The MAP assessment is a quarterly assessment given to students to gauge their progress in English Language Arts. The MAP assessment provides teachers with data that makes us aware of: (1) students' lexile level, (2) overall progress in relation to 9th grade norms, (3) progress in relation to FSA standards, as well as (4) areas of strengths and weaknesses. The assessment broke the areas of need/strength into 3 categories: (1) Literature, (2) Informational Text and (3) Vocabulary Acquisition and Use. This detailed data allows teachers to differentiate instruction. Based on their overall scores, students are broken down into 3 groups: low (209-) , middle (210-219) and high (220+). Likewise, each ELA teacher is assigned a level that they will work with for the duration of the unit. The teacher is responsible for creating material that scaffolds students up from their current level to a mastery level. During each class period, students are rotated to their perspective "level class" where they will be appropriately scaffolded. As each MAP assessment is given, student groupings may change based on the progress that they show.
We meet during PLC on Tuesdays. We also meet during planning and after school randomly. Each teacher has their own individual student data.
Coconut Creek High School
English 1
Ms. Shavers, Ms. Brewer and Ms. Haynes
Objective: Determine a theme or central idea of a test and analyze in detail its development over the course of the text, including how it emerges and s shaped and refined by specific details; provide an objective summary of the text.
Theme breakdown by RIT score:
Used to guide instruction
161-170 / Analyzes short literary passages (1-5 sentences) describing events and rephrases the theme of the text (term not used) in the form of a short sentence191-200 / Compares short literary texts to determine the common theme
Analyzes literary passages (1-4 paragraphs) to determine the theme (term not used)
Analyzes literary passages (5-15 paragraphs) to determine the moral
Analyzes poems to identify the theme
201-210 / Compares short literary texts to determine the common theme
Identifies the theme in a literary text
Identifies the moral in a literary text
Analyzes literary passages (1-4 paragraphs) to determine the theme (term not used)
Analyzes literary passages (5-15 paragraphs) to determine its theme (term not used)
Analyzes literary passages (5-15 paragraphs) to determine the theme
Analyzes literary passages (5-15 paragraphs) to determine the moral
211-220 / Identifies the theme in a literary text
Identifies the moral in a literary text
Analyzes literary passages (5-15 paragraphs) to determine its theme (term not used)
221-230 / Compares poems to determine the common theme in literary text
Instructional Plan for Theme
Ms. Haynes : High Students
Ms. Shavers: Medium Students
Ms. Brewer: Lower Students
Day 1
Low / Pre-TestMiddle / Pre-Test
High / Pre-Test
Day 2
Low / Focus LessonPractice with short passage
Middle / Focus Lesson
Practice with short passage
High / Focus Lesson
Practice with short passage
Day 3
Low / Theme Practice using Fables“The Cat Maiden”
“Belling the Cat”
“The Man, the boy, and the Donkey”
“The Hare and the Tortoise”
Middle / Theme Practice using the short story “Fish Cheeks” by Amy Tan
High / Gift of the Magi short story: VIS chart
Day 4
Low / Theme practice using short texts“All the Difference in the World”
“The Weight of Glass”
Middle / Gift of the Magi short story: VIS chart
High / Gift of the Magi short story: Reading + Higher level reading comprehension questions
Day 5
Low / Theme Practice using the short story “Fish Cheeks” by Amy TanMiddle / Gift of the Magi short story: Reading + Mid to high level reading comprehension questions
High / Gift of the Magi short story: Reading + Higher level reading comprehension questions
Day 6
Low / Theme Quiz + Continued work from Day 5Middle / Theme Quiz + Continued work from Day 5
High / Theme Quiz + Continued work from Day 5
Day 7
Low / Gift of the Magi short story: VIS chartMiddle / Gift of the Magi short story: Reading + Mid to high level reading comprehension questions
High / Read 2 poems that have common theme(s) + Answer comprehension questions
Day 8
Low / Gift of the Magi short story: Reading + lower to mid level reading comprehension questionsMiddle / Gift of the Magi short story: Reading + Mid to high level reading comprehension questions
High / Write an essay that compares the themes discussed in each story.
Day 9
Low / Gift of the Magi short story: Reading + lower to mid level reading comprehension questionsMiddle / Write a short story using a specific theme.
High / Write an essay that compares the themes discussed in each story.
Day 10
Low / Post TestMiddle / Post Test
High / Post Test
Class Mix
Low (Brewer) / Medium (Shavers) / High (Haynes)1st period / Ms. Brewer will do centers. / Ms. Shavers will do centers. / Ms. Haynes teaches debate this period.
3rd period / Brewer: +6 students
Shavers: +7 students
Haynes: None
Total: 12 students / Brewer: +9 students
Shavers: +6 students
Haynes: +2 Students
Total: 17 students / Brewer: +5 students
Shavers: None
Haynes: +12 students
Total: 17 students
4th period / Brewer: +8 students
Shavers: +2 students
Haynes: None
Total: 10 students / Brewer: +11 students
Shavers: +11 students
Haynes: +2 Students
Total: 24 students / Brewer: +5 students
Shavers: +10 students
Haynes: +9 Students
Total: 24 students
5th period / Ms. Brewer will do centers / Ms. Shavers will keep all of her students because they all scored high (Honors). / Ms. Haynes will keep all of her students because they all scored low.
6th period / Brewer: +4 students
Shavers: +4 students
Haynes: +6 Students
Total: 14 students / Brewer: +8 students
Shavers: +10 students
Haynes: +5 Students
Total: 23 students / Brewer: +4 students
Shavers: +5 students
Haynes: +3 students
Total: 12 students
7th period / Ms. Brewer teaches 10th grade. / Ms. Shavers will do centers. / Ms. Haynes will do centers.