Summer planning on the road to rigor
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Summer Planning “On the Road to Rigor”. http://colonialela.weebly.com. Day 1 Objective. Create a Scope and Sequence KUD format Aligned to all CCSS *Use checklist when done. Reminders. Start with the standards not the textbook. Paraphrase the standards into KUDs

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Summer planning on the road to rigor

Summer Planning“On the Road to Rigor”

http://colonialela.weebly.com


Day 1 objective
Day 1 Objective

Create a Scope and Sequence

  • KUD format

  • Aligned to all CCSS

    *Use checklist when done.


Reminders
Reminders

  • Start with the standards not the textbook.

  • Paraphrase the standards into KUDs

  • All CCSS will be integrated: RI, RL, W, L, SL

  • KUD literacy organizers are not a unit

  • Unit time frame HS 8-13 meetings/MS 2-5 weeks

  • Number the units in the order you wish to teach them

  • Adjustments may be necessary

  • 50/50 yearly instructional balance

  • Space in calendar for review days



Day 2 objective
Day 2 Objective

Create SLMs for each of the KUDs


Reminders1
Reminders

  • Kid Language

  • Vocabulary section should include ONLY new words from “know”

  • Extended Thinking Lessons- 50% of concepts

  • MS LEQ= 1 lesson= 1-3 days

  • HS LEQ= 1 lesson= 1-2 meetings


Student learning map
Student Learning Map

Extending Thinking Lesson

Designed to help learners acquire new knowledge, concepts or skills.

It deepens understanding, giving students an opportunity to think on a higher level (8 LFS strategies).

Acquisition Lesson

*Extending Thinking is the #1 strategy which impacts achievement.


Day 3 objective
Day 3 Objective

Create 3 District Common Assessments

(dataservice)

Beginning template available , assessments subject to change


Texts
Texts

  • Cold reads

  • Check lexile and readability measures for appropriate complexity

  • Genres should match unit standards

  • Paired texts

  • Texts may be altered provided notation is made (e.g. retold by… adapted by…)


Questions
Questions

  • Use column on KUD to ensure alignment.

  • Be sure to include a mix of MC and CR.

  • Avoid stand-outs in distractors: proper nouns, lengths, beginning word, etc.

  • Use vocabulary on “grade-level” in distractors (consult EDL).

  • Make all distractors plausible, but not tricky.

  • Avoid using “except” and “not” in question stem.


Scoring
Scoring

  • Answer key

  • Rubrics

  • Sample response

  • Scoring Scale


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