1. Unpacking the Standards
ED 4010

2. What is a GLCE? GLCE stands for Grade Level Content Expectations
They are supplied to us by the State of Michigan
They tell us what we need to teach at each grade level. They cover grades K-7

3. What is a GLCE?
Each GLCE is written to be broad based and universally applied.
At the High School Level they are classed HSCE’s or High School Content Expectation

4. Unpacking a Standard…or should I say GLCE???
It is a challenge to unpack or dissect each GLCE and turn it into a learning statement
It is essential that you do this correctly and thoroughly because your curriculum will be guided by the learning statements you create from the GLCE

5. Learning Statements Learning statements will guide your lesson
They clearly state what you want your students to be able to accomplish
Exp: TLW describe how the Earth revolves around the sun in a path called an orbit.

6. Learning Statements They must be written in a way that:
Covers the entire GLCE
Can be assessed
Is clear to students
Lends itself to students success on the MEAP
You can write effective lessons

7. Let’s Try One…. Select the GLCE you wish to unwrap
SAMPLE GLCE CLUSTER (TOPIC) IN GRADE 4
E.ST.E.2 Patterns of Objects in the Sky- Common objects in the sky have observable characteristics and predictable patterns of movement.
E.ST Describe the orbit of the Earth around the sun as it defines a year.
E.ST Explain that the spin of the Earth creates day and night.
E.ST Describe the motion of the moon around the Earth.
E.ST Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.
E.ST Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.

8. E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.
First, circle the verbs and underline the nouns
E.ST Describe the orbit of the Earth around the sun as it defines a year.
Verbs – what students should be able to do
Nouns – what students should know

9. Now plug these into a graphic organizer I adapted from Deb Wahlstrom
Adapted from Deb Wahlstrom – Unpacking the Standards
Unpacking the Standards Learning Statements
INSTRUCTIONAL STRATEGIES
and
ACTIVITIES
CLASSROOM
ASSESSMENT STRATEGIES
Standards
Words to Know
E.ST Describe the orbit of the Earth around the sun as it defines a year.
List verbs (what students be able to do)
Describe
Defines
List nouns (what students should know)
Orbit
Earth
Sun
Year

10. To figure out what is important in this GLCE, you may have to do some “digging in” or re-learning about the topic. You can also use the teacher’s edition of a textbook and the State of Michigan companion documents.
Here are some “orbital factoids”
Earth’s orbit…
Roughly (but not completely) circular
 Orbit takes days = 1 EARTH year = 1 revolution
 Same plane as the rest of the planets

11. Now, turn your nouns and verbs into learning statement – What should the student know?
Make sure you have enough learning statements to cover the entire standard.
Let’s go back to our chart!

12. Adapted from Deb Wahlstrom – Unpacking the Standards
Unpacking the Standards Learning Statements
INSTRUCTIONAL STRATEGIES
and
ACTIVITIES
CLASSROOM
ASSESSMENT STRATEGIES
Standards
Words to Know
E.ST Describe the orbit of the Earth around the sun as it defines a year.
List verbs (what students be able to do)
Describe
Defines
List nouns (what students should know)
Orbit
Earth
Sun
Year
E1 - The Earth revolves around the sun in a path called an orbit.
E2 - The Earth’s orbit around the sun is not a true circle and Earth is sometime slightly closer and farther from the Sun.
E3 - One revolution (orbit around the sun) takes Earth one year, which is days.
E4 - The Earth and other planets have orbits that are on nearly the same plane (level).

13. You will need to create a learning statement for every GLCE you teach
You will need to create a learning statement for every GLCE you teach. Each learning statement can now be assessed and planned around. Creating clear and measurable learning statements is the KEY to effective unit planning.
Please code each learning statement. I coded mine with E1, E2, E3. Doing this makes it easier when listing them in lesson plans, etc.

14. After you write your learning statements, you can use this chart to help you come up with your instructional strategies (how are you going to teach it) and your assessments (how are you going to assess the learning). You’ll do this later on for your future Unit Plan.

15. Let’s try another one…
SAMPLE GLCE CLUSTER (TOPIC) IN GRADE 5
L.OL Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).
L.OL Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities.

16. Underline nouns and circle verbs
List them on the chart
L.OL Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

17. ASSESSMENT STRATEGIES List verbs (what students be able to do)
Adapted from Deb Wahlstrom – Unpacking the Standards
Unpacking the Standards Essential
Questions
INSTRUCTIONAL STRATEGIES
and
ACTIVITIES
CLASSROOM
ASSESSMENT STRATEGIES
Standards
Words to Know
L.OL Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).
List verbs (what students be able to do)
Identify
List nouns (what students should know)
Animal Systems
Digestive
Circulatory
Respiratory
Skeletal
Muscular
Nervous
Excretory
Reproductive

18. Do some “digging in” on your topic
Use teacher edition textbooks, Michigan Companion Documents, Internet
Write learning statements that state what you want your students to be able to do. Don’t forget to code your learning statements!

19. ASSESSMENT STRATEGIES
Adapted from Deb Wahlstrom – Unpacking the Standards
Unpacking the Standards Essential
Questions
INSTRUCTIONAL STRATEGIES
and
ACTIVITIES
CLASSROOM
ASSESSMENT STRATEGIES
Standards
Words to Know
L.OL Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).
List verbs (what students be able to do)
Identify
List nouns (what students should know)
Animal Systems
Digestive
Circulatory
Respiratory
Skeletal
Muscular
Nervous
Excretory
Reproductive
L1 - Identify the parts of the digestive system
L2 - Identify how the digestive system provides nutrients and water for the body
L3 - Identify the parts of the circulatory system
L4 - Identify how and why the circulatory system pumps blood throughout the body
L5 - Identify the parts of the respiratory system
L6 - Identify how and why the respiratory system absorbs oxygen into the bloodstream and removes carbon dioxide waste.
AND SO ON…..

20. Later on you can add your instructional and assessment strategies to your chart.
Make sure you have written learning statements to cover the ENTIRE standard.
ARE YOU READY FOR YOUR UNIT PLAN GLCE’S????