Unpacking The Standards!!! Welcome To…… Unpacking The Standards!!!

Please identify/Define what these Next Generation CSO’s mean… ELA.3.R.C3.1 M.3.OA.8

Please identify/Define what these Next Generation CSO’s mean… ELA.4.R.C2.5 M.4OA.5 -------------------------------------------------------------- ELA.5.R.C2.1 M.5.NBT.3

The purpose of this Professional Development: To develop an awareness of how unpacking YOUR standards makes learning targets clear and understandable for both teachers and students.

POLLING THE AUDIENCE (M) How familiar are you in unpacking standards to learning targets? Familiar enough to teach others Familiar enough to work along side others Still learning and familiar with the process Not familiar with the process

Benefits of unpacking the standards Makes learning targets clear for both teachers and students Develops common understanding and expectations for teachers and students Identifies key content and skills needed for instruction Helps to determine the number of learning opportunities needed

Example of a standard that may not need unpacking: (2.NBT.8) Mentally add 10 or 100 to a given number 100‐900, and mentally subtract 10 or 100 from a given number 100‐900. OR (4.L.2.a) Conventions of Standard English: Use correct capitalization.

Example of a standard that requires unpacking: (3.R.I.2) Key Ideas and Details: Determine the main idea of a text; recount the key details and explain how they support the main idea. AND (2.MD.10) Draw a picture graph and a bar graph (with single‐unit scale) to represent a data set with up to four categories. Solve simple put‐together, take‐apart, and compare problems using information presented in a bar

Process for Unpacking A STANDARD 1. Read the intended standard to provide an overall context 2. Determine the ultimate target type: (look at verbs) (knowledge, reasoning, skills/performance, or product) 3. Look for concepts or skills within the standard 4. Determine if there are multiple learning targets within that standard ****Don’t over analyze each statement-only identify the underlying learning targets you need to teach at this grade level for students to attain the ultimate target.

Target Types KNOWLEDGE REASONING SKILL/PERFORMANCE PRODUCT **Grab a sticky note

(Specific subject content both knowing and understanding for students) Knowledge Targets….. Represent the factual information, procedural knowledge, and conceptual understanding of each discipline (Specific subject content both knowing and understanding for students)

Reasoning Targets….. Specify thought processes students are to learn to do well within a range of subjects (Students will use the knowledge and understanding to figure things out and solve problems )

Skill Targets….. Those where a demonstration or physical skill-based performance is at the heart of the learning (Showing proficiency of the process is important)

Product Targets Describe learning in terms of artifacts where the creation of a product is the learning target. (Create tangible products that show understanding of content and meet indentified standards of quality)

Modeling the process (Gr 3-5) Rl3.4, Rl4.4, Rl5.4- Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject areas. Step 1: Read the statement. Step 2: Identify the verbs/Identify the target skills: Step 3: Look for concepts or skills within the standard Step 4: . Determine if there are multiple learning targets within that standard

Show sample text to see application Standard/Expectation:Rl3.4- Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject areas. Type: X__Knowledge _X__Reasoning ___Performance Skill ___Product Circle the nouns. Underline the verbs. Learning Targets: What is the knowledge, reasoning, skill or product target underpinning this objective Knowledge Targets: Reasoning Targets: Performance Skill Targets: Product Targets: Students will use dictionaries and glossaries to determine the meaning. Students will use context clues to determine the meaning. Students will use text features to determine the meaning. Show sample text to see application

Quality Questioning and the Standards Part 2: Quality Questioning and the Standards

Grab your copy of Amazing Space: Q&A Turn to page 33 We Do…….. Grab your copy of Amazing Space: Q&A Turn to page 33 Rl3.4, Rl4.4, Rl5.4- Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject areas.

Next Steps…………You Do Use a standard that you will be focusing on next week and unpack it using the template. Refer to the steps for unpacking and standard and the Matrix of Learning Verbs. Generate at least 3 intentionally planned quality questions you will use to teach the standard.

closure Share at least one thing about the standard you unpacked. Share at least one question you generated. Share an a-ha moment from today’s session. Write down any questions you still have and put it in the parking lot.

Identify the central idea of the text and explain the evidence that supports your idea. -Draw or create a web that identifies the central idea and key details. -Which details support the central idea and why? -

What place is the digit 5 in the number 509,272? -Explain how you know that the digit 5 is in hundred thousands place. -How much more would you have to add to the hundred thousands place to get 900,000? -What is the …………rounded to……….?

Next Team Planning 1. Bring a standard that you have recently covered. 2. Be prepared to share how you covered it, sample questions you used, and how you assessed it.