mississippi social studies framework world history … grade... · kingdoms, to empires and...
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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)
2 World History: From the Pre-historic Era to the Age of Enlightenment
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)
3 World History: From the Pre-historic Era to the Age of Enlightenment
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.
4 World History: From the Pre-historic Era to the Age of Enlightenment
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
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
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 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.
5 World History: From the Pre-historic Era to the Age of Enlightenment
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
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.
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 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.
6 World History: From the Pre-historic Era to the Age of Enlightenment
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
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?
Identify and assess causes and effects for events.
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.
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 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.
7 World History: From the Pre-historic Era to the Age of Enlightenment
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
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
Students are to write an essay on
governmental forms:
Make an engaging oral presentation
on governmental forms.
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 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.
8 World History: From the Pre-historic Era to the Age of Enlightenment
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
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?
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 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
Have students create graphic organizers
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.
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 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.
9 World History: From the Pre-historic Era to the Age of Enlightenment
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
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.
Students are to write an essay on
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.
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 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.
10 World History: From the Pre-historic Era to the Age of Enlightenment
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
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?
Identify and assess causes and effects for events.
Explain the
differences
between
oral and written
history,
Have students complete the Trading across the World Lesson
Students are to write an essay on the
social and cultural conditions of early
civilizations in regions
Have students complete the lesson on
Connections across water
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 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.
11 World History: From the Pre-historic Era to the Age of Enlightenment
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
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
Students are to write an essay on the
technological advances of early man.
Have students make an engaging oral
presentation on the technological
advances of early man.
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 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.
12 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students create graphic organizers
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
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 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.
13 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students complete the lesson on
Oracle-bone inscriptions of the late Shang Dynasty
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 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.
14 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students complete the lesson on
Egyptian Pyramids
Have students to read passages and
answer questions on this topic from
www.readworks.org
Have students create a graphic
organizer in technology and
civilizations.
Students are to write an essay on
describing technology and civilizations.
Follow the pacing calendar for additional
suggested teaching topics for this
objective.in the World History Calendar
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.
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
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
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.
15 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students to complete the assignment
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
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 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.
16 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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?
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
developgenerali
zations.
Have students create graphic organizers on the relationship among
various groups of people
Students are to write an essay on the
relationship among various groups of
people.
Have student complete the lesson nit on
Order and Early Societies
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 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.
17 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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.
Students are to write an essay on
Analyze how local conditions affect
agricultural, settlement, exchange and
migration patterns in various regions of
the world
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 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.
18 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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.
Students are to write an essay on
significance of various archaeological
findings.
Have students make an engaging oral
presentation on the significance of various
archaeological findings.
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 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.
19 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students complete the lesson unit on
The Roman World
Students are to write an essay on the
Achievements of ancient Rome Prezi
Have students complete the Roman Art
and Architecture Lesson Unit
Have students to complete the assignment
on Ancient Greece notes
Have students to complete the assignment on Roman Culture assignment
Have students complete the assignment
from the scientific revolution power point
Have students complete the Greek Achievements Lesson
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 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.
20 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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.
Have students to complete the assignment
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
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 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.
21 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students complete the lesson unit on
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
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 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.
22 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students complete the assignment
from Hammurabi's Code of Laws assignment
Have students create graphic
organizers on the Hammurabi‘s Code,
Plebeians of Rome, Magna Carta, etc.).
Have students complete the lesson on
Hammurabi's Code
Students are to write an essay on the
Hammurabi‘s Code,
Plebeians of Rome, Magna Carta, etc.).
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 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.
23 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students to read passages and
answer questions on this topic from
www.readworks.org
Have students complete the lesson on
Rome and Christianity
Follow the pacing calendar for additional
suggested teaching topics for this
objective.in the World History Calendar
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.
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
answer questions on this topic from
www.readworks.org
Have students to complete the assignment
on protestant/reformation assignment Have students create a graphic organizer
comparing events in the Protestant Power
point Follow the pacing calendar for additional
suggested teaching topics for this
objective.in the World History Calendar
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.
24 World History: From the Pre-historic Era to the Age of Enlightenment
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?)
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
Have students to complete the assignment
in Indian Power point
Have students complete the assignment on
Columbian Exchange power point
Have students to complete the Indian assignment
Have students complete the assignment
from Triangular slave trade power point
Have students complete the Slave trade
assignment
Have students complete The Crusades Lesson
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 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.
25 World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD) (What do your students
need to be able to
DO?)
Review and Reteach
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?)
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.
Students are to write an essay on
Analyze how local conditions affect
agricultural, settlement, exchange and
migration patterns in various regions of
the world
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 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.
26 World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD) (What do your students
need to be able to
DO?)
Review and Reteach
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?)
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.
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 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.
27 World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD) (What do your students
need to be able to
DO?)
Review and Reteach
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?)
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
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 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.
28 World History: From the Pre-historic Era to the Age of Enlightenment
Grading Period
Objectives (PLD) (What do your students
need to be able to
DO?)
Review and Reteach
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?)
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
Students are to write an essay on
Evaluate the effects of contact among
cultures of Europe, Asia, and Africa.
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 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.
29 World History: From the Pre-historic Era to the Age of Enlightenment
Greenville Public School District
Multi-Tiered System of Supports Plan
Literacy Based Promotion Act Requirements
August 25, 2016
Office of Curriculum and Instruction
Overview
30 World History: From the Pre-historic Era to the Age of Enlightenment
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.
Tier 2: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
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.
Tier 3: All students will receive Tier 1 high-quality classroom instruction based on the Mississippi College and Career Readiness
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.
31 World History: From the Pre-historic Era to the Age of Enlightenment
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
32 World History: From the Pre-historic Era to the Age of Enlightenment
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
33 World History: From the Pre-historic Era to the Age of Enlightenment
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.
GPSD Behavior Report
Card
34 World History: From the Pre-historic Era to the Age of Enlightenment
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
GPSD Behavior Report
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.
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
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
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
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
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.
Attendance Calendar
35 World History: From the Pre-historic Era to the Age of Enlightenment
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.
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
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
GPSD Behavior Report
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.
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
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.
36 World History: From the Pre-historic Era to the Age of Enlightenment
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.
Interventioncentral.org CBM
Early Math Measures
37 World History: From the Pre-historic Era to the Age of Enlightenment
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.
Interventioncentral.org CBM
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.
http://www.amered.com/docs/research_basis_als.pdf
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.
Interventioncentral.org CBM
Math Computation Measures
Practice, Practice, Practice
Description: This intervention will help
students develop accuracy with basic
computation skills.
Stein, Kinder, Silbert, and Carnine (2006). Interventioncentral.org CBM
Math Computation Measures
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.
Interventioncentral.org CBM
Math Computation Measures
38 World History: From the Pre-historic Era to the Age of Enlightenment
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.
School Psychology Review, 18, 412-420.
Interventioncentral.org CBM
Math Computation Measures
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
Math Computation Measures
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.
Interventioncentral.org CBM
Math Computation Measures
Double-Dosing
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
Interventioncentral.org CBM
Math Computation Measures
39 World History: From the Pre-historic Era to the Age of Enlightenment
Description: This intervention provides 30-45 minutes of extra instruction on
skills that have already been taught in
the Tier 1 classroom.
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.
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
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.
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
Word Problems (2-3) as chosen
by Interventionist
40 World History: From the Pre-historic Era to the Age of Enlightenment
strong support, use the above intervention.
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.
Word Problems (2-3) as chosen
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.
41 World History: From the Pre-historic Era to the Age of Enlightenment
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
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.
DIBELS Letter Identification Fluency
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
DIBELS Letter Identification Fluency
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
42 World History: From the Pre-historic Era to the Age of Enlightenment
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.)
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
Rhyme Awareness
Checklist
43 World History: From the Pre-historic Era to the Age of Enlightenment
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
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.)
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
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
Segmentation Fluency
44 World History: From the Pre-historic Era to the Age of Enlightenment
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.
DIBELS Phoneme
Segmentation Fluency
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
DIBELS Phoneme
Segmentation Fluency
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
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
45 World History: From the Pre-historic Era to the Age of Enlightenment
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
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
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
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
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
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
DIBELS Nonsense Word Fluency
(NWF) Instructional Level
Double-Dosing
Description: This
intervention provides 30-45
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.
DIBELS Nonsense Word Fluency (NWF) Instructional
Level
46 World History: From the Pre-historic Era to the Age of Enlightenment
minutes of extra instruction on skills that have already
been taught in the Tier 1
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
http://www.nwrel.org/nwedu/08-03/dose.asp.
Nomi, T. & Allensworth, E. M. 2008.
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
DIBELS Nonsense Word Fluency
(NWF) Instructional
Level
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
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
47 World History: From the Pre-historic Era to the Age of Enlightenment
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
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.
DIBELS Oral Reading Fluency
(ORF) Instructional Level
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
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
48 World History: From the Pre-historic Era to the Age of Enlightenment
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
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.
DIBELS Oral Reading Fluency
(ORF) Instructional
Level
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
Comprehension 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
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.
DIBELS Oral Reading Fluency
(ORF)
49 World History: From the Pre-historic Era to the Age of Enlightenment
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.
Interventioncentral.org
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
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.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
50 World History: From the Pre-historic Era to the Age of Enlightenment
Nomi, T. & Allensworth, E. M. 2008.
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
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.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
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
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.
Interventioncentral.org
CBM Maze Passages
(See RtI Manual
Resources for
directions)
51 World History: From the Pre-historic Era to the Age of Enlightenment
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
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.
Interventioncentral.org
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.
Renaissance Learning. (2013). Core Progress for Reading: Empirically validated
learning progressions. Renaissance Learning
STAR Reading Progress Monitoring