Unwrapping Standards Literacy Leadership Meeting 10/15/2013

Today’s Goal Practice the step by step process for unwrapping standards for improved student learning.

Guiding Questions What role can clearly articulated standards play in improving student achievement? What does it mean to unwrap standards? How can student-friendly language improve both teacher and student understanding?

Progression Charts

1. Start with a Skill 3.5c Make, confirm, or revise predictions. Where does it begin and where does it go?

2. Find the Standards that match. Use the Curriculum Compass.

Strand: Reading Organizing Topics: Read and comprehend nonfiction Standard: 3.6a-l The student will continue to read and demonstrate comprehension of nonfiction texts. Related Standards: Reading K.5 The student will understand how print is organized and read. K.6 The student will demonstrate an understanding that print conveys meaning. K.10 The student will demonstrate comprehension of nonfiction texts. 1.5 The student will apply knowledge of how print is organized and read. 1.6 The student will apply phonetic principles to read and spell The student will read and demonstrate comprehension of a variety of nonfiction texts. 2.9 The student will read and demonstrate comprehension of nonfiction texts The student will demonstrate comprehension of information in reference materials. 4.6 The student will read and demonstrate comprehension of nonfiction texts. 5.6 The student will read and demonstrate comprehension of nonfiction texts. Research 4.9 The student will demonstrate comprehension of information resources to research a topic. 5.9 The student will find, evaluate, and select appropriate resources for a research product.

2. Find the Standards that match. Use the Virginia SOL.

Find the Standards that Match Make predictions. (Introduced K-3) K.9 c) Use pictures to make predictions (fiction) K.10 a) Use pictures to identify topic and make predictions (nonfiction) 1.9 d) Make and confirm predictions (fiction) 1.10 e) Make and confirm predictions (nonfiction) 2.8 a) Make and confirm predictions (fiction) 2.9 b) Make and confirm predictions about the main idea (nonfiction) 3.5 c) Make, confirm, or revise predictions (fiction/poetry) 4.5 i) Make, confirm, or revise predictions. 5.5 k) Make, confirm, or revise predictions.

3. List the verbs (+synonyms)

Depth of Knowledge Chart O GOAL: Use the descriptors in Levels 3 and 4 in your questioning while digging into the text.

4. List the nouns and descriptors (+synonyms) 3.5c Make, confirm, or revise predictions.

5a. Restate in “Classroom Language” Restate in “Classroom Language” - use the synonyms from the verbs and nouns to restate.

5a. Restate in “Classroom Language” Restate in “Classroom Language” - use the synonyms from the verbs and nouns to restate. We will connect our previous experiences and knowledge to the text to make predictions and then use evidence from the text to confirm or revise the predictions.

5b. Check your Vocabulary Academic Vocabulary  Thinking Verbs  Cross Content Language Content Specific Vocabulary  Language of Literacy  Building up to the required language of the content

6. What should this look like? Look For’s O Authentic Discussion –small group sharing O Every student has opportunity to contribute (think-pair-share) O Students referencing text to strengthen their response

O Plan your questions. O Simulate the SOL questions. O Model rereading closely to excavate the text. O Use think alouds. O Repeat the standard often. O Continue to model for the class. Dig Deep!!

7. Instructional Tools T-Charts Foldables Think Alouds Cause & Effect Venn Diagrams Problem & Solution

Time to Unwrap! 1. Start with a Skill 2. Find the Standards that Match 3. List the verbs (+synonyms) 4. List the nouns and descriptors(+synonyms) 5. Restate in “Classroom Language” a. Check your Vocabulary 6. What should this look like? 7. Instructional Activities