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ELA / Math Units of Study Roll Out

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1 ELA / Math Units of Study Roll Out

2 Excerpt: The Road Not Taken
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.

3 TODAY’S AGENDA Purpose of Today Unit of Study Vision/Expectations
Guiding Documents/Research Assessment Plan Unit of Study Overview Next Step/Planning



6 Guiding Principles Vision Collaboration Accountability

7 District Vision/Goals
Create collaborative culture Successfully implement and support CCSS K-12 (UOS) Use CCSS as the vehicle to make district-wide culture changes

8 Collaborative Culture
Education Services Committee Create CCSS Steering Committee Secondary Math Committee School Data Teams

9 CCSS Steering committee
Make Up - Teachers from all ...grades/subjects - Principal Reps - Ed. Service Leadership Function Key Actions - Deep dive into standards - Redwood 2-day planning retreat

10 Priority Standards Readiness Endurance High Stakes Assessments
(for next level of learning) Endurance (concepts and skills that last over time) High Stakes Assessments (SBAC) Leverage (crossover application to other areas)

11 Units of Study Model A series of specific lessons, learning experiences, and related assessments — based on targeted Priority Standards & supporting standards — for an instructional focus that may last anywhere from two to six weeks.

12 Common Core Standards: Insufficient By themselves
“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 curriculum and robust assessments, both aligned to the Standards.” CCSSI Webinar, 2010

13 JUSD Units of Study Implementation
Standards Instruction Assessment Data Analysis “Unwrapped” Priority Standards Matched SBAC Thinking Skill & DOK Big Ideas Essential Questions Engaging Learning Experiences *Authentic Performance Tasks Scoring Guides/Rubrics *Differentiation * Future Common Formative Assessments Variety of Formats (e.g., SBAC) Frequent Progress Monitoring Data Teams or PLCs Focus on Student Needs & Work Targeted Strategies Results Indicators Priority Standards are carefully placed, paced, taught, assessed, re-taught, re-assessed throughout the year.

14 Units of Study Research Base (Effect Size, Hattie, VLFT, 2012)
Formative & Frequency of Assessment Teacher Clarity Teacher & Student Feedback Spaced/ Distributed Practice Mastery Learning Teacher Expectation Effect Size .90 .75 .73 .71 .58 .43 UOS CFAs Unwrap, CFAs & SG/Rubrics CFAs and Data Teams Standard Placement Buffer Days DOK, Unwrap, CFA 90 – 90 – 90 Study (Reeves, 2000) Laser-like focus on achievement Curriculum choices Non-fiction writing Collaborative scoring Multiple opportunities for success

15 JUSD Assessment Plan New District Benchmarks
Administered by all teachers Details TBD No Rogue : )

16 Next Steps: Implementation and Accountability
Roll out PD Ongoing Monitoring Feedback/Revision Support/Coaching

17 Unit of Study Defined A series of specific lessons, learning experiences, and related assessments—based on designated Priority Standards and related supporting standards—for a topical, skills-based, or thematic focus that may last anywhere from two to six weeks. 17

18 Units of Study A rigorous curriculum is an inclusive set of intentionally aligned components—clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies—organized into sequenced units of study. 18

19 Unit of Study… A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area. . 19

20 Defined Priority Standards
Priority Standards are “those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.” - Dr. Douglas Reeves 20

21 Defined Supporting Standards
Supporting standards are those standards that support, connect to, or enhance the Priority Standards. They are taught within the context the Priority Standards, but do not receive the same degree of instruction and assessment emphasis as do the Priority Standards. 21

22 Prioritization, Not Elimination!
An Important Message Prioritization, Not Elimination!

23 Let’s Look at Our Units!

24 One of the GOALS for today is to answer this Essential Question:
How will Units of Study support teachers in maximizing achievement for ALL students?

25 Assigning the Standards
Distribute Priority Standards across multiple units as long as it makes instructional sense to do so. Distribute Supporting Standards across multiple units.

26 Defined Units Pacing Guide
A pacing calendar is a yearlong (or course-long) schedule for delivering all of the planned units of study for a designated grade level or course, not the daily lessons to be used within units. 26

27 Buffer Days Pacing calendar is different than the past. Buffer time is now included between units. Suggested ways for use of Buffer Days Assess/ Re-Assess Review Reteach Extension

28 Unit One – Review and Discuss
Priority Standards Distributing Priority Standards Pacing Guide Buffer Days \\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?

29 “Unwrapping” “Unwrapping” the Priority Standards Skills (verbs)
Concepts (nouns – noun phrases) Graphic Organizer Bloom’s DOK (we will go over this later)

30 “Unwrapping” the Standards
Identifying What Students Must Know and Be Able To Do in the Wording of the Standards

31 “Unwrap” Selected Priority Standards
Identify the key concepts (important nouns or noun phrases) by underlining them. Identify the skills (verbs) by circling them or writing them in CAPS.

32 Bloom’s levels refer to the student’s level of thinking during instruction.

33 Unit One – Review and Discuss
“Unwrapped” Standards Bloom’s Taxonomy ELA – Scaffolding How can “unwrapped” standards benefit teachers?

34 What Do You Think Is More Engaging for Students?
Essential Question Big Idea Good readers 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. How do good readers take details and examples to explain the main idea of a text?

35 The Big Ideas Foundational understandings students will remember long after instruction ends What you want students to discover as a result of the learning experience The larger concepts or main ideas The student’s answer or response to a related Essential Question

36 Big Ideas Writers create a report on an informational text or topic by: 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.

37 Essential Questions Questions, not statements,
stimulate student curiosity to find the answers!

38 Characteristics of Essential Questions
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

39 Essential Questions How does a writer create a report on a topic from an informational text?

40 Unit One – Review and Discuss
The Big Ideas The Essential Questions How will this change Instruction?

41 Designing Quality Assessments
Identify purpose Select best type for purpose Make inferences Guide instruction Aligned with standards High rigor

42 DOK Webb’s Depth of Knowledge… DOK is about the test item
NOT the student. DOK refers the complexity of the assessment. DOK: Adapted from the model used by Norman Webb, University of Wisconsin, to align standards with assessments

43 DOK DOK 1: Recall and Reproduction DOK 2: Skills and Concepts
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

44 80% of the test was Bloom’s Level 1.
DOK and State Testing… 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.

45 Summative Assessments FORMATS
Selected response Short constructed response Extended constructed response Technology enhanced Performance tasks (ELA only) CAASPP- California Assessment of Student Performance and Progress formerly SBAC

46 Pre & Post Assessment Included with every unit
Mirrored, aligned, blended Administered by all teachers Formative use Pre-assessment drives our instruction Formative and summative use Post Assessment drives reteaching instruction

47 Pre & Post Assessment Selected-Response questions
Answer key provided (teacher copy) Constructed-Response questions Rubric provided (teacher/student copy) Aligned to SBAC type questions

48 Scoring Guides for Assessments
The scoring guide is a specific criteria describing different levels of student proficiency relative to assessments. Ainsworth, L., 2011

49 How can rubrics help students?
Rubric – an example Thorough 4 Adequate 3 Partial 2 Minimal 1 Meets all of the proficient criteria PLUS Meets 3 or 4 of the proficient criteria Meets 2 or fewer of the proficient criteria How can rubrics help students?

50 Unit One – Review and Discuss
Pre-Assessment Post-Assessment Student Copy Teacher Copy Rubrics Notice how they are aligned to the priority standards Pre-Assessment Post-Assessment

51 The Art and Science of Teaching, 2007
Robert Marzano “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

52 Math Different Here Next 7 slides ELA only

53 Performance Task Defined
“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 tasks presented to students that are coherently connected to a single theme or scenario.”

54 Terms and Definitions Performance Task = A single assessment
Performance Assessment = A collection of related performance tasks

55 Key Points to Remember When Designing Performance Tasks
What are your desired end results for student learning? Can you “work backwards” – start with a culminating task and then create the lead-up tasks to get there?

56 Relationship between Tasks and Engaging Scenario
Engaging scenario answers question: “Why are we doing it?” Performance tasks answer question: “What are we going to do?”

57 Engaging Scenario How will you “hook” the students?

58 Effective Engaging Scenarios Contain Five Key Elements
S What 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?  

59 Is Your Scenario Truly Engaging?
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?

60 What is Proficiency?

61 Terminology Proficiency/ Adequate
The level of performance students must meet to demonstrate attainment of a particular standards (Thorough, Adequate, Partial, Minimal)

62 Terminology *Anchor Papers Student-produced work samples at exemplary/
thorough and proficient/ adequate levels of performance on the scoring guide. * Coming soon

63 Terminology Scoring Guide (Rubric)
A set of general and/or specific criteria used to evaluate student performance on a given task or item

64 Unit One – Review and Discuss
Performance Assessment Look at Situation Challenge Roles Audience Product/Performance Look at each task Student Copy Teacher Copy Rubrics Notice how they are aligned to the priority standards

65 Range of Effect Sizes for Feedback
0.04 for praise (minimal impact) 0.46 for feedback associated with progress toward stated goals 0.95 for detailed feedback on the specific task and the processes the student is using to master it J. Hattle and H. Timperley, “The Power of Feedback,“ Review of Educational Research, 2007

66 Other items in the organizer
Academic Vocabulary Suggested Resources (some being acquired) Suggested Instructional Strategies/Skills *Detailing the Unit

67 Unit One – Review and Discuss
Review the rest of the unit organizer What else is included?

68 Weekly Lesson Plans How can you start to create lesson plans for unit 1? Review the priority and supporting standards for unit 1. Review the “unwrapped” standards, big ideas and essential questions. Review the post-assessment and the performance tasks.

69 Lesson Planning Guided Practice
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…

70 Sample lesson plan ideas…
Students will research a planet using several different resources. They will take notes on the topology, location, life forms (if any), etc. using step-up to writing strategies and/or graphic organizers. (Task 1) Student will assemble a project/model, poster, diorama, or power point at home with family support that includes the planet elements. (Task 2) Students will write an organized report that includes the elements of the planet, and main idea, details, information, and demonstrate command of conventions of English. (Task 3) Students will give an oral presentation using a visual aid on their planet, including the elements of the planet. (Task 4) *Rubrics are provided for each Task.*

71 “Effective schools have a clear, strong internal focus on issues of instruction, student learning, and expectations for teachers’ and students’ performance.” R. F. Elmore, School Reform from the Inside Out: Policy, Practice, and Performance, 2004

72 Reflections – Table Discussion
72 72

73 Math Units 4th Grade

74 Unit One – Review and Discuss
Content-Specific Vocabulary Critical Areas of Focus Implications of Mathematical Practices Suggested Pacing Pre-requisite skills – possible Math Review topics How will these components enrich your instruction?

75 Support for Instructional Design
In the Unit Organizer Vocabulary needed for the unit. Learning Objectives (COLO) Academic Vocabulary Addends Greater than > Associative property of addition Identity property of addition Commutative property of addition Inverse operations Compare Less than < Compatible numbers Millions Difference Not equal to ≠ Digit Odd Equal to = Parentheses Equation Period Estimate/ Round Regroup Even Standard form Expanded form Sum Expression Variable Fact family Word form Factor To be created at a later date

76 Critical Areas of Focus derived from the State Standards
Implications of Mathematical Practices (How are students going to use the practices within the unit) Critical Area of Focus #1 Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. Depending on the numbers and the context, they select and accurately apply appropriate methods to estimate or mentally calculate sums and differences. Make sense of problems and persevere in solving them. Students will use visual models to aide them in making sense of larger place value quantities and persevere while constructing larger numbers for use in addition and subtraction. Reason abstractly and quantitatively. Students will recognize that the value of a digit is determined by its place. Construct viable argument and critique the reasoning of others. Students construct arguments using concrete referents, such as manipulatives and charts while participating in mathematical discussions. Students will ask questions like “How did you get that?”, “Explain your thinking”, and “Why is that true?” when solving problems. Model with mathematics. Students will use base ten blocks and manipulatives to represent different number quantities. Use appropriate tools strategically. Students will use place value charts, base ten blocks, and number lines to solve problems. Attend to precision. Students use appropriate vocabulary when discussing place value, addition, and subtraction. Look for and make use of structure. Students will discover a pattern when working with numbers and will understand the role of commas when reading and writing numbers to 1,000,000. Look for and express regularity in repeated reasoning. Students will build upon prior knowledge of place value when assessing the reasonableness of estimates when adding and subtracting quantities. Critical Areas of Focus derived from the State Standards Standards for Mathematical Practice and their implications for the unit.

77 Priority and Supporting Standards in Instructional Sequence
In “Resources and Materials” find Go Math! corresponding lessons, suggested manipulatives, sample online lessons, etc. Sequence of Standards and Pacing “Unwrapped” Priority Standards and Supporting Standards Learning Experiences/ investigations Resources and materials 4.NBT.2 PRIORITY (4-5 days) READ WRITE  COMPARE DOK: 1 Multi-digit whole numbers Using base-ten numerals Number names Expanded form Multi-digit numbers Using symbols <, =, > Engage with the Digital Lesson TE. 9B- Essential Question Think Central Math on the Spot Video Tour Digital Lessons/Activities Go Math Chapter 1 lessons Base 10 blocks Manipulatives Place Value chart Learn Zillion 4. NBT.2 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.

78 Corresponding Big Ideas
The Big Ideas should NOT be posted in your classroom. The learning experiences and lessons should lead the students to the Big Ideas. Essential Questions should be posted in the classroom during each unit. Essential Questions Corresponding Big Ideas How can the place value system help you add and subtract? Why is it important to understand the value of a digit? How are addition and subtraction related? Why is estimation important in solving addition and subtraction problems? 4.NBT.2: The value of a digit is determined by its position. 4.NBT.2: Place value is a system based on groups of 10. Knowing place value makes it easier to compose and decompose numbers.. 4.OA.3: Addition and subtraction are inverse operations 4.OA.3: Estimation is a tool used to help determine the reasonableness of an answer.

79 Intervention, Extension, Differentiation, and Additional Support.
Sequence of Standards and Pacing “Unwrapped” Priority Standards and Supporting Standards Learning Experiences/ investigations Resources and materials Interventions/ Extensions Differentiation/ Additional Supports 4.NBT.2 PRIORIT Y (4-5 days) READ WRITE Multi-digit whole numbers Using base-ten numerals Number names Expanded form Engage with the Digital Lesson TE. 9B- Essential Question Think Central Math on the Spot Video Tour Go Math Chapter 1 lessons Base 10 blocks Manipulatives Place Value chart Go Math Enrich Reteach Common Errors TE p. 10 Advanced Learner Activity TE p. 11 UA- Grab and Go Intervention, Extension, Differentiation, and Additional Support. Until our full adoption, GO MATH! may be your best resource to reach all learners. There might be some learning experiences and problem-solving tasks that you may want to use with an advanced group. There are online sources that provide additional algorithm practice. There are other online sources that could be useful/helpful as well. 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. Mid Chapter Test Mid Chapter Checkpoint Quiz Go Math Student Edition p. 21 Problem Solving Task: Math Review Poster Method An Amusement Park- Go Math SE Assessment Guide Chapter 1 Task _/pdf/CCAP.pdf

80 Year- Long Unit Pacing of Standards
NOT listed in teaching order- look in unit organizer for suggested teaching order. Each Unit has one week of buffer Time at the end to work in Go Math’s “Getting Ready for Grade 5.” Year- Long Unit Pacing of Standards Unit of Study Pacing Guide 4th Grade Math Week Unit Name Standards (Highlight Priority) Trimester 1 (12 Weeks) *Standards are not listed here in suggested teaching order; look in unit organizer for standard teaching order 4 weeks + Buffer: 1 week Unit 1: Place Value, Rounding, Fluency with Addition/Subtraction OA.3 OA. 5 NBT.1 NBT.2 NBT.3 NBT.4 NF.6 7 Weeks Unit 2: Multiplication and Division of Whole Numbers OA.4 NBT.5 NBT.6 OA.1 OA.2

81 Sample Lesson Planning Ideas
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.

82 Day 1-Unit 1: Introduce Essential Question: “Why is it important to understand the value of a digit?” using the Engage 1.1 online digital lesson Create a place value chart Review place value period names Use base 10 blocks to represent place values Day 2- Unit 1: Watch the Engage 1.2 digital lesson online Watch the Real World video to introduce the concept (2 minute video) Teach Go Math! Lesson 1.2, pgs. 9-10 Review Common Errors prior to closing lesson *Use differentiation for students during (using results of “Quick Check” problems) or after lesson with Reteach 1.2/Enrich 1.2/Personal Math Trainer, etc. …Continue on with planning for the remainder of the unit

83 Unit One Overview – Review and Discuss
Instructional Design/Weekly Lesson Planning: Look at the sequence of standards, priority/ supporting/unwrapped standards, Big Ideas, and Essential Questions Review resources/materials/learning experiences Review Pre- and Post- Unit Assessments Review Problem-solving/Performance tasks 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. QUESTIONS?

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