A written overview of the planning steps for using this text for benchmark
testing, teaching, and retesting, along with a graphical representation of the
process are provided for your use. A blank calendar for use when planning is
included at the end of this section.
Step One involves asking questions to help direct learning:
theme?
Step Two begins with planning instruction by deciding whether to use the
literature selections in this text or to choose supplemental literature.
Regardless of the source, make sure the selections come from multiple
genres. If you have chosen to use supplemental literature, construct the
themes based on the selections.
In Step Three, first determine the reading skills (TEKS and CCRS) that are
naturally embedded within each selection, as well as those within the theme.
Next locate the skills within each of the RLA strands.
Step Four identifies the areas within each strand that most likely will need
explicit instruction for the students to be able to take ownership of their
learning. List the skills and plan the most effective strategies and methods
for approaching each skill, including classroom (formative) assessment. Be
sure to take the following into consideration:
The final planning segment, Step Five, is re-administering the
assessment/benchmark using the same parameters (time, sequential order
of items, etc.) as the initial administration. Using the provided answer key at
the back of each unit, score the assessments, review the data to determine
growth areas, chart the weaknesses overall and individually, and then plan
