTime

10:10AM

Howmanyminutesisthe
lesson

30minutes

Course/Subject

Elementary,ESL,LanguageArts(English)

Unit/Theme

Letter"L"

TitleofLesson

LotsofLists!

WhereintheUnitdoesthis
Lessonoccur?

Middle

Structure(s)/Groupingforthe
Lesson

WholeClass,SmallGroup,OnetoOne

StudentCharacteristicsthat
NeedtobeConsidered

NeedsofEnglishLanguageLearners:
8ELLstudentsInmyclassroom,therearestudentsinthethreelevelsofspeaking:
Level1(Entering):Repeatandrespondtochantsaboutworkingcollaborativelyinsmallgroupsorcenters
(example:callandresponse)usinggestures
Level2(Emerging):Producesimplestatementsaboutworkingcollaborativelyinsmallgroupsorcenters
usingoralsentencestartersandmodels
Level3(Developing):Producestatementsaboutworkingcollaborativelyinsmallgroupsorcentersusing
oralsentencestartersandmodelsUseofchoralresponse
UseofvisualsontheboardthroughoutthelessontosupportELLstudentsinunderstandingofthewords
ontheboard
Providemultipleexamplesandwaystoexplaininstruction
Checksforunderstandingthroughquestioning
Scaffoldingforvocabularybyprovidingmultipleexamplesofthevocabularywordstaught
Explicitteachingofvocabularyinstructionthroughtheuseofchoralresponseandrephrasing

ListtheNeedsofStudents
withIEPs

NeedsofStudentswithIEPs
Closeproximitytoteacher
Auditoryandvisualclueswhendeliveringinstruction
Consistencywithexpectations
Praiseandencouragementthroughoutthelesson

ListtheNeedsofStudents
with504Plans

Notapplicable.

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Thecentralfocusofthislessonisforstudentstobeabletoidentifythepurposeoflistsandorallyshare
theirlisttoapartner

Rationale/Context

Thislessonisbeingtaughtwithintheweekofstudentslearningtheletter"L"Studentsmayhaveprevious
knowledgeofwhatalistisorhaveunderstanding,although,studentswillbeabletounderstandthe
purposeofmakinglistsandalldifferenttypesoflistswecanmake.

PriorKnowledgeand
Conceptions

PriorKnowledge:Knowledgeofwords,knowledgeofsentences,knowledgeoforder
PriorSkills:Skillsinlistening,skillsinfollowingdirections,skillsinreading,skillsinusingpictureclues,skills
inidentifyingimportantdetails

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PriorVocabulary:first,beginning,second,middle,end,last
Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Kindergartners:
Strand:Writing
Domain:
ProductionandDistributionofWriting
Standard:
5.Withguidanceandsupportfromadults,respondtoquestionsandsuggestionsfrompeersandadddetailsto
strengthenwritingasneeded.
Strand:SpeakingandListening
Domain:
ComprehensionandCollaboration
Standard:
1.Participateincollaborativeconversationswithdiversepartnersaboutkindergartentopicsandtextswithpeers
andadultsinsmallandlargergroups.
a.Followagreeduponrulesfordiscussions(e.g.,listeningtoothersandtakingturnsspeakingaboutthetopics
andtextsunderdiscussion).
b.Continueaconversationthroughmultipleexchanges.
Standard:
3.Askandanswerquestionsinordertoseekhelp,getinformation,orclarifysomethingthatisnotunderstood.
Strand:Language
Domain:
VocabularyAcquisitionandUse
Standard:
4.Determineorclarifythemeaningofunknownandmultiplemeaningwordsandphrasesbasedonkindergarten
readingandcontent.
a.Identifynewmeaningsforfamiliarwordsandapplythemaccurately(e.g.,knowingduckisabirdandlearning
theverbtoduck).
b.Usethemostfrequentlyoccurringinflectionsandaffixes(e.g.,ed,s,re,un,pre,ful,less)asacluetothe
meaningofanunknownword.
Standard:
5.Withguidanceandsupportfromadults,explorewordrelationshipsandnuancesinwordmeanings.
a.Sortcommonobjectsintocategories(e.g.,shapes,foods)togainasenseoftheconceptsthecategories
represent.
b.Demonstrateunderstandingoffrequentlyoccurringverbsandadjectivesbyrelatingthemtotheiropposites
(antonyms).
c.Identifyreallifeconnectionsbetweenwordsandtheiruse(e.g.,noteplacesatschoolthatarecolorful).
d.Distinguishshadesofmeaningamongverbsdescribingthesamegeneralaction(e.g.,walk,march,strut,
prance)byactingoutthemeanings.

USAWIDAEnglishLanguageProficiencyStandards
GradeCluster:PreKK
ELPStandard:ELPStandard1:SocialandInstructionalLanguage,FormativeFramework
Domain:LISTENING
Level:Level2Beginning
Indicator:Respondtochantsbasedonillustrationsusinggestures,movementorinstrumentsmodeledby
teachersinawholegroup
Level:Level3Developing
Indicator:Respondtosongsbasedonillustrationsusinggestures,movementorinstrumentsmodeledby
teachersinawholegroup
ELPStandard:ELPStandard1:SocialandInstructionalLanguage,SummativeFramework
Domain:LISTENING
Level:Level1Entering
Indicator:Mimicmusicalbeatsormovementsmodeledbyteachersinawholegroup(e.g.,hop,hop,jumpone
clap,twoclaps)
Domain:READING
Level:Level1Entering
Indicator:Identifyenvironmentalprintrelatedtohygieneorsafetyaroundclassroomorschool(e.g.,
washrooms,fireextinguisher)inL1orL2
Domain:WRITING
Level:Level1Entering
Indicator:Producedrawingsoffamiliargamesfromhomeorschoolbasedonclassmodelsusinglanguage
experienceinL1orL2
Level:Level2Beginning
Indicator:DescribefamiliargamesfromhomeorschoolbasedonclassmodelsusinglanguageexperienceinL1
orL2
Level:Level3Developing
Indicator:Tellhowtoplayfamiliargamesfromhomeorschoolbasedonclassmodelsusinglanguage
experienceinL1orL2

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AcademicLanguageDemands
Vocabulary

Vocabulary:Lists,order

Functions

LanguageFunction:Studentswillbeabletoorallyidentifythepurposeofalistandidentifyoneitemona
listwithagiventopic

SyntaxandDiscourse(1
Required)

Syntax:Studentswillbeprovidedasentencestarterinordertoorallystatethepurposeofalist
"Listsareusedfor_________"

OBJECTIVE1

Uponcompletetionofthedirectportionofthelesson,SWBATorallyidentifythepurposeofusingalist
withthesupportofawrittensentenceframe

Tool(s)UsedforAssessment

IwillknowifstudentshavemetObjective1whenIevaluatestudentsoralresponsestowhatalistisand
thepurposeofthelist,supportingstudentswiththesentenceframe"Listsareusedfor__________".Iwill
evaluatewhetherornotstudentsareabletoaccuratelyidentifythepurposeofalistandwhatitis.
Formativechecksforunderstanding:
Verbalquestioning
Beachballactivityrequiringstudentstoactivelyparticipateindiscussionandsharewhattheywould
putonalist
Wholeclassdiscussion
Thinkpairshares
Useofsentenceframesappropriately

EvidenceandAssessmentof
StudentLearning

Objective1isassessedduringthewholegroupandindependentportionofthelessonwhenstudentsare
explainingthepurposeoflistsduringthewholegroupdiscussion/directteachingportionofthelesson.
Objective2isalsoassessedduringtheindependentportionofthelessonrequiringstudentstofillinthe
sentenceframe"Listsareusedfor______".Iwillhearstudentsdoverbalconversationstosharehowlists
areused.

ExpectationsforStudent
Learning

Exceeds:StudentswillhaveexceededinmeetingtheexpectationsinObjective1,iftheyareableto
accuratelyusethesentenceframetoorallyidentifythepurposeofalistandprovideanexampleofwhen
youcanusealist.
Meets:StudentswillhavemettheexpectationsofObjective1,iftheyareabletoaccuratelyusethe
sentenceframebyorallyidentifyingthepurposeofalist.
BelowExpectations:StudentswillhavebeenbelowexpectationsofObjective1,iftheyinaccuratelyuse
thesentenceframetoorallyidentifythepurposeofalist,butarecapableofperformingat100%accuracy
onthisactivitywithdirectoneononesupportfromtheteacher.

OBJECTIVE2

Withthesupportofpicturecluesplacedontheboard,SWBATidentifyonethingtoputonalist.

Tool(s)UsedforAssessment

IwillknowifstudentshavemetObjective2whenIevaluatestudentsoralresponsestothingswecanput
onalistfromagiventopicandstudentswrittenresponsesontheirindependentpracticeworksheet.Iwill
evaluatewhetherornotstudentsareabletoaccuratelyidentifythingstooutonlistswithagiventopic.
Formativechecksforunderstanding:
Verbalquestioning
Beachballactivityrequiringstudentstoactivelyparticipateindiscussionandsharewhattheywould
putonalist
Wholeclassdiscussion
Thinkpairshares
Independent"List"worksheet

EvidenceofStudentLearning

Objective2isassessedduringthewholegroupandindependentportionofthelessonrequiringstudentsto
participateinsharingwhatwouldbeonalistwhengivenatopicandwhenstudentsareworking
independentlytofillouttheirlistofthingsthattheywillneedtobuildasnowman.

ExpectationsforStudent
Learning

Exceeds:StudentswillhaveexceededinmeetingtheexpectationsinObjective2,iftheyareableto
accuratelyidentify3thingstobeputonalistwithagiventopic.
Meets:StudentswillhavemettheexpectationsofObjective2,iftheyareabletoaccuratelyidentify1thing
tobeputonalistwhengivenatopic.
BelowExpectations:StudentswillhavebeenbelowexpectationsofObjective2,iftheyinaccurately
identifyatleastonethingtobeputonalistwhengivenatopic,butarecapableofperformingat100%
accuracyonthisactivitywithdirectoneononesupportfromtheteacher.

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II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction

Introduction

#of
Minutes

3Minutes

Gatherstudentsattention
Question:(Reallifeapplication)
ProjectpictureofwakingupinthemorningontheSMARTboard
"Lookingatthispictureontheboard,thisisapictureofagirl
wakingupinthemorning.Iwantyoutofirstthinktoyourselfabout
whatyoudowhenyouwakeupinthemorning."
ThinkPairShareTAPPLE:"NowIwantyoutoturntoyour
partnerandsharewithyourpartnerwhatyouthoughtabout.
Besuretolistentowhatyourpartnerhastosayandbe
readytoshare"(Activatepreviousknowledge/CFU)
(Responsewillvary)
Callonstudentstosharewhattheirpartnersaid
ListentostudentsresponsesTAPPLE
Rephrasethestudentsresponsesbysaying"When
(insertstudentsname)getsupinthemorninghe/she...."
(EffectivefeedbackTAPPLE)
Writestudentsresponsesontheboard
"Letslookatwhatwecameupwith"
Readoffallofstudentsideas
Question:"Iwrotedownallofthethingsyoudointhe
morning.WhatIjustcameupwith?"(Expectedresponse:alist)
(DifferentiationBloom'sTaxonomyApplication/CFU)
EffectivefeedbackTAPPLE:"Thatiscorrect,wejust
createdalistofallthethingswedowhenwewakeupinthe
morning"
ProjectObjectiveontheBoard
"Todaywearegoingtobelearningaboutmakinglistsandwhy
wemakelists."
Ourobjectiveforthedayis'Icanexplainwhywemakelists'"
"Iamgoingtorepeattheobjectiveonemoretime,'Icanexplain
whywemakelists'"
"Letsallpracticesayingittogether."(Choralrepetition)
Studentspointtothewordsasstudentschorallyrespond
(Kinestheticlearningdifferentiation)

InstructionalSequence

#ofMinutes

InstructionalStrategy

7minutes

DirectTeaching
Projecttheword'lists'ontheboard
Picturesofdifferenttypesoflistsontheboardto
scaffoldforELsanddifferentiate
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"Thewordontheboardsayslists."
F
irstIamjustgoingtosaylist(underlinelistinthe
wordlists)
Ms.Stercaymodelssayinglistaloud
"Now,letsallsaylistaloud."
Choralrepetion:list
IfIaddan"s"totheenditmakesit"lists"whichwe
knowmeansitisplural,ormorethanone.
The"s"attheendof"list"makesthessssssssound
Letsallsaythe"sssss"soundtogether
Choralrepetition:studentssay"sss"sound
together
Now,ifweputitaltogether,itmakesthewords
"lists"
Iwillsayitfirst,airtrackalongwithmeasIread
Ms.Stercaypointstothewordandsays"lists"
Nowletsallsayittogether

Choralrepetition:studentsrepeattheword
"lists"(Differentiation:auditorylearner
preferences)
ThinkPairShareTAPPLE:First,thinktoyourselfabout
anytimeyouhavemadealist,orwhatwecouldmakea
listfor,now,turntoyourpartnerandsharewhatyou
thoughtabout,instructstudentsthattheywillbe
responsibleforsharingwhattheirpartnersaid
(Differentiation:Activatingpriorknowledge)
(DifferentiationBloom'sTaxonomyApplication/CFU)
Question:(Insertstudentname)Whatdidyourpartnertell
youthatsheknewaboutlists?(Responseswillvary)
(CFU)
ProvideeffectivefeedbackTAPPLE:"Thewordonthe
boardislists,weallcameupwithdifferentliststhatwe
haveseenbeforeorwhenwehaveusedalists"
Question:(InsertStudentname)Howis(Insertthelist
studentgave)anexampleofalist?(Differentiation
Bloom'sTaxonomyApplication/CFU)
TTeachFirst:
Weuselisttoremindourselvesofthingswemight
need,forexamplewemayusealistwhenwegoto
thegrocerystore(Differentiation:showpictureonthe
boardtoscaffoldforELLstudents,visuallearner
preferences).
Wecanalsowritelistsofthingsthatweliketodo!
(showpictureofalistofsportsDifferentiation:
visuallearnerpreferences)
PPausePairSharePoint:Thinkpair:ifyou
couldcreatealistofyourfavoritemovies,what
wouldbeonthatlists.
PPickonNonVolunteer:ChoosingPopsicle
sticks,callonastudenttosharewhattheycame
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upwith
Question:
Whatmakesupalist?(Callonnonvolunteer)
(Expectedresponseshortwords,thingsrelatedto
thesametopic)(DifferentiationBloom'sTaxonomy
Analysis/CFU)
TTeachFirst:
"Whenwemakelists,wedon'twritefullcomplete
sentences,wewriteshortpiecesofinformation,
normallyitisonlyonetotwowords."
Pointtoboardwithgrocerylists
"Asyoucansee,onmygrocerylist,Ionlyhaveone
wordforeachitem!"
Realworldapplication:Let'ssayyouarewritingawish
listofthingsthatyouwant,wouldyouwriteawhole
sentenceaboutwhatyouwantorwhatyoujustwrite,toy,
videogame,etc..
Callonspecificstudenttoshareresponse(Insert
studentname)howwouldyouwriteyourwishlist
CFU:
Givemeathumbsupifyouunderstandwhatalistis,
givemeathumbsinthemiddleifyoukindof
understandbutneedalittlemorehelp,andgivemea
thumbsdownifyouareconfuses
Takenotesofwhatstudentssay
Providefeedbackbasedonstudentsresponses
7Minutes

KinestheticWholeGroupLearningActivity
(Differentiationtofitkinestheticlearnerspreferences)
Projectthetopic"Thingsatschool"alongwithpicturesof
thingswecanfindatschoolontheboard
OrallyExplainDirectionsandModel:
"Wearegoingtoparticipateinanactivitytomakeup
alistofthingswecanfindatschool!"
OntheboardIhavepicturecluestohelpyouthinkof
thingsifyougetstuck(supportingELLsand
differentiatingforvisuallearnerspreferences)
WhenIamfinishedgivingdirectionswewillstandup
inacircle.
Iwillstartwiththeball,whenyouhavetheballisthe
onlytimeyoucantalk
CFU:Whispertomewhenistheonlytimeyou
areallowedtotalkduringthisactivity(students
whispertothemselves,whenyouhavetheball)
Onceyouhavebeenpassedtheballandshare
somethingyouwouldputonthelistthenyouwillsit
down(differentiation:studentsspeakand
participatesharingsomethingonthelists
auditorylearnersprefences)
Modelthiscallingonestudentuptomodelwith
Ifyoucan'tthinkofsomething,usethepicturesonthe
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boardtohelpyouoryoumaywhispertoafriend
standingnexttoyou
ScaffoldingsupportsforELs
Differentiationtochallengestudents:Askthe
questionofhavingstudentstrytothingofthings
thataren'tontheboardthatwecouldaddtoour
list
Iwillbewritingdownalistofthingsatschoolasyou
listthemoff
D
ifferentiation:Allowvisuallearnerstomake
aconnectionbetweentheauditorythings
beingsaid,byseeingthevisualwordsonthe
board
Instructstudentstostandupandbegintheactivity
Asstudentsstateresponsestowhattheywouldputonthe
list,checkforunderstanding,thattheyaremeetingthe
objective
10Minutes

IndependentPractice
Project"Let'sBuildaSnowman"worksheetontheboard
"Likewetalkedaboutbefore,wecanmakeliststotellus
thingsthatweneed."
"Todaywearegoingtomakealistofthethingsthatwe
willneedtobuildasnowman!"
A
llstudentshavebackgroundknowledgeonsnowand
buildingsnowmansthroughpriorclassdiscussions
andlessons.(readaloudsanddiscussion)
Studentshavepriorexperienceplayinginthesnowat
recess
Allstudentshavebackgroundknowledgeonsnow
becauseofmorningroutineonchartingthedaily
weather
Readalouddirectionsonelmo
Studentschorallyreaddirectionsaloud(CFU)
Modelactivityonelmo
FirstIamgoingtothinktomyselfwhatIwouldneedto
buildasnowman,whatdifferentmaterials
ThinkPairShareCFU:First,thinkaboutwhatyou
wouldneedtobuildasnowman,nextpairwithyour
partnerandsharewhatyouwouldputonyourlist.Be
readytosharewhatyourpartnerhastosay.
CallanonvolunteerTAPPLE:PickaPopsiclestick
tohaveastudentsharewhattheirpartnersaid
(studentsresponseswillvarysnow,coal,stickarms,
carrotnose)
ListentostudentresponseTAPPLE
ProvideeffectivefeedbackTAPPLE:write
studentsresponseontheline(modelinghowto
dotheactivity)
"Iwrotemyitemforthelistonthisline.Intheboxnext
toit,IwilldrawapictureofwhatIwrote."(Optionaltodraw
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thepictureiftimeallows)

Forexample,ifastudentstatessnow,Iwilldraw
apictureofsnowforthebodyofmysnowman
Atthebottomofthepagethesentenceframereads
"Listsareusedfor_______"
Let'sallwhisperthesentenceframetogether
studentschorallyreadthesentenceframealoud
"Wearegoingtofilloutwhatlistsareusedfor"
Differentiation:Instructstudentsthatthecan
onlyputoneresponseforthisone,orifthey
getstucktheyareallowedtocollaboratewith
theirelbowpartnerbytheirdesk
Thissentenceframewillallowthe
studentstheoptiontogoaboveandadd
more,tochallengestudentsoritwillgive
studentstheoptiontojuststicktoputting
oneresponse
Question:CansomeoneremindMs.Stercaywhy
weuselists?
Callonspecificstudent(Insertstudent
name)Whatarelistusedfor?(Responses
mayvaryorganizingourideas,remind
ourselvesofwhatweneed)
Writestudentsresponseontheline
"Arethereanyotherquestionsyouhaveaboutthis
worksheet?"
Callonstudentsandprovideeffectivefeedback
Instructstudentstogobacktotheirseats
Passout"Let'sbuildasnowmanworksheet"
Instructstudentstobeginindependentlyontheir
worksheet
Circulatetheclassroomtoassiststudentsthatneed
additionalsupport
CFUbyseeinghowstudentsfillouttheirworksheets

Closure

#of
Minutes
3Minutes

Closure
Whydoyouthinkmakinglistsarehelpful?(Realworld
application)
"Itisimportantthatweknowaboutlistssowecanusethemwhen
weneedtoorganizeourthoughtswhenwearewriting,toinform
peopleofthingswemaylike,ortowritethestepsfordirections.
Listsareallaroundus,everyday!"(RealLifeApplication)
"Today,welearnedaboutwhatalistis.Welearnedaboutwhywe
makelists!"
NowIwantyoutoreadtoyourelbowpartner,whatyouwrotefor
yourlistworksheet,aboutthedifferentthingsthatweneedto
buildasnowman,andreadthesentenceframe"Listsareused
for____"
Studentspairwithelbowpartnersandorallyusethe

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sentenceframetostatethepurposeofalist
Haveafewstudentsshareouttotheclass
Collectstudentslistworksheets

Differentiation/Extension

StudentswithIEPs:WhendeliveringinstructionIwillmakesureIamincloseproximitytothestudent.I
willprovidemultipleandvariousformsofdirectionsforthestudents(oralandinwriting).Iwillconstantly
checkinwiththestudenttomakesuretheyunderstandthecontentofthelesson.Iwillusevisualcues
suchashandsignalsforquietandrespectfultransitionsinbetweentasks.
Studentswith504Plans:NotApplicable.
AllOtherStudentswithSpecificLearningNeeds:
Iwillusebodylanguagetoreinforcefocusonthelessonactivities(simpleheadnodstoacknowledge
thestudents'appropriateorinappropriateontaskbehavior).
Iwillprovidestrugglingstudentswithoneononesupport.
Iwillusepicturecluestohelpstudentstobesupportedinreading.
Iwillusesentenceframesthatwillberepetitivethroughoutthelessonforwritingandorallyspeaking.

WhatIfs

Runoutoftime:
IfIamrunninglowontimeduringmylessonplan,Iwillnothavethestudentsdrawandcolora
pictureofthethingsthattheyputontheirsnowmanlists,Iwilljusthavethemwriteoutthethings
ontheirlists
Howtochallengestudents:
Ifstudentsneedtobefurtherchallenged,Iwillinstructstudentstosortitemsfromalistsanddecide
whatthetopicofthelistwouldbe,thereforethiswilltakehighlevelthinkingskillstodecidethetopic
oftheirlistinsteadofjustaddingitemstoalist(Ihaveattachedaprintedoutverisonofitemsthat
wouldbepartofalistthatwouldbecutoutandstudentswouldsortintotwolists)
Technologydoesn'twork:
IfthetechnologydoesnotworktoshowmydefinitionoflistsIwillwritelistonchartpaperalongwith
thedefinitionandmultipleexamplesthatthestudentscomeupwith.
Insteadofshowingpicturesoflists,Iwillwritedowndifferenttypesoflistsontheboard.
Sentencesframeswillbeprovidedonthewhiteboard.
Studentsarenotengaged:
Ifstudentsarenotengaged,Iwillimplementabrainbreakwith"GoNoodle"torefocusstudents
attentionandgetbacktowork.

ResourcesandMaterials

Materialsandresources:
SmartBoard
BeachBall
"Let'sBuildaSnowman"Worksheet
Attachments:
1. ListIndependentPracticeWorksheet

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback

Iwillprovidestudentswithverbalfeedbackandquestioningwhiletheyareworkinginwholegroupand
independently.Iwillaskthestudentshowtheyknowwhatalistisandwhatisthepurposeofcreatinga
list.Iwillaffirmstudents'responsesthatarecorrectandaskquestionsthatguidethemintodeveloping
areas.
Myfeedbackwillguidestudents'intofuturelearningbyencouragingthentothinkaboutwhattheydid
correctlyinfindingananswerandwhattheyneedtocontinuetodevelop.Myfeedbackwillallowstudentsto
understandwheretheyareinmeetingthelearningobjectivesandwheretheyneedtocontinuetogo.

Assessment/Rubrics

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