Class Instructional Planning Report

1 of 8

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.
Instructional
Groups

Number of
Students

Group 1
Group 2
Group 3
Group 4

5
4
5
6

Scaled Score
Median

436
548
665
900

Range

315 - 457
532 - 584
636 - 723
809 - 1175

Suggested Skills
Skill recommendations are based on the median score for each Instructional Group. These skills are a starting point for
instructional planning. Combine this information with your own knowledge of the student and use your professional
judgment when designing an instructional program. Use Arkansas Curriculum Framework learning progression for reading
to find additional information for each skill, teacher activities, and sample items.

Group 1
Students
BRAYLEN COLEMANa,

DIYA PATEL,

PAYTON PHILLIPSa,

JAYLYN REED,

LAURYN WILSON

Literature
GR

Key Ideas and Details

Summarize a story or drama including the main events and key details

Cite textual details and examples to support inferences and explanations about a literary text's meaning (e.g.,

conclude the poet thinks the tree leaves are pretty because she says the colors make her smile)
Use details from a story, drama, or poem to determine its theme

Craft and Structure

Explain the difference between first- and third-person narration (e.g., recognize whether or not the narrator is a
character in the story), and compare and contrast the narrative points of view of different stories
4
Determine the meaning of words and phrases that allude to significant characters in mythology (e.g., Pandora's
box, Herculean, Midas touch) making connections to their origins
4
Describe the feelings that a story, drama, or poem is trying to evoke
4

Describe characteristics of poetry (e.g., rhyme patterns, line breaks), plays (e.g., dialogue, number of acts), and
fiction (e.g., three wishes in fairy tales, moral in fables), and refer to these elements when writing or speaking about
texts
4 Explain the major differences in structural elements between poetry, prose, and drama

Integration of Knowledge and Ideas

Interpret visual and other multimedia elements (e.g., illustrations, real or fictional maps, sound tracks) to confirm
details and deepen understanding of a story (e.g., refer to a fictional map to get a sense of the length of a hero's
journey)
4
Describe how a visual or oral presentation of a story or drama reflects the text (e.g., the actor shouts because the
stage directions call for it)
4

The median test score for each instructional group is calculated based only on students who have a test score up to 30 days before the
selected testing end date. As a result, suggested skills may be different when viewed through the Record Book, which calculates the median
test score for each instructional group based on the last test taken during the school year.
Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.
a This student was given additional time to complete the assessment.

Class Instructional Planning Report

2 of 8

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.

Group 1
Literature
GR

Range of Reading and Level of Text Complexity

Describe characteristics of poetry (e.g., rhyme patterns, line breaks), plays (e.g., dialogue, number of acts), and
fiction (e.g., three wishes in fairy tales, moral in fables), and refer to these elements when writing or speaking about
texts
4
Describe the phenomena explained by origin myths, and continue to broaden knowledge of mythology and
traditional literature
4

Informational Text

Key Ideas and Details

Explain comparisons made in informational texts based on specific content in the text

Explain the explicit meaning of an informational text based on evidence from the text (e.g., locate details and

4
4
4

examples that explain an idea in the text)

Summarize a short informational passage including the main idea and key details

Make inferences when reading an informational text, citing textual details and examples to support them

Identify and explain the main idea of an informational text and explain how key details support it

Craft and Structure

Describe the organizational structure (e.g., comparison/contrast, cause/effect, problem/solution, sequential or
chronological order) of an informational text or passage
4
Describe the viewpoint or opinions of an author in an informational text (i.e., what the author wants the reader to
understand)

Integration of Knowledge and Ideas

4
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive online text features) and explain how the information contributes to deeper understanding
of the text's topic

Range of Reading and Level of Text Complexity

Describe characteristics of different informational texts including biographies, history books, science books, and
how-to texts

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

Class Instructional Planning Report

3 of 8

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.

Group 2
Students
KEATON ARMSTRONG,

ANGEL FERNANDEZ DZIB,

MADISON ROWE,

COBE WINKLER

Literature
GR

Key Ideas and Details

Compare and contrast key events in the plot of a story or drama (e.g., compare how a character acts when facing
similar circumstances)
5
Compare and contrast characters using specific details and describe how they interact with other characters
5

Describe the influence of the setting on the plot and characters and compare and contrast the effects of different
settings
5 Determine themes in a story, drama, or poem that are stated directly or indirectly (e.g., revealed by details in the
text such as how characters respond to challenges or how a poem's speaker reflects on a topic)
5

Craft and Structure

Describe how the narrator's or speaker's point of view in a story affects the information revealed about characters
and events (e.g., retell a story from the point of view of different characters)
5
Describe the tone or mood of a literary text (e.g., how does the speaker feel in this poem?)
5

Explain how ideas and images in a stanza of a poem build on ideas and images in previous stanzas

Integration of Knowledge and Ideas

Analyze how visual and other multimedia elements contribute to the meaning, tone, or beauty of a literary text (e.g.,
explain how the illustrations of a graphic novel contribute to its plot and tone)
5
Describe instances in which a performance is different from the written text of a story or drama
5

Compare and contrast how stories from the same genre deal with similar themes and topics (e.g., describe how
different mystery stories employ the archetype of the detective)

Range of Reading and Level of Text Complexity

5 Explain the differences between different genres (e.g., short stories, poetry, drama) based on their characteristics
and structural elements (e.g., phenomena explained in origin myths; stage directions and acts/scenes in plays)

Informational Text

5
5
5

Craft and Structure

Identify how the author's word choice in an informational text creates a formal or informal tone
Identify how word choice reveals the author's attitude toward the subject in an informational text
Determine an author's opinion when it is not explicitly stated in the text

Compare and contrast the organizational structures of two or more informational texts

Integration of Knowledge and Ideas

Determine an author's opinion when it is not explicitly stated in the text

Distinguish facts from opinions, and recognize that opinions and inferences can be supported by facts

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

Class Instructional Planning Report

4 of 8

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.

Group 2
Informational Text
GR

Integration of Knowledge and Ideas

Distinguish between claims that are debatable (i.e., that readers or viewers might disagree with and that therefore
need to be supported) and facts or statements that are acceptable to most readers or viewers without further
support
5 Explain how an author supports an argument, identifying reasons and evidence given to support particular points
and the main claim
5
Explain what makes evidence credible in an argument (e.g., trustworthiness and authority of the source, relevance
and currency of the information)
5

Range of Reading and Level of Text Complexity

Explain the characteristics and structural elements of different genres of informational text (e.g., argument,
exposition, functional texts)

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

Class Instructional Planning Report

5 of 8

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.

Group 3
Students
AVA CHERRY,

SHAWN CUNNINGHAM,

GENESIS HARRIS,

ASA LANGFORD,

GARRISON TORRENCE

Literature
GR

Key Ideas and Details

Explain the basis for conclusions drawn about literary texts and revise conclusions based on new evidence in the
text

Craft and Structure

Analyze how a literary text is organized and explain how important sections of the text (e.g., sentence, chapter,
scene, stanza) contribute to the development of the theme, setting, or plot
6 Explain how point of view influences the way the story is told and how the author develops the point of view of the
narrator or the speaker (e.g., what the narrative descriptions reveal about the narrator)
6

Integration of Knowledge and Ideas

Compare and contrast reading the text of a story, drama, or poem to listening or viewing a performed version,
describing how each version affects the reader or viewer (e.g., explain whether the suspense is greater in the
written or performed version of the text)
6
Compare and contrast how texts in different forms or genres deal with similar themes or topics (e.g., explain the
difference in approaches taken by a fantasy novel and a realistic novel that deal with similar themes)
6

Range of Reading and Level of Text Complexity

Analyze characteristics of different forms of literary text (e.g., ballads, epics, short stories, novels, traditional tales,
and literary nonfiction such as essays and biographies) recognizing structural differences
7
Read literary texts within the ATOS range of 8.0 to 9.0
6

Monitor and adjust understanding of a literary text by recognizing when comprehension becomes unclear and
applying corrective strategies automatically including summarizing and reviewing previous points, making
connections to other texts and prior knowledge, and applying skills from across the language arts

Informational Text

6
6

Key Ideas and Details

Make predictions and locate evidence in the text to support the predictions
Explain the basis for conclusions drawn about an informational text

Craft and Structure

Analyze an informational text's structure to determine how a particular part fits in and contributes to the
development of ideas (e.g., purpose of a specific sentence, organization of supporting details)
6
Analyze how an author's word choice creates the tone of an informational text
6

Integration of Knowledge and Ideas

Distinguish facts from opinions and recognize when opinions and inferences are not supported by facts or reasons

Analyze the reasons and evidence given to support an argument, recognizing when claims are not supported or
are not adequately supported

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

Class Instructional Planning Report

6 of 8

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.

Group 3
Informational Text
GR

6
6

Integration of Knowledge and Ideas

Follow the author's argument and evaluate whether it is convincing based on its use of reasoning and evidence
Describe an author's perspective and explain how it influences an argument

Explain similarities and differences (e.g., purpose, organization, main ideas, viewpoint) between informational texts
on the same topic
6 Integrate visual, quantitative, and written information to develop a coherent explanation of a topic or issue (e.g.,
read source material to gather information for a research topic)

Range of Reading and Level of Text Complexity

6 Analyze characteristics of different forms of informational texts including argument and literary nonfiction (e.g.,
essays, speeches, autobiographies, biographies) explaining structural differences and modes of discourse (e.g.,
narration, description, exposition, and argument)
7
Read informational texts within the ATOS range of 8.0 to 9.0

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

7 of 8

Class Instructional Planning Report

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.

Group 4
Students
MAKAYLAH HARMON,
PIPPENGER

KIARA HICKMAN,

HEATHER JENNINGS,

JEREMY JOHNSON,

AIDAN PIPINICH,

AINE

Literature
GR

Key Ideas and Details

Analyze characters' depth (e.g., static vs. dynamic; flat vs. round) and how character development affects the plot
or shapes the theme
9
Evaluate the extent to which the setting plays a role in the text
9

9
9

Analyze how plot is influenced by complex character relationships and interactions

Cite strong and sufficient textual evidence to support analysis of a literary text

Craft and Structure

Apply appropriate strategies to determine or clarify the precise meanings of general academic words and phrases
in grade-appropriate literary texts, including a variety of general or specialized reference material and a wide array
of context clues such as increasingly subtle examples
9
Analyze the connotative as well as the denotative meanings of words and phrases (e.g., explain the difference
between homeless, without a fixed address, vagabond) in literary texts to determine the author's intent
9

Informational Text
Key Ideas and Details
Analyze the sequence of events or ideas or steps in a process in an informational text to determine the
connections drawn between them (e.g., implied cause and effect)
9
Analyze events and trace them back to their causes through a series of events in an informational text
9

9
9

Cite strong and thorough textual evidence to support analysis of an informational text

Analyze the development of the central idea or thesis of an informational text and how it relates to supporting ideas
and details

Craft and Structure

Apply appropriate strategies to determine or clarify the precise meanings of general academic and content-area
words and phrases in grade-appropriate informational texts, including a variety of general or specialized reference
material, and a wide array of context clues such as increasingly subtle examples
9
Analyze the connotative as well as the denotative meanings of words and phrases (e.g., difference between
homeless, without a fixed address, vagabond) in an informational text to determine the author's intent
9

Range of Reading and Level of Text Complexity

Monitor and adjust understanding of an informational text by recognizing when comprehension of texts becomes
unclear and applying previously learned corrective strategies automatically and in a more sophisticated manner
including connecting the passage to the overall meaning of the text

Language

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.

Class Instructional Planning Report

8 of 8

Printed Monday, August 24, 2015 3:08:37 PM

School: FULBRIGHT ELEMENTARY SCHOOL

Reporting Period: 7/26/2015 - 8/24/2015

Class: SHORT - 502

Teacher: Short, K.

Group 4
Language
GR

9
9

9
9

9
9
9
9

Vocabulary Acquisition and Use

Use a wide range of contextual clues, including understanding increasingly subtle examples, to determine or clarify
the precise meanings of general academic, content-area, and technical words and phrases
Use dictionaries and specialized reference materials to determine or clarify word meanings, pronunciation, or parts
of speech, and locate the etymology of common English words and phrases adopted from other languages to help
develop a curiosity about the origins and meanings of words
Determine the correct meanings of homophones (e.g., ascent/assent; gild/guild), homographs (e.g., articulate,
attribute), and multiple-meaning words within context in grade-appropriate texts and use them correctly in writing
and speaking
Use knowledge of increasingly sophisticated word relationships, including analogies (e.g., object function;
thermometer: temperature :: barometer: air pressure), to clarify the meanings of words in text
Use knowledge of grade-appropriate affixes (e.g., amphi-, be-, epi-) and familiar words with Latin and Greek roots
(e.g., audire) as well as patterns of word changes (e.g., derivations and inflections) to predict the meanings of
unfamiliar words (e.g., epicenter, auditory)
Analyze and explain the importance of subtle differences in meaning between grade-appropriate synonyms (e.g.,
replica/reproduction) in context
Analyze the connotative as well as the denotative meanings of words and phrases (e.g., explain the difference
between homeless, without a fixed address, vagabond) in literary texts to determine the author's intent
Analyze the connotative as well as the denotative meanings of words and phrases (e.g., difference between
homeless, without a fixed address, vagabond) in an informational text to determine the author's intent
Expand knowledge of general academic and content-area vocabulary independently (e.g., keep word lists, use
word references) and use this knowledge correctly when reading, writing, speaking, and listening (e.g.,
encountering the word asylum while reading In the Time of the Butterflies by Julia Alvarez)

Designates a focus skill. Focus skills identify the most critical skills to learn at each grade level.