Transcript Unpacking GPS Standards

Unpacking GPS Standards
Lyn Steed
University of West Georgia
The Process of Instructional Planning
Traditional Practice
Standards-based Practice
•
Select a topic from the
curriculum
•
Select standards from among
those students need to know
•
Design instructional activities
•
•
Design and give an assessment
•
Give grade or feedback
Design an assessment through
which students will have an
opportunity to demonstrate
those things
•
Move on to new topic
•
Decide what learning
opportunities students will need
to learn those things and plan
appropriate instruction to
assure that each student has
adequate opportunities to learn
•
Use data from assessment to
give feedback, reteach or move
to next level
Step #1. What do I want my
students to know and be able
to do?
• Standards and elements
• “Unpack” the standard
 Identify “big ideas”
 Enduring Understandings/Essential
Questions
 Prioritize EUs and EQs
 Knowledge and Skills
“Unpacking” a
Standard
• Identify “big ideas”
Significant words and phrases
Transfer to other contexts
Serve as organizers for planning
instruction
Are conceptual; abstract
“Unpacking” a Standard
• EUs and EQs
Broad focus
No “right” answer
Designed to provoke and sustain
student inquiry, while focusing
learning and final performances
Raise other important questions
“Unpacking” a Standard
• Prioritize EUs and EQs
Judgment call
Which aspects we need to teach first
Reflect on previously mentioned
“considerations”
EU Examples
Students will understand the Civil War.”
 Bad: what should they understand?
“Students will understand the causes of the
Civil War.”
 Better: narrows the focus but still does not state what
insights we want students to leave with.
“Students will understand that the Civil War
was fought over states’ rights issues more
than over the morality of slavery.”
 Best: Summarizes intended insight, helps students
and teachers realize what types of learning activities
are needed to support the understanding.
“Unpacking” a Standard
• Knowledge and Skills
What you want students to know, be
able to do and understand by the end
of this unit
Topical – specific to the unit
Overarching – can be used across
units
Select a standard
• ELA3R1: The student demonstrates the ability
to read orally with speed, accuracy, and
expression.
• Find the nouns and verbs: nouns and noun
phrases describe the content and concepts in
the standards. What do I want my students to
learn?
Verbs identify the skills students need to show.
What do I want my students to be able to do?
• ELA3R1: The student demonstrates the ability
to read orally with speed, accuracy, and
expression.
• Nouns
Verbs
student
demonstrates
ability
read orally
speed
accuracy
expression
Big Ideas
• What we want students to “get inside of” and
retain after they’ve forgotten many of the
details.
Big Ideas:
demonstrates
expression
read orally
speed accuracy
Enduring Understandings and
Essential Question
EU: What knowledge do we want to be
transferable and retained?
The student understands that decoding quickly
and accurately will increase fluency and
comprehension.
EQ: What question will foster inquiry,
understanding, and transfer of learning?
What letter chunks do I see that I can use to
sound out this word quickly?
Step #2. How will I know if
my students know it and/or
can do it?
• Evidence of learning and understanding
• Descriptive feedback about student
performance
• Match assessments with objectives
• Variety of assessments






Informal checks for understanding
Observations and dialogues
Tests and quizzes
Academic prompts
Performance tasks
Student self-assessments
What students should know
(key facts, rules, laws, principles formulas, concepts, terminology,
definitions, sequence and timeline)
• Letters represent sounds
• Decoding is done by sounding out
letter/letter combinations quickly from left
to right.
• Quick and accurate decoding increases
fluency.
• Fluency increases comprehension.
What students should
be able to do
( skills, procedures, processes)
• Identify sound/sounds made by largest
identifiable letter chunk. ( word families,
prefixes, suffixes, blends, etc.)
• Blend sounds to read words.
• Decode quickly without prompting.
Assessment Elements
( to be assessed)
• The student applies letter-sound
knowledge to decode unknown words
quickly and accurately.
Step #3. What will need to
be done to help my students
learn the required
knowledge?
• Instruction
• Informed by assessments
• Identify resources
• Plan unit and sequence of lessons
Sample Performance
Assessments
( formal or informal ways that students demonstrates knowledge
and skill of the element)
• The students will read a passage orally while
the teacher completes a running record or
miscue analysis.
Step #4. What will I do
when I have a student
who doesn’t know it or
can’t do it?
• Differentiation
• Reteach
• Remediate