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KY Core AcademicStandards
December 1, 2010Daviess County Public Schools
http://www.youtube.com/watch?v=r6i44g7bGeE
Over = Starting
Meetings
Learning
Expectations
Updates on the Standards
Road Map for Today
SampleDeconstructions
Critical ReadingOf ELA
Standards
Understanding Learning Targets
Jig Saw Strategy
Appendices A, B, C
Critical Reading
Organize yourselves by grade level.Open up the grade level standards.Partner up and chart a list of key
words/verbs/concepts for your grade level standards.
See how your words match up with your elementary, middle, or high school partners.
Time For A Refresher…
Time for a Break
10 minutes…
Open Appendix A.Pass out a card to each group:Grade Specific Text Complexity Demands
Reading Foundational SkillsWriting (Three Text Types)Speaking and ListeningVocabulary
Appendices Jig Saw Strategy
Within your group divide the ELA section that is listed on your note card.
Look for key concepts and ideas.Highlight these key concepts and ideas.Share with your group and chart.Share with the larger group.
Appendix A— Jig-Saw Strategy
As a table group look through Appendix B at the page you have been assigned.
What are the main ideas and key concepts that you need to share with teachers?
Chart on poster paper.Share with the group.
Appendix B—Jig-Saw Strategy
As a group look through Appendix C at the page you have been assigned.
What are the main ideas and key concepts that we need to share with teachers?
Chart on poster paper.Share with the larger group.
Appendix C—Jig-Saw Strategy
It’s Not About the Test????
Deconstructing Standards
Tasks
Activities
Pre-requisites
Assessment
Standards set priorities on what students need to know and be able to do.
Classroom assessment and instruction is built around deconstructed targets.What am I going to teach here?How do I explain the target to students?Will my colleagues interpret this the same as I do? What do I do to enable students to do well on
this?
Clarifying Types of Targets
What knowledge will students need to demonstrate the intended learning?
What patterns of reasoning will they need?
What performance/skills are required, if any?
What product development capabilities must they acquire, if any?
Questions To Ask
Knowledge knowing and understanding facts and conceptslearned outright or via reference
Reasoning mental processes we want students to engage inUSING knowledge to solve problems
Performance Skills process is most important
Productsusing knowledge, reasoning, and skills to create a product
Types of Learning Targets
Each group will receive a standard.Look at page 1, 2, & 3 to help you
determine if the learning target falls into the knowledge, reasoning, performance skills, or product category.
Discuss with your table group.
Classifying Learning Targets
A Small Five Minute Break…
Read CCR Anchor Standard.Read and analyze the chosen KCAS. What does the standard require students to
know and be able to do? Analyze the selected standard. What are the
key words? What is the intended learning? What is the intent of the standard?
Determine Type of Learning Target and deconstruct using the template.
Deconstruction Process
In your packet, you have the following:◦Sample directions for deconstructing standards
◦Sample template◦Scoring Rubric
Deconstructing Standards
Keeping Students at the Heart of the Work!