Gr 4 unwrapping essential standard
- 1. J. Evans St. Clair County RESA Unwrapping Essential Standard(s) Breakdown Step One: Once essential standards (what we want all students to learn) are identified, focus on the Key Words in each standard (circle the verbs, underline the nouns or the skills students are expected to do) Step Two: Map It Out What will students do? (Do) Skill (verbs) With what knowledge or concepts? (Know) (basic declarative and procedural knowledge) -Facts -Vocabulary -Definitions -Formulas In what context? (Understand) -Big Ideas -Core Principles Generalizations -Real-World Connections & Application) Step Three: Analyze the Target (Level of Thinking) • Level 1 – prerequisite skills • Level 2 – Simpler skills • Level 3 – Grade level skills • Level 4 – More Complex / extended skills Step Four: Learning Targets: Determine the Big Ideas: (What is our picture of success for our students? In what context will they be required to perform this task? With what level of complexity or rigor? Are there exemplars to inform students of their learning target(s)? What does it look like?) Step Five: Establish Guiding Questions to Be Answered in Your Instruction: (How are we going to teach it?) Assessment Method / Timeline: (How will we know if and when they have learned it? How will we respond when some students don’t learn it, need more practice, or already know it?) SL.4.1. - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. SL.4.1b – Follow agreed upon rules for discussions and carry out assigned roles. Engage building express follow carry out I can effectively engage in discussions with diverse partners about 4th grade topics and texts. I can express my own ideas clearly during discussions. I can build on other’s ideas during discussions. b. I can follow our class norms when I participate in a conversation. start contribution to class discussions using the words "According to...", citing evidence from text Benchmark Unit 1 discussion rubric revisit at the end of unit 1 rules for discussions assigned roles listening to others' ideas understanding of idea or text one-on-one, in groups, and teacher-led grade level text and topics diverse partners ELL document Benchmark leveled groups
- 2. J. Evans St. Clair County RESA SMART Goals – Action Planning Current Reality What is the data showing as the greatest need? What specific skills and concepts must we focus on? Desired Reality (SMART Goal) Example: By June 2015, 100 % of all students will contribute to partner, small group, and classroom discussions by sharing relevant information 2-4 times in every discussion opportunity and attaining an average score of 3 as measured by our school discussion rubric. What specifically will students do? To what extent and by when? As measured by what? SMART Goal: Action Plan – Steps Evidence of Learning/Success What is our step-by-step plan to accomplish this goal? What tools (Formative Assessments) can we use (or create) to check whether students are making progress? Timeline: By June 2016,100% of all students will use the words, "According to..." to contribute to classroom discussions by sharing relevant information and citing specific evidence from text at least two times in each classroom discussion obtaining an average score of 3 as measured by the fourth grade discussion rubric.