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