DLI 4th Grade Guide

Grade-Level Content Guide 2024-2025 Dual Language Immersion

DLI

Grade

Canyons School District 2024-2025 School Calendar K-12 Calendar

August October SMTWT F S SMTWT F S SMTWT F S September

Aug 12-16 Teachers at School Aug 19 First Day of School Sept 2 Labor Day Recess

1 2 3 1 2

3

4

5

6 7

1 8

9 2

3

4

5

4 5 6 7 8 9 10 8 11 12 13 14 15 16 17 15 16 9

10 17 24

18 11 25

26 19 12

13

14 6 7

10

11 12

Sept 23, 24 Parent/Teacher Conferences High Schools Sept. 24, 25 Parent/Teacher Conferences Middle Schools Sept. 25, 26 Parent/Teacher Conferences Elementary Schools

20 21 13 27 28 20

14 21

15 22 29

30 23 16

17 18 19

18

19

20 27

28 21

22 29

23

24 22

23 30

24 31

25

26

Sept 26 Early Out All Students

25 26

30 31 29

27 28

November January SMTWT F S SMTWT F S SMTWT F S December

Sept 27 No Student Day (Compensatory Day) Oct 17, 18 Fall Recess Oct 21 Teacher Professional Day- No Students

1 2 1 2

3

4

5

6 7

1 2 3 4

#

3

4

5

6

7

8

9 8

9

10 17

18 11

12 19

13

14 5

6

7

8

9

10

11

Oct 25 End of 1st Quarter Nov 27-29 Thanksgiving Recess

10 11

19 12 26

13 20

21 14

15 16 15 16

20 21 12 13

14

15 22 29

23 16 30

17 18

17

18

22

23 22 23 24 25 26 27 28 19 20 21

31 24

25

Dec 23-Jan 3 Winter Recess

24 25

27 28 29 30 29 30 31

26 27

28

Jan 16 End of 2nd Quarter Jan 17 Grading Day Jan 20 Martn Luther King Jr. Day Recess

February April SMTWT F S SMTWT F S SMTWT F S March

1

1

1

2

3

4 5

Feb 17 Presidents' Day Recess

2

3

4

5

6

7

8 2

3

4

5

6

7

8 6 7 8 9101112

Feb 24, 25 Parent/Teacher Conferences Middle Schools Feb 25, 26 Parent/Teacher Conferences High Schools Feb 26, 27 Parent/Teacher Conferences Elementary Schools

9 10 16 17

25 18 11

12 19 26

27 20 13

14 15 9 10

18 25 11

12 19 26

20 27 13

14 15 13

14

15 22 29

23 16 30

17 24

18

19

21 22 16

17 24

21 28

22 20 21

25 26

Feb 27 Early Out All Students

23

24

28

23

29 27

28

30 31

Feb 28 No Student Day (Compensatory Day) Mar 21 End of 3rd Quarter Mar24 Teacher Professional Day- No Students

May S M T W T F S

Black B Day Red A Day

#

#

1 8

2

3

Apr 7-11 Spring Recess

Teacher Professional Day- No Students, Board approved 1/17/23

4 5

6

7

9 10

May 26 Memorial Day Recess

11

12

13 20 27

21 28 14

15 22 29

16

17

May 30 End of School

18 19 25 26

23 24 30 31

Note: School emergency closure days will be made up by scheduling remote learning day(s)

-Every Friday is an Early Out Day -This calendar is not for Brighton Students

DLI Master Schedule English Side Components Grades 4-5 Draft 2024-2025 MONDAY-THURSDAY 4-5 GRADES (without Brain Booster) FRIDAY SCHEDULE

LIFE SKILLS ● Morning Meeting and/or Circles

LIFE SKILLS ● Thrive Time

13Min

15Min

LITERACY BLOCK ● Foundations ● Language and Reading Comprehension ● Writing ● Skill-Based Instruction MATHBLOCK ● Build Number Sense ● Review or Pre-teach ● Vocabulary and Fluency Practice ● Learning Intentions & Success Criteria ● Concept /Skill Development and Application ● Skill-Based Instruction

LITERACY BLOCK ● Foundations ● Language and Reading Comprehension ● Writing

75Min

55Min

MATHBLOCK ● Build Number Sense ● Review or Pre-teach

● Vocabulary and Fluency Practice ● Learning Intentions & Success Criteria ● Concept /Skill Development and Application

55Min

45Min

RECESSES, TRANSITIONS, AND LUNCH

RECESSES, TRANSITIONS, AND LUNCH

60Min

60Min

Teach Social Studies

15Min

NO SCIENCE OR SOCIAL STUDIES

Science Reinforcement ● Vocabulary

10Min

(130 Minutes/needs to be 128)

(173 Minutes)

(115 Minutes, have 117)

173 minutes (need to adjust for a BB schedule and a non BB schedule)

117 minutes

©Canyons School District

DLI Master Schedule Partner Side Components Grades 4-5 2024-2025 MONDAY-THURSDAY 4-5GRADES FRIDAY SCHEDULE

SEL • Morning Meeting/Circles

SEL • Morning Meeting/Circles

15Min

15Min

LITERACY BLOCK • Use language specifc scope and sequence

LITERACY BLOCK • Use language specifc scope and sequence

65Min

50Min

SCIENCE • Use language specifc science resources.

SCIENCE • Use language specifc science resources.

50Min

35Min

RECESSES, TRANSITIONS, AND LUNCH

60Min RECESSES, TRANSITIONS, AND LUNCH

60Min

MATH REINFORCEMENT ● Systematic ● Vocabulary Routine ● Review ● Visual Learning Bridge ● Guided Practice ● Appropriate materials and manipulatives

MATH REINFORCEMENT ● Systematic ● Vocabulary Routine ● Review ● Visual Learning Bridge ● Guided Practice ● Appropriate materials and manipulatives

20Min

15Min

(150 Minutes)

(115 Minutes)

©Canyons School District

Elementary Assessment Calendar 2024-2025 As of May 14, 2024

Aug19

Start of School Year

Aug19 – Ongoing Afternoons of Aug 19 – Aug 23

WIDA Screener Testing of new ML Students on Chromebooks Kindergarten – Administer KEEP Entry OR personalized meet and greet with student and their family (individual appointments) Acadience Reading & Early Literacy Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by Sept. 20th Acadience Math & Early Math Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by Sept. 20th

AUGUST

Aug 23 – Sept 20

Aug 23 – Sept 20

SEPTEMBER

Oct 1 – Oct 31

SRSS-IE – All Students Grades K – 5.

Oct 22 – Nov 15 SALTA Testing Oct 22 – Nov 26 AAPPL testing for DUAL Immersion classes ONLY.

OCTOBER

NOVEMBER DECEMBER

Jan 6 – Jan 31 SRSS-IE – All Students Grades K – 5.

Acadience Reading & Early Literacy Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by Jan 31st.

Jan 6 – Jan 31

JANUARY

Jan 6 – Jan 31 Acadience Math & Early Math Alternate Assessment – Grades K – 5 (All Students ). Finish make-ups by Jan 31st. Jan 7 – Mar 7 WIDA ACCESS Testing Multilingual Students K – 5. Mar 10 – May 23 Dynamic Learning Maps – DLM (for select students with an IEP). Mar 24 – Apr 4 Grade 5 Keyboarding Assessment (Data Due Apr 12) Mar 26 – Apr 30 SRSS-IE – Grades K – 5 (All Students).

FEBRUARY

MARCH

April 7 – 11

Spring Recess

RISE End-of-Year Summative Assessment – Grades 3, 4, and 5. Acadience Reading & Early Literacy Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by May 23rd. Acadience Math & Early Math Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by May 23rd.

Apr 14 – May 23

Apr 28– May 23

APRIL

Apr 28 – May 23

May 30

End of School Year – Grades K – 5 (All Students).

MAY

Math District-Wide Standards-Based Assessments Elementary

DWSBA#1 Window

DWSBA#2 Window

DWSBA#3 Window

Grade

K

NA

NA

NA

1st

Nov 1 - Nov 15 Oct 25 - Nov 8 Oct 25 - Nov 8 Oct 25 - Nov 8 Oct 25 - Nov 8

Jan 16 - Jan 31 Jan 16 - Jan 31 Jan 16 - Jan 31 Jan 16 - Jan 31 Feb 7 - Feb 21

Apr 19 - May 2 Apr 19 - May 2 Mar 28 - Apr 18 Mar 28 - Apr 18 Mar 28 - Apr 18

2nd 3rd 4th 5th

Canyons School District Elementary Screening Targets Kindergarten--Math Acadience Math Measure Performance Description Fall * Score Winter Score Spring Score

Above

6 +

10 + 7 – 9 4 – 6 0 – 3 21 +

16 +

Beginning Quantity Discrimination (BQD)

Benchmark

5

13 – 15 9 – 12

Below

2 – 4 0 – 1 6 – 8 4 – 5 0 – 3 5 – 6 2 – 4 0 – 1 33 + 9 + 7 +

Well Below

0 – 8 34 +

Above

Benchmark

14 – 20 8 – 13

25 – 33 14 – 24 0 – 13 14 – 15 10 – 13 16 +

Number Identification Fluency (NIF)

Below

Well Below

0 – 7 13 +

Above

Benchmark

11 – 12 7 – 10

Next Number Fluency (NNF)

Below

Well Below

0 – 6 89 +

0 – 9

Above

110 +

Benchmark

24 – 32 13 – 23 0 – 12

72 – 88 49 – 71 0 – 48

92 – 109 67 – 91

Acadience Math Composite Score

Below

Well Below 0 – 66 *Note. Well Below Benchmark for Fall for a Kindergarten student may indicate minimal access to instruction.

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Kindergarten--Literacy Acadience Reading Measure Performance Description Fall* Score Winter Score Spring Score Letter Naming Fluency (LNF) Above No Benchmarks No Benchmarks No Benchmarks Benchmark Below Well Below First Sound Fluency (FSF) Above 16 + 43 + Not Administered Benchmark 10 – 15 30 – 42 Below 5 – 9 20 – 29 Well Below 0 – 4 0 – 19 Phoneme Segmentation Fluency (PSF) Above Not Administered 44 + 56 + Benchmark 20 – 43 40 – 55 Below 10 – 19 25 – 39 Well Below 0 – 9 0 – 24 Nonsense Word Fluency— Correct Letter Sounds (NWF-CLS) Above Not Administered 28 + 40 + Benchmark 17 – 27 28 – 39 Below 8 – 16 15 – 27 Well Below 0 – 7 0 – 14 Acadience Reading Composite Score Above 38 + 156 + 152 + Benchmark 26 – 37 122 – 155 119 – 151 Below 13 – 25 85 – 121 89 – 118 Well Below 0 – 12 0 – 84 0 – 88 *Note. Well Below Benchmark for Fall for a Kindergarten student may indicate minimal access to instruction.

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets First Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Number Identification Fluency (NIF) Above 33 + Not Administered Not Administered Benchmark 27 – 32 Below 16 – 26 Well Below 0 – 15 Next Number Fluency (NNF) Above 14 + Not Administered Not Administered Benchmark 12 – 13 Below 9 – 11 Well Below 0 – 8 Advanced Quantity Discrimination (AQD) Above 13 + 22 + 25 + Benchmark 10 – 12 19 – 21 22 – 24 Below 6 – 9 14 – 18 17 – 21 Well Below 0 – 5 0 – 13 0 – 16 Missing Number Fluency (MNF) Above 6 + 9 + 12 + Benchmark 4 – 5 8 10 – 11 Below 2 – 3 6 – 7 8 – 9 Well Below 0 – 1 0 – 5 0 – 7 Computation (COMP) Above 6 + 14 + 20 + Benchmark 5 11 – 13 17 – 19 Below 3 – 4 7 – 10 11 – 16 Well Below 0 – 2 0 – 6 0 – 10

Above

148 +

53 +

68 +

Benchmark

124 – 147 81 – 123

46 – 52 33 – 45 0 – 32

59 – 67 44 – 58 0 – 43

Acadience Math Composite Score

Below

Well Below

0 – 80

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets First Grade--Literacy Note: NWF = Nonsense Word Fluency Acadience Reading Measure Performance Description Fall Score Winter Score Spring Score Letter Naming Fluency (LNF) Above No Benchmarks Not Administered Not Administered Benchmark Below Well Below Phoneme Segmentation Fluency (PSF) Above 47 + Not Administered Not Administered Benchmark 40 – 46 Below 25 – 39 Well Below 0 – 24 Nonsense Word—Correct Letter Sounds (NWF-CLS) Above 34 + 59 + 81 + Benchmark 27 – 33 43 – 58 58 – 80 Below 18 – 26 33 – 42 47 – 57 Well Below 0 – 17 0 – 32 0 – 46 Nonsense Word—Whole Above 4 + 17 + 25 +

Benchmark

1 – 3

8 – 16 3 – 7 0 – 2 34 + 23 – 33 16 – 22 0 – 15 86% +

13 – 24 6 – 12

Words Read (NWF-WWR)

Below

0

Well Below

N/A

0 – 5 67 +

Above

Oral Reading — Words Read Correctly (ORF-WRC)

Benchmark

47 – 66 32 – 46 0 – 31 97% +

Not Administered

Below

Well Below

Above

Oral Reading— Accuracy (ORF-Accuracy)

Benchmark

78% – 85% 68% – 77% 0% – 67% No Benchmarks

90% – 96% 82% – 89% 0% – 81%

Not Administered

Below

Well Below

Above

17 +

Benchmark

15 – 16 0 – 14

Not Administered

Retell

Below

Well Below

N/A

Above

129 +

177 +

208 +

Benchmark

113 – 128 97 – 112

130 – 176 100 – 129

155 – 207 111 – 154

Acadience Reading Composite Score

Below

Well Below

0 – 96

0 – 99

0 – 110

*Note: NWF = Nonsense Word Fluency

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Second Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 8 + 14 + 19 + Benchmark 6 – 7 11 – 13 15 – 18 Below 3 – 5 8 – 10 10 – 14 Well Below 0 – 2 0 – 7 0 – 9 Concepts and Applications (C&A) Above 18 + 31 + 47 + Benchmark 14 – 17 24 – 30 35 – 46 Below 8 – 13 15 – 23 23 – 34 Well Below 0 – 7 0 – 14 0 – 22

Above

32 +

57 +

86 +

Benchmark

24 – 31 16 – 23 0 – 15

46 – 56 30 – 45 0 – 29

66 – 85 48 – 65 0 – 47

Acadience Math Composite Score

Below

Well Below

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Second Grade--Literacy Acadience Reading Measure Performance Description Fall Score Winter Score Spring Score Nonsense Word—Correct Letter Sounds (NWF-CLS) Above 72 + Not Administered Benchmark 54 – 71 Below 35 – 53 Well Below 0 – 34 Nonsense Word—Whole Above 21 +

Benchmark

13 – 20 6 – 12

Words Read (NWF-WWR)

Not Administered

Below

Well Below

0 – 5 68 +

Above

91 +

104 +

Oral Reading— Words Read Correctly (ORF-WRC)

Benchmark

52 – 67 37 – 51 0 – 36 96% +

72 – 90 55 – 71 0 – 54 99% +

87 – 103 65 – 86

Below

Well Below

0 – 64 99% +

Above

Oral Reading— Accuracy (ORF-Accuracy)

Benchmark

90% – 95% 81% – 89% 0% – 80%

96% – 98% 91% – 95% 0% – 90%

97% – 98% 93% – 96% 0% – 92%

Below

Well Below

Above

25 +

31 +

39 +

Benchmark

16 – 24 8 – 15

21 – 30 13 – 20 0 – 12 256 +

27 – 38 18 – 26 0 – 17 287 +

Retell

Below

Well Below

0 – 7

Above

202 +

Benchmark

141 – 201 109 – 140 0 – 108

190 – 255 145 – 189 0 – 144

238 – 286 180 – 237 0 – 179

Acadience Reading Composite Score

Below

Well Below

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Third Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 15 + 25 + 35 + Benchmark 13 – 14 22 – 24 29 – 34 Below 9 – 12 16 – 21 21 – 28 Well Below 0 – 8 0 – 15 0 – 20 Concepts and Applications (C&A) Above 28 + 50 + 59 + Benchmark 23 – 27 40 – 49 47 – 58 Below 13 – 22 24 – 39 32 – 46 Well Below 0 – 12 0 – 23 0 – 31

Above

56 +

99 +

126 +

Benchmark

49 – 55 33 – 48 0 – 32

83 – 98 57 – 82 0 – 56

101 – 125 74 – 100

Acadience Math Composite Score

Below

Well Below

0 – 73

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Third Grade--Literacy Acadience Reading Measure Performance Description Fall Score Winter Score Spring Score Oral Reading — Words Read Correctly (ORF-WRC) Above 90 + 105 + 118 + Benchmark 70 – 89 86 – 104 100 – 117 Below 55 – 69 68 – 85 80 – 99 Well Below 0 – 54 0 – 67 0 – 79 Oral Reading— Accuracy (ORF-Accuracy) Above 98% + 99% + 99% + Benchmark 95% – 97% 96% – 98% 97% – 98% Below 89% – 94% 92% – 95 % 94% – 96% Well Below 0% – 88% 0 % – 91% 0% – 93%

Above

33 +

40 +

46 +

Benchmark

20 – 32 10 – 19 0 – 9 11 + 8 – 10 5 – 7 0 – 4 289 +

26 – 39 18 – 25 0 – 17 11 – 15 7 – 10 16 +

30 – 45 20 – 29 0 – 19 19 – 22 14 – 18 0 – 13 405 + 23 +

Retell

Below

Well Below

Above

Benchmark

Maze Adjusted Score

Below

Well Below

0 – 6

Above

349 +

Benchmark

220 – 288 180 – 219

285 – 348 235 – 284

330 – 404 280 – 329

Acadience Reading Composite Score

Below

Well Below

0 – 179

0 – 234

0 – 279

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fourth Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 21 + 39 + 58 + Benchmark 17 – 20 31 – 38 46 – 57 Below 12 – 16 21 – 30 33 – 45 Well Below 0 – 11 0 – 20 0 – 32 Concepts and Applications (C&A) Above 44 + 63 + 93 + Benchmark 34 – 43 49 – 62 71 – 92 Below 21 – 33 30 – 48 46 – 70 Well Below 0 – 20 0 – 29 0 – 45

Above

84 +

101 +

150 +

Benchmark

70 – 83 47 – 69 0 – 46

83 – 100 55 – 82

117 – 149 81 – 116

Acadience Math Composite Score

Below

Well Below

0 – 54

0 – 80

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fourth Grade--Literacy Reading Measure Performance Description Fall Score Winter Score Spring Score

Advanced Proficient

Level Not Available Level Not Available Level Not Available Level Not Available

886 +

770 – 885 500 – 769

Reading Inventory (RI)—Lexile Scores

Basic

Below Basic

0 – 499 133 +

Above

104 +

121 +

Oral Reading: Words Read Correctly (ORF-WRC)

Benchmark

90 – 103 70 – 89

103 – 120 79 – 102

115 – 132 95 – 114

Below

Well Below

0 – 69 98% +

0 – 78 99% +

0 – 94

Above

100% +

Oral Reading: Accuracy (ORF-Accuracy)

Benchmark

96% – 97% 93% – 95% 0% – 92%

97% – 98% 94% – 96% 0% – 93%

98% – 99% 95% – 97% 0% – 94%

Below

Well Below

Above

36 +

39 +

46 +

Benchmark

27 – 35 14 – 26 0 – 13 15 – 17 10 – 14 18 +

30 – 38 20 – 29 0 – 19 17 – 19 12 – 16 0 – 11 383 + 20 +

33 – 45 24 – 32 0 – 23 24 – 27 20 – 23 0 – 19 446 + 28 +

Retell

Below

Well Below

Above

Benchmark

Maze Adjusted Score

Below

Well Below

0 – 9

Above

341 +

Benchmark

290 – 340 245 – 289

330 – 382 290 – 329

391 – 445 330 – 390

Acadience Reading Composite Score

Below

Well Below

0 – 244

0 – 289

0 – 329

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fifth Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 32 + 66 + 70 + Benchmark 27 – 31 52 – 65 56 – 69 Below 18 – 26 31 – 51 38 – 55 Well Below 0 – 17 0 – 30 0 – 37 Concepts and Applications (C&A) Above 33 + 53 + 81 + Benchmark 25 – 32 42 – 52 62 – 80 Below 15 – 24 26 – 41 40 – 61 Well Below 0 – 14 0 – 25 0 – 39

Above

65 +

118 +

149 +

Benchmark

53 – 64 35 – 52 0 – 34

93 – 117 63 – 92

116 – 148 79 – 115

Acadience Math Composite Score

Below

Well Below

0 – 62

0 – 78

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fifth Grade--Literacy Reading Measure Performance Description Fall Score Winter Score Spring Score

Advanced Proficient

Level Not Available Level Not Available Level Not Available Level Not Available

981 +

865 – 980 600 – 864

Reading Inventory (RI)—Lexile Scores

Basic

Below Basic

0 – 599 143 +

Above

121 +

133 +

Oral Reading: Words Read Correctly (ORF-WRC)

Benchmark

111 – 120 96 – 110

120 – 132 101 – 119

130 – 142 105 – 129 0 – 104 100% + 97% – 98% 0% – 96% 99%

Below

Well Below

0 – 95 99% +

0 – 100 99% +

Above

Oral Reading: Accuracy (ORF-Accuracy)

Benchmark

98%

98%

Below

95% – 97% 0% – 94%

96% – 97% 0% – 95%

Well Below

Above

40 +

46 +

52 +

Benchmark

33 – 39 22 – 32 0 – 21 18 – 20 12 – 17 0 – 11 386 + 21 +

36 – 45 25 – 35 0 – 24

36 – 51 25 – 35 0 – 24 24 – 27 18 – 23 0 – 17 466 + 28 +

Retell

Below

Well Below

Above

21 +

Benchmark

20

Maze Adjusted Score

Below

13 – 19 0 – 12 411 +

Well Below

Above

Benchmark

357 – 385 258 – 356

372 – 410 310 – 371

415 – 465 340 – 414

Acadience Reading Composite Score

Below

Well Below

0 – 257

0 – 309

0 – 339

CSD Elementary Screening 2022-23

PROGRESS MONITORING AND UTAH LAW What is progress monitoring ? Progress monitoring is “a scientifcally based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.” (National Center on Student Progress Monitoring, 2016). Progress monitoring involves frequent measurement of student performance for the purpose of evaluating a student’s growth toward a targeted objective. Progress monitoring is a powerful formative assessment strategy that has been demonstrated to have a high effect size on student achievement, particularly when data are graphed, shared with students, and decision rules are used to determine when an evidence-based intervention is working for that student or when interventions need to be intensifed. Why progress monitor ? Best practice indicates that students who are signifcantly behind in basic foundational skills, such as reading and math, should receive intensifed instruction accompanied by frequent progress monitoring for the purpose of evaluating a student’s growth toward a targeted objective along with adjusting instruction based on the resulting student data. Progress monitoring makes skill improvement visible to teachers and students alike. Being able to see progress is highly motivating to students. A lack of progress should prompt problem-solving and joint responsibility (student, teachers, and where possible, parents) to fnd a solution. Progress monitoring is essential to determine the effectiveness of intensifed interventions (Tier 2 and Tier 3) within a Multi-Tiered System of Support (MTSS) for identifed students. Who is progress monitored ? Based on Utah state law (SB 127), students who perform below or well below benchmark on curriculum-based measures (e.g., Acadience Reading, Acadience Math) must be progress monitored at the frequency noted below. Ideally, students should be progress monitored using a curriculum-based measure. Once students are consistently performing above benchmark levels, progress monitoring is no longer necessary. Students who perform at grade-level (i.e., meeting benchmarks) should not be progress monitored; screening three times per year is suffcient. Who conducts progress monitoring assessments ? Ideally, the teachers primarily responsible for a given student’s intensive intervention should conduct the progress monitoring. This could be a classroom teacher, a special education teacher, or an intervention specialist with the appropriate training; however, trained instructional assistants and specialized staff who instruct students may also progress monitor students. All progress monitoring data should be entered into the Acadience data management system (acadiencelearning.net) on a weekly basis. To best inform problem solving and decision making, these progress monitoring data should be regularly reviewed by the teachers responsible for a student’s learning, the student, and the parents of that student. It is the combination of all these individuals that makes a collaborative intervention team. When to progress monitor ? Each site will need to identify appropriate times during the school day to progress monitor students (e.g., during skills-based instruction, entrance and exit tasks, etc.). Canyons School District 2022.07.21 USBE Recommended Progress Monitoring Frequency CBMScore Support Level Frequency Well Below Benchmark Core Support + Intensive Support Core Support + Strategic Support Every 1 to 2 weeks Every 2 to 4 weeks Below Benchmark At or Above Benchmark ONLY as necessary NOTE: If students score below or well below on MAZE, progress monitoring should only occur monthly. Core Support

DIAGNOSTIC ASSESSMENT AND UTAH LAW

What is diagnostic assessment ? A diagnostic assessment provides an in-depth assessment of key underlying academic skills that better informs the instructional and intervention needs for individual students who are not performing at grade level in a specifc academic area, such as reading. For example, a diagnostic assessment in reading measures key literacy skills (phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding and encoding skills, and comprehension), to help make informed decisions about the specifc literacy skills that intensifed instruction or intervention should focus on for a particular student. The evidence-based diagnostic assessments in reading that have been approved for use in Canyons School District include the: ● Phonological Awareness Screener for Intervention (PASI), and ● Phonics Screener for Intervention (PSI). The precise information provided by these diagnostic assessments helps inform decision making regarding the instructional needs of struggling learners. Why administer diagnostic assessments ? Diagnostic assessments can help identify why a student may be having diffculty in an academic area, such as reading, and help determine what intensifed instruction or intervention may be needed to support that student’s reading skill development. Who is given a diagnostic assessment ? Based on Utah state law (SB 127), a diagnostic assessment must be administered to all K-3 students who perform below or well below benchmark on Acadience Reading benchmark assessments . Diagnostic assessments may also be administered to students who are behind other students in that grade in acquiring a reading skill or students who lack competency in a reading skill based on a supplemental assessment. Data from diagnostic assessments must be used to provide specifc, focused, and individualized interventions to further support the development of that reading skill. Who conducts diagnostic assessments ? Ideally, the teachers primarily responsible for a given student’s intensive intervention should conduct the diagnostic assessment. This could be a classroom teacher, a special education teacher, or an intervention specialist with the appropriate training. When to conduct diagnostic assessments ? A diagnostic assessment should be administered as soon as a student is identifed as behind in grade level reading skills (as determined by the Acadience Reading benchmark assessment or a supplemental assessment). A diagnostic assessment only needs to be administered once per year when a student is identifed as being below grade level. If a student is not identifed as being below grade level until the mid-year benchmark, a diagnostic assessment can be conducted then.

Canyons School District 2022.07.21

Canyons School District

Instructional Supports Department

Students today spend a significant amount of time viewing and interacting with digital media. One area of concern for many parents is the balance their children have between the virtual and physical world. The plate below is modeled after MyPlate and can be used as a tool to evaluate the balance of digital media in a person's life. Just as we have to make healthy meal choices and enjoy some foods in moderation, we also need to make choices to achieve balance in the digital world (Culatta, 2021). In order to help children learn to self-regulate their digital media use at home, it is important to understand how they are using technology at school. When students are using technology at school, the majority of their time is spent in the active, high learning quadrant. Research overwhelmingly suggests how a device is used in instruction has the greatest potential impacts on students. Therefore, our graphic focuses on the context of technology use rather than the minutes of technology use. SCREEN TIME

Critical Actions for Educators

Critical Actions for Families Use the technology integration checklist to evaluate the effectiveness of digital resources Disclose frequently used digital resources Integrate Digital Citizenship curriculum into classroom instruction Responsible use policy Teacher Professional Development Partner with families to teach balance Talk to children about balance and the value of their digital media use Collaborate as a family to develop a Family Media Agreement tailored to each child Monitor use of digital media

These activities involve critical thinking and are directly correlated to grade level learning objectives and standards. Activities should facilitate a greater depth of understanding through: collaboration, student creativity, and/or adaptable programs that fit the needs of the learner. Active, High Learning Value These activities are directly correlated to grade-level learning objectives and standards and allow for students to read, watch, and absorb information. In this context, there is not an expectation for students to make learning visible. Passive, High Learning Value These activities engage students but may not be tied to grade-level learning objectives and standards. Active, Low Learning Value These activities may involve students reading, watching, and/or absorbing content but may not be tied to grade-level learning objectives and standards. Passive, Low Learning Value

Ensure sleep is not being inhibited by media use Stay current on Pediatric Recommendations

Source: Culatta, R. (2021). Digital for Good: Raising Kids to Thrive in an Online World. Reed Business Education.

Active, High Learning Value

Active, Low Learning Value

Passive, High Learning Value

Passive, Low Learning Value

Students watching a video in Nearpod that pauses to check for student understanding Students collaborating to create a video on Canva

Students watching a short video embedded on Canvas

You are done with your assignment, you can play on your cell phone

Students playing a Halloween Kahoot Game

on cellular respiration.

Students reading a Newsela Article that is adjusted for their reading level

Watching a lenghty video without notes or guiding questions

Flipping through Quizlet Flash cards

Listening to an audio book or podcast without discussion or reflection

Annotating a document

Students playing Wordle

Teacher led Google Slides Presentation

Setting up a fantasy football league for the class

Canyons School District

Instructional Supports Department

HOMEWORK GUIDELINES Elementary Evidence-based Practices for Grading

The overall message of homework research is the right amount of homework that is high quality, provides timely feedback, and is purposeful can be benefcial for learning and too much homework has negative effects on student achievement. (Hattie, 2008) Purpose Homework needs a clear purpose and should be able to be completed without assistance. Homework should focus on the process of learning rather than the fnal result (Schimmer, 2016). Valid purposes for homework include: 1. Practicing a skill or process that students can do independently, but not fuently. 2. Elaborating on information that has been addressed in class to deepen students’ knowledge. 3. Providing opportunities for students to explore topics of their own interest (Vatterott, 2009).

CSD Resources that align to these purposes include: ELA ELA CSD Reading Corner Leveled Readers in the McGraw-Hill platform found in Clever Nightly reading student motivational and high interest books Computer assisted learning (Lexia, iReady, Amira)

Math

enVision 2020 Online Practice Buddy Adaptive Homework & Practice Powered by Knewton Computer assisted learning, (ST Math, iReady, Dreambox)

Key Findings of Homework Research ● Homework provides formative data for teachers and learners when it becomes a tool for continuing the learning the next day (Erkens, 2016). ● “Homework is most effective when it covers material already taught. Material that was taught the same day is not as effective as an assignment given to review and reinforce skills learned previously” (AFT, 2006) ● “Homework is also most effective when it is used to reinforce skills learned in previous weeks or months” (AFT, 2006). This will provide additional reinforcement to build automaticity in the concept being practiced. Time and Communication ● Shorter, more frequent homework is better than longer assignments given infrequently (Vatterott, 2009). ● Homework should be time-based. This means students should be given a specifc amount of time to complete it and stop when that time is up. The general rule of thumb in elementary is 10 minutes per grade level (Cooper, 2001). ● Parents should be made aware of the purpose of the homework assignments, the length of time the student should spend, and the expectations. Parents should feel free to call a halt to homework assignments if their child is getting frustrated, spending an inordinate amount of time on homework, or obviously doesn’t understand what to do. Sending a note or an email to the teacher is entirely appropriate and teachers should respond positively. It is important to note, research indicates that homework has little or no effect on student achievement at the elementary level. Additionally, homework can create inequality with student access to content, and add signifcant stress to families and students who need the most support. Be sure to use best practices by assigning the right amount of homework that is high quality, provides timely feedback and is purposeful.

Thrive Time Recommended Scope and Sequence: Elementary This is the recommended scope and sequence for teaching the Thrive Time lessons. However, schools may modify this schedule to best meet the needs of their students and community. The expectation is that all lessons will be taught, even if the teaching schedule is modified. To access a digital version of the lessons for that unit and grade level, click on the appropriate grade in first row of each unit, and it will link to the lessons for that unit/grade level.

Thrive Time Introductions August 19 - September 8

1st

2nd

3rd

4th

5th

August 19-25 First Week of School - Teach Classroom Routines and Procedures August 26-September 2 Teach and Reteach Expectations and Procedures for Morning Meeting/Circles Do Morning Meeting/Circles focused on “Getting to Know You” September 3-8 Teach and Reteach Expectations and Procedures for Morning Meeting/Circles Do Morning Meeting/Circles focused on “Getting to Know You”

PBIS/Get to KnowYou

Unit 1: Respecting Myself and Others September 9-October 16

Lesson

1st

2nd

3rd

4th

5th

September 9-15

R1

Respecting Myself, Others, and My Community

Learning from Mistakes

Cooperating with Others

Meeting New People

Positive Friendships

September 16-22

R2

Choosing Happiness

Respectful Communication

Being a Good Friend!

Positive Conversations

Conversations

September 23-29

R3

Managing Disappointment

Receiving Feedback Respectfully

Compliments and Encouraging Words

Disagree Respectfully

Respect vs. Disrespect

September 30-October 6

R4

Teamwork and Building Positive Relationships

Supportive Relationships

Communicating with Respect

Working Together

Problem Solving

October 7-16 Lessons from Common Sense Education

R5 Digital Citizenship

Meet the Heart of the Digital Citizens!

Who is in Your Online Community?

Our Digital Citizenship Pledge

Gaming with Positivity

Dealing with Digital Drama

Bonus Lessons: None

Unit 2: Building Resilience October 22-November 26

Lesson

1st

2nd

3rd

4th

5th

October 22-27

BR1

Listening and Avoiding Distractions

Feelings Have Names

Emotion Vocabulary

What’s the Emotion?

Basic and Complex Emotions

October 28-November 3

BR2

Understanding My Basic and Complex Emotions

WeHave Feelings

Identifying Emotions

Using Self-Talk How Do I Feel?

November 4-10

BR3

Reading Facial Expressions

Coping with Big Emotions

Effective Coping Strategies

The Brain’s Involvement in Emotions

Staying Calm

November 11-17

BR4

CalmDown Techniques for Big Emotions

Managing Test Anxiety

Belly Breath

Positive Self-Talk

Coping Skills

November 18-26 Lessons from Common Sense Education

BR5 Digital Citizenship

Meet the Arms of Digital Citizen!

My Feelings WhenUsing Technology

Our Responsibilities Online

MyMedia Choices

Finding My Media Balance

Bonus Lessons: 1st Grade Naming Feelings

Unit 3: Making Responsible Decisions December 2-January 20

Lesson

1st

2nd

3rd

4th

5th

December 2-8

RD1

The Importance of Rules

How toBe Responsible

Responsibility at School

What If Everyone Did That?

The Importance of Being Responsible

December 9-15

RD2

Making Decisions

Stop to Move Forward!

Problem Solving, Part 1

Finding a Solution

Stop, Think, Act

December 16-20

RD3

Stop, Think, Act

Say the Problem Without Blame

Brainstorming Solutions

Problem Solving Part 2

Being Patient

January 6-12

RD4

Accepting Responsibility and Integrity

Listening Without Interrupting

Identify Our Triggers

Consequences and Solutions

Problem Solving

January 13-20 Lessons from Common Sense Education

RD5 Digital Citizenship

Meet the Feet of the Digital Citizen!

Digital Trails

This isMe

Our Online Tracks Digital Friendships

Bonus Lessons: 4th Grade Ready, Plan, Action!

Unit 4: Resolving Conflict January 21-February 23

Lesson

1st

2nd

3rd

4th

5th

January 21-26

RC1

Conflicts Come in Different Sizes

SizingUpa Conflict

Causes and Consequences of Conflict

Recognizing Our Emotions

Conflict

January 27-February 2

RC2

Understanding Different Perspectives

Communicating My Feelings

Consequences of Conflict

Conflict Cause andEffect

Flexible Thinking Strategies

February 3-9

RC3

Finding Solutions to Conflicts

Talk It Out and Apologize

Strategies to Resolve Conflict

Communicating to Resolve Conflict

“I Feel” Messages

February 10-17

RC4

Using Coping Skills for Big Feelings

Reviewing and Practicing Conflict Resolution Skills

Others’ Perspectives

Compromising Flexible Thinking

February 18-23 Lessons from Common Sense Education

RC5 Digital Citizenship

Meet the Legs of the Digital Citizens!

Standing Up to Online Meaness

The Words We Choose

What is Cyberbullying?

Be a Upstander

Bonus Lessons: 1st Grade Resolving Conflicts Review

Unit 5: Setting Goals for Personal Growth February 24-April 13

Lesson

1st

2nd

3rd

4th

5th

February 24-March 2

G1

Learning to Focus When Distractions Occur

I am a Confident Superstar

Strengths and Growth Areas

The Importance of Growth Mindset

Ignoring Distractions

March3-9

G2

Setting and Accomplishing a Goal

Qualities of a GoodGoal

What is a SMART Goal?

Exploring Skills I Want to Learn

Flexible Thinking

March 10-16

G3

Planning for Problem Solving

Positive Self-Talk

Setting Academic and Personal Goals

The 5 Steps of SMART Goals

Writing a Goal

March 17-24

G4

Persistence Through Positive Self-Talk

I Can Choose How to React

Growth Mindset vs. Fixed Mindset

Using a Growth Mindset

Monitoring a Goal

March 25-April 13 Lessons from Common Sense Education

G5 Digital Citizenship

Meet the Head of the Digital Citizens!

Let’sGive Credit!

IsSeeing Believing?

A Creator’s Rights and Responsibilities

Reading News Online

Bonus Lessons: 1st Grade Staying Focused

Unit 6: Understanding Our Community April 14-May 18

Lesson

1st

2nd

3rd

4th

5th

April 14-20

C1

Belonging to a Community

Treating Others with Respect

Respecting Culture andValues

Different Backgrounds

Respect

April 21-27

C2

Recognizing Strengths in Myself andOthers

Understanding Other’s Feelings

Identifying Strengths

Self-Respect

Working Together

April 28-May 4

C3

What is Empathy?

Empathizing with Others

Respecting Others’ Opinions

Verbal and Nonverbal Cues

Empathy in Action

May5-11

C4

Identifying Trusted Adults in the Community

Being Kind to Others

Showing Empathy toOthers

What’s Your Perspective?

Respond with Respect

May12-18 Lessons from Common Sense Education

C5 Digital Citizenship

Meet the Guts of the Digital Citizens!

Private and Personal Information

Password Power-Up

YouWon’t Believe This!

That’s Private!

Bonus Lessons: 1st Grade What Is Culture?

Instructional Guide 2024-2025

English Language Arts

What’s New and Updated in Elementary ELA

What’sNew This section contains a listing of pages in the map that are new this year. Link Description

ELA Resources Routines are embedded with a visual to links outside the grade-level guide.

Core Guides Added to the resources page and standards page for USBE explanation, vertical alignment and clarity of the ELA standards.

All Things Acadience

ALO jumpage for training and supports to help with training and reading reports.

What’s Updated This section contains a listing of pages in the page that have received substantial content updates for this year. Link Description

Scope and Sequence

Dates and Pacing is aligned to new calendars

Software

24-25 Policy changes and highlights

Writing Rubrics

Updates to the rubrics to align to Wonders and Utah Core

Digital Text Resources

Vetted to maintain a free account version, teachers responsible as a selected resource for content.

General Instructions

Pacing, Units, Essential Questions, Vocabulary, Assessment, Special Education Curricular Coherence & Homework

Pacing

The ELA Instructional Guide provides guidance for planning instruction using the Utah Core Standards and 95% Phonics Core Program coupled with the Wonders. Following the scope and sequence, contained in this document, will allow students to access ALL core standards by the end of the year. Units There are six units that are to be covered over the course of the school year. Each unit represents 25 days of lessons to be completed within 30 flexible teaching days.

Essential Question

These questions provide an anchor theme for the text set. Students use the question to add to a concept map using the knowledge gained from reading each text. Where aligned, interdisciplinary connections have been suggested for Social Studies standards.

Vocabulary

The essential vocabulary words for the text set and theme are listed within each scope and sequence. Vocabulary is a predictive indicator of comprehension and should be taught explicitly for the unit with incidental vocabulary taught within the learning,

Assessment

Assessment options include student observation, progress monitoring, reading response writing, key language uses and unit competencies. Ready-made online assessments are available on the McGraw-Hill platform. A shared drive google folder for each grade level with writing supports are available for each teacher.

Special Education Curricular Coherence

The 95% Phonics Lesson Library (PLL) and the Wonderworks programs will be used for students accessing specialized instruction. These programs align with the general education classroom programs. Therefore, giving special education teachers the opportunity to intensify the instruction happening in the general education classroom.

Homework

Developing independent reading skills and language arts skills should occur while the teacher is available to support and scaffold the learning and correct student errors. Work that is sent home for students to complete should consist of concepts and skills that have been taught in class, been practiced, and the student can do independently. Homework should be used to build automaticity of skills already acquired and not for development of new skills without instruction. For suggestions of reading support at home, use the CSD Reading Corner . Additional resources can be found in the synced school to home connection synced within Wonders.

Canyons School District

Instructional Supports Department

Reading Software

Reading Software programs can be utilized by students as a practice station during the ELA skill-based instruction time. Programs should be used for intervention and support and not be used during core instruction time. Students identified as below-benchmark, or well below- benchmark on Acadience Fall testing may benefit from utilizing one of the identified programs as part of a targeted intervention plan . A student can be exited from a program by meeting grade level benchmark expectations. Each LEA agrees to the following conditions of participation in the EISP: The LEA agrees to implement the software with fidelity. Fidelity is defned by the vendor with the following recommendations:

Critical Actions for Educators --------------------------- ● Select the software intervention program to be used. ● Identify students that may beneft from use of the program. ● Identify a time for students to participate. ● Support students with program access. ● Monitor student progress. ● Use program data to evaluate student progress. ● Adjust instruction and software usage minutes as necessary.

Amira Videos : Demo Videos/Explore Amira

Overview: Amira stems from decades of research and development and is the first program of its kind to support all five pillars of Reading. Amira listens while a student reads out loud to assess and report on students’ skills across these key pillars of reading and enables oral reading practice. Amira delivers micro-interventions in these categories: phonological awareness; decoding; sight recognition; logic, literacy knowledge and language structures; and knowledge building. Each micro-intervention is a “scaffold” that supports the early reader in mastering foundational reading skills. Fidelity recommendations: Amira suggests that students will significantly accelerate their reading growth by practicing with Amira for 30-60 minutes total per week. This amounts to about 2-3 sessions per week. If you want to have students read with Amira every day, we suggest about 1-3 stories per day. On average, stories take 4-7 minutes to complete; however, story lengths and student speeds will vary. Families, teachers, and students can monitor if 2 stories per day yield about 30-60 minutes per week

Canyons School District

Instructional Supports Department

(our usage recommendation) and adapt expectations accordingly. As students complete stories, Amira will level the following stories presented to match performance. Students must read the entire story in order for the system to save and leveling to occur. Due to this, we recommend that teachers and students aim for a set number of stories each time a child logs in.

Website

Lexia Core5 Reading Lexia for Utah Landing Page Overview Lexiao ff ers each grantee school student licenses for K-3 students research-proven, blended learning program that accelerates the development of fundamental literacy skills for students of all abilities in grades pre-K-5. Core5 provides explicit, systematic instruction through personalized learning paths. Core5 adapts to target skill gaps and equips teachers with the data and instructional resources they need to personalize instruction for every student. Assessment Without Testing® provides ongoing, actionable data to help teachers prioritize and plan o ffl ine instruction. The online student dashboard encourages students to take ownership of their learning. Fidelity recommendations: ● A student should use Core5 20 weeks or more across a school year. ● Of the weeks a student uses Core5, a student should meet her usage targets at least 50% of the weeks of use. ● Depending upon a student’s Performance Predictor, a student is assigned a recommended usage target, in minutes. Note that once a student achieves their grade level benchmark in Core5, their weekly target is set to N/A minutes. See detailed description in the table below. as well as a Core5 School Success Partnership. Lexia Core5® Reading® is an evidenced based,