1. Unlocking the Power of Language in the Standards
Continuing Our Unpacking Journey…
Western Area Principal Meeting
February 14, 2017

2. What do we recall from our previous work?
Unpacking Protocols
What do we recall from our previous work?

3. Step 1: Select the standard to be taught.
Unpacking a Standard

4. Recognize and generate simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Put up first part of concept wall

5. Step 1: Select the standard to be taught.
Step 2: Underline the key concept knowledge skills (nouns and noun phrases) and circle the language functions/skills (verbs).
Unpacking a Standard

6. Recognize and generate simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction model.

7. Step 1: Select the standard to be taught.
Step 2: Underline the key concept knowledge skills (nouns and noun phrases) and circle the language functions/skills (verbs).
Step 3: Determine/define what proficiency will look like or how it will be demonstrated based on what the student should
know and do.
Unpacking a Standard

8. Recognize and generate simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Explain Why
Generate

9. “Unpacking a Standard” Protocol

11. Step 1: Select the standard to be taught.
Step 2: Underline the key concept knowledge skills (nouns and noun phrases) and circle the language functions/skills (verbs).
Step 4: Determine Depth of Knowledge and Bloom’s level of rigor as stated in the standard and then write student friendly learning targets or “I can” statements. Be sure the “I can” statements represent the rigor required in the standard.
Step 3: Determine/define what proficiency will look like or how it will be demonstrated based on what the student should
know and do.
Unpacking a Standard

12. The Concept Knowledge is in the “Nouns” Simple Equivalent Fractions
What is the Knowledge Dimension for the concept knowledge in our example standard?
Simple Equivalent Fractions
Now that we have determined the concept knowledge skills and language functions within our standard, we move to understanding the knowledge dimension level of the concept knowledge skills (nouns).
Participants will work in table groups to determine the Knowledge Dimension for Simple Equivalent Fractions… discuss why they chose that particular dimension. Briefly share how this particular concept knowledge is conceptual overall, but that the standard will eventually take us through the entire knowledge dimension.

13. The Learning is in the Language Functions (“Verbs”)
Let’s look at the language function RECOGNIZE together…

16. The Learning is in the Language Functions (“Verbs”)
WHY?
Let’s look at the language function RECOGNIZE together…

18. Generate Recognize Explain Why
Put them together and map out “level” of standard and discuss how intentional planning must maintain this level which leads us into “I CAN” Statements

19. Recognize and generate simple equivalent fractions,
I Can…
Recognize and generate
simple equivalent fractions,
e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
I Can…
Explain Why
Generate
I Can…
I Can…
I Can…
I Can…

20. Tying it all together...

21. Step 1: Select the standard to be taught.
Step 5: Explore where Learner Agency, SEL, Digital Learning, and the 4Cs are woven into the standard and determine how to incorporate into the unit or lesson.
Step 2: Underline the key concept knowledge skills (nouns and noun phrases) and circle the language functions/skills (verbs).
Step 3: Determine/define what proficiency will look like or how it will be demonstrated based on what the student should
know and do.
Step 4: Determine Depth of Knowledge and Bloom’s level of rigor as stated in the standard and then write student friendly learning targets or “I can” statements. Be sure the “I can” statements represent the rigor required in the standard.
Unpacking a Standard

22. Recall our work from December… think about the video we watched and the aspects of planning a lesson with our district initiatives- Teacher Planning, PLT work, etc.

23. Integrating Academic Discourse
in a Lesson
If time, show example of what academic discourse related to the standards sounds and looks like in a classroom… note that these are kindergartners!

24. Considering our work on unpacking standards through the lens of language, what should you, as an administrator, be listening/looking for when you visit PLTs/classrooms, and have pre/post conferences?
Where do you currently see your school/PLTs with this work? How do you know?

25. Based on your current status, what needs might you have (i. e
Based on your current status, what needs might you have (i.e. additional learning, data collection, observations, aligned assessments)?