1. Teaching with ContentTeaching with Content
Standards and Grade LevelStandards and Grade Level
ExpectationsExpectations
COMMONWEALTH OF PUERTO RICOCOMMONWEALTH OF PUERTO RICO
DEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION
ENGLISH PROGRAMENGLISH PROGRAM

3. Constructing a LearnerConstructing a Learner
 What is your goal for the end of the school yearWhat is your goal for the end of the school year
for every student?for every student?
 What is your aspiration for every student?What is your aspiration for every student?
 Why did you decide to become a teacher?Why did you decide to become a teacher?
 What are the most important tools a teacher canWhat are the most important tools a teacher can
use when teaching students?use when teaching students?

4. Training ObjectivesTraining Objectives
 Present the Content Standards and GradePresent the Content Standards and Grade
Level Expectations of the English ProgramLevel Expectations of the English Program
 Provide Professional DevelopmentProvide Professional Development
 Ensure Implementation of the DocumentEnsure Implementation of the Document
 Align PPAA 2009 Items to ContentAlign PPAA 2009 Items to Content
Standards and Grade LevelStandards and Grade Level
ExpectationsExpectations
 Guarantee academicGuarantee academic
achievement for every studentachievement for every student

5. IntroductionIntroduction
 Standards and Grade Level ExpectationsStandards and Grade Level Expectations
 Balanced LiteracyBalanced Literacy
 Lesson PlanningLesson Planning
 Academic AchievementAcademic Achievement
 Vertical and Horizontal AlignmentVertical and Horizontal Alignment

6. Your English Program’sYour English Program’s
TimelineTimeline
The
Teaching of
English as a
Second
Language
1st
Standards
Document
2nd
Standards
Document
Norman
Webb
Study
Concept of
Expectations
New
Document
1948-49 1996 2000 2005 2006 2007
Implementation
2008

7. Our VisionOur Vision
 Creative, reflexive, and critical English speakersCreative, reflexive, and critical English speakers
 Committed to the first language and to his/herCommitted to the first language and to his/her
cultureculture
 Well-developed sense of solidarity, respect, andWell-developed sense of solidarity, respect, and
appreciation to other people and other culturesappreciation to other people and other cultures..

8. The MissionThe Mission
 To achieve effective studentTo achieve effective student
communication in the English languagecommunication in the English language
 To encourage the student to be a critical andTo encourage the student to be a critical and
creative thinkercreative thinker
 To communicate both verbally and in writingTo communicate both verbally and in writing
 To interact with the high expectations andTo interact with the high expectations and
demands of a society immersed in globaldemands of a society immersed in global
interaction and collaboration.interaction and collaboration.

9. Documents to KnowDocuments to Know
 Ley 149:Ley 149: Ley OrgLey Orgánica del Departamento de Educaciónánica del Departamento de Educación
 Ley 107-110:Ley 107-110: No Child Left Behind ActNo Child Left Behind Act
 CC-9-02-03:CC-9-02-03: Evidencia del Proceso de Planificación enEvidencia del Proceso de Planificación en
la Sala dela Sala de ClasesClases
 Marco Currricular, 2003Marco Currricular, 2003
 CC-1-06-07:CC-1-06-07: Normas y Procedimientos para laNormas y Procedimientos para la
Evaluación delEvaluación del AprovechamientoAprovechamiento
Académico y la PromociAcadémico y la Promociónón de losde los
Estudiantes del Sistema Escolar PúblicoEstudiantes del Sistema Escolar Público
PuertorriqueñoPuertorriqueño
 CC-4-07-08:CC-4-07-08: Política Pública Sobre El ContenidoPolítica Pública Sobre El Contenido
Curricular delCurricular del Programa de InglésPrograma de Inglés
Para Todas las Escuelas PúblicasPara Todas las Escuelas Públicas
Elementales, Intermedias y SuperioresElementales, Intermedias y Superiores
 CC (In Progress): Estándares de Contenido yCC (In Progress): Estándares de Contenido y
Expectativas de GradoExpectativas de Grado
 Grade Level Expectations, 2007Grade Level Expectations, 2007

10. Resources & ContactsResources & Contacts
 www.de.gobierno.prwww.de.gobierno.pr
 DE 787.759.2000DE 787.759.2000
 Prof. Mercedes RamosProf. Mercedes Ramos
English Zone Supervisor San Juan IIIEnglish Zone Supervisor San Juan III
939-644-1710939-644-1710
787-756-5474 765-4405787-756-5474 765-4405
Fax: 787- 751-4771Fax: 787- 751-4771
Email:Email: prmeche@gmail.comprmeche@gmail.com
ramoshm@de.gobierno.prramoshm@de.gobierno.pr
mechepr@onelinkpr.netmechepr@onelinkpr.net

11. Learning Focused GoalsLearning Focused Goals
 Standard – DrivenStandard – Driven
 Student – CenteredStudent – Centered
 Literacy FocusedLiteracy Focused
 Relationship, Relevance, RigorRelationship, Relevance, Rigor
 AchievementAchievement

12. Arrow It!Arrow It!
Vertical and Horizontal
Alignment

13. Content Standard #1Content Standard #1
Listening/SpeakingListening/Speaking
The student uses the English language to interpretThe student uses the English language to interpret
oral input, construct meaning, interact withoral input, construct meaning, interact with
confidence both verbally and nonverbally, andconfidence both verbally and nonverbally, and
express ideas effectively in a variety of personal,express ideas effectively in a variety of personal,
social, and academic contexts.social, and academic contexts.

14. Content Standard #1: Listening /Content Standard #1: Listening /
SpeakingSpeaking
DescriptionDescription
 Communication as a processCommunication as a process
 ListeningListening
 SpeakingSpeaking
FocusFocus
 Elementary: Phonemic Awareness / Aural DiscriminationElementary: Phonemic Awareness / Aural Discrimination
 Intermediate: Comprehension / Vocabulary DevelopmentIntermediate: Comprehension / Vocabulary Development
UnderstandingUnderstanding
 High School: Transfer Learned ConceptsHigh School: Transfer Learned Concepts

15. K.1 Listens and responds to basic
commands, instructions, and
routine questions during story
time using expressions to
demonstrate engagement.
K.2 Demonstrates the development
of early phonemic awareness
and the alphabetic principle
when participating in listening
and speaking activities.
K.3 Uses basic vocabulary to identify
familiar concepts related to self,
family, and to interact with
peers.
K.4 Offers and responds to greetings
and farewells using appropriate
courtesy expressions.
K.5 Uses both verbal and nonverbal
forms of communication to
express feelings and needs;
reacts to pictures and simple
language cues after listening to
read alouds.
1.1 Listens and responds to basic
commands, instructions, and
routine questions during story
time using expressions to
demonstrate engagement.
1.2 Develops and demonstrates
phonemic awareness and
auditory discrimination to
identify distinctive sounds.
1.3 Uses basic vocabulary and
language patterns to identify
and describe familiar concepts
related to self, to family, and
to interact with peers.
1.4 Offers and responds to
greetings and farewells using
the appropriate courtesy
expressions.
1.5 Uses both verbal and
nonverbal forms of
communication to express
feelings, needs, experiences,
and reacts to pictures and
simple language cues after
listening to read alouds.
2.1 Listens and responds to simple
commands, instructions, and
statements, and is able to
answer the 5-W Questions
(who, what, when, where, and
why) during story time using
expressions to demonstrate
engagement.
2.2 Applies phonemic awareness
and auditory discrimination to
identify distinctive sounds.
2.3 Uses appropriate vocabulary
and language patterns to
identify, describe, and classify
familiar concepts related to self,
family, and environment, and to
interact with peers.
2.4 Demonstrates verbal and
nonverbal forms of greetings,
farewells, and introductions
using the appropriate courtesy
expressions in simple
sentences.
2.5 Expresses feelings, needs,
ideas, and experiences;
discusses learned concepts from
content area or class readings
using acquired language.
Listening/Speaking

16. 2.1 Listens and responds to
simple commands,
instructions, and statements,
and is able to answer the 5-W
Questions (who, what, when,
where, and why) during story
time using expressions to
demonstrate engagement.
2.2 Applies phonemic awareness
and auditory discrimination to
identify distinctive sounds.
2.3 Uses appropriate vocabulary
and language patterns to
identify, describe, and classify
familiar concepts related to
self, family, and environment,
and to interact with peers.
2.4 Demonstrates verbal and
nonverbal forms of greetings,
farewells, and introductions
using the appropriate courtesy
expressions in simple
sentences.
2.5 Expresses feelings, needs,
ideas, and experiences;
discusses learned concepts
from content area or class
readings using acquired
language.
3.1 Listens carefully during a read aloud
from a variety of narrative texts to
comprehend and identify the main
character and setting.
3.2 Applies phonemic awareness and
auditory discrimination and
distinguishes between singular /
plural forms as well as past /present
tense of regular verbs.
3.3 Listens and responds to, gives
commands, provides both
instructions and directions; shares
answers and formulates the 5-W
Questions (who, what, when, where,
and why).
3.4 Uses and applies appropriate
language structure with formal and
informal expressions to identify,
describe, and classify familiar
concepts in relation to personal
experiences, preferences, interests,
and environment.
3.5 Identifies and states the main idea or
topic of an oral message or class
reading from a variety of simple
informational texts and uses
transitions to tell and retell a story
using acquired vocabulary and
appropriate language structure to
personal experiences.
4.1 Listens and responds during a
read aloud from a variety of
narrative texts to comprehend
and identify main character
and setting.
4.2 Recognizes simple
homophones and figurative
language.
4.3 Listens and responds to
complex instructions,
complete statements, and
answers and formulates the 5
W-Questions as well as how
questions (who, what, when,
where, why, and how) in
formal and informal
discussions.
4.4 Applies correct language
patterns to organize events
from read alouds of narrative
texts.
4.5 Identifies, states, and
paraphrases the main idea or
topic and important details
from learned concepts or read
alouds of a variety of simple
informational texts; uses
transitions to tell, retell, and
explain a story using acquired
vocabulary and appropriate
language structure.
Listening/Speaking

17. 4.1 Listens and responds during a read
aloud from a variety of narrative
texts to comprehend and identify
main character and setting.
4.2 Recognizes simple homophones
and figurative language.
4.3 Listens and responds to complex
instructions, complete statements,
and answers and formulates the 5
W-Questions as well as how
questions (who, what, when,
where, why, and how) in formal
and informal discussions.
4.4 Applies correct language patterns
to organize events from read
alouds of narrative texts.
4.5 Identifies, states, and paraphrases
the main idea or topic and
important details from learned
concepts or read alouds of a
variety of simple informational
texts; uses transitions to tell, retell,
and explain a story using acquired
vocabulary and appropriate
language structure.
5.1 Listens and responds during a read
aloud from a variety of narrative
texts to comprehend, identify, and
describe characters and setting.
5.2 Identifies and uses homophones
and recognizes figurative
language.
5.3 Listens, responds to, and analyzes
complex instructions; expresses
self using complete sentences;
answers and formulates both
closed and open-ended questions
in both formal and informal
scenarios.
5.4 Applies correct language patterns
to organize events from read
alouds in a variety of narrative
texts.
5.5 Identifies, states, and paraphrases
the main idea or topic and
important details from learned
concepts or read alouds of a
variety of simple informational
texts; uses transitions to tell, retell,
and explain a story using acquired
vocabulary and appropriate
language structure.
6.1 Listens and responds during a
read aloud from a variety of
fiction and text styles to
comprehend, identify and relate
to character and setting.
6.2 Distinguishes between
homophones and identifies
figurative language.
6.3 Listens, responds to, and
analyzes complex instructions
and statements; applies
instructions and directions;
answers and formulates both
closed and open-ended
questions in a variety of
scenarios.
6.4 Applies correct language
patterns to identify and
organize events in a variety of
narrative texts and text styles.
6.5 States the main idea or topic
and important details from
learned concepts or read alouds
of a variety of expository texts;
applies understanding to
summarize the text using
acquired vocabulary and
appropriate language structure.
Listening/Speaking

18. 6.1 Listens and responds during a
read aloud from a variety of
fiction and text styles to
comprehend, identify and
relate to character and
setting.
6.2 Distinguishes between
homophones and identifies
figurative language.
6.3 Listens, responds to, and
analyzes complex
instructions and statements;
applies instructions and
directions; answers and
formulates both closed and
open-ended questions in a
variety of scenarios.
6.4 Applies correct language
patterns to identify and
organize events in a variety
of narrative texts and text
styles.
6.5 States the main idea or topic
and important details from
learned concepts or read
alouds of a variety of
expository texts; applies
understanding to summarize
the text using acquired
vocabulary and appropriate
language structure.
7.1 Listens and responds during a
read aloud from a variety of
fiction and nonfiction to
comprehend, generalize,
relate to character and setting,
and make connections to text.
7.2 Listens, responds to, and
analyzes complex instructions
and statements; applies and
clarifies instructions and
directions; answers and
formulates closed and open-
ended questions.
7.3 Uses appropriate language
structure to problem solve and
to explain a process; interacts
in discussions and
presentations.
7.4 Applies correct language
patterns to organize events in
a variety of narrative texts and
identifies problem and
solution within presented
literature.
7.5 Explains the main idea or
topic; identifies important
details from learned concepts
or read alouds in a variety of
expository texts; applies
sequence of events to
summarize.
8.1 Listens and responds during a read
aloud from a variety of fiction and
nonfiction to comprehend, generalize,
relate to character and setting, identify
tone, voice, and mood; makes
connections to text.
8.2 Listens, responds to, analyzes, gives,
and discusses complex instructions,
statements, and directions; answers and
formulates closed and open-ended
questions.
8.3 Uses appropriate language structure to
interact in discussions and
presentations, to problem solve, explain
a process, and express opinions
integrating comparison and contrast
statements to interact in discussions
and presentations.
8.4 Applies a variety of language patterns
and structures to explain texts, discuss
topics and themes, express thought on
plot development, identify problem and
solution, as well as make predictions,
inferences, and draw conclusions from
listening to a variety of texts and
multimedia sources.
8.5 Explains the main idea or topic and
important details from learned concepts
or read alouds of a variety of expository
texts, and applies sequence of events to
clarify, discuss, and summarize a topic
from a variety of texts.
Listening/Speaking

19. 8.1 Listens and responds during a read aloud from a
variety of fiction and nonfiction to comprehend,
generalize, relate to character and setting, identify
tone, voice, and mood; makes connections to text.
8.2 Listens, responds to, analyzes, gives, and discusses
complex instructions, statements, and directions;
answers and formulates closed and open-ended
questions.
8.3 Uses appropriate language structure to interact in
discussions and presentations, to problem solve,
explain a process, and express opinions integrating
comparison and contrast statements to interact in
discussions and presentations.
8.4 Applies a variety of language patterns and
structures to explain texts, discuss topics and
themes, express thought on plot development,
identify problem and solution, as well as make
predictions, inferences, and draw conclusions from
listening to a variety of texts and multimedia
sources.
8.5 Explains the main idea or topic and important
details from learned concepts or read alouds of a
variety of expository texts, and applies sequence of
events to clarify, discuss, and summarize a topic
from a variety of texts.
9.1 Listens and responds to a read aloud from a variety of
fiction and nonfiction to analyze character development
and setting, to determine tone, voice, and mood, and to
make connections to the text.
9.2 Listens and responds to, analyzes, gives, and
discusses complex instructions; constructs complex
sentences and statements to explain, describe, support,
and discuss information; answers and formulates closed
and open-ended questions.
9.3 Uses appropriate language structures to problem
solve, explain a process, and express opinions integrating
comparison and contrast statements; analyzes
presentations.
9.4 Uses a variety of language patterns and structures to
explain text, discuss topics and themes; expresses
thoughts and opinions to analyze plot, problem and
solution, as well as make predictions and inferences, and
draw conclusions from listening to a variety of texts and
multimedia sources.
9.5 Explains the main idea or topic and important details
from learned concepts or readings of a variety of
expository texts; applies sequence of events to discuss and
summarize text; compares and contrasts topics from a
variety of texts.
Listening/Speaking

20. 10.1 Listens and responds during a read aloud,
presentation, or performance from a variety of literature,
periods, genres, and styles to analyze character
development, setting, tone, voice, and mood; makes
connections to the text.
10.2 Listens and responds to analyze, organize, explain,
describe, support, and discuss information; answers and
formulates closed and open-ended questions.
10.3 Uses appropriate language structure to state
opinions in discussions and presentations, to problem
solve, and to explain a process integrating comparison
and contrast statements.
10.4 Expresses thoughts and opinions to discuss current
events, concepts, themes, characters, plot, and conflict
and resolution; makes predictions and inferences, as
well as draws conclusions from listening to a variety of
texts, performances, and multimedia sources.
10.5 Explains the main idea or topic and important
details from learned concepts or readings, and
summarizes, analyzes, and compares and contrasts a
topic from a variety of text using appropriate language
structure.
9.1 Listens and responds to a read aloud from a variety
of fiction and nonfiction to analyze character
development and setting, to determine tone, voice, and
mood, and to make connections to the text.
9.2 Listens and responds to, analyzes, gives, and
discusses complex instructions; constructs complex
sentences and statements to explain, describe, support,
and discuss information; answers and formulates closed
and open-ended questions.
9.3 Uses appropriate language structures to problem
solve, explain a process, and express opinions
integrating comparison and contrast statements; analyzes
presentations.
9.4 Uses a variety of language patterns and structures to
explain text, discuss topics and themes; expresses
thoughts and opinions to analyze plot, problem and
solution, as well as make predictions and inferences, and
draw conclusions from listening to a variety of texts and
multimedia sources.
9.5 Explains the main idea or topic and important details
from learned concepts or readings of a variety of
expository texts; applies sequence of events to discuss
and summarize text; compares and contrasts topics from
a variety of texts.
Listening/Speaking

21. 10.1 Listens and responds during a read aloud,
presentation, or performance from a variety of literature,
periods, genres, and styles to analyze character
development, setting, tone, voice, and mood; makes
connections to the text.
10.2 Listens and responds to analyze, organize, explain,
describe, support, and discuss information; answers and
formulates closed and open-ended questions.
10.3 Uses appropriate language structure to state opinions
in discussions and presentations, to problem solve, and to
explain a process integrating comparison and contrast
statements.
10.4 Expresses thoughts and opinions to discuss current
events, concepts, themes, characters, plot, and conflict and
resolution; makes predictions and inferences, as well as
draws conclusions from listening to a variety of texts,
performances, and multimedia sources.
10.5 Explains the main idea or topic and important
details from learned concepts or readings, and
summarizes, analyzes, and compares and contrasts a topic
from a variety of text using appropriate language
structure.
11.1 Listens and responds during a read aloud, presentation, or
performance from a variety of literature, periods, genres, and
styles to analyze character development and setting, and to
distinguish the characteristics of tone, voice, and mood; makes
connections to text.
11.2 Listens and responds to synthesize, explain, describe,
support, and discuss information; answers and formulates closed
and open-ended questions.
11.3 Uses appropriate language structure to analyze and state
opinions in discussions and presentations, to problem solve, and
to explain a process integrating comparison and contrast
statements.
11.4 Expresses thoughts and opinions to discuss current events,
concepts, themes, characters, plot, and conflict resolution; makes
predictions and inferences, as well as draws conclusions from
listening to a variety of texts, performances, and multimedia
sources; listens to sort and prioritize information.
11.5 Analyzes the main idea or topic and important details from
learned concepts or readings from a variety of persuasive texts;
summarizes, explains, clarifies, and discusses effectiveness of
text, performance, speech, or literature.
Listening/Speaking

22. 11.1 Listens and responds during a read aloud, presentation,
or performance from a variety of literature, periods, genres,
and styles to analyze character development and setting, and
to distinguish the characteristics of tone, voice, and mood;
makes connections to text.
11.2 Listens and responds to synthesize, explain, describe,
support, and discuss information; answers and formulates
closed and open-ended questions.
11.3 Uses appropriate language structure to analyze and
state opinions in discussions and presentations, to problem
solve, and to explain a process integrating comparison and
contrast statements.
11.4 Expresses thoughts and opinions to discuss current
events, concepts, themes, characters, plot, and conflict
resolution; makes predictions and inferences, as well as
draws conclusions from listening to a variety of texts,
performances, and multimedia sources; listens to sort and
prioritize information.
11.5 Analyzes the main idea or topic and important details
from learned concepts or readings from a variety of
persuasive texts; summarizes, explains, clarifies, and
discusses effectiveness of text, performance, speech, or
literature.
12.1 Listens carefully during a read aloud, presentation, or
performance from a variety of literature, periods, genres, and
styles to interpret and analyze character development,
dialogue, and setting; makes connections to text; evaluates
tone, voice, and mood.
12.2 Listens and responds to synthesize, explain, describe,
analyze, justify, and debate information; answers and
formulates closed and open-ended questions.
12.3 Uses appropriate language structure to analyze and
evaluate issues, to problem solve, to explain a process, and to
express opinions integrating comparison and contrast
statements.
12.4 Expresses thoughts and opinions to evaluate text, debate
current events, concepts, and literary elements; makes
predictions and inferences, as well as draw conclusions from
listening to a variety of texts, performances, and multimedia
sources; listens to sort and prioritize information.
12.5 Analyzes and explains the main idea or topic and
important details from learned concepts or readings from a
variety of persuasive texts; summarizes, evaluates, and judges
effectiveness of the text, performance, speech, or literature.
Listening/Speaking

23. Under Construction: Life-LongUnder Construction: Life-Long
LearnersLearners
Learning Focused ObjectivesLearning Focused Objectives
 To practice reading expectations toTo practice reading expectations to
understand the horizontal alignment.understand the horizontal alignment.
 To develop a mental model of rigor.To develop a mental model of rigor.
 To begin to practice using grade levelTo begin to practice using grade level
expectations for standards-based planningexpectations for standards-based planning
and instruction.and instruction.

24. Hard Hat AreaHard Hat Area
1. Take a copy of the Content Standards and1. Take a copy of the Content Standards and
Grade Level Expectations that apply to yourGrade Level Expectations that apply to your
current teaching assignment.current teaching assignment.
2. Go through and circle all of the verbs.2. Go through and circle all of the verbs.
3. Consider whether the standards are oriented3. Consider whether the standards are oriented
primarily toward lower-level thinking skills andprimarily toward lower-level thinking skills and
information retrieval or higher-level skillsinformation retrieval or higher-level skills
4. Now map the verbs you circled onto Bloom’s4. Now map the verbs you circled onto Bloom’s
taxonomy. What did you find?taxonomy. What did you find?

25. Content Standard #2Content Standard #2
ReadingReading
The student uses reading strategies, literaryThe student uses reading strategies, literary
analysis, and critical thinking skills toanalysis, and critical thinking skills to
construct meaning and develop anconstruct meaning and develop an
understanding as well as an appreciation ofunderstanding as well as an appreciation of
a variety of genres of both fiction anda variety of genres of both fiction and
nonfiction.nonfiction.

26. Content Standard #2: ReadingContent Standard #2: Reading
DescriptionDescription
 Relationship between reader and textRelationship between reader and text
 Literal ComprehensionLiteral Comprehension
 Inferential ComprehensionInferential Comprehension
 Critical ComprehensionCritical Comprehension
FocusFocus
 Elementary: Reading ReadinessElementary: Reading Readiness
Narrative - Informational – Expository textNarrative - Informational – Expository text
 Intermediate: Reads a variety of genresIntermediate: Reads a variety of genres
Introduction to Persuasive textIntroduction to Persuasive text
Thinking, Comparing, and InterpretingThinking, Comparing, and Interpreting
 High School: Interpretation, Analysis, and AppreciationHigh School: Interpretation, Analysis, and Appreciation

27. Content Standard #3: Writing
The student effectively communicates to a
variety of audiences in all forms of writing
through the use of the writing process, proper
grammar, and age-appropriate expressive
vocabulary.

28. Content Standard #3: WritingContent Standard #3: Writing
DescriptionDescription
 Writing as a processWriting as a process
 For learning, personal expression, and professionalFor learning, personal expression, and professional
successsuccess
FocusFocus
 From receptive to expressive vocabularyFrom receptive to expressive vocabulary
 Direct correlation toDirect correlation to Listening/SpeakingListening/Speaking andand ReadingReading

30. I Think I Can- I KNOW I Can:I Think I Can- I KNOW I Can:
Teaching with Content StandardsTeaching with Content Standards
and Grade Level Expectationsand Grade Level Expectations
Planning with Expectations ActivityPlanning with Expectations Activity
 Find an expectation.Find an expectation.
 Target a specific skill.Target a specific skill.
 Plan a daily focused lesson using yourPlan a daily focused lesson using your
core program.core program.

31. Using Content Standards andUsing Content Standards and
Grade Level Expectations EffectivelyGrade Level Expectations Effectively
 AdministratorsAdministrators
 TeachersTeachers
 StudentsStudents
 CommunityCommunity

33. Ticket OutTicket Out
 Grade Level Expectations will help me to ______________ becauseGrade Level Expectations will help me to ______________ because
they are ____________.they are ____________.
 One expectation that I am excited to find represented and evenOne expectation that I am excited to find represented and even
more excited to teach and model is ___________________ becausemore excited to teach and model is ___________________ because
______________.______________.
 Grade Level Expectations support/benefit teachers/studentsGrade Level Expectations support/benefit teachers/students
because ______________________________________.because ______________________________________.
___________________ ___________________________________ ________________
SignatureSignature DateDate

34. Our Target … Our StudentsOur Target … Our Students
Our Arrows … The ExpectationsOur Arrows … The Expectations
AIM … BULLS-EYE! …AIM … BULLS-EYE! …
ACHIEVEMENT!ACHIEVEMENT!