Overview

Lesson Procedure

55-65 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction15 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "A dog stands by the door and whines at 5:00 every afternoon, when its owner usually comes home. Write one sentence that tells only what someone could see or hear. Then write a sentence that says what the behavior means. Could a classmate write a different second sentence from the same first one?"

   Take a few pairs of sentences. Students usually find that the first sentences match and the second ones do not: "The dog misses its owner," "The dog has learned the time," "The dog wants its dinner." Name the difference. A fact can be checked by watching or measuring. An interpretation is what someone says a fact means. Two careful people can accept the same fact and still interpret it differently, and they can also choose different facts to point to. Tell students that today they will read three writers who watched beavers and ask how each one shapes the facts.

2. Direct Instruction15 minutes

   Teach the terms and leave them on the board:

   • Key information: the facts a reader needs about the topic.
   • Evidence: the facts, observations and examples an author gives to support a point. To emphasize evidence is to make it stand out: put it first, tell it in detail, repeat it, or give it more space than other facts.
   • Interpretation: what an author says the facts mean. Signal words such as "probably," "evidently" and "this is" often mark an interpretation.
   • Presentation: the whole way an author shapes the information: what is chosen, what is stressed, what is left out and what it is said to mean.

   Background. The North American beaver is a large rodent that lives in ponds and streams. Beavers cut down small trees such as aspen and willow with their teeth, eat the bark, and use the branches, mud and stones to build dams. A dam holds back a stream and makes a pond. In the pond, beavers build a lodge, a home of sticks and mud whose entrances are under water. They also dig canals, narrow ditches of water, to float branches to the pond. John Burroughs (1837-1921) was a famous American nature writer. Beginning with an article in The Atlantic Monthly in March 1903, he argued in print against writers who, he said, gave wild animals human thoughts; the quarrel became known as the "nature fakers" controversy after President Theodore Roosevelt used that phrase in 1907. Enos Mills (1870-1922) lived near Estes Park, Colorado, studied beavers for many years, and worked to create Rocky Mountain National Park.

   Words to know: avers (says firmly); deliberation (careful thought); inerrant (never wrong); inasmuch as (because); ever (here, an old meaning: always); aspen (a tree whose bark beavers eat). Read Source 1 aloud while students follow, then Source 2. Think aloud each time you notice a fact both authors accept, a fact only one author stresses, or a word that shows an interpretation.

   1One of our well-known natural historians thinks that there is no difference between a man's reason and a beaver's reason because, he says, when a man builds a dam, he first looks the ground over, and after due deliberation decides upon his plan, and a beaver, he avers, does the same. But the difference is obvious. Beavers, under the same conditions, build the same kind of dams and lodges; and all beavers as a rule do the same. Instinct is uniform in its workings; it runs in a groove. Reason varies endlessly and makes endless mistakes. Men build various kinds of dams and in various kinds of places, with various kinds of material and for various kinds of uses. They exercise individual judgment, they invent new ways and seek new ends, and of course often fail.

   2Every man has his own measure of reason, be it more or less. It is largely personal and original with him, and frequent failure is the penalty he pays for this gift.

   3But the individual beaver has only the inherited intelligence of his kind, with such slight addition as his experience may have given him. He learns to avoid traps, but he does not learn to improve upon his dam or lodge building, because he does not need to; they answer his purpose. If he had new and growing wants and aspirations like man, why, then he would no longer be a beaver. He reacts to outward conditions, where man reflects and takes thought of things. His reason, if we prefer to call it such, is practically inerrant. It is blind, inasmuch as it is unconscious, but it is sure, inasmuch as it is adequate. It is a part of living nature in a sense that man's is not. If it makes a mistake, it is such a mistake as nature makes when, for instance, a hen produces an egg within an egg, or an egg without a yolk, or when more seeds germinate in the soil than can grow into plants.

   1Did this repairing of the dam mean that this old colony was to be resettled by beavers? It probably did, for the beavers ever work for a purpose and not just to be working. It was mid-summer and all beavers who were not making emergency repairs or extensive improvements were off on a summer vacation.

   [...]

   2A canal is one of the best exhibitions of beaver skill. About twenty feet of this canal was finished and it was about three feet wide and eighteen inches deep. It began in the northeast corner of the old pond and was being dug across a filled-in grass-grown pond which had been washed full of mud and sand. It pointed at an aspen grove out in the pines two hundred feet away. It was probable that this canal would be dug as close as possible to the aspen grove, then the canal filled with water from somewhere and used to float aspen poles down to the beginning--the lower end--of the canal. And close to the lower end a house was almost certain to be built.

   3A buried log in the canal was gnawed in two and removed. The canal curved around a boulder too large to be removed. At a distance of eighty-one feet from the lower end the canal-builders came in contact with granite rock and brought the canal to a stop by enlarging the upper end into a basin about ten feet across.

   [...]

   4With mud and willows the beavers repaired the breaks in the but-little-damaged dam of the old pond. Then they cut a ditch thirty or forty feet long through a ridge to a little pond to the north, and filled the old large pond. Its waters extended to within twelve or fifteen feet of the lower end of the canal. But as the canal was nearly two feet higher than the surface of this pond, water for the canal would have to come from a higher source, and I was puzzled as to where this might be. But beavers plan their work two or three moves ahead, and they probably knew what they were about.

   • Key information: a fact both authors accept

     What do both authors say beavers do? Find a sentence in each source.

     Result: Both say beavers build dams and keep them in repair. Burroughs: "Beavers, under the same conditions, build the same kind of dams and lodges" (Source 1, paragraph 1). Mills: "With mud and willows the beavers repaired the breaks in the but-little-damaged dam of the old pond" (Source 2, paragraph 4). Neither author doubts the fact. The disagreement is about what the building means.

   • Different interpretations of the same fact

     What does each author say the dam building shows about a beaver's mind?

     Result: Burroughs says it shows instinct, not thought: "Instinct is uniform in its workings; it runs in a groove" (Source 1, paragraph 1). Mills says it shows purpose and planning: "the beavers ever work for a purpose and not just to be working" (Source 2, paragraph 1) and "beavers plan their work two or three moves ahead" (paragraph 4). Same fact, two readings of it.

   • Different evidence emphasized

     What kind of evidence does each author put forward to support his reading?

     Result: Burroughs stresses sameness: all beavers build alike, while "Men build various kinds of dams and in various kinds of places" (Source 1, paragraph 1). He describes no single beaver. Mills stresses what one colony did at one place: "The canal curved around a boulder too large to be removed," and it stopped where the builders "came in contact with granite rock" (Source 2, paragraph 3). Those details show beavers fitting their work to a site, which is exactly the kind of evidence Burroughs leaves out.

   • How sure is each author?

     Find words that show how certain each author is about his interpretation.

     Result: Burroughs sounds certain: "But the difference is obvious" (Source 1, paragraph 1), and the beaver's reason is "practically inerrant" (paragraph 3). Mills hedges, or softens his claims: "It probably did" (Source 2, paragraph 1), "It was probable" (paragraph 2), and he admits "I was puzzled as to where this might be" (paragraph 4). Certainty is part of a presentation too: it tells the reader how much weight the author puts on his own reading.

   Teacher tip. Build the chart in Diagram 1 on the board as you go: the fact both authors accept goes in the middle, and each author's evidence and interpretation go under his name. Point out that Burroughs opens by stating the view he will argue against ("One of our well-known natural historians thinks...") and answers it with "But." An author who argues against another view shapes his own evidence to answer it.

3. Guided Practice15 minutes

   Pairs read Sources 3 and 4 and fill a blank copy of the Diagram 1 chart for them, using the four questions in Diagram 2. Both passages tell of beavers facing a problem they did not expect. Words to know: automaton (a machine that moves by itself without thinking); stove-wood (wood cut small enough for a stove); coon (raccoon); enlightened (made to understand); deciduous (losing its leaves each fall); portage (carrying a load over land around a waterfall or rapids); thoroughfare (a main road). Circulate and hear from each pair at least once.

   1I read of a beaver that cut down a tree which was held in such a way that it did not fall, but simply dropped down the height of the stump. The beaver cut it off again; again it dropped and refused to fall; he cut it off a third and a fourth time: still the tree stood. Then he gave it up. Now, so far as I can see, the only independent intelligence the animal showed was when it ceased to cut off the tree. Had it been a complete automaton, it would have gone on cutting--would it not?--till it made stove-wood of the whole tree. It was confronted by a new problem, and after a while it took the hint. Of course it did not understand what was the matter, as you and I would have, but it evidently concluded that something was wrong. Was this of itself an act of intelligence? Though it may be that its ceasing to cut off the tree was simply the result of discouragement, and involved no mental conclusion at all. It is a new problem, a new condition, that tests an animal's intelligence. How long it takes a caged bird or beast to learn that it cannot escape! What a man would see at a glance it takes weeks or months to pound into the captive bird, or squirrel, or coon. When the prisoner ceases to struggle, it is probably not because it has at last come to understand the situation, but because it is discouraged. It is checked, but not enlightened.

   1The beavers survived the fiery ordeal, but their near-by and prospective winter food-supply was destroyed. This grove of aspen and every deciduous tree that might have furnished a bark food-supply was consumed or charred by the fire.

   2Instead of moving, the colony folks spent a number of days clearing the fire wreckage from their pond. With winter near and streams perilously low for travelling, it probably was unwise to go elsewhere and try to build a home and gather a harvest.

   3One night, early in October, the colonists gnawed down a number of aspens that had escaped the fire. These were in a grove several hundred feet down stream from the pond. A few nights later they commenced to drag the felled aspens up stream into their pond. This was difficult work, for midway between the grove and the pond was a waterfall. The beaver had to drag each aspen out of the water and up a steep bank and make a portage around the falls.

   4The second night of this up-stream transportation a mountain lion had lain in wait by the falls. Tracks and marks on the muddy slope showed that he had made an unsuccessful leap for two beavers on the portage. The following morning an aspen of eighty pounds’ weight which two beavers had evidently been dragging was lying on the slope. The lion had not only missed, but on the muddy slope he slipped and received a ducking in the deep water-hole below.

   5Transportation up stream was stopped. The remainder of the felled aspens were piled into a near-by “safety pond.” A shallow stream which beavers use for a thoroughfare commonly has in it a safety pond which they maintain as a harbour, diving into it in case of attack. Usually winter food is stored within a few feet of the house, but in this case it was nearly six hundred feet away. In storing it in the safety pond, the beavers probably were making the best of a bad situation.

   1. Key information. Prompt: what situation do both passages describe? Teacher note: in each, beavers meet a problem their usual work does not solve: a cut tree that "refused to fall" (Source 3) and a winter food supply "consumed or charred by the fire" (Source 4, paragraph 1). Burroughs himself says why such moments matter: "It is a new problem, a new condition, that tests an animal's intelligence."
   2. Evidence. Prompt: how does each author know what happened? Teacher note: Burroughs's evidence is one story he did not see: "I read of a beaver." Mills gives his own observations and the signs he read: "Tracks and marks on the muddy slope showed that he had made an unsuccessful leap for two beavers" (Source 4, paragraph 4), and "an aspen of eighty pounds' weight" left on the slope.
   3. Interpretation. Prompt: what does each author say the beavers' actions mean? Teacher note: Burroughs gives the beaver a little credit and then takes it back: "it evidently concluded that something was wrong," but "it may be that its ceasing to cut off the tree was simply the result of discouragement." Mills reads the beavers' choices as sensible decisions: "it probably was unwise to go elsewhere" (Source 4, paragraph 2), and storing food in the safety pond was "making the best of a bad situation" (paragraph 5).
   4. Why. Prompt: what word choices show each author's position? Teacher note: Burroughs compares the beaver with "a complete automaton" and with a "captive bird" that is "checked, but not enlightened." Mills calls the beavers "the colony folks" (paragraph 2), words for people. Each author's words lean the reader toward his reading before any argument is made.

   Close with one question: could both authors accept every fact in Source 4? Pairs usually say yes, and then notice that Burroughs would explain the same facts as instinct and "discouragement." Tell students that next they will analyze two more passages on their own, with words to know but no prompts.

4. Independent Practice15 minutes

   Each student reads Sources 5 and 6 alone. Source 5 comes later in Burroughs's beaver chapter; Source 6 continues Mills's story of the colony in Source 4 through the winter and the next summer. Words to know: specialized (suited to one kind of work); afterthought (something added later, not part of the first need); fulcrum (the point a lever rests and turns on); non-progressive (not improving over time); débris (broken rock and earth); sediment (mud and sand carried by water); moraine (a ridge of rock and soil left by a glacier). Students mark key information in one color, evidence in a second and interpretations in a third. Quiz questions 1-11 and 14-20 use these two sources.

   1All animal life is specialized; each animal is an expert in its own line of work--the work of its tribe. Beavers do the work of beavers, they cut down trees and build dams, and all beavers do it alike and with the same degree of untaught skill. This is instinct, or unthinking nature.

   2Of a hot day a dog will often dig down to fresh earth to get cooler soil to lie on. Or he will go and lie in the creek. All dogs do these things. Now if the dog were seen to carry stones and sods to dam up the creek to make a deeper pool to lie in, then he would in a measure be imitating the beavers, and this, in the dog, could fairly be called an act of reason, because it is not a necessity of the conditions of his life; it would be of the nature of an afterthought.

   3All animals of a given species are wise in their own way, but not in the way of another species. The robin could not build the oriole's nest, nor the oriole build the robin's nor the swallow's. The cunning of the fox is not the cunning of the coon. The squirrel knows a good deal more about nuts than the rabbit does, but the rabbit would live where the squirrel would die. The muskrat and the beaver build lodges much alike, that is, with the entrance under water and an inner chamber above the water, and this because they are both water-animals with necessities much the same.

   4Now, the mark of reason is that it is endlessly adaptive, that it can apply itself to all kinds of problems, that it can adapt old means to new ends, or new means to old ends, and is capable of progressive development. It holds what it gets, and uses that as a fulcrum to get more. But this is not at all the way of animal instinct, which begins and ends as instinct and is non-progressive.

   1One winter day a beaver came swimming down into the safety pond. I watched him through the ice. He dislodged a small piece of aspen from the pile in the bottom of the pond and with it went swimming up stream beneath the ice. At the bottom of the icy falls I found a number of aspen cuttings with the bark eaten off. While examining these, I discovered a hole or passageway at the bottom of the falls. This tunnel extended through the earth into the pond above. This underground portage route enabled the beavers to reach their supplies down stream.

   [...]

   2Late this summer a huge landslide occurred on the stream above the Broken Tree pond. The slide material blocked the channel and formed a large, deep pond. From this dam of débris and the torn slope from which it slipped came such quantities of sediment that it appeared as though the pond might be filled. Every remaining colonist worked day and night to build a dam on the stream just above their pond. They worked like beavers. This new pond caught and stopped the sediment. It was apparently built for this purpose.

   3The colonists who remained repaired only two of the five houses, and between these they piled green aspen and willow for winter food. But before a tree was cut they built a dam to the north of their home. Water for this was obtained by a ditch or canal dug from the stream at a point above the sediment-catching pond. When the new pond was full, a low grassy ridge about twenty feet across separated it from the old one. A canal about three feet wide and from one to two feet deep was cut through the ridge, to connect the two ponds. The aspens harvested were taken from the slope of a moraine beyond the north shore of the new pond. The canal and the new pond greatly shortened the land distance over which the trees had to be dragged, and this made harvesting safer, speedier, and easier.

5. Closure5-10 minutes

   Exit ticket: (1) Name one fact that both Burroughs and Mills accept. (2) Write one sentence for each author telling what he says that fact means, with a short quotation from any of Sources 1-6.

   Teacher note on the language. The passages are quoted exactly as published in 1905, 1914 and 1922. None of them contains a slur or offensive language. Some words are old-fashioned: "coon" (raccoon), "avers," "folks" for animals, and British spellings such as "harbour." Burroughs uses "man" and "men" for all people, as writers of his time did. Hulbert writes "God knows why he did it," an everyday expression meaning "no one knows." The homework passage comes near the end of Hulbert's story, in which the old beaver is later caught in a trap; that part is not printed.

   Teacher note on the science. The lesson does not ask students to decide who is right about beavers, and the authors' claims are not today's science. Scientists still study how much of a beaver's building is inborn and how much beavers adjust to a site. Keep the focus on the standard: how each author chooses and interprets the facts.

   For homework: students read Source 7, from William Davenport Hulbert's "The Biography of a Beaver" in Forest Neighbors (1902), and compare it with Burroughs and Mills. Hulbert tells the life of one beaver, "the Beaver," as a story, partly from his own watching in the northern woods. Words to know: buttress (a support built against a wall); faculties (powers of the mind and body); ruling passion (the strongest interest in a life); civil engineer (a person who designs dams, bridges and roads); befogged (confused).

   1They wandered about for some time, looking for a suitable location, and examining several spots along the beds of various little rivers, none of which seemed to be just right. But at last they found, in the very heart of the wilderness, a place where a shallow stream ran over a hard stony bottom, and here they set to work. It was a very desirable situation in every respect. At one side stood a large tree, so close that it could probably be used as a buttress for the dam when the latter was sufficiently lengthened to reach it; while above the shallow the ground was low and flat on both sides for some distance back from the banks, so that the pond would have plenty of room to spread out. If they could have spoken they would probably have said that the place was a dam site better than any other they had seen.

   [...]

   2Yet even now the old instinct flamed up and burned feebly for a little while. Or shall we say the old love of work, and of using the powers and faculties that God had given him? Why should the thing that is called genius in a man be set down as instinct when we see it on a somewhat smaller scale in an animal? Whatever it was, the ruling passion was still strong. All his life he had been a civil engineer; and now, one dark, rainy autumn night, he left his shallow burrow, swam down the pond to its outlet, and began to build a dam. The next day, pushing up the shallow stream in my dug-out canoe, I saw the alder-cuttings lying in its bed, with the marks of his dull teeth on their butts. God knows why he did it, or what he was thinking about as he cut those bushes and dragged them into the water. I don't; but sometimes I wonder if a wild dream of a new lodge, a new mate, a new home, and a new city was flitting through his poor, befogged old brain.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Which piece of key information about beavers appears in both Source 5 and Source 6?

   ABeavers build lodges with the entrance under water and a room above BBeavers dig tunnels to reach the food they have stored below a waterfall CBeavers cut down trees and build dams across the streams they live on DBeavers learn to build by watching and copying the older beavers of the colony

2. Question 2 of 20 · Multiple Choice

   According to Source 5, paragraph 1, what explains the way beavers build?

   AInstinct: all beavers build alike, with a skill no one taught them BReason: each beaver plans its own dam the way a man would plan one CTraining: young beavers practice on small dams before large ones DChance: beavers leave sticks wherever they happen to drop them

3. Question 3 of 20 · Multiple Choice

   In Source 6, paragraph 2, how does Mills interpret the dam the beavers built just above their pond after the landslide?

   AHe says the landslide built it when the fallen rock blocked the stream BHe says the beavers built it to catch the mud so their pond would not fill CHe says the beavers built it out of habit, as they build every dam DHe says the beavers built it to hide from the mountain lion near the falls

4. Question 4 of 20 · Multiple Choice

   What kind of evidence does Mills mainly use in Source 6?

   AComparisons between beavers and many other kinds of animals BStories about beavers that he read in other writers' books CNumbers from tests he set up with beavers kept in a pen DThings he saw himself at one colony over many months

5. Question 5 of 20 · Multiple Choice

   What kind of evidence does Burroughs mainly use in Source 5?

   AA careful record of what one beaver colony did over a year BGeneral comparisons among many animals, such as dogs and robins CReports from trappers who had caught and studied many beavers DMeasurements of the dams and canals of the beaver colonies he visited

6. Question 6 of 20 · Multiple Choice

   Burroughs says the mark of reason is that it "can adapt old means to new ends" (Source 5, paragraph 4). Which fact in Source 6 most directly challenges his claim that beavers lack it?

   AThe landslide formed a large, deep pond on the stream above theirs BThe colonists repaired only two of their five old houses CA new dam the beavers built stopped the mud from the landslide DA beaver swam down into the safety pond during the winter

7. Question 7 of 20 · Multiple Choice

   Why does Mills write "apparently" in "It was apparently built for this purpose" (Source 6, paragraph 2)?

   ATo show that he never saw the beavers working on the new dam at all BTo show that he agrees with Burroughs that beavers act by instinct CTo show that the new dam was finished much faster than usual DTo mark the purpose as his reading, not something he observed

8. Question 8 of 20 · Multiple Choice

   Why does Burroughs describe a dog that might "carry stones and sods to dam up the creek" (Source 5, paragraph 2)?

   ATo picture what an act of reason would look like: an "afterthought" BTo prove that dogs are smarter than beavers because dogs can learn to lie in a creek CTo report a dog he once saw building a small dam in the creek near his farm DTo show that all animals build dams in hot weather to make deeper pools

9. Question 9 of 20 · Multiple Choice

   How does Burroughs interpret the fact that muskrats and beavers build lodges "much alike" (Source 5, paragraph 3)?

   AThe muskrat learned how to build by copying the beaver's lodges BThey have the same needs, so the same instinct fits both CBoth animals reason out the best design for a home in the water DThe beaver's lodge is better because the beaver is more clever

10. Question 10 of 20 · Multiple Choice

    Source 6 ends: "The canal and the new pond greatly shortened the land distance over which the trees had to be dragged, and this made harvesting safer, speedier, and easier." How does this sentence help Mills's interpretation?

    AIt quotes Burroughs so that Mills can show where the two writers agree BIt gives measurements of the canal that prove the beavers drew a plan CIt ends on the benefits of the canal, so readers see it as built for a reason DIt admits that Mills could not tell why the beavers dug the canal at all

11. Question 11 of 20 · Multiple Choice

    Which fact from Source 6 fits Burroughs's view best, that beavers do "the work of beavers" by untaught habit?

    AA tunnel at the foot of the falls let the beavers reach their stored food BAfter the landslide, the beavers built a second dam above their pond CThe beavers dug a canal through a ridge to connect the two ponds DBetween two houses the beavers piled green aspen and willow for food

12. Question 12 of 20 · Multiple Choice

    Two students write about the school garden. Maya reports how many pounds of tomatoes it produced each month. Leo quotes three students about what they learned by working in it. Which idea from RI.7.9 does this show?

    AEmphasizing different evidence about the same topic BAdvancing different interpretations of one shared fact CDisagreeing about whether a fact is true or false DUsing the same evidence in the same way twice

13. Question 13 of 20 · Multiple Choice

    A class plant bends toward the window. One writer says, "The plant bends toward the window because it wants the light." Another says, "Light from one side makes the cells on the shaded side of the stem grow longer, so the stem bends." What does this pair show?

    ATwo writers who emphasize different evidence BTwo writers who disagree about whether the plant bent CTwo different interpretations of the same fact DThe same interpretation put into different words

14. Question 14 of 20 · Multiple Choice

    Burroughs calls each animal "an expert in its own line of work" (Source 5, paragraph 1). How does the word "expert" fit his argument?

    AHe means that beavers study how to build, the way expert engineers do BHe grants beavers great skill but says the skill is inborn, not reasoned CHe is joking, since he thinks beavers have no real building skill at all DHe means that only a few beavers in each colony are expert builders

15. Question 15 of 20 · Short Answer

    Burroughs says animal instinct "begins and ends as instinct and is non-progressive" (Source 5, paragraph 4). Explain how the evidence in Source 6 could be used to answer him. Cite two details.

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16. Question 16 of 20 · Short Answer

    How might Burroughs interpret the tunnel at the foot of the falls (Source 6, paragraph 1)? Use a quotation from Source 5 to support your answer.

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17. Question 17 of 20 · Short Answer

    What kind of evidence does Mills include in Source 6 that Burroughs leaves out of Source 5? Why might Burroughs leave it out?

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18. Question 18 of 20 · Short Answer

    In Source 6, paragraph 2, find a phrase other than "apparently" that shows Mills is judging what he saw rather than simply reporting it. Explain what the phrase shows.

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19. Question 19 of 20 · Short Answer

    Rewrite the landslide event (Source 6, paragraph 2) in two or three sentences as Burroughs might present it. Keep the facts the same and change the interpretation.

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20. Question 20 of 20 · Short Answer

    In one paragraph, explain how Burroughs (Source 5) and Mills (Source 6) each shape the key information that beavers build dams. Name the evidence each emphasizes and what each says it means, and quote each source once.

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These standards connect to RI.7.9: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.