G1 Q3 Eureka Assessment MOM 4 Qu G1 Q3 Eureka Assessment EOM 4 M G1 Q3 CK ELA Unit 4 Assessment Amber the Bat (Comprehension) Lit G1 Q3 CK ELA Unit 4 Word Reading in Isolation G1 Q3 GB ELA Unit Duck for President CRT Qu G1 Q3 GB ELA Unit Duck for President CWT M G1 Q4 Eureka Assessment EOM 5 G1 Q4 Eureka Assessment MOM 6 G1 Q4 Eureka Assessment EOM 6 Lit G1 Q4 CK ELA Unit 6 Assessment The Prince Gets a Pet (Comprehension) G1 GB ELA Unit Spiders CRT G1 GB ELA Unit Spiders CWT
uarter 3 √ √ Math 32 teracy (by 1/31/20) uarter 4 √ Math (by 2/20/20) teracy √ (by 2/17/20) √ (by 3/16/20) √ (by 3/16/20) √ (by 3/18/20) √ (by 4/22/20) √ (by 5/6/20) (by 5/13/20) √ (by 5/18/20) √ (by 5/18/20)√
Report Card Indicators for Person For the personal and social development /conduct indicators, te or N for needs improvement. Records (e.g., discipline records, cooperative learning activities) shall be maintained to support th report card indicators, each is explained or an example is given Report Card Indicators Explanati Listens attentively Listens to adults and peers in diffe Speaks at appropriate times Does not interrupt speakers Follows directions Maintains eye contact Completes tasks in reasonable time Waits for his/her turn to speak Uses appropriate tone and volume Works well independently Asks appropriate questions Completes and returns homework Responds to written and oral direc Responds promptly to directions Produces quality work Plans for task completion Stays on task Monitors progress Manages time Completes tasks Processes information to carry thro Works without distracting others Finishes assignments without mod teacher Copies assignments Completes daily and long-range as Monitors progress on long-range a Returns homework on time Does own homework Uses appropriate resources and/o services Uses criteria/rubrics to create qual Produces an original product appr Assesses the strengths and weakn continuous improvement Creates neat, complete work
nal and Social Development/Conduct eachers should mark S on the report card for satisfactory performance number of homework assignments not completed, rubrics from he mark (S or N) assigned. To ensure uniformity in interpreting the n below. ion/Example Ways to Assess erent settings Teacher observation, anecdotal notes e Teacher observation, anecdotal notes ctions appropriately Teacher observation, anecdotal notes Teacher observation, anecdotal notes ough independently Teacher observation, anecdotal notes deling from peers or redirection from Teacher observation, anecdotal notes ssignments assignments or technology to create quality products and Teacher observation, anecdotal notes lity products ropriate for its intended use nesses of his/her work and sets goals for 33
Report Card Indicators Explanati Exhibits self-motivation for learning Takes risks to extend learning Puts forth effort Works cooperatively Tries new experiences Interacts appropriately with peers Seeks help when needed Uses appropriate resources and te Takes care of personal and school Exhibits enthusiasm for learning n property Sets learning goals Respects rights and property of others Plans, monitors and evaluates pro Begins tasks promptly and persev Respects authority Contributes to the overall efforts o Displays interpersonal communica Shows respect for others during di Works through negotiations and te Demonstrates individual accounta Shows respect for peers Demonstrates empathy and caring Is assertive when needed Is polite and courteous to peers in Does not tease or “put down” pee Demonstrates age-appropriate soc Offers assistance when needed Offers reasoning and support whe Communicates with people of diffe Uses appropriate body language a Does not waste materials Does not vandalize school propert Manages belongings Keeps personal and school areas Has all necessary materials Picks up after himself/herself Handles books and technology pro Uses conflict resolution and peer m Is polite and courteous Does not destroy others’ materials Asks permission before using othe Does not talk badly about others Respects people of different backg Keeps hands and feet to themselv Listens to adults Responds appropriately Uses a respectful tone Uses appropriate gestures and bo
ion/Example Ways to Assess Teacher observation, anecdotal notes echnology Teacher observation, anecdotal notes new concepts and skills Teacher observation, anecdotal notes ogress toward goals Teacher observation, anecdotal notes veres when confronted with obstacles of a group by assuming appropriate roles ation skills iscussions, conversations, or debates eamwork to reach a common goal ability for work completed by the group g n different settings ers cial behavior en discussing or trying to persuade others erent backgrounds and cultures and eye contact ty neat operly Teacher observation, anecdotal notes mediation skills Teacher observation, anecdotal notes s ers’ materials grounds and cultures ves ody language 34
Report Card Indicators Explanati Demonstrates self-control Uses conflict resolution Does not lose control of temper Accepts responsibility for actions Does not “blurt out” Observes rules and regulations Monitors volume of voice Thinks before reacting Uses alternatives other than physi Does not blame others Identifies own inappropriate action Problem-solves Accepts consequences without co Follows school, classroom, bus, pl rules
ion/Example Ways to Assess Teacher observation, anecdotal notes ical violence to solve problems Teacher observation, anecdotal notes Teacher observation, anecdotal notes ns omplaining layground, lunchroom, and enrichment 35
Report Card Indicators for Oral and While teachers are expected to teach all of the Standards, the report car Report card indicators for reading, language and math are broken down i implement curriculum maps along with their school’s curriculum calendar receive the St. Charles Parish Public Schools guaranteed and viable curr end of each reporting period. Many standards (e.g., basic facts) may req progress is actually reported on the report card. See the following pages each reporting period. Grade 2 Reading Ways to Assess Standards for Report Card Observations Reporting Period Indicators Anecdotal 1 Notes/Conferences Ask and answer such The student is able to ask questions as who, what, TM assessments and answer such questions where, when, why, and as who, what, where, when, how to demonstrate Small and whole group why, and how to understanding of key discussions demonstrate understanding details in a fiction text. of key details in a text. (RL.2.1) (RL.2.1) Ask and answer such Students oral and questions as who, what, written responses where, when, why, and Observations how to demonstrate understanding of key Anecdotal details in a nonfiction text. Notes/Conferences (RI.2.1) TM assessments Small and whole group discussions Students oral and written responses
d Written Language, Reading and Math rd is designed to provide information on some of the essential standards. into standards for each reporting period. Teachers are expected to r to ensure that all students have been given sufficient opportunities to riculum and to learn standards that will be assessed and reported on at the quire introduction, instruction and review weeks and months before student s for a description of the standards to be assessed and reported on during Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 3 4 2 The student is able to ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL.2.1) The student is able to ask The student is able to and answer such questions ask and answer such as who, what, where, questions as who, what, when, why, and how to where, when, why, and demonstrate understanding how to demonstrate of key details in a text. understanding of key (RI.2.1) details in a text. (RI.2.1) 36
Grade 2 Reading Ways to Assess Standards for Reporting Period Report Card Observations Anecdotal 1 Indicators Notes/Conferences TM assessments Recount stories, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral (RL.2.2) Small and whole group discussions Students oral and written responses Identify the main topic of a Recountings multi-paragraph text as Observations well as the focus of specific paragraphs within Anecdotal the text (RI.2.2) Notes/Conferences TM assessments Small and whole group discussions Students oral and written responses Describe how characters Observations in a story respond to major events and challenges Anecdotal (RL.2.3) Notes/Conferences TM assessments Small and whole group discussions Students oral and written responses Core Knowledge
Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 3 4 2 The student is able to recount stories, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral. (RL.2.2) Identify the main topic of a Identify the main topic of multi-paragraph text as well a multi-paragraph text as as the focus of specific well as the focus of paragraphs within the text. specific paragraphs (RI.2.2) within the text. (RI.2.2) When assessing this When assessing this standard, teachers standard, teachers should notice students should notice students asking and answering asking and answering questions to demonstrate questions to understanding of key demonstrate details in a text. understanding of key details in a text. The student is able to The student is able to describe how characters in describe how characters in a a story respond to major story respond to major events and challenges. events and challenges. (RL.2.3) (RL.2.3) When assessing this When assessing this standard, teachers should standard, teachers notice students asking should notice students and answering questions asking and answering to demonstrate questions to demonstrate understanding of key understanding of key details in a text. details in a text. 37
Grade 2 Reading Ways to Assess Standards for Report Card Reporting Period Indicators Core Knowledge Passages 1 Read with sufficient accuracy and fluency to Running Records The student is able to read support comprehension with sufficient accuracy and (RF.2.4 a,b,c) fluency to support comprehension. DRA Text Read on-level text with purpose and Note: The DRA level text Conferencing understanding. should be used as only (RF.2.4a) one piece of data and not Observations the determining factor for Read on-level text orally this indicator. Anecdotal with accuracy, appropriate Notes/Conferences rate, and expression successive readings. (RF.2.4b) *PM= Progress Use context to confirm or Monitoring self-correct word recognition and understanding, rereading as necessary. (RF.2.4c) Core Knowledge Passage from Unit 2 The Fox and the Cat Passages from the CK Assessment and Remediation Guide DRA Level 18 – “A Giant in the Forest” PM Suggestion – “Game Day”
Standards for Standards for Standards for Reporting Period Reporting Period Reporting Period 2 3 4 The student is able to read The student is able to read The student is able to with sufficient accuracy and with sufficient accuracy read with sufficient fluency to support and fluency to support accuracy and fluency to comprehension. comprehension. support comprehension. Read on-level text with Read on-level text with Read on-level text with purpose and purpose and purpose and understanding. understanding. understanding. (RF.2.4a) (RF.2.4a) (RF.2.4a) Read on-level text orally Read on-level text orally Read on-level text with accuracy, appropriate with accuracy, orally with accuracy, rate, and expression appropriate rate, and appropriate rate, and successive readings. expression successive expression successive (RF.2.4b) readings. readings. (RF.2.4b) (RF.2.4b) Use context to confirm or self-correct word Use context to confirm or Use context to confirm recognition and self-correct word or self-correct word understanding, rereading recognition and recognition and as necessary. understanding, rereading understanding, (RF.2.4c) as necessary. rereading as (RF.2.4c) necessary. (RF.2.4c) Core Knowledge Passages Core Knowledge Passage Core Knowledge from Unit 4 The Visit Passage Passages from the CK from Unit 6 The Young Assessment and Passages from the CK Mouse Remediation Guide Assessment and Remediation Guide Passages from the CK DRA Level 20 – “Green Assessment and Freddie” DRA Level 24 – “A Remediation Guide Wonderful Day” PM Suggestion – “Turtle's DRA Level 28 – “You Big Race” PM Suggestion – “Thin as Don’t Look Beautiful To a Stick” Me” PM Suggestion – “From Peanuts to Peanut Butter” 38
Grade 2 Ways to Standards/GLEs Stan Assess Rep Language for Observations Report Card Reporting Period Anecdotal Indicators Notes/Conferences 1 Write narratives in TM assessments The student is able to which they recount a independently write a well-elaborated event Writing Journals narrative in which he/she or short sequence of recounts a well- events, include details to describe actions, elaborated event or thoughts, and feelings, short sequence of use temporal words to events (organization signal event order, and and ideas) provide a sense of include details to closure. (W.2.3) describe actions, thoughts, and feelings uses temporal words to signal event order (organization and word choice) provides a sense of closure (organization) (W.2.3) Write opinion pieces in Observations which they introduce the topic or book they Anecdotal are writing about, state Notes/Conferences an opinion, supply reasons that support TM assessments the opinion, use linking words (e.g., because, Writing Journals and, also) to connect opinion and reasons, and provide a concluding statement or section. (W.2.1) .
ndards/GLEs Standards/GLEs for Standards/GLEs for for Reporting Period Reporting Period 3 4 porting Period 2 The student is able to independently write an opinion piece in which he/she introduces the topic or book they are writing about (organization) states an opinion (voice) supplies reasons that support the opinion uses linking words to connect opinion and reasons (word choice and sentence fluency) provides a concluding statement or section (organization) (W.2.1) 39
Grade 2 Ways to Standards/GLEs Stan Assess for Rep Language Observations Reporting Period Report Card 1 Anecdotal Indicators Notes/Conferences Write TM assessments informative/explanatory texts in which they Writing Journals introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (W.2.2) As you assess each genre of writing, teachers should also as English (Demonstrates the command of the convention of Sta command of the conventions of Standard English, capitalizat When scoring the SOP column of the report card in writing, s writing in at least 2 of the 3 genres, by expressing their thoug
ndards/GLEs Standards/GLEs for Standards/GLEs for for Reporting Period Reporting Period 3 4 porting Period 2 The student is able to independently write an informative/explanatory passage in which he/she introduces a topic (organization) uses facts and definitions to develop points (voice and sentence fluency) provides a concluding statement or section (organization) (W.2.2) ssess student’s understanding of the conventions of Standard andard English of Grammar and Usage, Demonstrates the tion, punctuation and spelling). students should be able to consistently demonstrate proficient ghts in written form that reflects grade level expectations. 40
Grade 2 Math Report Ways to Assess Standards fo Card Indicators Reporting Peri 1 Use addition and subtraction Documented conferences The student is able to within 100 to solve one-and two- add and subtract to s step word problems involving Teacher observations with one-step word probl situations of adding to , taking anecdotal notes to 100. (2.OA.A.1) from, putting together, taking apart, and comparing, with Work samples (e.g., student unknowns in all positions, e.g., problem solving journals) by using drawings and equations with a symbol for the TM Assessments unknown number to represent the problem Exit tickets (2.OA.A.1) Use addition and subtraction Documented conferences within 100 to solve one-and two- step word problems involving Teacher observations with situations of adding to , taking anecdotal notes from, putting together, taking apart, and comparing, with Work samples (e.g., student unknowns in all positions, e.g., problem solving journals) by using drawings and equations with a symbol for the TM Assessments unknown number to represent the problem Exit tickets (2.OA.A.1) Fluently add and subtract within Documented conferences The student will fluen 20 using mental strategies. By add and subtract with the end of Grade 2, know from Teacher observations with 20 from memory. memory all sums of two one- anecdotal notes (2.OA.B.2) digit numbers (2.OA.B.2) Work samples (e.g., student problem solving journals) TM Assessments Exit tickets
or Standards for Standards for Standards for iod Reporting Period Reporting Period Reporting Period 2 3 4 o The student is able to solve add and subtract to solve lems one-step word problems to 100. (2.OA.A.1) The student is able to add The student is able to and subtract to solve one- add and subtract to step and two-step word solve one-step and problems to 100. two-step word (2.OA.A.1) problems to 100. (2.OA.A.1) ntly The student will fluently The student will fluently The student will hin add and subtract within add and subtract within 20 fluently add and 20 from memory. from memory. (2.OA.B.2) subtract within 20 (2.OA.B.2) from memory. (2.OA.B.2) 41
Use addition to find the total Documented conferences number of objects arranged in rectangular arrays with up to 5 Teacher observations with rows and up to 5 columns; write anecdotal notes an equation to express the total as a sum of equal addends Work samples (e.g., student (2.OA.C.4) problem solving journals) TM Assessments Add and subtract within 1000 Exit tickets using concrete models or Documented conferences drawings and strategies based on place value, properties of Teacher observations with operations, and/or the anecdotal notes relationship between addition and subtraction; justify the Work samples (e.g., student reasoning used with a written problem solving journals) explanation. Understand that in adding or subtracting three-digit TM Assessments numbers, one adds or subtracts hundreds and hundreds, tens Exit tickets and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds (2.NBT.B.7) Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units (2.MD.C.9)
The student is able to use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. (2.OA.C.4) The student is able to The student is able to add and subtract within add and subtract within 1000 (2.NBT.B.7) 1000 (2.NBT.B.7) The student is able to generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object make a line plot, where the horizontal scale is marked off in whole-number units (2.MD.C.9) 42
Draw picture graphs and bar Documented conferences graphs (with single unit scale) to represent a data set with up to 4 Teacher observations with categories. Solve simple put- anecdotal notes together, take-apart, and compare problems using Work samples (e.g., student information presented in a bar problem solving journals) graph. (2.MD.C.10) TM Assessments Exit tickets K-2 Formative Math Tasks
The student is able to draw picture graphs and bar graphs (with single unit scale) to represent a data set with up to 4 categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2.MD.C.10) 43
2019-2020 Second Gra Quart Ma G2 Q1 Eureka Assessment EOM 1 (Sums and Differences to 100) G2 Q1 Eureka Assessment EOM 2 (Addition and Subtraction of Length Liter G2 Q1 Diagnostic Writing Assessment G2 Q1 Post Writing Assessment G2 Q1 CK ELA Administer Diagnostic Assessments to Gauge Students’ Re G2 Q1 CK ELA Unit 1 Assessment Comprehension The Catfish G2 Q1 CK ELA Unit 2 Assessment The Fox and the Cat (Fluency) G2 Q1 CK ELA Unit 2 Assessment Cat and Mouse Keep House (Compreh Quart Ma G2 Q2 Eureka Assessment MOM 3 (Place Value, Counting, and Compa G2 Q2 Eureka Assessment EOM 3 (Place Value, Counting, and Compa G2 Q2 Eureka Assessment MOM 4 (Addition and Subtraction Within 100) G2 Q2 Eureka Assessment EOM 4 (Addition and Subtraction Within 2 100) Liter G2 Q2 CK ELA Unit 3 Assessment The Splash Artist (Comprehension) G2 Q2 GB ELA Unit Cinderella CWT
ade Assessments Enter into Do Not Enter into ter 1 Illuminate Illuminate ath √ √ h Units) (by 9/4/19) √ racy √ 44 eading Abilities (by 9/20/19) hension) √ ter 2 (by 8/23/19) ath arison of Numbers to 1,000) √ arison of Numbers to 1,000) (by 10/4/19) 200 with Word Problems to 200 with Word Problems to √ racy (by 10/14/19) √ (by 10/14/19) √ (by 10/7/19) √ (by 10/18/19) √ (by 11/15/19) √ (by 12/13/19) √ (by 11/20/19) √ (by 12/16/19)
G2 Q2 GB ELA Unit Cinderella CRT Quart Ma G2 Q3 Eureka Assessment MOM 5 (Addition and Subtraction Within 1 to 100) G2 Q3 Eureka Assessment EOM 5 (Addition and Subtraction Within 1 to 100) G2 Q3 Eureka Assessment MOM 6 (Foundations of Multiplication and G2 Q3 Eureka Assessment EOM 6 (Foundations of Multiplication and Liter G2 Q3 CK ELA Unit 4 Assessment The Tally (Comprehension) G2 Q3 CK ELA Unit 4 Assessment The Visit (Oral Reading Fluency/Comp G2 Q3 CK ELA Unit 5 Assessment Marching Orders (Comprehension) G2 Q3 GB ELA Unit The Best Place CWT G2 Q3 GB ELA Unit The Best Place CRT Quart Ma G2 Q4 Eureka Assessment MOM 7 (Problem Solving with Length, Mon G2 Q4 Eureka Assessment EOM 7 (Problem Solving with Length, Mon G2 Q4 Eureka Assessment MOM 8 (Time, Shapes, and Fractions as Eq G2 Q4 Eureka Assessment EOM 8 (Time, Shapes, and Fractions as Equ Liter G2 Q4 CK ELA Unit 6 Assessment The War of 1812 (Comprehension) 27.
ter 3 √ ath 1,000 with Word Problems (by 12/16/19) 1,000 with Word Problems √ d Division) (by 1/23/20) Division) racy √ (by 2/7/20) √ (by 2/21/20) √ (by 3/13/20) prehension) √ √ ter 4 (by 1/13/20) √ ath ney, and Data) √ 45 ney, and Data) qual Parts of Shapes) (by 3/06/20) ual Parts of Shapes) racy √ .1 (by 3/16/20) √ (by 3/16/20) √ (by 4/2/20) √ (by 5/1/20) √ (by 5/13/20) √ (by 5/22/20)
G2 Q4 CK ELA Unit 6 Assessment The Young Mouse (Comprehension a G2 Q4 GB ELA Unit The Ox-Cart Man CWT G2 Q4 GB ELA Unit The Ox-Cart Man CRT **All Eureka, Core Knowledge, and Guidebook assessments should be a assessments should be put into Illuminate.
and Fluency) 33.2 and 33.3 √ (by 5/05/20) √ (by 5/18/20) √ (by 5/18/20) administered. Please use this chart to determine which 46
Report Card Indicators for Person For the personal and social development /conduct indicators, teacher needs improvement. Records (e.g., discipline records, number of hom activities) shall be maintained to support the mark (S or N) assigned. explained or an example is given below. Report Card Indicators Explanati Listens attentively Listens to adults and peers in differe Speaks at appropriate times Does not interrupt speakers Follows directions Maintains eye contact Completes tasks in reasonable time Waits for his/her turn to speak Uses appropriate tone and volume Works well independently Asks appropriate questions Completes and returns homework Responds to written and oral directi Responds promptly to directions Produces quality work Plans for task completion Stays on task Monitors progress Manages time Completes tasks Processes information to carry throu Works without distracting others Finishes assignments without mode Copies assignments Completes daily and long-range ass Monitors progress on long-range as Returns homework on time Does own homework Uses appropriate resources and/or services Uses criteria/rubrics to create qualit Produces an original product approp Assesses the strengths and weakne continuous improvement Creates neat, complete work
nal and Social Development/Conduct rs should mark S on the report card for satisfactory performance or N for mework assignments not completed, rubrics from cooperative learning To ensure uniformity in interpreting the report card indicators, each is ion/Example Ways to Assess ent settings Teacher observation, anecdotal notes ions appropriately Teacher observation, anecdotal notes Teacher observation, anecdotal notes Teacher observation, anecdotal notes ugh independently Teacher observation, anecdotal notes eling from peers or redirection from teacher Teacher observation, anecdotal notes signments ssignments technology to create quality products and Teacher observation, anecdotal notes ty products priate for its intended use esses of his/her work and sets goals for 47
Report Card Indicators Explanati Exhibits self-motivation for learning Takes risks to extend learning Puts forth effort Works cooperatively Tries new experiences Interacts appropriately with peers Seeks help when needed Uses appropriate resources and tec Takes care of personal and school Exhibits enthusiasm for learning new property Sets learning goals Respects rights and property of others Plans, monitors and evaluates prog Begins tasks promptly and persever Respects authority Contributes to the overall efforts of a Displays interpersonal communicati Shows respect for others during dis Works through negotiations and tea Demonstrates individual accountabi Shows respect for peers Demonstrates empathy and caring Is assertive when needed Is polite and courteous to peers in d Does not tease or “put down” peers Demonstrates age-appropriate socia Offers assistance when needed Offers reasoning and support when Communicates with people of differe Uses appropriate body language an Does not waste materials Does not vandalize school property Manages belongings Keeps personal and school areas n Has all necessary materials Picks up after himself/herself Handles books and technology prop Uses conflict resolution and peer me Is polite and courteous Does not destroy others’ materials Asks permission before using others Does not talk badly about others Respects people of different backgr Keeps hands and feet to themselve Listens to adults Responds appropriately Uses a respectful tone Uses appropriate gestures and body
ion/Example Ways to Assess Teacher observation, anecdotal notes chnology Teacher observation, anecdotal notes w concepts and skills Teacher observation, anecdotal notes gress toward goals Teacher observation, anecdotal notes res when confronted with obstacles Teacher observation, anecdotal notes a group by assuming appropriate roles Teacher observation, anecdotal notes ion skills scussions, conversations, or debates amwork to reach a common goal ility for work completed by the group different settings s al behavior discussing or trying to persuade others ent backgrounds and cultures nd eye contact neat perly ediation skills s’ materials rounds and cultures es y language 48
Report Card Indicators Explanati Demonstrates self-control Uses conflict resolution Does not lose control of temper Accepts responsibility for actions Does not “blurt out” Observes rules and regulations Monitors volume of voice Thinks before reacting Uses alternatives other than physica Does not blame others Identifies own inappropriate actions Problem-solves Accepts consequences without com Follows school, classroom, bus, pla
ion/Example Ways to Assess Teacher observation, anecdotal notes al violence to solve problems Teacher observation, anecdotal notes s mplaining ayground, lunchroom, and enrichment rules Teacher observation, anecdotal notes 49
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