Download Unit of Study Assessment Checklist

Table of Contents
Middle School
Year Long
INSIDE Fundamentals Volume 2
Unit 9: Superstars
ESOL 2
Unit 9: Superstars
Unit Title
Duration of Unit:
4 Weeks
Superstars
Unit Description:
In this unit students learn how to agree and disagree. They learn to give information regarding a specific topic. Students learn how
to relate a goal and events to their outcome when reading a short story. They will also learn how to write a poem.
Standards:
ELP.6-8.S5.L2- Student gathers information from provided sources and records some data and information.
ELP.6-8.S7.L2- Student adapts language choices according to task and audience with emerging control, and begins to use frequently
occurring general academic and content-specific words and phrases in conversations and discussions.
ELP.6-8.S10.L2- Student uses nouns, pronouns, verbs, prepositions, adjectives, adverbs, conjunctions, and prepositional phrases,
and produces simple and compound sentences, with support (including visual aids and sentences).
Language Function and
Vocabulary
Grammar and Conventions
Phonemic Awareness
Reading Comprehension
Writing
Goals
Students will be able to
use appropriate language
to agree and disagree.
Students will be able to
recognize and determine
meaning of idiomatic
expressions.
Students will be able to
use past, present, and
future verb tenses.
Students will be able to use
contractions.
Students will be able to
read multisyllabic words.
Students will be able to
read high frequency
words.
Students will be able to
relate a goal and events
to their outcome when
reading a short story.
Students will be able to
summarize what they
have read.
Students will be able to
write a diamante poem.
Learning
Targets
I can express why I agree or
disagree with an idea by
stating an opinion.
I can use the future tense
using will + the verb to be.
I can identify the syllables
in a words.
I can determine a
character’s goal by
identifying what he or
she wants to do or have.
I can use nouns.
I can differentiate between
a fact and opinion.
I can use the future tense
by using the verb to be +
going to + verb.
I can blend syllables to
decode words.
I can identify the
outcome of a short story
based on whether or not
a character reached his
or her goal.
I can describe a noun
using adjectives.
I can recognize an idiomatic
expression.
I can use the future tense
using the contraction with
the word will and will not.
I can accurately decode
and pronounce
multisyllabic words.
I can identify the main
events that lead up to the
outcome.
I can use the present
progressive verb form.
I can determine the
meaning of an idiomatic
expression.
I can use the past tense
with regular verbs.
I can accurately decode
and pronounce high
frequency words.
I can identify key events
in a short story.
I can use synonyms.
I can use the past tense
with irregular verbs.
I can use the present tense
with regular verbs.
I can use the present tense
with irregular verbs.
I can determine when the
past, present, or future verb
tense is used.
I can summarize what I
have read.
I can write a diamante
poem using nouns,
adjectives, present
progressive verbs, and a
synonym.
B = Beginning
Student Name
D = Developing
P = Proficient
I can use the past tense with
irregular verbs.
I can use the past tense with
regular verbs.
I can use the future tense
using the contraction with the
word will and will not
I can use the future tense by
using the verb to be + going to
+ verb.
I can use the future tense
using will + the verb to be.
I can determine the meaning
of an idiomatic expression.
I can recognize an idiomatic
expression.
I can differentiate between a
fact and opinion.
I can express why I agree or
disagree with an idea by
stating an opinion.
Unit of Study Assessment Checklist
Notes
M = Mastery
Student Name
I can identify the outcome of a
short story based on whether
or not a character reached his
or her goal.
I can determine a character’s
goal by identifying what he or
she wants to do or have.
I can accurately decode and
pronounce high frequency
words.
I can accurately decode and
pronounce multisyllabic
words.
I can blend syllables to decode
words.
I can identify the syllables in a
words.
I can determine when the
past, present, or future verb
tense is used.
I can use the present tense
with irregular verbs.
I can use the present tense
with regular verbs.
Unit of Study Assessment Checklist
Notes
Student Name
I can write a diamante poem
using nouns, adjectives,
present progressive verbs,
and a synonym.
I can use synonyms.
I can use the present
progressive verb form.
I can describe a noun using
adjectives.
I can use nouns.
I can summarize what I have
read.
I can identify key events in a
short story.
I can identify the main events
that lead up to the outcome.
Unit of Study Assessment Checklist
Notes
Assessment Rubric
Unit 9: Superstars
(To reach the next level, a student must master the previous level’s task.)
Mastery
Proficient
Developing
Beginning
Students will be able to use
appropriate language to
agree and disagree.
Students will be able to
recognize and determine
meaning of idiomatic
expressions.
I can express why I agree or
disagree with an idea by
stating an opinion.
I can determine the meaning
of an idiomatic expression.
I can recognize an idiomatic
expression.
I can differentiate between a
fact and opinion.
Students will be able to
use past, present, and
future verb tenses.
Students will be able to use
contractions.
I can use the future tense
using will + the verb to be.
I can use the future tense by
using the verb to be + going
to + verb.
I can use the future tense
using the contraction with
the word will and will not.
I can use the past tense with
irregular verbs.
I can use the present tense
with irregular verbs.
I can use the present tense
with regular verbs.
I can use the past tense with
regular verbs.
I can determine when the
past, present, or future verb
tense is used.
Students will be able to read
multisyllabic words.
Students will be able to read
high frequency words.
I can accurately decode and
pronounce multisyllabic
words.
I can accurately decode and
pronounce high frequency
words.
I can blend syllables to
decode words.
I can identify the syllables in
a words.
Students will be able to
relate a goal and events to
their outcome when reading
a short story.
Students will be able to
summarize what they have
read.
I can identify the outcome of
a short story based on
whether or not a character
reached his or her goal.
I can summarize what I have
read.
I can identify key events in a
short story.
I can identify the main
events that lead up to the
outcome.
I can determine a character’s
goal by identifying what he
or she wants to do or have.
Students will be able to
write a diamante poem.
I can write a diamante poem
using nouns, adjectives,
I can describe a noun using
adjectives.
I can use nouns.
present progressive verbs,
and a synonym.
I can use synonyms.
I can use the present
progressive verb form.