K/1 Unit/Topics At a glance Kindergarten Where have we been? – Unit: We are good Students (14 weeks) – Topic: Rules for School (4 weeks) 1-4 Who Leads the School (4 weeks) 5- 8 Making Good Decisions (4 weeks)9-12 Where are we going? Rules at Home ( 2 weeks) – Unit: All About Me (4weeks) I Grow and Change (1 Weeks) 15 I’m Special (1 week) 16 My Feelings (2 weeks) First Grade Where have we been? – Unit: Good Citizens at Home and School (6weeks) – Topic: Why we have rules? (2weeks) 1-2 Rights and Responsibilities (2 weeks) 3-4 Authority Figures (2 weeks) 5-6 – Unit: At Home and at School (6 weeks) – Topic Classroom Mapping (2 weeks) 7-8 School is a Place for Learning (1 week) 9 Schools of the Past and Present (1week) 10 Schools are Part of a Community (1 week) 11 Where are we going? Homes Are in a Community (1 week) 12 – Unit: Children Around the World (6 weeks) – Topic: Children Around the World (6 weeks) 13-18

Entering Activity What questions have arised since we last met? What new questions have emerged during weeks 7-12?

Formative/Summative Assessment Social Studies is such a powerful part of the curriculum – I feel it helps students practice for life…about the world they are entering, about the economic system in our country, about voting, about history and why we are what we are.”

Formative/Summative Assessment Stage One – Identify Desired results (such as enduring unerstandings essential questions and objectives. Curriculum Maps Stage Two: – Determine acceptable evidence to assess and to evaluate student acheivement of desired results Stage Three: – Design learning activities to promote all students mastery of desired results and their subsequent success on identified assessment tasks This is the framework that helps educators create leatrning experiences that foster deep understaning

Formative/Summative Assessment Where am I Going? Clear Targets 1. Clear understanding vision of the learning Target Are they student friendly? When to share the learning target? How do we check for understanding of the intended learning? 2. Use examples of models of strong and weak work Knowledge and reasoning learning targets: Selected response items Reasoning performance skill, and product learning targets Performance Assessment Methodology 3. Examples of 1 and 2

Where am I Now? Effective Feedback Characteristics of Effective Feedback – Effective feedback directs attention to the intended learning – Effective feedback occurs during learning Other feedback variables to consider? – Effective feedback addresses partial understanding – Effective feedback does not do the thinking for the student Suggestions for offering feedback Picture or symbol cues Assessment dialogues

Where am I Now? Self Assessment and Goal Setting Impact on Student Acheivement Three Parts: Sle assessment, Justification, and Goal Setting

How Can I Close the Gap Focused Teaching and Revision Scaffolding with Selected Response/Constructed Response – Multiple Choice items as teaching tools – Using graphic organizers as teaching tools Scaffolding with Performance Assessment Tasks and Rubrics Creating focused tasks Practicing one criterion at a time

How Can I close the Gap? Tracking Reflecting on and Sharing Learning Students Keeping Track of their Learning – Recording Progress – Keep learning journals – Collecting Samples of works Students Reflecting on their Learning – Reflecting on Growth – Reflecting on a Project – Reflecting on Acheievement – Students Reflecting on Themselves as Learners Students Sharing Their Learning – Writing to Others – Participate in Conferences

Closure What Key learning targets will you assess and why?