ELA / Math Units of Study Roll Out. Excerpt: The Road Not Taken b y Robert Frost. Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth;
by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I –
I took the one less traveled by,
And that has made all the difference.
Create collaborative culture
Successfully implement and support CCSS K-12 (UOS)
Use CCSS as the vehicle to make district-wide culture changes
- Teachers from all ...grades/subjects
- Principal Reps
- Ed. Service Leadership
- Deep dive into standards
(for next level of learning)
(concepts and skills that last over time)
High Stakes Assessments
(crossover application to other areas)
A series of specific lessons, learning experiences, and related assessments — basedon targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks.
“To be effective in improving education and getting all students ready for college, workforce training, and life, the Common Core State Standards must be partnered with a content-rich curriculumand robust assessments, both aligned tothe Standards.”
CCSSI Webinar, 2010
Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year.
New District Benchmarks
Administered by all teachers
No Rogue : )
A series of specific lessons, learning experiences, and related assessments—basedon designated Priority Standards and related supporting standards—for a topical, skills-based, or thematic focus that may last anywhere from two to six weeks.
A rigorous curriculum is an inclusive set of intentionally aligned components—clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies—organized intosequenced units of study.
A rigorous curriculum serves as both the detailed road map and the high-quality delivery systemfor ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.
Priority Standards are “those standards that, once mastered, give a student the ability to use reasoning and thinking skillsto learn and understand other curriculum objectives.”
- Dr. Douglas Reeves
Supporting standards are those standards that support, connect to, or enhancethe Priority Standards. They are taught within the context the Priority Standards, but do not receive the samedegree of instruction and assessment emphasis as do the Priority Standards.
Prioritization, Not Elimination!
One of the GOALS for today is to answer
this Essential Question:
Distribute Priority Standards across multiple units as long as it makes instructional sense to do so.
Distribute Supporting Standards across multiple units.
A pacing calendar is a yearlong (or course-long) schedulefor delivering all of the planned units of study for a designated grade level or course, not the daily lessons to be used within units.
Pacing calendar is different than the past. Buffer time is now included between units.
Distributing Priority Standards
\\jusd.dom\public\MyJUSD\public\JUSD CCSS Standards\ELA\ELA Standards
How is this pacing
different than in
the past? How is this
beneficial for teachers?
“Unwrapping” the Priority Standards
Concepts (nouns – noun phrases)
DOK (we will go over this later)
Identifying What Students Must Know and Be Able To Do in the Wording of the Standards
ELA – Scaffolding
How can “unwrapped”
standards benefit teachers?
How do good readers take details and examples to explain the main idea of a text?
a) Identify the main idea of
the text and explain how it
is supported by details.
b) Determine which details
are key to the text.
c) Use key details and the
main idea to summarize.
d) Explain what happened
and why it happened based
on information in the text.
a) Introducing a topic clearly, grouping related information in paragraphs, and using descriptive details.
b) Developing a topic with appropriate facts, definitions, concrete details, and quotations related to the topic.
c) Providing a concluding statement to the information presented.
Questions, not statements,
stimulate student curiosity to find the answers!
Cannot be answered with a “yes” or “no”
Have no single obvious right answer
Cannot be answered from rote memory
Match the rigor of the “unwrapped” standard
Go beyond who, what, when, and where to how and why
Moves away from procedural to conceptual understanding
Makes it relevant
The Big Ideas
The Essential Questions
How will this
DOK 1: Recall and Reproduction
Recall facts, information; reproduce simple process/procedure
DOK 2: Skills and Concepts
Make decisions about a question or problem; more than one step
DOK 3: Strategic Thinking
Develop a plan, use evidence, choose more than one answer, justify response
DOK 4: Extended Thinking
Apply conceptual understanding, investigate connections, relate ideas, devise an approach among alternatives—needs extended time
On the old STAR test,
80%of the test was Bloom’s Level 1.
On the old STAR Test,
0%of the test was DOK 4
On the new SBAC test,
68% of the test is DOK 3 and 4.
Included with every unit
Mirrored, aligned, blended
Administered by all teachers
Pre-assessment drives our instruction
Formative and summative use
Post Assessment drives reteaching instruction
The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments.
Ainsworth, L., 2011
How can rubrics help students?
Notice how they are
aligned to the priority
“Levels of student performance improve when instruction focuses on: active learning, real-world contexts, higher-level thinking
skills, extended writing, and demonstration.”
The Art and Science of Teaching, 2007
Next 7 slides ELA only
“Performance tasks provide an opportunity to challenge students to apply their knowledge and skills to respond to complex, real-world problems. They can best be described as collections of questions and taskspresented to students that are coherently connected to a single theme or scenario.”
Performance Task = A single assessment
Performance Assessment = A collection of related performance tasks
How will you
SWhat is the situation?
C What is the challenge?
R What role(s) does the student assume?
A Who is the audience (preferably an external audience)?
P What is the product/performance student will demonstrate and/or create?
Acid test: If there were no standards driving instruction and assessment, would this scenario be so compelling students and teachers would WANT to work on these tasks?
The level of performance students must meet to demonstrate attainment of a particular standards
(Thorough, Adequate, Partial, Minimal)
Student-produced work samples at exemplary/
thorough and proficient/ adequate levels of performance on the scoring guide.
* Coming soon
Scoring Guide (Rubric)
A set of generaland/or specific criteria used to evaluate student performance on a given task or item
Notice how they are
aligned to the priority
J. Hattle and H. Timperley, “The Power of Feedback,“ Review of Educational Research, 2007
Suggested Resources (some being acquired)
Suggested Instructional Strategies/Skills
*Detailing the Unit
Review the rest of the unit organizer
What else is included?
Review performance task #4.
In your group, brainstorm what you would need to teach to prepare students for task #4.
Write these ideas on chart paper.
Be ready to share out.
Sample list on next slide…
R. F. Elmore, School Reform from the Inside Out: Policy, Practice, and Performance, 2004
Reflections – Table Discussion
How will these components
enrich your instruction?
In the Unit Organizer
needed for the unit.
To be created at a later date
derived from the State Standards
Standards for Mathematical Practice and their implications for the unit.
In “Resources and Materials” find Go Math! corresponding lessons, suggested manipulatives, sample online lessons, etc.
In the Sequence of Standards and Pacing , you will find a suggested sequence and pacing. Priority Standards are in bold. Standards are unwrapped and Depth of Knowledge (DOK) noted.
Learning experiences allow the students to discover Big Ideas for themselves (see next slide)….
*Notice on 4.NBT.2 Lessons 1.2 and 1.3 are suggested to be taught before 1.1.
Each unit has a problem-solving task and /or performance task(s) to be completed.
The tasks allow students to apply their learning from the unit. They are a formative assessment of student knowledge.
Beginning with the “Show What You Know” from Go Math! could help you plan for instruction in the upcoming unit/chapter.
Pre-requisite skills can be reviewed and solidified through daily Math Review.
Instructional Design/Weekly Lesson Planning:
supporting/unwrapped standards, Big Ideas, and
How will students discover the big ideas and use the mathematical practices?
Use all of this to help you plan out your daily/weekly/unit lesson plans.