INSTRUCTIONAL TARGET AREASDATES “Lesson & Assessment Strategies in the Standards-Based Classroom” Target # 1*Lesson and Assessment AlignmentSEP 15 – OCT 15 Target # 2 Formative Assessments / Layered Lessons OCT 15 – NOV 13 Target # 3Summative AssessmentsNOV 13 – DEC 17 “Differentiation Strategies in the Standards-Based Classroom” Target # 4*Introduction to DifferentiationDEC 17 – JAN 28 Target # 5Differentiation Strategies – Part 1JAN 28 – FEB 25 Target # 6Differentiation Strategies – Part 2FEB 25 – MAR 19 “Instructional Strategies in the Standards-Based Classroom” Target # 7* Instructional Strategies to Promote Student Achievement – Part 1 MAR 19 – APR 16 Target # 8 Instructional Strategies to Promote Student Achievement – Part 2 APR 16 – MAY 1 Target # 9Instructional Strategies to Promote Future Student Achievement MAY 1 – JUN 1 First Class Teaching ™ Instructional Target Areas Zanesville City Schools

Link Teaching And Learning!

What is the relationship between teaching and learning in the real world?

Follow The Frequency!

Standard Reading Applications – Informational, Technical & Persuasive Text Grade Level Indicator # 7 Reading Applications – Informational, Technical & Persuasive Test Grade 4 – Distinguish fact from opinion Grade 5 – Analyze the difference between fact and opinion Benchmark (by the end of the 4-7 program) B. Recognize the difference between cause & effect and fact & opinion to analyze text.

Standards Frequency Map Introduced. I am the teacher responsible for introducing this INDICATOR/SKILL to students. Repeated. This INDICATOR/SKILL is being repeated from earlier grades or earlier learning situations. Combined. This INDICATOR/SKILL is being combined with another INDICATOR/SKILL that was learned earlier or introduced earlier. Alone. This INDICATOR/SKILL stands alone which means I am the only teacher in the student’s educational career responsible for teaching this INDICATOR/SKILL. I R C A #

Reach Rigor With The Taxonomy!

Cognitive Domain of Bloom’s Taxonomy KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION So many ways to learn?

Evaluation Synthesis Analysis Application Comprehension Knowledge

Create Lessons from Bloom’s Taxonomy Key words in Ohio’s Academic Content Standards Use KEY words from Bloom’s Taxonomy to determine RIGOR. Match “Indicator’s KEY word” with “Bloom’s KEY word”. Lesson will be at the correct level for students and for the achievement test. RIGOR of the indicator concept / skill is correct!

Standard Reading Applications – Informational, Technical & Persuasive Text Grade Level Indicator # 7 Reading Applications – Informational, Technical & Persuasive Test Grade 4 – Distinguish fact from opinion Grade 5 – Analyze the difference between fact and opinion Benchmark (by the end of the 4-7 program) B. Recognize the difference between cause & effect and fact & opinion to analyze text.

Standard Reading Applications – Literary Text Grade Level Indicator # 4 - Grade K – Distinguish between fantasy and reality. # 5 - Grade K – Recognize predictable patterns in stories. #3 - Grade 1 – Retell the beginning, middle and ending of a story, including its important events. # 5 - Grade 1 – Recognize predictable patterns in stories and poems.

Standards are open and public statements that clearly define what students SHOULD KNOW and be able TO DO in order to achieve at the highest levels in all academic areas.

Prepare lessons at the appropriate level of Bloom’s Taxonomy! Teach to the RIGOR!

Relevance of Rigor in a Lesson and Assessment

Diagnose Before You Teach!

Essential Questions Do my students NEED this lesson? Are my students READY for this lesson?

In the real world, diagnosis is an integral part of life….It should be the SAME in the classroom!

Introduce the material in the lesson or teach a partial lesson using the material BEFORE conducting the diagnosis (pre-test / pre- assessment) Why? Because often times, students do not really know what they do or do not know! This allows students to REFRESH, RECALL, and REMEMBER material they may have not used recently or may not realize they actually understand. Introduce the material in the lesson or teach a partial lesson using the material BEFORE conducting the diagnosis (pre-test / pre- assessment) Why? Because often times, students do not really know what they do or do not know! This allows students to REFRESH, RECALL, and REMEMBER material they may have not used recently or may not realize they actually understand.

 Professional Pre-Assessment Instruments  Diagnostic Tools  Teacher Created Diagnostic Instruments  End of Chapter Test / Assessment  Class Discussion  Writing Exercises  Homework  Individual Student Assessment  Prior Knowledge of Student Work  Professional Judgment Chapter 4 (Generating Standards-Based Lessons, Lester 2007)

Extinguish The Penguin Unit!