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Unpacking Resources
2 | P a g e
Unpacking Standard Guide Unpacking Steps What Step Entails… Example
Step 1: Choose and Annotate a Standard
Use curriculum or pacing guides (school-based or district generated) to determine what standards are being taught Circle important verbs and underline key terms, and discuss unclear words with colleagues. Annotate to dig into the standards and determine what the standard means.
5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3+5/4=8/12+15/12=23/12 (In general, a/b +c/d=(ad+bc)/bd)
Step 2: Determine rigor level of what students need to know, understand, and be able to do to meet/achieve the standard
Refer to the circled and underlined information in Step 1, and get clarity around what the standard is cognitively demanding of students by using the Hess Cognitive Rigor Matrix. The Cognitive Rigor Matrix applies DOK levels to the revised Bloom’s taxonomy of six types of thinking The steps are below. Step 1: Determine the level of thinking for what students need to know, understand, and be able to do. How deeply do you want students understand the standard and successfully interact with it? How complex is the content? (Webb) Step 2: Determine the type of thinking (i.e., verbs) is needed to complete a task? (Bloom) Step 3: Find the intersection of the Webb (how deep) and Bloom (type of thinking).
Know: Students need to know how to find a common denominator by finding the product of both denominators in order to add/subtract fractions, how to express fractions in terms of new denominators, and how to simply to get the smallest denominator (DOK1, Recall). Understand: Students need to understand that while multiplying denominators it will always give a common denominator, this may not result in the least common denominator (DOK1, Understand). Do: Students will need to express both fractions in terms of a new denominator with adding unlike denominators. Students should apply their understanding of equivalent fractions and their ability to rewrite fractions in an equivalent form to find common denominators. (DOK1, Understand).
3 | P a g e
Step 3: Read the domain heading and clusters to identify connected/ related standards
Identify related standards and begin to make connections among either previously taught or upcoming content Note: This is critical in scaffolding student learning
Domain heading: Number and Operations – Fractions
This standard is related to 5.NF.2: “solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators…” 5.NF.1 seems to be a precursor to the standard noted above. This standard refers to number sense, which means students’ understanding of fractions as numbers that lie between whole numbers on the number lines. Number sense in fractions also includes moving between decimals and factions to find equivalents.
Step 4: List/discuss potential student misconceptions, misunderstandings, or mistakes
Anticipate where students might miss the mark or struggle, which will help with instruction planning (strategy selection and differentiation)
Students might get confused when finding a common denominator by taking the least common multiple of the denominators. They may even then convert all addends to have this common denominator and then add for the solution.
Step 5: Identify Academic and Domain-Specific Language
Determine discipline-specific vocabulary to teach explicitly Note: This is critical in helping students use “precise” language when engaging in class conversations
Add , Subtract, Equivalent Fraction, Equivalent Sum, Mixed Number, Denominator
Step 6: Determine how students can demonstrate mastery
Ensure rigor level of the assessment is aligned to the rigor level of what students should know, understand, and do
Problem 1: 5 1 8⁄ - 14
4⁄ =
Answer: 41/8-28/8=13/8 (Simplified: 1 5/8) Problem 2: 33/7+28/6 Answer: 4 30/32 + 4 28/42= 8 58/42 (simplified: 9 16/42) Problem 3: 5 ¼ + 19/8= Answer: 5 2/8 + 2 3/8=7 5/8a
*P
orte
r’s C
ogni
tive
Cat
egor
ies g
ener
ally
alig
n w
ith m
ost H
PE n
atio
nal s
tand
ards
/exp
ecta
tions
and
are
inte
rsec
ted
with
DO
K le
vels
in th
e H
ess C
RM fo
r HPE
.©
Hes
s, K
. (20
10).
Base
d on
the
2009
Hes
s Cog
nitiv
e Ri
gor M
atrix
in L
inki
ng re
sear
ch w
ith p
ract
ice: A
loca
l ass
essm
ent t
oolk
it to
gui
de sc
hool
lead
ers.
Perm
issio
n to
repr
oduc
e is
give
n w
hen
auth
orsh
ip is
fully
cite
d [k
arin
hess
vt@
gmai
l.com
].
*Por
ter’s
Cog
nitiv
e C
ateg
orie
s gen
eral
ly a
lign
with
mos
t HPE
nat
iona
l sta
ndar
ds/e
xpec
tatio
ns a
nd a
re in
ters
ecte
d w
ith D
OK
leve
ls in
the
Hes
s CRM
for H
PE.
© H
ess,
K. (
2010
). Ba
sed
on th
e 20
09 H
ess C
ogni
tive
Rigo
r Mat
rix in
Pe
rmiss
ion
to re
prod
uce
is gi
ven
whe
n au
thor
ship
is fu
lly ci
ted
[kar
inhe
ssvt
@gm
ail.c
om].
TOO
L 5B
HES
S CO
GN
ITIV
E R
IGO
R M
ATR
IX (
HEA
LTH
& P
HYS
ICA
L ED
UCA
TIO
N):
A
pply
ing
(Hes
s’ In
terp
reta
tion
of)
Dep
th o
f Kn
owle
dge
to P
orte
r’s C
ogni
tive
Dem
and
Cate
gorie
s*
Port
er ‘
s Co
gnit
ive
Dem
and
Cate
gori
es
DO
K L
evel
1R
ecal
l & R
epro
duct
ion
Hav
ing
the
know
ledg
e re
quire
d;
do n
ot n
eed
to “
fi gur
e it
out”
”
DO
K L
evel
2Co
nn
ect
or A
pply
Ski
lls &
Con
cept
sM
akin
g co
nnec
tions
am
ong
skill
s/co
ncep
ts o
r de
cisi
ons
(e.g
., ab
out
appr
oach
, too
ls)
DO
K L
evel
3
Stra
tegi
c Th
inki
ng/
Abs
trac
t R
easo
nin
gCo
mpl
ex &
Abs
trac
t; E
xplo
ring
mul
tiple
so
lutio
n pa
ths;
Just
ifyin
g w
ith e
vide
nce
DO
K L
evel
4Ex
ten
ded
Thin
kin
gRe
latin
g/de
velo
ping
com
plex
idea
s us
ing
mul
ti-so
urce
s an
d ev
iden
ce
o Re
call
or id
entif
y ba
sic
fact
s, t
erm
s, d
efi n
ition
s,
skill
s, r
ules
, pr
inci
ples
, con
cept
s, s
ymbo
lso
Acq
uire
new
ter
ms,
voc
abul
ary,
etc
.U
se th
ese
Hes
s CRM
Cur
ricul
ar E
xam
ples
with
mos
t ass
ignm
ents
, as
sess
men
ts, o
r lea
rnin
g ac
tiviti
es fo
r Hea
lth a
nd P
hysic
al E
duca
tion.
Se
e al
so th
e H
ess C
RM fo
r Fin
e A
rts w
ith e
xam
ples
for d
ance
.
o D
efi n
e te
rms,
prin
cipl
es, c
once
pts
o D
escr
ibe
how
to
perf
orm
a r
outin
e sk
ill o
r ta
sko
Use
wor
ds, v
isua
ls, o
r sy
mbo
ls t
o re
pres
ent
basi
c id
eas,
mov
emen
ts, p
roce
dure
s, e
tc.
o Ex
plai
n co
ncep
ts: s
how
or
pred
ict
rela
tions
hips
(i
f-th
en, c
ause
-eff
ect)
; pro
vide
exa
mpl
es -
no
n-ex
ampl
eso
Obs
erve
and
inte
rpre
t te
ache
r or
stu
dent
de
mon
stra
tions
o Su
mm
ariz
e a
conc
ept,
ser
ies
of e
vent
s/m
ovem
ents
, or
a re
sult
o U
se e
vide
nce
(dat
a, e
xam
ples
, sou
rce,
ob
serv
atio
ns)
to ju
stify
an
inte
rpre
tatio
n of
a
resu
lt o
r pe
rfor
man
ceo
Loca
te o
r re
prod
uce
supp
ortin
g ev
iden
ce
for
resu
lts
of e
ffec
tiven
ess
of a
pla
n (e
.g.,
exer
cise
or
diet
rou
tine)
o Cr
eate
a p
erso
nal p
lan
whe
n gi
ven
crite
ria
o Sh
are
resu
lts
of c
ompa
ring
diff
eren
t pl
ans
(e.g
., co
mpa
re e
xerc
ise
or d
iet
rout
ines
) us
ing
data
and
evi
denc
e fr
om m
ultip
le s
ourc
es
or d
ata
sets
o Ex
plai
n ho
w a
con
cept
rel
ates
acr
oss
cont
ent
dom
ains
or
to “
big
idea
s’
(e.g
., sy
stem
s, p
atte
rns)
o Sa
fely
dem
onst
rate
or
use
appr
opria
te t
ools
or
equi
pmen
to
Exec
ute/
repe
at b
asic
ski
lls o
r pr
oced
ures
(e
.g.,
follo
w s
tep-
by-s
tep
dire
ctio
ns o
r pa
tter
n)o
Dem
onst
rate
a b
asic
ski
ll se
quen
ce, m
ovem
ent
patt
ern,
etc
. with
sm
ooth
tra
nsiti
ons
o M
ake
obse
rvat
ions
; Col
lect
and
rec
ord
data
and
ob
serv
atio
ns (
e.g.
, hea
lth
diar
y, s
kills
pro
gres
s)o
Sele
ct a
nd u
se a
ppro
pria
te t
ool o
r eq
uipm
ent
for
a gi
ven
task
o Co
mpl
ete
rout
ine
task
s in
a fi
tnes
s as
sess
men
t
o Pl
an, e
xecu
te, a
nd e
valu
ate
mul
ti-st
ep
proc
edur
es (
a da
nce
rout
ine,
foo
tbal
l pla
y,
rule
s of
a n
ew g
ame,
etc
.)o
Test
eff
ects
and
tre
nds
of u
sing
diff
eren
t ac
tiviti
es b
y ob
serv
ing
and
colle
ctin
g da
ta
(e.g
., ex
erci
se o
r di
et r
outin
es)
o Se
lect
& p
lan
how
to
use
a co
mbi
natio
n of
m
ovem
ents
to
achi
eve
a de
sire
d ef
fect
o D
esig
n an
d co
nduc
t a
perf
orm
ance
(e
.g.,
exer
cise
or
danc
e ro
utin
e) u
sing
mul
tiple
so
urce
s/re
sour
ces,
and
/or
give
n co
nstr
aint
s (e
.g.,
use
of s
pace
)o
Test
eff
ects
of
diff
eren
t va
riab
les
on
perf
orm
ance
( e
.g.,
appl
ied
to a
new
situ
atio
n)
o A
pply
rul
es o
r sc
ore-
keep
ing
of a
gam
e or
si
mpl
e ro
utin
eo
App
ly a
ppro
pria
te c
onte
nt-s
peci
fi c v
ocab
ular
y/
term
s to
tas
kso
Brai
nsto
rm id
eas,
pro
blem
s, o
r pe
rspe
ctiv
es
rela
ted
to a
situ
atio
n, s
cena
rio, o
r ob
serv
atio
n
o Cr
eate
an
info
grap
hic
or v
isua
l to
show
co
nnec
tions
or
to s
umm
ariz
e ke
y id
eas
(e.g
., ca
use-
effe
ct, h
eart
rat
e-ac
tivity
typ
e,
war
m u
p-co
ol d
own,
hea
lthy
-unh
ealt
hy)
o Ex
plai
n co
nnec
tions
am
ong
conc
epts
or
skill
s in
a
give
n co
ntex
t (e
.g.,
mov
emen
t or
ope
n sp
ace
conc
epts
, hea
lth
bene
fi ts)
o Re
vise
a p
lan
(sel
f, pe
er)
base
d on
fee
dbac
k an
d ev
iden
ceo
Use
con
cept
s to
exp
lain
phe
nom
ena
or
rese
arch
/med
ical
adv
ance
s (e
.g.,
use
of s
tero
ids,
dru
gs, f
ood
choi
ces)
o In
vest
igat
e ho
w a
n ev
ent/
adva
ncem
ent
led
to
a ne
w p
ersp
ectiv
e or
out
com
e
o A
pply
and
ada
pt in
form
atio
n an
d co
ncep
ts t
o re
al-w
orld
situ
atio
nso
Inte
grat
e id
eas
from
mul
tiple
sou
rces
to
exte
nd
an id
ea o
r so
lve
a pr
oble
m w
ith a
n al
tern
ativ
e so
lutio
no
Trac
e th
e ev
olut
ion
of (
gam
e, d
rug,
etc
.) f
rom
pa
st t
o pr
esen
t, c
iting
sou
rces
use
d
o Id
entif
y, d
escr
ibe,
mat
ch, o
r na
me
part
s in
a
diag
ram
/vis
ual (
e.g.
, mus
cle
grou
ps o
r sk
elet
al
syst
em)
or p
atte
rns
o D
eter
min
e w
hich
ski
ll, r
ule,
or
prin
cipl
e ap
plie
s to
a g
iven
situ
atio
no
Reco
rd p
erfo
rman
ce d
ata
o Co
mpa
re-c
ontr
ast
rout
ines
, ski
ll se
ts, o
r qu
aliti
es
(e.g
., us
e T-
char
t, g
raph
ic o
rgan
izer
for
lo
com
otor
-non
-loc
omot
or)
o G
ener
ate
ques
tions
& m
ake
pred
ictio
ns b
ased
on
obs
erva
tions
/in
form
atio
no
Clas
sify
typ
es o
f …
(m
ovem
ents
, spo
rts,
sy
mpt
oms,
exa
mpl
es, e
tc.)
o A
naly
ze d
ata
in o
rder
to
reco
gniz
e pa
tter
ns
or d
raw
con
clus
ions
bas
ed o
n ev
iden
ce (
e.g.
, ba
ttin
g av
erag
es, a
reas
nee
ding
rem
edia
tion)
o Id
entif
y fa
ulty
arg
umen
ts, s
trat
egie
s, o
r m
isre
pres
enta
tions
of
data
or
med
ia m
essa
geo
Def
end
the
sele
ctio
n of
cri
teri
a us
ed t
o cr
itiqu
e or
dev
elop
a p
erfo
rman
ce o
r pr
oduc
t
o Re
sear
ch a
top
ic in
-dep
th, e
valu
atin
g re
leva
ncy,
ac
cura
cy, &
com
plet
enes
s of
info
rmat
ion
from
m
ultip
le s
ourc
es/p
ersp
ectiv
eso
Ana
lyze
evi
denc
e an
d re
com
men
d th
e m
ost
effe
ctiv
e co
urse
of
actio
n fo
r in
tend
ed p
urpo
se
(e.g
., fo
od, fi
tne
ss)
MemorizeCommunicateUnderstanding
PerformProcedures
Apply Concepts/ Make Connections
AnalyzeInformation
RCSS Lesson Planning Template Descriptions
Grade Level/Course Unit #, Day #
Standard(s)
The language of the standard(s)/elements is explained and used during the opening. Teachers and students insert phrase or synonym beside key words in the standard/elements that are not readily understood by students.
Learning Target(s)
“I can” statements aligned to the standards/elements are established.
Essential Question(s)
List the essential question(s) for this lesson. Be sure that the EQ is aligned to the standard.
Key Vocabulary List the language of the standards and content vocabulary. During the lesson, when applicable…
The six-step process for teaching vocabulary can be articulated by teachers, and appropriate steps are demonstrated when teaching new vocabulary. (Marzano)
Students can explain ways new vocabulary words are routinely taught and can show practice of vocabulary in notebooks through thinking maps, drawings, context etc.
Students can explain words from the word wall and use them accurately in context. Writing Connection Identify how the students are communicating their level of understanding of the standard through
writing/responding to the standard.
Technology Connection
Identify innovative technology integrated strategies and/or websites that are integrated in the lesson.
Content Specific Strategies English Language Arts – Consider text complexity and background knowledge Mathematics – Identify spiral review activity (EXAMPLE: Number Talks, Number Routine Activity) and common misconceptions. Science – Consider 3 D learning, phenomenon Social Studies – Consider SWIRL elements See SAMPLE lesson plan template for specific examples.
Opening- Engage
Mini Lesson Launch/Hook
Materials Needed: List materials here.
What is your activating strategy? How will you engage learners? Include real-world connection. Reference to the standard/learning target/EQ.
Lesson Students and teachers collaboratively develop rubrics for a project/ assignment as new elements are taught. Students can explain the daily routine that occurs during an opening. Students can explain the real-life application of the lesson.
Note: An assessment system is in place to determine each student’s understanding during the opening. Examples: Numbered Heads Together, selecting random Popsicle sticks, technology responders, Thinking Maps, informal conferencing, etc. (Note that calling on students who raise their hands cannot be considered an effective formative assessment system for the class.)
Work Session – Explore, Explain, and Elaborate
Materials Needed: List materials here.
Assignments aligned to the specific verbs and concepts of standards/elements Group roles or expectations
Students are allowed time to problem solve and apply information learned during the opening. Students are routinely provided the opportunity to work independently, with partners and in small groups. Formative assessments are used to alter instruction and differentiation of tasks. Instructional small group sessions are a part of the work session for students who need additional support to master specific standard(s). Students can explain the task(s) to be done during the work session.
Closing – Evaluate
Materials Needed: List materials here.
Norms and protocols for closings are developed collaboratively by the teacher and students. Students respond to classmates who present their work by asking clarifying questions and providing affirmation using the language of the standards/elements Teachers or students clarify misconceptions in closing presentations and answer questions raised during the closing
Lesson Planning Template
Grade Level/Course Unit #, Day #
Standard(s)
Learning Target(s)
Essential Question(s)
Key Vocabulary
Writing Connection
Technology Connection
Content Specific Strategies
Opening- Engage
Mini Lesson Launch/Hook
Materials Needed:
Lesson
Work Session – Explore, Explain, and Elaborate
Materials Needed:
Closing – Evaluate
Materials Needed:
5 | P a g e
Corrective Instruction
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RCSS Corrective Instruction Framework
Guiding Questions
7 | P a g e
Activity
1. Revisit your unpacked standard.
2. List the common misconceptions, misunderstandings, or mistakes?
3. List two or three DIFFERENT strategies to address the common misconceptions,
misunderstandings,
or mistakes.
8 | P a g e
Types of Corrective Instruction Activities Many teachers find it useful to organize corrective activities into three groups: those to be done with the teacher, those to be done with a friend, and those to be done by oneself. These are a few corrective activities that many teachers find to be effective:
Corrective Activity With the Teacher
With a Peer By Oneself
Small Group/Explicit Instruction The teacher explains difficult concepts again using a different approach/presentation and level of engagement.
X
Cooperative Teams Heterogeneous groups (3-5 students) discuss learning gaps. Any concept missed by 1 or more students is explained by another team member who understands it.
X
Academic Games Students work together to solve a particular problem or accomplish a task that relates to specific learning goals.
X X X
Learning Centers/Laboratories Students get help on specific learning problems, usually engaged in hands-on and manipulative tasks
X X
Computer Activities Activities that require technology (e.g., interactive videos, online resources, tutorial programs).
X X
Modified from Guskey December 2007/January 2008
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Classroom Setup
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Teacher as a Designer...
What is your design style?
How will you arrange your room to promote collaboration (i.e. student desks)?
Where will your learning centers (i.e. computers and classroom libraries) be located?
Where will your teacher station be located?
Are your instructional resources organized and easily accessible to the students?
Are your bulletin boards aligned to the standards?
Where will you display your anchor charts, exemplars, standards, learning targets,
etc. in your classroom so they are easily visible for your students to reference?
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Teacher as a Communicator
How will you communicate your….
• vision for the class to your students and parents?
• classroom expectations with the students and parents?
• grading policy and assignments to students and parents?
• students’ progress with students and parents?
• classroom expectations with the parents?
• How often will you communicate with your parents?
• Weekly, Bi-Weekly, Monthly
• What information will you share with your parents?
• iReady Reports, Weekly Progress Reports, Conduct, etc.
• What form of communication will you use to communicate with students and parents?
• Email, Phone call, Written Message, Edmodo, Class Dojo, etc.
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Teacher as a Manager...
• Are your rules mean or necessary?
• Which rules and routines do you want your students to know?
• Will your students have input?
• Which rituals will maximize learning?
• How will you teach your rituals and routines? How often?
• How will you re-establish order in your classroom?
• Where will you post your expectations?
• What will be your system of consequences?
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Teacher as a Cheerleader...
• How will you celebrate your students’ successes?
• How will you motivate your students?
• How will you promote perseverance?
• How will you actively engage your students?