SOUTH SALEM ELEMENTARY SCHOOL Every Student Matters. Every Day Counts. Essential Vocabulary Essential Skills LEARNING TARGET Essential Knowledge http://www.flexiblecreativity.com/south-salem We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us We already know more than we need to do that. Whether or not we do it must finally depend on the fact that we haven’t so far.” -Ronald Edmonds, Harvard University Prepared for the Professional Learning Community Members of SOUTH SALEM ELEMENTARY SCHOOL by Dan Mulligan, Twitter: drdanmulligan August 2018

Logical/Mathematical Musical/Rhythmic Sing it Create a beat Rap it Make a cheer Create a jingle Hum it Identify sounds React to sounds Listen to sounds Connect to music Write a poem Verbal/Linguistic Read it Spell it Write it Listen to it Tell it Recall it Use “you” words Apply it Chunk information Say it Use mnemonics Logical/Mathematical Make a pattern Chart it Sequence it Create a mnemonic Analyze it Think abstractly Think critically Use numbers Prove it Interpret the data Use the statistics Visual/Spatial Mind maps Graphic organizers Video Color code Highlight Shape a word Interpret a graphic Read a chart Study illustrations Visualize it Make a chart Create a poster Body/Kinesthetic Role play Walkabout Dance Lip sync Skits/charades/mimes Construction Math manipulatives Sign language Sports Activity centers Body language Intrapersonal Metacognition Use self-talk Work independently Solve in your own way Understand self Journal it Rehearse it Use prior knowledge Connect it Have ownership Interpersonal Think-Pair-Share Jigsaw Cooperative grouping Drama Debates Class meetings Meeting of minds Peer counseling Tutors/buddies Giving feedback Shared Journals Naturalist Label it Categorize it Identify it Form a hypothesis Do an experiment Adapt it Construct it Classify it Investigate it Discern patterns

Teaching Every Student Five Key Elements Learning Environment The Curriculum Assessments Instruction Classroom Management

Differentiation based on Readiness and/or Learning Preference

Setting Objectives and Providing Feedback Essential Question: How does unpacking standards improve my assessment and instruction? How can I create valid and reliable diagnostic formative assessment to focus what to do next for each student? Showcase Vocabulary: Depth of Knowledge (DOK) Listen Clear Objective Check 4 Understanding Spiral Differentiate Collaborate Scaffold Engage Affirm Formative Unpack

Collaboration is meaningful when each student thinks Assessment There are two reasons why we assess: ~to inform instructional decisions ~to encourage students to try Collaboration is meaningful when each student thinks fosters equity in opportunity to think is ground in essential content

page 4 The Research

What will my students do to increase their understanding? (student actions) Cite Evidence 200 POINTS Collaborate Think Critically 100 POINTS 100 POINTS Understand Objective Summarize Make Connections 50 POINTS 50 POINTS 50 POINTS

What will I do to increase student understanding? (teacher actions) Formatively Assess 200 POINTS Listen Spiral 100 POINTS 100 POINTS Build relationships Differentiate Unpack Standards 50 POINTS 50 POINTS 50 POINTS

Follow the Data Searching 4 Opportunity

Georgia Milestones Blueprints

What is that we want students to know and be able to do? Effective Instruction: focus on essential knowledge, skills, processes, & vocabulary What is that we want students to know and be able to do? Three types of curricula exist in any classroom: The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. The Implemented Curriculum: content/skill actually delivered by the teacher. The Attained Curriculum: content/skill actually learned by the students. Implemented Curriculum Attained Curriculum Intended Curriculum

+ Evidence of Mastery Order from least to greatest.

page 6 Unpacking Standards & Essential Knowledge & Skills

Determining the DOK Level of Standards pages 7 & 8 Determining the DOK Level of Standards Essential Skills

Instructional Strategy: Motor Mouth Purpose: To build and ‘check for’ background knowledge One partner draws a card Read their partner the words in blue (at top of card) The partner with the card has one minute to give clues that willhelp their partner say each DOK student action on the card.

page 21

Grade 5 Showcase Moment Standards & Essential Knowledge & Skills

Kindergarten Showcase Moment Standards & Essential Knowledge & Skills

Grade 1 Showcase Moment Standards & Essential Knowledge & Skills

Grade 2 Showcase Moment Standards & Essential Knowledge & Skills

Grade 3 Showcase Moment Standards & Essential Knowledge & Skills

Grade 4 Showcase Moment Standards & Essential Knowledge & Skills

page 9 Creating Diagnostic Assessment of Mastery for each Level of Proficiency

pages 14 - 15

Creating Valid & Reliable Educator Learning Goals

Number Boards

pages 15 - 16 C O V E R

Table of Content Samples

Logical/Mathematical Musical/Rhythmic Sing it Create a beat Rap it Make a cheer Create a jingle Hum it Identify sounds React to sounds Listen to sounds Connect to music Write a poem Verbal/Linguistic Read it Spell it Write it Listen to it Tell it Recall it Use “you” words Apply it Chunk information Say it Use mnemonics Logical/Mathematical Make a pattern Chart it Sequence it Create a mnemonic Analyze it Think abstractly Think critically Use numbers Prove it Interpret the data Use the statistics Visual/Spatial Mind maps Graphic organizers Video Color code Highlight Shape a word Interpret a graphic Read a chart Study illustrations Visualize it Make a chart Create a poster Body/Kinesthetic Role play Walkabout Dance Lip sync Skits/charades/mimes Construction Math manipulatives Sign language Sports Activity centers Body language Intrapersonal Metacognition Use self-talk Work independently Solve in your own way Understand self Journal it Rehearse it Use prior knowledge Connect it Have ownership Interpersonal Think-Pair-Share Jigsaw Cooperative grouping Drama Debates Class meetings Meeting of minds Peer counseling Tutors/buddies Giving feedback Shared Journals Naturalist Label it Categorize it Identify it Form a hypothesis Do an experiment Adapt it Construct it Classify it Investigate it Discern patterns