Transcript 4th Grade ELA Roll Out_JUSD

ELA / Math Units of Study
Roll Out
Excerpt: The Road Not Taken
by Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I –
I took the one less traveled by,
And that has made all the difference.
2
TODAY’S AGENDA
•
•
•
•
•
•
Purpose of Today
Unit of Study Vision/Expectations
Guiding Documents/Research
Assessment Plan
Unit of Study Overview
Next Step/Planning
3
4
5
Guiding Principles
Vision
Accountability
Collaboration
6
District Vision/Goals
• Create collaborative
culture
• Successfully
implement and
support CCSS K-12
(UOS)
• Use CCSS as the
vehicle to make
district-wide culture
changes
7
Collaborative Culture
• Education Services
Committee
• Create CCSS Steering
Committee
• Secondary Math
Committee
• School Data Teams
8
CCSS Steering committee
 Make Up
- Teachers from all
...grades/subjects
- Principal Reps
- Ed. Service Leadership
 Function
 Key Actions
- Deep dive into standards
- Redwood
- 2-day planning retreat
9
Priority Standards
Readiness
(for next level
of learning)
Endurance
(concepts and
skills that last
over time)
High Stakes
Assessments
(SBAC)
Leverage
(crossover
application to
other areas)
10
Units of Study Model
A series of specific lessons,
learning experiences, and
related assessments —
based on targeted Priority
Standards & supporting
standards — for an
instructional focus that may
last anywhere from two to six
weeks.
11
Common Core Standards:
Insufficient By themselves
“To be effective in improving education
and getting all students ready for
college, workforce training, and life, the
Common Core State Standards must be
partnered with a content-rich
curriculum and robust assessments,
both aligned to the Standards.”
CCSSI Webinar, 2010
12
JUSD Units of Study Implementation
Standards
 “Unwrapped”
Priority
Standards
 Matched SBAC
Thinking Skill &
DOK
 Big Ideas
 Essential
Questions
Instruction
Assessment
Data Analysis
 Engaging
 Common
Learning
Formative
Experiences
Assessments
 *Authentic
 Variety of
Performance
Formats (e.g.,
Tasks
SBAC)
 Scoring
 Frequent
Guides/Rubrics
Progress
 *Differentiation
Monitoring
 Data Teams or
PLCs
 Focus on
Student Needs
& Work
 Targeted
Strategies
 Results
Indicators
* Future
Priority Standards are carefully placed, paced, taught, assessed,
13year.
re-taught, re-assessed throughout the
Units of Study Research Base
(Effect Size, Hattie, VLFT, 2012)
Effect
Size
UOS
Formative &
Frequency of
Assessment
Teacher
Clarity
Teacher &
Student
Feedback
Spaced/
Distributed
Practice
Mastery
Learning
Teacher
Expectation
.90
.75
.73
.71
.58
.43
Buffer
Days
DOK,
Unwrap,
CFA
CFAs
CFAs
Unwrap,
Standard
CFAs &
and Data
Placement
SG/Rubrics Teams
90 – 90 – 90 Study (Reeves, 2000)
•
•
•
•
•
Laser-like focus on achievement
Curriculum choices
Non-fiction writing
Collaborative scoring
Multiple opportunities for success
JUSD Assessment Plan
•
•
•
•
New District Benchmarks
Administered by all teachers
Details TBD
No Rogue : )
15
Next Steps: Implementation and
Accountability
•
•
•
•
•
Roll out
PD
Ongoing Monitoring
Feedback/Revision
Support/Coaching
16
Unit of Study
Defined
A series of specific lessons, learning
experiences, and related
assessments—based on designated
Priority Standards and related
supporting standards—for a topical,
skills-based, or thematic focus that may
last anywhere from two to six weeks.
17
Units of Study
A rigorous curriculum is an inclusive
set of intentionally aligned
components—clear learning outcomes
with matching assessments, engaging
learning experiences, and instructional
strategies—organized into sequenced
units of study.
18
Unit of Study…
A rigorous curriculum serves as both
the detailed road map and the highquality delivery system for ensuring that
all students achieve the desired end: the
attainment of their designated grade- or
course-specific standards within a
particular content area.
19
Priority Standards
Defined
Priority Standards are “those standards
that, once mastered, give a student the
ability to use reasoning and thinking
skills to learn and understand other
curriculum objectives.”
- Dr. Douglas Reeves
20
Supporting Standards
Defined
Supporting standards are those standards
that support, connect to, or enhance the
Priority Standards. They are taught within the
context the Priority Standards, but do not
receive the same degree of instruction and
assessment emphasis as do the Priority
Standards.
21
An Important Message
Prioritization, Not
Elimination!
22
Let’s Look at Our Units!
23
One of the GOALS for today is to answer
this Essential Question:
How will Units of Study support
teachers in maximizing achievement
for ALL students?
24
Assigning the Standards
1) Distribute Priority Standards across
multiple units as long as it makes
instructional sense to do so.
2) Distribute Supporting Standards
across multiple units.
25
Units Pacing Guide
Defined
A pacing calendar is a yearlong (or
course-long) schedule for delivering all
of the planned units of study for a
designated grade level or course, not
the daily lessons to be used within
units.
26
Buffer Days
Pacing calendar is different than the past
Buffer time is now included between units
Suggested ways for use of Buffer Days
• Assess/ Re-Assess
Unit One – Review and Discuss
•
•
•
•
Priority Standards
Distributing Priority Standards
Pacing Guide
Buffer Days
•
\\jusd.dom\public\MyJUSD\public\JUSD CCSS Standards\ELA\ELA Standards
How is this pacing
different than in
the past? How is this
beneficial for teachers?
28
“Unwrapping”
•
•
•
•
•
•
“Unwrapping” the Priority Standards
Skills (verbs)
Concepts (nouns – noun phrases)
Graphic Organizer
Bloom’s
DOK (we will go over this later)
29
“Unwrapping” the Standards
Identifying What Students Must
Know and Be Able To Do in the
Wording of the Standards
“Unwrap” Selected
Priority Standards
• Identify the key concepts (important
nouns or noun phrases) by underlining
them.
• Identify the skills (verbs) by circling
them or writing them in CAPS.
31
Bloom’s levels refer to the student’s level of thinking during instruction.
32
Unit One – Review and Discuss
• “Unwrapped” Standards
• Bloom’s Taxonomy
• ELA – Scaffolding
How can “unwrapped”
standards benefit teachers?
33
What Do You Think Is More
Engaging for Students?
Big Idea
• Good readers
a) Identify the main idea of
the text and explain how it
is supported by details.
b) Determine which details
are key to the text.
c) Use key details and the
main idea to summarize.
d) Explain what happened
and why it happened based
on information in the text.
Essential Question
• How do good readers
take details and
examples to explain the
main idea of a text?
34
The Big Ideas
• Foundational understandings students
will remember long after instruction
ends
• What you want students to discover as
a result of the learning experience
• The larger concepts or main ideas
• The student’s answer or response to a
related Essential Question
35
Big Ideas
• Writers create a report on an informational text or
topic by:
a) Introducing a topic clearly, grouping related
information in paragraphs, and using descriptive
details.
b) Developing a topic with appropriate facts,
definitions, concrete details, and quotations related to
the topic.
c) Providing a concluding statement to the
information presented.
36
Essential
Questions
Questions, not
statements,
stimulate student
curiosity to find the
answers!
37
Characteristics of
Essential Questions
•
•
•
•
•
Cannot be answered with a “yes” or “no”
Have no single obvious right answer
Cannot be answered from rote memory
Match the rigor of the “unwrapped” standard
Go beyond who, what, when, and where to how
and why
• Moves away from procedural to conceptual
understanding
• Makes it relevant
38
Essential Questions
• How does a writer create a report on a
topic from an informational text?
39
Unit One – Review and Discuss
• The Big Ideas
• The Essential Questions
How will this
change
Instruction?
40
Designing Quality
Assessments
• Identify purpose
• Select best type for
purpose
• Make inferences
• Guide instruction
• Aligned with standards
• High rigor
41
Webb’s Depth of Knowledge…
DOK
 DOK is about the test item
NOT the student.
DOK refers the complexity of the
assessment.
42
DOK
DOK 1: Recall and Reproduction
Recall facts, information; reproduce simple process/procedure
DOK 2: Skills and Concepts
Make decisions about a question or problem; more than one step
DOK 3: Strategic Thinking
Develop a plan, use evidence, choose more than one answer,
justify response
DOK 4: Extended Thinking
Apply conceptual understanding, investigate connections, relate
ideas, devise an approach among alternatives—needs
43 extended time
DOK and State Testing…
On the old STAR test,
80% of the test was Bloom’s Level 1.
On the old STAR Test,
0% of the test was DOK 4
On the new SBAC test,
68% of the test is DOK 3 and 4.
44
Summative Assessments
FORMATS






Selected response
Short constructed response
Extended constructed response
Technology enhanced
Performance tasks (ELA only)
CAASPP- California Assessment of Student
Performance and Progress formerly SBAC
Pre & Post Assessment
•
•
•
•
Included with every unit
Mirrored, aligned, blended
Administered by all teachers
Formative use
Pre-assessment drives our instruction
• Formative and summative use
Post Assessment drives reteaching instruction
46
Pre & Post Assessment
• Selected-Response questions
Answer key provided (teacher copy)
• Constructed-Response questions
Rubric provided (teacher/student copy)
• Aligned to SBAC type questions
47
Scoring Guides for Assessments
The scoring guide is a specific
criteria describing different levels of
student proficiency relative to
assessments.
Ainsworth, L., 2011
48
Rubric – an example
Thorough
4
Meets all of
the proficient
criteria PLUS


Adequate
3





Partial
2
Minimal
1
Meets 3 or 4 of Meets 2 or
the proficient
fewer of the
criteria
proficient
criteria
How can rubrics help students?
49
Unit One – Review and Discuss
• Pre-Assessment
• Post-Assessment
Pre-Assessment
Post-Assessment
 Student Copy
 Teacher Copy
 Rubrics
Notice how they are
aligned to the priority
standards
50
Robert Marzano
“Levels of student performance
improve when instruction focuses
on: active learning, real-world
contexts, higher-level thinking
skills, extended writing, and
demonstration.”
The Art and Science of Teaching, 2007
51
Math Different Here
Next 7 slides ELA only
Performance Task Defined
“Performance tasks provide an opportunity to
challenge students to apply their knowledge and
skills to respond to complex, real-world problems.
They can best be described as collections of
questions and tasks presented to students that are
coherently connected to a single theme or
scenario.”
Terms and Definitions
Performance Task = A single assessment
Performance Assessment = A collection of
related performance tasks
54
Key Points to Remember When
Designing Performance Tasks
• What are your desired end results for
student learning?
• Can you “work backwards” – start with
a culminating task and then create the
lead-up tasks to get there?
55
Relationship between Tasks and
Engaging Scenario
Performance
tasks answer
question:
“What are we
going to do?”
Engaging
scenario
answers
question:
“Why are we
doing it?”
56
Engaging
Scenario
How will you
“hook”
the students?
57
Effective Engaging Scenarios
Contain Five Key Elements
S
What is the situation?
C
What is the challenge?
R
What role(s) does the student assume?
A
Who is the audience (preferably an external
audience)?
P
What is the product/performance student
will demonstrate and/or create?
58
Is Your Scenario Truly
Engaging?
Acid test: If there were no standards
driving instruction and assessment,
would this scenario be so compelling
students and teachers would WANT to
work on these tasks?
59
What is Proficiency?
60
Terminology
Proficiency/ Adequate
The level of
performance
students must
meet to
demonstrate
attainment of a
particular
standards
(Thorough, Adequate, Partial, Minimal)
61
Terminology
*Anchor Papers
Student-produced
work samples at
exemplary/
thorough and
proficient/
adequate levels of
performance on
the scoring guide.
* Coming soon
62
Terminology
Scoring Guide
(Rubric)
A set of general
and/or specific
criteria used to
evaluate student
performance on a
given task or item
63
Unit One – Review and Discuss
Performance Assessment
• Look at Situation Challenge Roles Audience
Product/Performance
• Look at each task
 Student Copy
 Teacher Copy
 Rubrics
Notice how they are
aligned to the priority
standards
64
Range of Effect Sizes
for Feedback
• 0.04 for praise (minimal impact)
• 0.46 for feedback associated with
progress toward stated goals
• 0.95 for detailed feedback on the specific
task and the processes the student is
using to master it
J. Hattle and H. Timperley, “The Power of Feedback,“
Review of Educational Research, 2007
65
Other items in the organizer
• Academic Vocabulary
• Suggested Resources (some being
acquired)
• Suggested Instructional
Strategies/Skills
• *Detailing the Unit
66
Unit One – Review and Discuss
Review the rest of the unit organizer
• What else is included?
67
Weekly Lesson Plans
• How can you start to create lesson plans
for unit 1?
Review the priority and supporting
standards for unit 1.
Review the “unwrapped” standards, big
ideas and essential questions.
Review the post-assessment and the
performance tasks.
68
Lesson Planning Guided Practice
1.
2.
3.
4.
Review performance task #4.
In your group, brainstorm what you
would need to teach to prepare students
for task #4.
Write these ideas on chart paper.
Be ready to share out.
Sample list on next slide…
69
Sample lesson plan ideas…
• Students will research a planet using several different
resources. They will take notes on the topology, location,
life forms (if any), etc. using step-up to writing strategies
and/or graphic organizers. (Task 1)
• Student will assemble a project/model, poster, diorama, or
power point at home with family support that includes the
planet elements. (Task 2)
• Students will write an organized report that includes the
elements of the planet, and main idea, details, information,
and demonstrate command of conventions of English. (Task
3)
• Students will give an oral presentation using a visual aid on
their planet, including the elements of the planet. (Task 4)
*Rubrics are provided for each Task.*
70
“Effective schools have a clear,
strong internal focus on issues
of instruction, student learning,
and expectations for teachers’
and students’ performance.”
R. F. Elmore, School Reform from the Inside Out:
Policy, Practice, and Performance, 2004
71
REFLECTIONS
Reflections – Table Discussion
72
72
Math Units
4th Grade
73
Unit One – Review and Discuss
Content-Specific Vocabulary
Critical Areas of Focus
Implications of Mathematical Practices
Suggested Pacing
Pre-requisite skills – possible Math Review topics
How will these components
enrich your instruction?
74
Support for Instructional Design
In the Unit Organizer
Learning Objectives
(COLO)
Academic Vocabulary
Addends
Associative property of addition
property of addition
Commutative property of addition
operations
Compare
Compatible numbers
Difference
Digit
Equal to =
Equation
Estimate/ Round
Even
Expanded form
Expression
Fact family
Factor
Greater than >
Identity
Inverse
Less than <
Millions
Not equal to ≠
Odd
Parentheses
Period
Regroup
Standard form
Sum
Variable
Word form
To be created at a later date
75
Vocabulary
needed for the
unit.
Critical Areas of Focus
Implications of Mathematical Practices
(How are students going to use the practices within the unit)
Critical Area of Focus #1
Students generalize their understanding of place value to 1,000,000, understanding the
relative sizes of numbers in each place. Depending on the numbers and the context, they
select and accurately apply appropriate methods to estimate or mentally calculate sums
and differences.
Critical Areas of Focus
derived from the State
Standards
Make sense of problems and persevere in solving them.
Students will use visual models to aide them in making sense of larger place value
quantities and persevere while constructing larger numbers for use in addition and
subtraction.
Reason abstractly and quantitatively.
Students will recognize that the value of a digit is determined by its place.
Construct viable argument and critique the reasoning of others.
Students construct arguments using concrete referents, such as manipulatives and
charts while participating in mathematical discussions. Students will ask questions like
“How did you get that?”, “Explain your thinking”, and “Why is that true?” when solving
problems.
Model with mathematics.
Students will use base ten blocks and manipulatives to represent different number
quantities.
Use appropriate tools strategically.
Students will use place value charts, base ten blocks, and number lines to solve
problems.
Attend to precision.
Students use appropriate vocabulary when discussing place value, addition, and
subtraction.
Look for and make use of structure.
Students will discover a pattern when working with numbers and will understand the role
of commas when reading and writing numbers to 1,000,000.
Look for and express regularity in repeated reasoning.
Students will build upon prior knowledge of place value when assessing the
reasonableness of estimates when adding and subtracting quantities.
Standards for Mathematical Practice and
their implications for the unit.
76
Priority and Supporting Standards in Instructional
In “Resources andSequence
Materials” find Go Math!
Sequence
of Standards
and Pacing
corresponding lessons, suggested manipulatives,
“Unwrapped” Priority Standards
Learning Experiences/
Resources and materials
sample
online
lessons,
etc.
and Supporting Standards
investigations
4.NBT.2
READ
PRIORITY
WRITE
Multi-digit whole numbers



(4-5 days)
COMPARE
Using base-ten
numerals
Number names
Expanded form
Multi-digit numbers

Using symbols <, =,
>
DOK: 1
-
Engage with the Digital Lesson
TE. 9B- Essential Question
Think Central Math on the Spot
Video Tour
www.thinkcentral.com
Digital Lessons/Activities
www.k5mathteachingresources.com
-
-
Go Math Chapter 1 lessons 1.21.3
Base 10 blocks
Manipulatives
Place Value chart
Learn Zillion 4. NBT.2
http://learnzillion.com/lessonset
s/167-read-write-and-comparemultidigit-whole-numbers
www.ccssmath.org
In the Sequence of Standards and Pacing ,
Learning
you will find a suggested sequence and
experiences allow
pacing. Priority Standards are in bold.
the students to
Standards are unwrapped and Depth of
discover Big
77
4.NBT.2 Lessons 1.2 and 1.3 are suggested
be taught
Knowledge*Notice
(DOK)onnoted.
Ideastofor
before 1.1.
• Essential Questions
should be posted in
the classroom during
each unit.
1.
2.
• The Big Ideas should
NOT be posted in
your classroom. The
learning experiences
and lessons should
lead the students to
the Big Ideas.
Essential Questions
Corresponding Big Ideas
How can the place value system help you add and
subtract?
4.NBT.2: The value of a digit is determined by its position.
Why is it important to understand the value of a digit?
4.NBT.2: Place value is a system based on groups of 10.
Knowing place value makes it easier to compose and
decompose numbers..
3. How are addition and subtraction related?
4.OA.3: Addition and subtraction are inverse operations
4. Why is estimation important in solving addition and
subtraction problems?
4.OA.3: Estimation is a tool used to help determine the
reasonableness of an answer.
78
Sequenc
e of
Standards
and
Pacing
4.NBT.2
PRIORIT
Y
(4-5
days)
“Unwrapped” Priority
Standards and Supporting
Standards
READ
WRITE
Multi-digit whole
numbers



Using base-ten
numerals
Number names
Expanded form
Learning Experiences/
investigations
-
-
Engage with the Digital
Lesson TE. 9B- Essential
Question
Think Central Math on the
Spot Video Tour
www.thinkcentral.com
Interventions/
Extensions
Differentiation/
Additional
Supports
Resources and
materials
-
Go Math Chapter 1
lessons 1.2-1.3
Base 10 blocks
Manipulatives
Place Value chart
Intervention, Extension, Differentiation, and Additional Support.
Until our full adoption, GO MATH! may be your best resource to reach all
learners. There might be some learning experiences and problem-solving
tasks that you may want to use with an advanced group. There are online
sources that provide additional algorithm practice. There are other online
sources that could be useful/helpful as well.
-
Go Math Enrich
1.2-1.3
-
Reteach 1.2-1.3
-
Common Errors
TE p. 10
-
Advanced
Learner Activity
TE p. 11
-
UA- Grab and
Go
www.thinkcentr
al.com
Each unit has a problem-solving task and /or performance task(s) to be completed.
The tasks allow students to apply their learning from the unit. They are a formative
assessment of student knowledge.
Mid
Chapter
Test
Mid Chapter Checkpoint Quiz
Go Math Student Edition p. 21
Problem Solving Task: Math Review Poster Method
An Amusement Park- Go Math SE Assessment Guide Chapter 1 Task
https://wwwk6.thinkcentral.com/content/hsp/math/gomath2015/ca/gr4/assessment_guide_se_9780544
212961_/pdf/CCAP.pdf
79
 NOT listed in teaching order- look in unit organizer for
suggested teaching order.
 Each Unit has one week of buffer
 Time at the end to work in Go Math’s “Getting Ready for
Grade 5.”
Unit of Study Pacing Guide
4th Grade Math
Week
Unit
Name
*Standards are not listed here in suggested teaching
order; look in unit organizer for standard teaching
order
Trimester 1
(12 Weeks)
4 weeks +
Buffer:
1 week
7 Weeks
Standards
(Highlight Priority)
Unit 1: Place Value, Rounding, Fluency
with Addition/Subtraction
Unit 2: Multiplication and Division of
Whole Numbers
















OA.3
OA. 5
NBT.1
NBT.2
NBT.3
NBT.4
NF.6
OA.4
NBT.5
NBT.6
OA.1
OA.2
NBT.1
NBT.2
NBT.3
NF.6
80
Sample Lesson Planning Ideas
Beginning with the
“Show What You
Know” from Go
Math! could help
you plan for
instruction in the
upcoming
unit/chapter.
Pre-requisite skills can be reviewed and
solidified through daily Math Review.
81
Day 1-Unit 1:
• Introduce Essential Question: “Why is it important
to understand the value of a digit?” using the
Engage 1.1 online digital lesson
• Create a place value chart
• Review place value period names
• Use base 10 blocks to represent place values
Day 2- Unit 1:
• Watch the Engage 1.2 digital lesson online
• Watch the Real World video to introduce the
concept (2 minute video)
• Teach Go Math! Lesson 1.2, pgs. 9-10
• Review Common Errors prior to closing lesson
*Use differentiation for students during (using results
82
of “Quick Check” problems) or after lesson with
Unit One Overview – Review and Discuss
Instructional Design/Weekly Lesson Planning:
Look at the sequence of standards, priority/
supporting/unwrapped standards, Big Ideas, and
Essential Questions
Review resources/materials/learning experiences
Review Pre- and Post- Unit Assessments
Review Problem-solving/Performance tasks
How will students discover the big ideas and use the
mathematical practices?
Use all of this to help you plan out your daily/weekly/unit lesson plans.
QUESTIONS?
83