GLE Awareness Session. Spring 2004 Rhode Island Department of Education. To teach all students, we must teach each student. Kame’enui (2002). Goals of this Training:. Explain history of grade level expectations (GLEs) Explain grade level expectations
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Rhode Island Department of Education
M–DSP–4–2 Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or usingmeasures of central tendency (median or mode), or range.
M–DSP–5–2Analyzes patterns, trends, or distributions in data in a variety of contexts by determining or using measures of central tendency (mean, median, or mode) or range to analyze situations,or to solve problems.
adjacent grades (underlined)
R-2-1.1: Applies word identification and decoding strategies by..Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including most common spellings for consonants and vowels, e.g. knot, catch, float, fight; or common suffixes)Reading
R-3-1.1: Applies word identification and decoding strategies by..Identifying regularly spelled multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g. bought)
adjacent grades (underlined)
Stem – the BIG idea
Differences between this grade and the prior grade are underlined
Specific indicators for assessment at this grade
What do the conjunctions “and”, “or”, and “orsc” mean?
How many stems are there in the Data, Statistics, and Probability strand?
What types of representations will students use to organize and display data in grade 3?
What are the six reading content clusters?
Which Reading GLE is only assessed at the end of grades 2, 3, and 4?
What are the five writing content clusters?
What are the three modes of writing that will be assessed at grades 5 and 8?Mathematics Reading/Writing
Focused, coherent, and developmentally appropriate instruction without narrowing the curriculum
New Hampshire, Vermont and Rhode Island common assessment.
Informal and formal data about student learning not only shape instruction but also determine its effectiveness.Tomlinson (Feb. 2003)
2(3) indicates end of grade 2 tested beginning of grade 3
Example 1: Missouri Grade 4 1999 Release Task
Amy, Eric, and Kayla decide to share a pie that costs $7.50. The 3 friends will split the cost of the pie equally. Eric used his calculator to find how much each of them should pay. The calculator display shows Eric’s answer.
Eric got $4.50 for an answer. Is $4.50 a reasonable answer?
In the box below, explain why you think Eric’s answer is or is not reasonable
Revised item – Simultaneously dealing with language, context, and the mathematical construct being assessed.
Three friends buy a pie for $7.50. They split the cost of the pie equally.
Your classmate says, “Each friend should pay $4.50.”
Should each friend pay $4.50? Explain why or why not.
Beginning 2005 - 2006
Grades 3 - 8
One year in high school
Grades 5 and 8