Post on 22-Feb-2016
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Unpacking the Standards
Jeanne SimpsonAMSTI Math Specialist
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Unpacking the StandardsStep 1: Target a standardStep 2: Chunk the Main
CategoriesStep 3: Identify all standard
componentsStep 4: Identify the
Developmental Progression
Step 5: Identify Key Vocabulary
Step 6: Add Clarifying Information
“To increase student achievement by ensuring educators understand specifically what the new standards mean a student must know, understand, and be able to do. (Unpacking) may also be used to facilitate discussion among teachers and curriculum staff and to encourage coherence…(Unpacking), along with on-going professional development is one of many resources used to understand and teach the CCSS.”
-North Carolina Dept of Public Instruction
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Why are we Unpacking Standards?
To understand what the standards are asking students to know, understand, and be able to do
To make time for professional discussion about the standards
To build upon and use common terminology when discussing the implementation of the standards
Unpacking is standards is not a substitute document for the Common Core Standards, it is a
record of the conversation of those who are involved in the process of digging into the
standards.
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Step 1 – Target a Standard
•What standard(s) do you need to explore further?
•Find a group of 2-4 teachers who will explore that topic with you.
•What standards are involved?
52.G.3Partition circles and
rectangles into two, three, or four
equal shares
Partition circles and rectangles into two equal shares, using
the word halves, half of2.G.3
Partition
Builds on 1.G.3 Needed for 3.G.2
partition
Equal shares
rectangle HalvesHalf of
circlePartition a shape into fourths in different ways
Pattern Blocks Fraction
Bars/Circles
Describe
ThirdsThird of
FourthsFourth of
whole
Identicalwhole
2/2 = one whole
Partition circles and rectangles into three equal shares, using
the word thirds, third of2.G.3
Partition circles and rectangles into four equal shares, using
the word fourths, fourth of
2.G.3
Describe the whole as two halves, three thirds, four fourths
2.G.3
Recognize that equal shares of identical
wholes need not have the same shape
2.G.3
Recognize
The final product….
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Example2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Step 2: Chunk the Main Categories
1.All Standard(s) in the cluster(s)
2.Identify Key Verbs
2.G.3Partition
circles and rectangles into two,
three, or four equal shares
Describe RecognizePartition
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Step 3: Identify all standard components
Components from CCSS:Analyze nouns and verbs
What do students need to do?Include bullets, examples, footnotes, etc.
Take standard apart according to the verbs to separate skills within the standard
What do the students need to know?
lt blue
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Example 2.G.3
Partition circles and rectangles into two, three, or four equal
shares
Partition RecognizeDescribe
Partition circles and rectangles into four equal shares, using
the word fourths, fourth of
2.G.3
Describe the whole as two halves, three thirds, four
fourths2.G.3
Recognize that equal shares of identical wholes need not have
the same shape2.G.3
Partition circles and rectangles into three equal shares, using
the word thirds, third of2.G.3
Partition circles and rectangles into two equal shares, using
the word halves, half of2.G.3
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Step 4: Identify the Developmental Progression
Questions to consider when looking at the developmental progression of the standards…
•How would you utilize these chunks (blue) for scaffolding toward mastery of the entire standard?
• Where would you start when teaching this standard?
• What is the chunk that demonstrates the highest level of thinking?
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Vertical AlignmentUsing the progression document(s) from Ohio Department of Education and CCSS Writing Team:Look to the grade level(s) below to see if the standard is introduced.
Look to the grade level(s) above to see if the standard is continued.
Code each standard on the poster with: builds on introduced needed for or mastered
and the grade level to which the standard aligns.
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Introduced?Mastered?
Needed for?Builds on?
2.G.3Partition circles and rectangles into two, three, or four equal
shares
Partition RecognizeDescribe
Partition circles and rectangles into four equal shares, using
the word fourths, fourth of
2.G.3
Describe the whole as two halves, three thirds, four
fourths2.G.3
Recognize that equal shares of identical wholes need not have
the same shape2.G.3
Partition circles and rectangles into three equal shares, using
the word thirds, third of2.G.3
Partition circles and rectangles into two equal shares, using
the word halves, half of2.G.3
Builds on 1.G.3
Needed for 3.G.2
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Step 5: Identify Key Vocabulary
Identify content vocabulary directly from the standard. Identify additional vocabulary students will need to know to meet the standard.
green
132.G.3Partition circles and
rectangles into two, three, or four
equal shares
Partition circles and rectangles into two equal shares, using
the word halves, half of2.G.3
Partition
Builds on 1.G.3 Needed for 3.G.2
partition
Equal shares
rectangle HalvesHalf of
circle
Describe
ThirdsThird of
FourthsFourth of
whole
Identicalwhole
Partition circles and rectangles into three equal shares, using
the word thirds, third of2.G.3
Partition circles and rectangles into four equal shares, using
the word fourths, fourth of
2.G.3
Describe the whole as two halves, three thirds, four fourths
2.G.3
Recognize that equal shares of identical
wholes need not have the same shape
2.G.3
RecognizePartition circles and rectangles into two equal
shares, using the word halves,
half of2.G.3
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Step 6: Add Clarifying Information
Kid-friendly language to add clarity Clarifying pictures, words, or phrasesDefinitions, examplesSymbols, formulas, pictures, etc.
CAUTION: do not replace important vocabulary that is included in the standard.
yellow
152.G.3Partition circles and
rectangles into two, three, or four
equal shares
Partition circles and rectangles into two equal shares, using
the word halves, half of2.G.3
Partition
Builds on 1.G.3 Needed for 3.G.2
partition
Equal shares
rectangle HalvesHalf of
circlePartition a shape into fourths in different ways
Pattern Blocks Fraction
Bars/Circles
Describe
ThirdsThird of
FourthsFourth of
whole
Identicalwhole
2/2 = one whole
Partition circles and rectangles into three equal shares, using
the word thirds, third of2.G.3
Partition circles and rectangles into four equal shares, using
the word fourths, fourth of
2.G.3
Describe the whole as two halves, three thirds, four fourths
2.G.3
Recognize that equal shares of identical
wholes need not have the same shape
2.G.3
Recognize
Partition circles and rectangles into two equal
shares, using the word halves,
half of2.G.3
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Transfer Unwrapping to Chart
172.G.3Partition circles and
rectangles into two, three, or four
equal shares
Partition circles and rectangles into two equal shares, using
the word halves, half of2.G.3
Partition
Builds on 1.G.3 Needed for 3.G.2
partition
Equal shares
rectangle HalvesHalf of
circlePartition a shape into fourths in different ways
Pattern Blocks Fraction
Bars/Circles
Describe
ThirdsThird of
FourthsFourth of
whole
Identicalwhole
2/2 = one whole
Partition circles and rectangles into three equal shares, using
the word thirds, third of2.G.3
Partition circles and rectangles into four equal shares, using
the word fourths, fourth of
2.G.3
Describe the whole as two halves, three thirds, four fourths
2.G.3
Recognize that equal shares of identical
wholes need not have the same shape
2.G.3
Recognize
Partition circles and rectangles into two equal
shares, using the word halves,
half of2.G.3
Main Idea of Standard
Key Verbs
Take standard apart according to the verbs to separate skills within the standard.
Use all components of standard. Put in a logical sequence
Vertical alignment
Vocabulary
Clarifying information, student-friendly