Dr. Marie Alcock

Aligning to Standards

Summary of work to dateUnits - Translated

into mapping format StandardsConcepts (Big Ideas)Essential QuestionsContentSkillsAssessments

21st Century Upgrades

Focus for TodayCommon Core Standards

Unpacking (Content and Skills)Aligning to AssessmentsSample Unit

FIVE TYPES OF ALIGNMENTFIVE TYPES OF ALIGNMENTInternal: The elements in a teacher or

district curriculum map align to one

another.

Cumulative: The curriculum maps build

year to year; class to class K-12 and

beyond.

External: Curriculum and assessment

maps align to external standards geared

toward future productivity.

To Students: Curriculum and

assessment maps are designed to match the needs of specific learners in specific

locations for their future.

Global: The aims and actions of our school

curriculum and programs will help our

learners connect to global communities.

Standards Definition – Level of quality accepted as norm

Types of StandardsState Standards Common CoreCollege Readiness (ACT)National OrganizationsInternational (AERO)

Integration of Knowledge and IdeasInformational Text - CC

7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Integration of Knowledge and IdeasInformational Text - CC

7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

Reading Standards – Grades 11-12 Cite specific textual evidence to support

analysis ofprimary and secondary sources,

connecting insights gained from specific details to an understanding of the text as a whole.

Determine the central ideas or information of a primary or secondary source; provide a accurate summary that makes clear the relationships between the key details and ideas.

Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Knowledge – memorizingComprehension –

understandingApplication – using Analysis – taking apartSynthesis – putting togetherEvaluation - judging

Levels of Thinking

Bloom

Naming the Unit… Once you have the determined the

focus of the unit, work with the title to clarify the purpose…

Research: Organizing the Information

Persuasive Essays: Make Me Believe It

Poetry: Creating the MoodHistorical Fiction: How did we get from there to here?

Figurative Language: Writing with Pizzazz

Using Concept(s)…to Sharpen Using Concept(s)…to Sharpen the Focusthe FocusConcept:Concept:

-A -A relational relational statementstatement

-sharpens -sharpens focusfocus and helps to and helps to determine what determine what needs to be needs to be taughttaught

Example(s):Example(s):? Location Location

determines a determines a country’s economic country’s economic possibilities.possibilities.

? Writers use Writers use supporting details to supporting details to justify their opinion justify their opinion and support their and support their point of view.point of view.

? Systems are Systems are comprised of comprised of interdependent interdependent components.components.

Essential Questions

Over-arching interrogatives Over-arching interrogatives that that

provide focus and engage provide focus and engage studentsstudents

? Organizers to Organizers to sharpen focussharpen focus? Higher-level thinkingHigher-level thinking? ““Mental Velcro”Mental Velcro”? ConnectionsConnections beyond content beyond content

being studiedbeing studied? ““So why is this important”…?So why is this important”…?

Which of the following are Essential Questions?• What makes a family a

community?• What are the three main

branches of the government?

• Is the Civil War still going on today?

• Who are everyday heroes?• What do good readers do?• What are the parts of an

insect?

• What makes a family a community?

• What are the three main branches of the government?

• Is the Civil War still going on today?

• Who are everyday heroes?• What do good readers do?• What are the parts of an

insect?

ContentContentTHE “WHAT” THAT IS TO THE “WHAT” THAT IS TO BE TAUGHTBE TAUGHT

Key areas of focus from Key areas of focus from the standardsthe standards

Core content specific to Core content specific to the content topicsthe content topics

Targeted facts and key Targeted facts and key informationinformation

Written in Written in noun formnoun form

Learning Targets/Skills

WHAT STUDENTS NEED TO WHAT STUDENTS NEED TO KNOW OR BE ABLE KNOW OR BE ABLE TO DO TO DO IN ORDER TO DEMONSTRATE MASTERY IN ORDER TO DEMONSTRATE MASTERY

OR UNDERSTANDING OF THE CONTENTOR UNDERSTANDING OF THE CONTENT

?Are Are specific, observable specific, observable and and measurablemeasurable?Include benchmark skills, critical Include benchmark skills, critical skills, and 21skills, and 21stst century skills century skills

?Begin with Begin with action verbsaction verbs….….

Examples of Precise SkillsFind the main idea and

supporting detailsEstimate sums and

differences using rounding techniques to the nearest 1000.

Alphabetize to the second letter

Interpret data represented in a bar graph

Identify root words, suffixes and prefixes

Label the parts of an informative speech

• Explain the difference between fact and opinion

• Locate and Identify parts of a book: title page, table of contents, index and glossary

• Compare and contrast the benefits and limitations of a hybrid car and SUV

• Define the hypothesis and conclusion of an “if-then” statement

• Analyze four primary documents written by John F. Kennedy

• Tell time to the minute

Compare and contrast different types of cells.

Interview a local politician about his or her political contributions

Create a poster that categorizes vertebrates and invertebrates

Categorize insects into groups of vertebrates and invertebrates

Read and take notes from non-fiction chapter

Explain the steps in the problem solving process.

Skills or Activity?List major events on a timeline of US History

Develop a podcast that summarizes the key points in the text.

Keep a fitness log to keep track of aerobic activities

Summarize plot by describing the story problem, main events, and the resolution

Compute the perimeter of simple geometric figures with unknown side lengths.

Assessments: Tangible Products Evidence of Student Learning

Documentaries Surveys Diagrams Web 2.0

applications Persuasive

speech Create models Legal Briefs Broadcasts Web page

Hypothesis testing

Grant proposals Video Conference Podcasts Media Criticism Captions Original plays Graphic

organizers Digital

Storytelling

Steps in the Process… Unpack the standard Identify your unit topic and subtitle Identify your Big Idea/major concept Develop your Essential Questions (reword your

Big Idea/Major Concept, others?) Unpack the content you need to teach (check

standards) so students can demonstrate an understanding of the Big Idea/Major Concept

Include corresponding precise skills for each piece of content (cross check with standards)

Align assessments to the skills and standard

Check level of understanding for alignment with standards

Check Common Core for standards you can integrate in your unit

Determine assessments that would allow students to demonstrate understanding and align with the expected level of understanding

Include activities that allow students to practice the skills

Include resources that support the unit and engage students in the learning process

Contact Information

Dr. Marie Alcockmarie@curriculum21.com