Keeping KUD’s Concise What do your students need to KNOW, UNDERSTAND and DO to master unit content?

Today’s Agenda I.Welcome/Self Assessment II.Standards: CCSS vs. Delaware Prioritized  Where are they located?  What are Concept Organizers? III.KUD Rubric  How will this be used?  What resources are available? IV. Steps taken to create KUD V. View sample KUD’s VI.Scaffolds VII.Reflection Logs VIII.Questions????

START WITH THE STANDARDS All units need to address the Common Core State Standards. CCSSCCSS All units need to integrate reading, writing, researching, speaking and listening components. ELA and Math will only use CCSS. Other content areas will also use DE Prioritized Standards. DE StandardsDE Standards

DE CCSS Website Each tool kit is set up in the same fashion:tool kit *General Information *Assessment *Curriculum Tools *Professional Development *Resources Each tool kit is set up in the same fashion:tool kit *General Information *Assessment *Curriculum Tools *Professional Development *Resources

DE Prioritized Standards Our units need to focus on the essential standardsessential In each content area. Our units need to focus on the essential standardsessential In each content area.

Concept Organizers These are tools created to assist you in developing your own KUD’s –IMPORTANT: THESE ARE NOT KUD’S. There are concept organizers for each content area. These are found on the DE CCSS Website ELA MATH (Learning Progressions)MATH SCIENCE SOC. STS/HISTORY TECHNICAL SUBJECTS

Creating a KUD Step One: Identify the “BIG IDEA” or Key Learning you want your students to know, understand, and do. KnowUnderstandDo ((Big idea, large concept, declarative statement of an enduring understanding) An author’s language, stylistic choices, and devices lead to the primary function of the story.

Creating a KUD Step Two: Cluster the essential standards necessary to acquire the “BIG IDEA” or Key Learning Common Core State Standards Addressed: CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC9-10RL2: Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC9-10RL3: Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome) CC9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically. CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. CC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. CC9-10L1a Use parallel structure.* CC9-10L4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

Creating a KUD KnowUnderstandDo ( Note: concepts, facts, formulas, key vocabulary) Students will Know: Literary Texts Informational Texts Textual Evidence Literary Terms/Devices Character Types & development Story elements Steps for conducting an analysis Components of an Essay Steps for compare & contrast Parallelism Various uses of technology Steps in Collaboration (Big idea, large concept, declarative statement of an enduring understanding) An author’s language, stylistic choices, and devices lead to the primary function of the story. (Skills, competencies) Students will: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC9-10RL1) (CC9-10RI1) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings/Use context as a clue to the meanings of words(CC9-10RL4) (CC9-10L4a) Examine literary devices used to convey the theme of a story(CC9- 10RL2) Evaluate the details that support the theme (CC9-10RL2) Explain what specific lines of dialog reveal about a character (CC9- 10RL3) Analyze complex characters(CC9-10RL3) Analyze the plot sequence of a story(CC9-10RL3) Explain how authors’ choices about presentation of information controls readers’ understandings of the central idea (CC9-10RI3) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.9-10 W.4) Write an effective compare/contrast essay (CC.9-10 W.2) Use parallelism (CC9-10L1a) Use technology appropriately (CC.9-10 W.6) Participate in collaborative discussions (CC9-10SL1) Use digital media in presentations (CC.9-10 W.6)( CC9-10SL5) Step Three: Break down the standards into knows and dos.

Creating the KUD Step Four: Make sure that your knows line up with the dos. EXAMPLE: KNOWS: Literary Texts Informational Texts Textual Evidence All match with DO: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. The Power of the Written Word

Creating a KUD Step Five: Use rubric to test KUD’s functionality. Tips: Knows are facts, figures, vocabulary Dos begin with a verb and are skills, competencies, real world outcomes Understand –just one.

ExemplarySolidDeveloping KNOWKnows are accurately placed & match do Address facts, details, vocabulary, etc. Knows are accurately placed. Address essential information Knows are inconsistently placed. Does not address essential information UNDERSTANDUnderstand includes big idea of the unit Only one Could answer the UEQ Understand includes big idea of the unit Only one Understand does not address the big idea of the unit More than one listed DOClearly represent the following: skills, real world outcomes, standards Begins with an action verb Are real world outcomes Begins with an action verb Some dos are activities May not begin with action verb GeneralElements reinforce and support each other Standards are clearly embedded in all elements of KUD Organized the knows and dos appropriately Link to standards present Elements are incorrectly placed Does not link to appropriately standards LFS Unit Tips: KUD Rubric Standards Concept Organizers

Additional Scaffolding Resources: Pearson ETeach Literacy without Limits Scaffolding for Struggling Readers