1. Achievable Targets
for
Teaching and Learning

2. We can deconstruct standards and articulate learning targets.
Our Learning Targets
We can deconstruct standards and articulate learning targets.
We can articulate What do we want students to know & be able to do? and Why do we want them to know it?

3. What is the intended learning?
That’s the target!
How do we identify learning targets in Washington?”

4. Washington Identifying Learning Targets in
The State of Washington has established standards that identify a basic level of proficiency in skills, knowledge and understandings essential to student success and well-being. These standards are called the State of Washington Essential Academic Learning Requirements(EALRs).
The Essential Academic Learning Requirements in health and fitness establish the concepts and skills necessary for safe and healthy living, and in turn, for successful learning.

5. Learning Requirements
Four Essential Academic
Learning Requirements
EALR 1 Captures movement, physical fitness, and nutrition. Fitness
EALR 2 Recognizes dimensions of health, stages of growth and development, reduces health risks and safe living. Health
EALR 3 Analyzes and evaluates the impact of real-life influences on health. Health
EALR 4 Analyzes personal information to develop an individualized fitness plan. Fitness
All four EALRs describes the research, reasoning, and analytical skills students should be able to apply to each of these disciplines.
EALR 1 has 5 components; EALR 2 has 4 components; EALR 3 has 3 components; EALR 4 has 2 components

6. Washington Identifying learning targets in
For each EALR, there are more specific statements, called “Components.” The first components address basic concepts and the latter components ask students to apply their understanding of this core content.
Component Develops movement skills and concepts as developmentally appropriate.
Component 1.2 – Acquires the knowledge and skills to safely participate in a variety of developmentally appropriate physical activities.
Component 1.3 – Understands the concepts of health-related fitness, and interprets information from feedback, evaluation, and self assessment in order to improve performance.
Component 1.4 – Understands the concepts of skill-related physical fitness, and interprets information from feedback, evaluation, and self-assessment in order to improve performance.
Component Understands relationship of nutrition and food nutrients to body composition and physical performance.
Numbering system identifies the EALR 1 add a Component 1.2 add a GLE 1.1.3

7. Grade Level Expectations (GLEs)
Learning Targets
Grade Level Expectations (GLEs)
To improve the clarity, coherence, inclusiveness, and manageability of our state’s standards and components, GLEs were developed from the EALRs.
The goal of the GLEs is to assist teachers in developing lessons and instruction strategies by
Providing specific learning standard guidelines
for students in grades K-12.
Clarifying and defining the content, concepts, and
skills all students are expected to know
and be able to apply grade-by-grade.
.Including descriptions (suggested examples EOL) of
how students could demonstrate
proficiency.
The GLEs are what is specifically outlined

8. Student friendly learning targets are developed from…
Content standards Essential Academic
Learning Requirements EALR
Benchmarks
Grade level indicators Components
Grade level expectations GLEs
And can be identified as…
Learning outcomes
Lesson objectives
Learning achievement
statements
Essential Learnings

9. Learning Targets
What students should know and be able to do? Why do we want them to know it?
Here are the capacities we want health and fitness to build in each student:
*1. Acquires the knowledge and skills necessary to maintain an active life: Movement, physical fitness,
and nutrition. Fitness
2. Acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of
health, recognizes stages of growth and development, reduces health risks, and lives safely. Health
3. Analyzes and evaluates the impact of real-life influences on health. Health
*4. Effectively analyzes personal information to develop individualized health and fitness plans. Fitness

10. Instructional Lesson Components
Subject: Fitness
Grades 3-5
Topic: Volleyball
Objectives:
TSWBATD the stretch of the week: V-Sit stretch (EALR 1.3;2.1;4.2)
a basic level of introduction for the two-handed underhand toss, overhead pass, forearm bump pass, and combo passing (EALR 1.2)
Safety: Students will follow 3 simple Respect rules; have shoes tied/secured properly before coming into the gym; focus on safe locomotor movement
Learning Objective Target: I will be able know how to do…
(Essential Question) Why learn this sport?
Volleyball is a fun sport that is easy to learn and can be played in a gym, at the beach, or on grass. Playing volleyball will help improve your cardio, flexibility, balance and coordination. Most schools have a volleyball team or you can also find leagues for kids at your local community center. If you're not into joining a team, you can just grab a volleyball and a few friends and play your own game.
(Essential Question) What makes a safe learning environment during volleyball?

11. Assignment: Warm-up 3 min. run
Volleyball Lesson
Assignment: Warm-up 3 min. run
Stretch: V-sit stretch (assessment record time)
Volleyball
Lesson: choose partner to work with
Explain history of volleyball; definition of volley: to keep the ball in play.
Demo the two handed underhand toss: Cue: toss high to land in partners hand
Demo Basics of forearm Bump pass: Cue: hit ball with both forearms; keep hands together to bump the ball; move body using legs to the ball by stepping in/back/to the side.
Activity/Skill:
Practice skill toss ball high over the net
Practice tossing ball to partner who bumps it back
Closure: who can name the three basic (cues of the forearm bump pass?
Summative By the end of …
GLE: rd Applies rules and procedures to proper use of equipment
GLE: th Points out role in maintaining a safe learning environment
GLE: th Evaluates safety rules and procedures in a variety of physical
activities CBA “Get Fit Summer”

12. Group Activity (Create) Rewrite a lesson using the following format
Subject/Grade
Topic
Objective: identify EALR component
TSWBATD Learning Target
Essential Questions
Assignment
Activity/Skill
Assessment (Formative) (Summative)
Depending on numbers: Groups will be by grade levels K-3; 4-5.