Unpacking Standards: An Introduction. Review of the PLC Process for Curriculum, Instruction, and...

Unpacking Standards:An Introduction

Review of the PLC Process for Curriculum, Instruction, and

Assessment

• Session 1: Unpack a standard.• Session 2: Create an assessment.• Session 3: Examine a learning activity.• Session 4: Reflect on assessment

data and give/receive feedback on lessons used to teach a

standard.

Rationale for Revisiting the Process

• Developing a clear, common protocol.

• The desire to make this work with what is already happening in your school.

Today’s Agenda

• Focus on session 1 of the PLC process.

• Unpack a standard together, in five steps, using the “guided practice” method.

Step 1

• Using the combined curriculum document, review the standard.– Locate one standard (all of the related

Program of Studies Understandings, Program of Studies Skills and Concepts, and Core Content for Assessment).

– Read this standard from top left to bottom right.

Big Idea: Forming a Foundation (Reading) Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the word, sentence, and connected text level across all content areas. Academic Expectations 1.1 Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools. 1.2 Students make sense of the variety of materials they read. 1.3 Students make sense of the various things they observe. 1.4 Students make sense of the various messages to which they listen.

Program of Studies: Understandings Program of Studies: Skills and Concepts Related Core Content for Assessment

EL-5-FF-S-1 Students will read grade-appropriate texts with automaticity; read multi-syllabic words using knowledge of sounds, word structure, syllable types, and word patterns; and explain the purpose of capitalization, punctuation, and text features (e.g., boldface type, italics, indentations) to make meaning of a variety of texts

RD-05-1.0.5 Students will identify the purpose of capitalization, punctuation, boldface type, italics or indentations to make meaning of the text.

DOK 1

EL-5-FF-S-2 Students will apply context and self-correction strategies while reading

EL-5-FF-S-3 Students will read grade-appropriate material --orally and silently --with accuracy and fluency

EL-5-FF-S-4 Students will use a variety of reading strategies to understand vocabulary and texts:

a) formulate questions to guide reading (before, during and after reading)

RD-05-1.0.6 Students will formulate questions to guide reading.

EL-5-FF-U-1 Students will understand that knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help determine unfamiliar words while reading. EL-5-FF-U-2 Students will understand that fluency involves reading orally and silently with speed, accuracy, proper phrasing and expression, while attending to text features (e.g., punctuation, italics). EL-5-FF-U-3 Students will understand that developing breadth of vocabulary improves reading comprehension and involves applying knowledge of word meanings and word relationships. The larger the reader’s vocabulary, the easier it is to make sense of text. EL-5-FF-U-4 Students will understand that many words have multiple meanings. Knowledge of syntax/language structure, semantics/meaning, context cues, and the use of resources can help in identifying the intended meaning of words and phrases as they are used in text.

Step 2

• Identify distinct concepts.– Highlight common words or phrases that

appear in two or more columns.





DOK 1







Step 2


appear in two or more columns.– Highlight words or phrases that express the

same idea as those you previously highlighted.





DOK 1







Step 2




– Give this concept a name (it may already be named in the combined curriculum document).

Concept/Understanding Learning Targets

Concept 1: Text Features

Step 2





– Identify in writing what students need to know about the named concept.



When we truly understand all of the purposes of various text features we can read with fluency.

Examples: capitalization, variety of punctuation marks, boldface type, italics, indentations.

Step 2 - Review





– Identify in writing what students need to know about the named concept.

Step 3

• Transform the distinct concept into a learning target.– Look for a verb that will allow students to

demonstrate their mastery of the concept.• The first place to look for a verb is within the

standard itself.





DOK 1







Step 3


demonstrate their mastery of the concept.– Using that verb, articulate a learning target in

student-friendly language that expresses the distinct concept.





Learning Target 1: Text Features

I can tell why a word is capitalized.

I know when to capitalize a word.

I can tell why various punctuation marks are used.

I know when to use various punctuation marks.

I can read using correct emphasis based on punctuation marks.

I can tell why boldface type is used.

I know when to use boldface type.

I can read using correct emphasis based on boldface type.





Learning Target 1: Text Features

I can tell why a word is capitalized.

I know when to capitalize a word.

I can tell why a sentence ends in a question mark.

I know when to use a question mark at the end of a sentence.

I can tell why quotation marks are used around words or phrases.

I know when to use quotation marks around words or phrase.

I can read using correct emphasis based on punctuation marks.

I can tell why boldface type is used.

I know when to use boldface type.

I can read using correct emphasis based on boldface type.

Step 3


demonstrate their mastery of the concept.

• Using that verb, articulate a learning target in student-friendly language that express the distinct concept.– Loop back to step 2, looking for other

embedded concepts.

Note

• Repeat Steps 2 and 3 until there are no distinct concepts left to identify.





DOK 1







Step 3 – Review


demonstrate their mastery of the concept.– Using that verb, articulate a learning target in

student-friendly language that express the distinct concept.

– Loop back to step 2, looking for other embedded concepts.

Step 4

• Sequence the learning targets and examine interconnections to form a learning progression.

Learning TargetsI can tell why a word is capitalized.I know when to capitalize a word.I can tell why a sentence ends in a question mark.I know when to use a question mark at the end of a sentence.I can tell why quotation marks are used around words or phrases.I know when to use quotation marks around words or phrase.I can read using correct emphasis based on punctuation marks.I can tell why boldface type is used.I know when to use boldface type.I can read using correct emphasis based on boldface type.

Learning Progression

• I can tell why a word is capitalized.

• I know when to capitalize a word.

Learning Progression

• I can tell why boldface type is used.

• I know when to use boldface type.

• I can read using correct emphasis based on boldface type.

Step 5

• Check learning targets against the combined curriculum document, concluding with DOK.– Revise as necessary.

Questions?

Unpacking Standards: An Introduction. Review of the PLC Process for Curriculum, Instruction, and...

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