R E P R O D U C I B L E72 |

Simplifying Response to Intervention © 2012 Solution Tree Press solution-tree.com Visit go.solution-tree.com/rti to download this page.

Essential Standards ChartW

hat

Is It

We

Expe

ct S

tude

nts

to L

earn

?

Gra

de:

Sub

ject

:Se

mes

ter:

Team

Mem

ber

s:

Des

crip

tion

of

Stan

dard

Ex

ampl

e of

R

igor

Prer

equi

site

Sk

ills

Whe

n Ta

ught

?C

omm

on

Sum

mat

ive

Ass

essm

ent

Exte

nsio

n St

anda

rds

Wha

t is

the

es

sent

ial s

tand

ard

to

be

lear

ned

? D

escr

ibe

in

stud

ent-

frie

ndly

vo

cab

ular

y.

Wha

t d

oes

p

rofic

ient

stu

den

t w

ork

look

like

? P

rovi

de

an

exam

ple

and

/or

des

crip

tion

.

Wha

t p

rior

kn

owle

dg

e, s

kills

, an

d/o

r vo

cab

ular

y ar

e ne

eded

for

a

stud

ent

to m

aste

r th

is s

tand

ard

?

Whe

n w

ill t

his

stan

dar

d b

e ta

ught

?

Wha

t ass

essm

ent(

s)

will

be

used

to

mea

sure

stu

dent

m

aste

ry?

Wha

t w

ill w

e d

o w

hen

stud

ents

ha

ve a

lread

y le

arne

d t

his

stan

dar

d?

page 1 of 2

Prof

essi

onal

Lea

rnin

g C

omm

uniti

es

Ess

entia

l Sta

ndar

ds a

nd C

omm

on A

sses

smen

ts

C

ours

e Ti

tle:

In

stru

men

tal M

usic

: B

and/

Orc

hest

ra E

nsem

bles

; All

leve

ls

Te

am M

embe

r: D

oug

Fisc

her

Stan

dard

#

Stan

dard

/Des

crip

tion

Exa

mpl

e/R

igor

Pr

ior

Skill

s N

eede

d C

omm

on A

sses

smen

t W

hen

Tau

ght

1.1

Rea

d, w

rite,

and

per

form

inte

rval

s and

tri

ads.

Prac

ticin

g sc

ales

and

ar

pegg

ios

Key

sign

atur

es a

nd

finge

ring

skill

s P

erio

dic

quiz

zes,

depe

ndin

g on

the

leve

l of

the

ense

mbl

e.

Dai

ly; a

dvan

ced

ense

mbl

es a

s a w

arm

-up

exer

cise

.

1.4

Sigh

t rea

d si

mpl

e m

elod

ies i

n th

e tre

ble

and

bass

cle

f. Pe

rfor

min

g ex

erci

ses

from

the

text

wor

kboo

k.

Perf

orm

ing

exer

cise

s fr

om p

revi

ous p

ages

Pe

riodi

c qu

izze

s; is

the

prog

ress

by

the

clas

s ac

cept

able

?

Dai

ly

1.5

Ana

lyze

and

com

pare

the

use

of m

usic

al

elem

ents

repr

esen

ting

vario

us g

enre

s and

cu

lture

s, em

phas

izin

g m

eter

and

rhyt

hm.

Prac

ticin

g a

varie

ty o

f re

perto

ire in

cla

ss, n

ot

just

pre

parin

g fo

r pe

rfor

man

ces.

Abi

lity

to si

ght r

ead

mus

ical

not

atio

n an

d rh

ythm

ic sy

mbo

ls.

Ora

l dis

cuss

ion

abou

t th

e m

usic

, inc

ludi

ng

mel

odic

, har

mon

ic, a

nd

rhyt

hmic

con

cept

s.

Onc

e a

wee

k.

2.3

Perf

orm

on

an in

stru

men

t a re

perto

ire o

f in

stru

men

tal l

itera

ture

repr

esen

ting

vario

us g

enre

s, st

yles

, and

cul

ture

s with

ex

pres

sion

, tec

hnic

al a

ccur

acy,

tone

qu

ality

, and

arti

cula

tion

by o

nese

lf an

d in

ens

embl

es. (

leve

l of d

iffic

ulty

: 1-3

on

a sc

ale

of 6

) 1=

Beg

. 2=I

nt. 3

=Adv

.

Prep

arin

g m

usic

al

sele

ctio

ns fo

r pe

rfor

man

ce.

Thes

e m

ay b

e pa

rt of

an

asse

mbl

y or

con

cert

prog

ram

.

As n

oted

abo

ve.

The

mor

e di

ffic

ult t

he m

usic

is

, the

mor

e te

chni

cal

skill

s and

mus

ical

kn

owle

dge

stud

ents

m

ust h

ave.

Vid

eo/a

udio

tape

s of

perf

orm

ance

s. W

ritte

n re

flect

ive

essa

ys b

y th

e st

uden

ts a

bout

eac

h pe

rfor

man

ce, e

valu

atin

g th

e m

usic

that

was

pl

ayed

.

Afte

r eac

h pe

rfor

man

ce;

appr

oxim

atel

y 3-

6 pe

r ye

ar, d

epen

ding

on

the

leve

l of t

he e

nsem

ble.

3.3

Des

crib

e di

stin

guis

hing

cha

ract

eris

tics o

f re

pres

enta

tive

mus

ical

gen

res a

nd st

yles

fr

om tw

o or

mor

e cu

lture

s.

Mus

ic fo

und

in b

ook;

st

uden

ts w

ill c

ompa

re

and

cont

rast

.

Abi

lity

to li

sten

and

di

stin

guis

h; p

ossi

bly

liste

ning

to e

xam

ples

of

mul

ti-cu

ltura

l mus

ic.

Ora

l dis

cuss

ion

abou

t th

e di

ffer

ence

s in

the

mus

ical

tona

lity,

text

ure,

rh

ythm

, etc

.

Sprin

g se

mes

ter;

afte

r ba

sic

fund

amen

tals

hav

e be

en c

over

ed.

Sp

ring

sem

este

r; af

ter

basi

c fu

ndam

enta

ls h

ave

been

cov

erer

d.

4.1

Dev

elop

crit

eria

for e

valu

atin

g th

e qu

ality

and

eff

ectiv

enes

s of m

usic

al

perf

orm

ance

s and

com

posi

tions

, in

clud

ing

arra

ngem

ents

and

im

prov

isat

ions

, and

app

ly th

e cr

iteria

in

pers

onal

list

enin

g an

d pe

rfor

min

g.

Essa

ys fr

om

perf

orm

ance

s as n

oted

ab

ove.

Stu

dent

s als

o ha

ve a

wee

kly

liste

ning

re

quire

men

t of 3

mus

ical

se

lect

ions

.

Prio

r kno

wle

dge

abou

t m

usic

al c

once

pts.

Com

paris

ons b

etw

een

mus

ical

pie

ces;

bot

h th

ose

perf

orm

ed, a

nd

thos

e he

ard

eith

er b

y ot

her e

nsem

bles

or

reco

rdin

gs.

This

is a

n on

goin

g pr

oces

s thr

ough

out t

he

year

as w

e de

velo

p go

als

for t

he e

nsem

ble

in

clas

s, as

wel

l as i

n pe

rfor

man

ces.

2007

/200

8 Se

cond

Sem

este

r E

ssen

tial S

tand

ards

Cou

rse

Title

: AL

GE

BR

A 1

Te

am M

embe

rs:

Jack

ie M

artin

, Bre

Wel

ch, J

acki

e St

oerg

er, M

ary

Hin

gst

Stan

dard

#

Stan

dard

/Des

crip

tion

Exam

ple/

Rig

or

Prio

r Ski

lls N

eede

d C

omm

on A

sses

smen

t W

hen

Taug

ht

2.0

10.0

Stud

ents

und

erst

and

and

use

the

rule

s of

expo

nent

s.

Stud

ents

mul

tiply

and

div

ide

mon

omia

ls

Sim

plify

:

3

7 9

5 10xy xy

Mul

tiply

ing

mon

omia

ls a

nd

poly

nom

ials

(Cha

pter

4)

Cha

pter

4 C

A

Feb.

11.0

Stud

ents

app

ly b

asic

fact

orin

g te

chni

ques

to

seco

nd-a

nd si

mpl

e th

ird-d

egre

e po

lyno

mia

ls.

Thes

e te

chni

ques

incl

ude

findi

ng a

com

mon

fa

ctor

for a

ll te

rms i

n a

poly

nom

ial,

reco

gniz

ing

the

diff

eren

ce o

f tw

o sq

uare

s, an

d re

cogn

izin

g pe

rfec

t squ

ares

of b

inom

ials

.

Fact

or c

ompl

etel

y:

1.

3a2 –

24ab

+ 4

8b2

2.

x2 –

121

3.

9

x2 + 1

2x +

4

Mul

tiply

ing

and

divi

ding

m

onom

ials

and

po

lyno

mia

ls. (

Cha

pter

4

and

Cha

pter

5:

Sec

1-3)

Cha

pter

5 C

A

Feb.

12.0

Stud

ents

sim

plify

frac

tions

with

pol

ynom

ials

in

the

num

erat

or a

nd d

enom

inat

or b

y fa

ctor

ing

both

an

d re

duci

ng th

em to

the

low

est t

erm

s.

Sim

plify

:

3

168

+2

2

2

44

36

xxy

yxy

y−

+

−

Fact

orin

g by

find

ing

GC

F,

diff

eren

ce o

f tw

o sq

uare

s, an

d tri

nom

ials

. (C

hapt

er 5

)

Cha

pter

6 C

A

Mar

ch

2.0

Stud

ents

und

erst

and

and

use

the

oper

atio

n of

ta

king

a ro

ot a

nd ra

isin

g to

a fr

actio

nal p

ower

. Si

mpl

ify:

3

168

+

Und

erst

andi

ng ra

tiona

l and

irr

atio

nal n

umbe

rs a

nd

prim

e fa

ctor

ing.

Cha

pter

11:

Se

c 3,

4, 5

C

A

Mar

ch

14.0

So

lve

a qu

adra

tic e

quat

ion

by fa

ctor

ing

or

com

plet

ing

the

squa

re.

Solv

e by

com

plet

ing

the

squa

re:

x2 +

4x =

6

Fact

or q

uadr

atic

s (C

h. 5

) an

d si

mpl

ifyin

g ra

dica

ls

(Ch.

11)

Cha

pter

12:

Se

c 1-

4 an

d C

hapt

er 5

Se

c 12

CA

Late

M

arch

21.0

Stud

ents

gra

ph q

uadr

atic

func

tions

and

kno

w th

at

thei

r roo

ts a

re th

e x-

inte

rcep

ts.

Gra

ph:

y =

x2 – 3

x –

4 an

d st

ate

the

x in

terc

epts

. So

lvin

g qu

adra

tic e

quat

ions

by

fact

orin

g, c

ompl

etin

g th

e sq

uare

and

qua

drat

ic

form

ula.

(Cha

pter

12)

Cha

pter

8:

Sec

8 an

d

pg 3

89 C

A

Apr

il

R E P R O D U C I B L E |

MAT

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Simplifying Response to Intervention Workshop page 1 of 3

R E P R O D U C I B L E |

Stan

dard

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scrip

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kills

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Simplifying Response to Intervention Workshop page 2 of 3

R E P R O D U C I B L E |

Stan

dard

—De

scrip

tion

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ple—

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R E P R O D U C I B L E |

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