![]() Determine if there are multiple learning targets within that standard Step 2: Identify the verbs/Identify the target skills: Step 3: Look for concepts or skills within the standard Step 4. 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. (Create tangible products that show understanding of content and meet indentified standards of quality) ![]() Those where a demonstration or physical skill-based performance is at the heart of the learning (Showing proficiency of the process is important)ġ4 Product Targets Describe learning in terms of artifacts where the creation of a product is the learning target. 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 )ġ3 Skill Targets…. Represent the factual information, procedural knowledge, and conceptual understanding of each discipline (Specific subject content both knowing and understanding for students)ġ2 Reasoning Targets…. 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.ġ0 Target Types KNOWLEDGE REASONING SKILL/PERFORMANCE PRODUCTġ1 (Specific subject content both knowing and understanding for students) Look for concepts or skills within the standard 4. Determine the ultimate target type: (look at verbs) (knowledge, reasoning, skills/performance, or product) 3. ![]() Read the intended standard to provide an overall context 2. Solve simple put‐together, take‐apart, and compare problems using information presented in a barġ. 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. (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. OR (4.L.2.a) Conventions of Standard English: Use correct capitalization.Ĩ Example of a standard that requires 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. 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 neededħ Example of a standard that may not need unpacking: 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 To develop an awareness of how unpacking YOUR standards makes learning targets clear and understandable for both teachers and students. 2 Please identify/Define what these Next Generation CSO’s mean…ģ Please identify/Define what these Next Generation CSO’s mean…ĮLA.4.R.C2.5 M.4OA.5 ELA.5.R.C2.1 M.5.NBT.3Ĥ The purpose of this Professional Development:
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