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Unpacking the Standards

Unpacking the Standards. ED 4010. What is a GLCE?. GLCE stands for G rade L evel C ontent E xpectations They are supplied to us by the State of Michigan They tell us what we need to teach at each grade level. They cover grades K-7. What is a GLCE?.

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Unpacking the Standards

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  1. Unpacking the Standards ED 4010

  2. What is a GLCE? • GLCE stands for Grade Level Content Expectations • They are supplied to us by the State of Michigan • They tell us what we need to teach at each grade level. They cover grades K-7

  3. What is a GLCE? • Each GLCE is written to be broad based and universally applied. • At the High School Level they are classed HSCE’s or High School Content Expectation

  4. Unpacking a Standard…or should I say GLCE??? • It is a challenge to unpack or dissect each GLCE and turn it into a learning statement • It is essential that you do this correctlyand thoroughly because your curriculum will be guided by the learning statements you create from the GLCE

  5. Learning Statements • Learning statements will guide your lesson • They clearly state what you want your students to be able to accomplish • Exp: TLW describe how the Earth revolves around the sun in a path called an orbit.

  6. Learning Statements • They must be written in a way that: • Covers the entire GLCE • Can be assessed • Is clear to students • Lends itself to students success on the MEAP • You can write effective lessons

  7. Let’s Try One…. • Select the GLCE you wish to unwrap • SAMPLE GLCE CLUSTER (TOPIC) IN GRADE 4 • E.ST.E.2 Patterns of Objects in the Sky- Common objects in the sky have observable characteristics and predictable patterns of movement. • E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year. • E.ST.04.22 Explain that the spin of the Earth creates day and night. • E.ST.04.23 Describe the motion of the moon around the Earth. • E.ST.04.24 Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month. • E.ST.04.25 Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.

  8. E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year. First, circle the verbs and underline the nouns E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year. • Verbs – what students should be able to do • Nouns – what students should know

  9. Now plug these into a graphic organizer I adapted from Deb Wahlstrom

  10. To figure out what is important in this GLCE, you may have to do some “digging in” or re-learning about the topic. You can also use the teacher’s edition of a textbook and the State of Michigan companion documents. • Here are some “orbital factoids” Earth’s orbit… • Roughly (but not completely) circular •  Orbit takes 365.25 days = 1 EARTH year = 1 revolution •  Same plane as the rest of the planets

  11. Now, turn your nouns and verbs into learning statement – What should the student know? • Make sure you have enough learning statements to cover the entire standard. • Let’s go back to our chart!

  12. You will need to create a learning statement for every GLCE you teach. Each learning statement can now be assessed and planned around. Creating clear and measurable learning statements is the KEY to effective unit planning. • Please code each learning statement. I coded mine with E1, E2, E3. Doing this makes it easier when listing them in lesson plans, etc.

  13. After you write your learning statements, you can use this chart to help you come up with your instructional strategies (how are you going to teach it) and your assessments (how are you going to assess the learning). You’ll do this later on for your future Unit Plan.

  14. SAMPLE GLCE CLUSTER (TOPIC) IN GRADE 5 L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive). L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities. • Let’s try another one…

  15. Underline nouns and circle verbs • List them on the chart • L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

  16. Do some “digging in” on your topic • Use teacher edition textbooks, Michigan Companion Documents, Internet • Write learning statements that state what you want your students to be able to do. Don’t forget to code your learning statements!

  17. Later on you can add your instructional and assessment strategies to your chart. • Make sure you have written learning statements to cover the ENTIRE standard. • ARE YOU READY FOR YOUR UNIT PLAN GLCE’S????

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