D: Decoding/Phonics

Syllabification, root words, prefixes, vowel patterns, fluency.

C: Comprehension

Main idea, details, themes, author purpose, annotation.

W: Writing Struct

Paragraph structure, essay transitions, claim-evidence model.

M: Mechanics/Edit

Punctuation, high-frequency spelling, revising clarity.

SETSS ELA Progress Monitoring Kit Page 1 of 3

Student Progress File

Individual IEP Goal Data Sheet

Record Copy

Student Code

IEP Goal / Objective Tracked

Target Criteria

Quarter / Term

| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |

| | 2 |

|

| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |

| | 3 |

|

| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |

| | 4 |

|

| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |

| | 5 |

|

| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |

| | 6 |

|

| ◯ ◯ ◯ ◯ ◯ Score: ____ / ____ | Ind | Fed | Max |

|

Acc Coding: Mark ◯ for correct, ✕ for error, ◒ for self-corrected. Prompt Key: Ind = Independent | Fed = Faded Prompts | Max = Maximum Scaffolding/Modeling Classroom Ready Template

SETSS ELA Progress Monitoring Kit Page 2 of 3

Small Group Live Track

Weekly Group Session log

Date: ________________

Time / Block: _________

Current Unit Text: ____________________________

Core Chapter/Passage: ______________________

STUDENT 1

Student Code

Decoding Target (5 min)

Accuracy / Multisyllabic Drill
Trial: [ ][ ][ ][ ][ ] ____%

Comprehension Goal (15 min)

Main idea / Inferences / Notes
Acc: [ ][ ][ ][ ][ ] ____%

Writing Output Goal (15 min)

Sentences / Claim + evidence
Acc: [ ][ ][ ][ ][ ] ____%

Live Observation Notes / Prompt level / Next Steps:

STUDENT 2

Student Code

Decoding Target (5 min)

Accuracy / Multisyllabic Drill
Trial: [ ][ ][ ][ ][ ] ____%

Comprehension Goal (15 min)

Main idea / Inferences / Notes
Acc: [ ][ ][ ][ ][ ] ____%

Writing Output Goal (15 min)

Sentences / Claim + evidence
Acc: [ ][ ][ ][ ][ ] ____%

Live Observation Notes / Prompt level / Next Steps:

STUDENT 3

Student Code

Decoding Target (5 min)

Accuracy / Multisyllabic Drill
Trial: [ ][ ][ ][ ][ ] ____%

Comprehension Goal (15 min)

Main idea / Inferences / Notes
Acc: [ ][ ][ ][ ][ ] ____%

Writing Output Goal (15 min)

Sentences / Claim + evidence
Acc: [ ][ ][ ][ ][ ] ____%

Live Observation Notes / Prompt level / Next Steps:

STUDENT 4

Student Code

Decoding Target (5 min)

Accuracy / Multisyllabic Drill
Trial: [ ][ ][ ][ ][ ] ____%

Comprehension Goal (15 min)

Main idea / Inferences / Notes
Acc: [ ][ ][ ][ ][ ] ____%

Writing Output Goal (15 min)

Sentences / Claim + evidence
Acc: [ ][ ][ ][ ][ ] ____%

Live Observation Notes / Prompt level / Next Steps:

SETSS ELA Progress Monitoring Kit Page 3 of 3

6th Grade SETSS ELA Short Stories Unit Page 1 of 3

Unit 1: Short Stories (Sept – Nov)

Lesson Blueprint: "Eleven"

Focus Skill Voice, Identity & Metaphor

Core Passage: Rachel's eleventh birthday is ruined when her teacher forces her to claim an ugly, red sweater. She reflects on how growing up is like layers of an onion. Theme Focus: Vulnerability, voice, and self-advocacy.

1. DECODING & PHONICS WARM-UP 5 Minutes

Teacher Activity: Focus on figurative root words and compound constructs (e.g., hun-dred-year-old, un-wrap-ping, rat-tling).

HHa / JcFa Word Attack: Analyze root wrap and prefix un-. Scan text to find spelling counterparts.

JEl / JGa Syllabification: Clap out and trace multi-syllables in rat-tling and hun-dred.

2. ACTIVE GUIDED READING & COMPREHENSION 15 Minutes

Teacher Activity: Read Rachel's inner monologue describing how we are ten, nine, eight, seven, six, five, four, three, two, and one inside.

LGe Goal: Margin annotations
Write at least two margin comments/questions detailing Rachel's onion metaphor.

SLo / DHa Goal: Main idea organizer
Map the core conflict (sweater dispute) on a visual organizer detailing 2 supporting events.

HHa / JEl Goal: Author's purpose
Infer why Cisneros writes in fragments. Find two direct text details showing childish frustration.

3. STRUCTURED WRITTEN RESPONSE / MECHANICS 15 Minutes

Teacher Activity: Guide writing responses on what the red sweater symbolizes.

DHa / JGa / JEl: Compound lines
Merge simple thoughts: "Rachel hates the sweater" and "she is forced to wear it" using conjunction but.

JOJ / JcFa: Complex sentences
Draft a claim stating Rachel's age. "Even though Rachel is eleven, she feels like three when she..."

HHa / SLo: Editing & Elaboration
Self-edit written paragraph for punctuation and capitalization using a 5-step checklist.

Teacher Adaptation Quick-Key

• Graphic Scaffolding: Use a layered nesting-doll drawing to represent Rachel's ages.
• Editing Rule: Circle every lowercase "i" and capital letters on Rachel's student card.

6th Grade SETSS ELA Short Stories Unit Page 2 of 3

Unit 1: Short Stories (Sept – Nov)

Lesson Blueprint: "The Jacket"

Focus Skill Symbolism, Mood & Tone

Core Passage: Gary Soto describes a disappointing, oversized "guacamole-colored" jacket his mother bought him. He blames the jacket for his social struggles and insecurity. Theme Focus: Peer pressure and physical insecurity.

1. DECODING & PHONICS WARM-UP 5 Minutes

Teacher Activity: Dissect compound descriptors and adjectives (e.g., gua-ca-mo-le, dis-ap-point-ment, shab-by).

DHa / JEl Decoding: Break down the syllables of gua-ca-mo-le and identify the vowel team in dis-ap-point-ment.

HHa / JcFa / JGa Word attack: Target contextual decoding of sensory-heavy descriptors in paragraphs 2 and 3.

2. ACTIVE GUIDED READING & COMPREHENSION 15 Minutes

Teacher Activity: Read Soto's vivid description of how the jacket represents his "bad luck." Focus on how setting/objects create tone.

SLo / LGe Goal: Theme
Formulate a theme statement concerning self-image. Find two details describing how Gary feels while wearing it.

JcFa / JOJ Goal: Inferences
Infer Soto's attitude toward his family's financial state from how he reacts to the cheap store-bought jacket.

HHa / JGa Goal: Main idea
Identify the main idea of paragraph 4 and extract two supporting details to fill a desk graphic organizer.

3. STRUCTURED WRITTEN RESPONSE / MECHANICS 15 Minutes

Teacher Activity: Instruct students to draft a paragraph describing how the jacket represents Gary Soto's inner self.

DHa / JGa / JEl: Transitions
Draft three connected lines explaining Soto's embarrassment, using transitions (first, next, then).

JOJ / SLo: Claim & Elab
Formulate a cohesive paragraph explaining how the jacket is a metaphor for his shame. Proof spelling/capitalization.

HHa / JcFa: Peer Editing
Swap notebooks. Circle and revise weak descriptions by adding relevant descriptors or replacing general words.

Teacher Adaptation Quick-Key

• Visual Aids: Present color swatches of "guacamole green" to visually cement the descriptive word.
• Vocabulary Cards: Word-matching cards linking *shabby* to synonyms like *worn-out* and antonyms like *new*.

6th Grade SETSS ELA Short Stories Unit Page 3 of 3

Summarize the main difference between the twins on pages 5–10:

4 MODULE 4 (Differentiated A): Syllable Shootout & Compound Sentences Targets: DHa, JGa, JEl

Let's focus on building longer words, editing mechanics, and expanding our writing using combining words (conjunctions).

Part A: Word-Chunk Builder

1. dread + locks = _________________

2. over + hand = _________________

3. slam + dunk = _________________

4. pre + pare = _________________

Part B: Sentence Connector

Combine these thoughts into one sentence using "but":

• Josh loves his long dreadlocks.
• Jordan makes fun of them.

Part C: Capitalization Repair

Fix all 3 capitalization and punctuation errors below:

josh and his brother playing basketball at the court

The Crossover Student Modular Pack - Week 1 Page 2 of 4

Advanced Differentiation

Inference Organizers & Written Arguments

Modules 5 & 6

5 MODULE 5 (Differentiated B): Character Inference Organizer Targets: JcFa, LGe, SLo

In poetry, authors don't always tell us how characters feel—we have to make inferences! Let's examine how Josh Bell feels about his father's championship ring.

1. Text Evidence

"I wear my dad's ring when he lets me. It is heavy, shiny, and makes me feel like a champion."

2. My Schema

What I know about physical symbols or family treasures handed down:

3. My Inference

What this tells me about how Josh feels about Chuck's basketball legacy:

A. Written Inference Statement:

B. Metaphor Analysis:

How is a basketball "crossover" move like a life decision?

6 MODULE 6 (Differentiated C): Sibling Rivalry Written Claim Targets: JOJ, HHa, SLo

Prompt: Based on pages 5–10, does Jordan (JB) love betting and joking more than Josh does? Draft an argument supporting your claim.

1. CLAIM (Your Answer)

2. EVIDENCE (Page Citation)

3. EXPLANATION (Connect it)

Draft your Paragraph (Claim, Evidence, and Explanation):

My Checklist

• Claim Written
• Quote Cited
• Capital Letters
• End Punctuation

Goal Proofed

The Crossover Student Modular Pack - Week 1 Page 3 of 4

Teacher Implementation Guide

Weekly Pacing & Session Timing Evaluation

Pacing Blueprint Week 1 (Early Nov)

Student Session Matrix & Module Routing

This matrix outlines exactly which modules students complete during their assigned weekly pull-out slots. Use this to monitor individual self-pacing over the course of the week.

Instructional Timing & Feasibility Evaluation

How it Fits the 35-Minute Limit: Each module is designed as an isolated 15–20 minute sprint. For Tier C & D students (2x and 3x weekly), sessions combine complementary modules (e.g., 5-min decoding warm-up paired with 30-min shared verse reading). This allows tight transitions without cognitive fatigue.

Differentiated Scaffolding Strategy: The last 2 modules (Mod 5 & 6) contain high-level graphic organizers and claim structures. Since Tier D students (LGe, SLo) only have 2 sessions, they bypass the lower-level syllable matching in Module 4 and transition directly from the reading into critical thinking tasks.

Best Practices for the 35-Minute Rotation

• Pre-Teach Vocabulary: Spend the first 3 minutes of Session 1 tapping out syllables on the desk (Mod 1).
• Self-Correction Stations: Place a green pencil at the center of the table for the peer editing tasks in HHa's Tier B rotation.
• Staggered Start: When working with mixed-tier groups, get Tier D students reading independently first while running the syllable shootout modeling with JGa.

The Crossover Student Modular Pack - Week 1 Page 4 of 4

is my name.

But Filthy McNasty is my claim to fame.

Folks call me that

'cause my game's acclaimed,

so downright dirty, it'll put you to shame.

My hair is long, my height's tall.

See, I'm the next Kevin Durant,

LeBron, and Chris Paul.

Remember the greats,

my dad likes to gloat:

"I balled with Magic and the Goat."

But tricks are for kids, I reply.

Don't need your pets

my game's so fly.

Mom says,

"Your dad's old school,
like an ol' Chevette.
You're fresh and new,
like a red Corvette.
Your game so sweet, it's a crêpes suzette."

Each time you play

it's ALLLLLLLLLLLLLLLLL net.

If anyone else called me fresh and sweet,

I'd burn mad as a flame.

But I know she's only talking about my game.

See, when I play ball, I'm on fire.

When I shoot, I inspire.

The hoop's for sale, and I'm the buyer.

1. Vocabulary Spotlight

Let's dissect this key word from the poem:

ac-claimed (verb) Praise and approval. Example: "Josh's basketball game is highly praised by the fans."

2. Metaphors of the Car

Mom uses cars to contrast the playing styles of Dad and Josh:

• • Chevette (Dad): Solid but old-school, functional, traditional.
• • Corvette (Josh): Fast, modern, sleek, high-performing.

3. Allusion Check

Josh references real basketball icons (LeBron, Durant, Magic, and Michael Jordan—"The Goat"). This anchors his identity in legendary sporting culture.

Passage Quick-Check:

How does Josh feel about his Mom's description of his game? Write one sentence using a detail from the text.

The Crossover Annotated Reading Booklet - Week 1 Page 2 of 2

Name: _______________________

Date: ________________________

Active Reading Strategy:

Focus on compound word blends (portmanteaus) and the life-metaphor of Rule #1.

PORTMANTEAU (BLENDS) LIFE METAPHOR

Filthy McNasty (Page 13)

is a MYTHical MANchild

Of rather dubious distinction

Always AGITATING

COMBINATING

and ELEVATING his game

He dribbles / fakes / then takes

the ROCK to the

glass, fast, and on BLAST

But watch out when he shoots

or you'll get SCHOOLED / FOOLed / UNCOOLed

'Cause when FILTHY gets hot

He has a SLAMMERIFIC SHOT

It's Dunkalicious CLASSY

Supersonic SASSY

and D

O

W

N right

in your face

mcNASTY

Basketball Rule #1 (Page 20)

In this game of life

your family is the court

and the ball is your heart.

No matter how good you are,

no matter how down you get,

always leave / your heart / on the court.

1. Custom Word Blends

Alexander invents playful compound words by blending two different vocabulary terms:

• • Slammerific: Slam-dunk + Terrific
• • Dunkalicious: Slam-dunk + Delicious

2. Core Syllables & Meaning

• • du-bi-ous (adj): Hesitant, doubtful, or questionable.
• • ag-i-tat-ing (verb): Making someone feel nervous, troubled, or stirred up.

3. Life Rule Metaphor

In Rule #1, the basketball court is a metaphor for family and the basketball represents your heart. It teaches that family is where you must give your absolute best effort and love, no matter what happens in life.

Passage Quick-Check:

What does it mean to "leave your heart on the court" in real life? Write a 1-sentence explanation.

The Crossover Annotated Reading Booklet - Week 2 Page 2 of 2

Summarize how Josh's feeling about his nickname changes as he gets older:

4 MODULE 4 (Differentiated A): Word-Blends & Compound Sentences Targets: DHa, JGa, JEl

Let's dissect Kwame Alexander's cool "word blends" (called portmanteaus) and construct combined sentence patterns.

Part A: Word-Blend Math Challenge

1. slam + terrific = _________________

2. dunk + delicious = _________________

3. myth + medical = _________________

4. hyper + active = _________________

Part B: Sentence Connector

Combine these thoughts using "and" or "but":

• Josh didn't like his nickname at first.
• He grew to feel proud of it.

Part C: Capitalization Repair

Fix all 3 punctuation and spelling errors below:

dad likes to play jazz music by horace silver. but mom prefers pop

The Crossover Student Modular Pack - Week 2 Page 2 of 4

Advanced Differentiation

Music Metaphors & Character Obsession Claims

Modules 5 & 6

5 MODULE 5 (Differentiated B): Jazz Metaphor Analysis Organizer Targets: JcFa, LGe, SLo

Chuck Bell says "Filthy McNasty" is the funkiest, best jazz song. Let's analyze how this song functions as a metaphor for Josh's basketball skills.

1. Song Details (The Source)

"Listen to that piano, fast and free, just like you and JB on the court."

2. My Schema

What I know about jazz music (improvising, fast notes, unique rhythm):

3. The Basketball Metaphor

How playing basketball "fast and free" is like playing a jazz piano:

A. Written Metaphor Explanation:

B. Character Perspective:

Why is Josh embarrassed by this song's title at first?

6 MODULE 6 (Differentiated C): Sibling Identity Written Claim Targets: JOJ, HHa, SLo

Prompt: Based on "Jordan Bell" (page 14), is JB trying to copy Michael Jordan, or is he trying to build his own unique identity on the court? Support your claim with a textual detail.

1. CLAIM (Position)

2. EVIDENCE (Page 14 Detail)

3. EXPLANATION (Connect it)

Draft your paragraph response:

My Checklist

• Claim Drafted
• Cited Evidence
• Capital Letters
• End Marks

Goal Proofed

The Crossover Student Modular Pack - Week 2 Page 3 of 4

Teacher Implementation Guide

Weekly Pacing & Session Timing Evaluation

Pacing Blueprint Week 2 (Mid Nov)

Student Session Matrix & Module Routing

This tracking matrix guides weekly pacing for 35-minute SETSS pull-out groups. Use this to ensure students match IEP-aligned tasks within the session limit.

Instructional Timing & Feasibility Evaluation

Pacing Fit for the 35-Minute Limit: Syllable work and active reading are completed as rapid-fire warm-ups. Differentiated modules focus on isolated skills (sentence mechanics for Tier A, metaphorical reasoning for Tier B, claims for Tier C). This keeps session structures predictable and high-yield.

Differentiated Scaffolding Strategy: Since Tier D students have very limited ELA pull-out time, they move directly from reading comprehension into high-level metaphorical organizers (Mod 5) rather than low-level word blends (Mod 4). This preserves time for rigorous text engagement.

Best Practices for the 35-Minute Rotation

• Pre-Teach Vocabulary: Spend the first 3 minutes of Session 1 tapping out syllables on the desk (Mod 1).
• Active Tracking: Check off student pacing matrices at the beginning of each session to encourage independent momentum.
• Visual Cues: Project the annotated poetry deck or reference booklets so students can identify highlighting anchors easily.

The Crossover Student Modular Pack - Week 2 Page 4 of 4