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Unit Mapping

Training

Projection Map into + Unit Maps

Ashland School District

2019-2020

SIGNAL WORD:

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Trajectory for the Work

Projection Mapping

Data Team Cycles

Summative Assessments

Unit Mapping/ Backwards Mapping

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The Plan for the Year

August	Why Behind the Mapping/Projection Mapping Creation PD
October	Introduction to Unit Mapping PD
Oct - June	Distance Coaching Consultation
Early Winter	Unit Mapping Feedback

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Continue the implementation plan to move towards guaranteed & viable curriculum
Increase Shared Understanding about Unit Mapping
Provide a Guided Practice to Create Initial Unit Maps
Provide an opportunity for asking & answering questions

OBJECTIVES FOR THE DAY

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Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence, Proficiency Map)

Unit Map

(Forward)

Backward Map

(Diary/Reflection)

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Quality Projection Maps

Projection Maps:

A year at a glance
Standards-based with key words
Sequence of units
Real, realistic dates
Improve every year!

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Questions About Projection Maps?

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Types of Curriculum Maps

Projection Map

(Similar to Scope/Sequence, Proficiency Map)

Unit Map

(Forward)

Backward Map

(Diary/Reflection)

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What does a “completed” unit map look like?

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RI.2 Identify the main topic and retell key details of a text.	Effective readers use a variety of strategies to make sense of key ideas and details presented in text.	What do good readers do? Am I clear about what I just read? How do I know?	main idea topic retell key detail important vs. interesting text	I can define main idea/topic (who or what the text is mostly about).(K) I can identify the main idea or topic of a text.(S) I can retell the key details of a text in sequence (e.g., who, what, where, when, why, and how).(S)	-Pre assessment occurred in unit 1 (using water cycle text and DRA retell rubric lines only Response sheet graphic organizer (PM) -Recycling text using DRA retell rubric lines only	ELA Adoption Unit 2: Lessons 1,2, consolidate lessons 3 & 4, teach 5,6,9 and leave four days for lesson 11 (it’s the heart!!!). Skip lessons 7,8,10 Anchor chart (Think bubbles re: who, what, where, when, why) CCD for main idea, retell, key detail Relate to our writing and bridge the connection to reading (check writing to sources from adoption to strengthen link) Model thinking aloud after using pictorial input (create w/ composting process text) Turn and tell for practice with shared texts Response in reading journals/sticky notes. Response sheets-story mapping-graphic organizer. (with GRR model, shared, table groups, partners, solo, and second solo will be progress monitor). Review other comprehension strategies and also referring to their strategy cards.

This is a rough draft

Core Unit Plan

3 things that need to be in this column:

Identified Lessons from adopted materials
Additional High Impact Strategies
Resources/Materials

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Guaranteed & Viable Curriculum in Action!

If unit mapping is done well…

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Problems of Practice

“Step One Is Confusing!”

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Step 1: Plan and Prepare Instruction

What’s the order of this step?

In table groups, work to order the cards.

When you are done, stand up!

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Flow of Step 1

Choose Priority standards

Deconstruct to student-friendly learning targets

Select/revise a post-assessment

Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented

Select additional strategies for Core

Create pre-assessment

Create scoring agreements

Administer pre-assessment & score

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Roadmaps to Learning

Common Core State Standards

Identify desired results.

(Targets)

Determine acceptable evidence. (Assessment)

Plan learning experiences and instruction. (Strategies and Lessons)

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Flow of Step 1

Choose Priority standards

Deconstruct to student-friendly learning targets

Select/revise a post-assessment

Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented

Select additional strategies for Core

Create pre-assessment

Create scoring agreements

Administer pre-assessment & score

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Choosing the “Right” Standards First!

Select priority standards of struggle…

Those that cause teachers confusion
Historically low for student performance
Meaty, worth the time!

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Time out for “SharePoint Life”

Find your Helman Staff Curriculum Folder

Your Unit Map Template is located in this folder.

Find your grade/course, and start working in the template.

(Please do NOT make a copy.)

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Time to Practice

First: Look at the selected unit (approx. 6 weeks away)

Next: Looking at the standards covered in the unit, identify one standard you SHOULD pick to start with and one that you should NOT pick.

Finally: Be ready to tell why you made your choices.

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Flow of Step 1

Choose Priority standards

Deconstruct to student-friendly learning targets

Select/revise a post-assessment

Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented

Select additional strategies for Core

Create pre-assessment

Create scoring agreements

Administer pre-assessment & score

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Deconstructing Standards

Write down the FULL Standard.
What is the Type of Target?

(Knowledge, Reasoning, Skills, Product, Disposition)

What are the Nouns? (Define as needed)
What are the Verbs? (Define as needed)
What are the Knowledge Targets that underpin the reasoning?
What are the Reasoning Targets?* Skills?* Products?*
Write Targets in Student Friendly Language

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Five Types of Learning Targets

Knowledge Targets: Factual information, procedural knowledge, and conceptual understandings underpinning each discipline
Reasoning Targets: Thought processes students are to learn to do well within a range of subjects
Skill Targets: Demonstration or physical skill-based performance is at the heart of the learning
Product Targets: Where creation of a product is the focus of the learning. Specifications for quality of the product itself are the focus of teaching and assessment
Disposition Targets: Attitudes, motivations, and interests that affect students’ approach to learning

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As you Deconstruct Standards

Remember If...Then

If a standard is knowledge…
If a standard is reasoning then…
If a standard is a skill then…
If a standard is a product then…

K =

K targets

R =

K + R targets

S =

K + R + S targets

P =

K + R +S*+P targets

(*Not always S)

Note: Disposition can both stand alone or be paired with any other target type.

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Deconstructing Standards

Write down the FULL Standard.
What is the Type of Target?

(Knowledge, Reasoning, Skills, Product, Disposition)

What are the Nouns? (Define as needed)
What are the Verbs? (Define as needed)
What are the Knowledge Targets that underpin the reasoning?
What are the Reasoning Targets?* Skills?* Products?*
Write Targets in Student Friendly Language

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Step 1: Plan and Prepare Instruction

The deconstructing template is a scaffold for breaking down the standard into student friendly learning targets.

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Time to Practice

Write down the FULL Standard.
What is the Type of Target?

(Knowledge, Reasoning, Skills, Product, Disposition)

What are the Nouns? (Define as needed)
What are the Verbs? (Define as needed)

Note: The next steps will depend on the target type.

Remember the arrow!

What are the Knowledge Targets that underpin the reasoning?
What are the Reasoning Targets?* Skills?* Products?*
Write Targets in Student Friendly Language

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A Resource to Help

Wiki Teacher - Clark County

www.wiki-teacher.com

Make sure it makes sense!

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Flow of Step 1

Choose Priority standards

Deconstruct to student-friendly learning targets

Select/revise a post-assessment

Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented

Select additional strategies for Core

Create pre-assessment

Create scoring agreements

Administer pre-assessment & score

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Creating/Adjusting the Post

Look at the standards and learning targets to guide you:

What do kids need (to know, understand, be able to do) to be successful?

Look at the post to determine next steps:

Does my assessment accurately measure the standard or does it need to be revised?

Next we will ask (but not yet…)

Do my materials cover it adequately?

Do I need to supplement?

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Time to Practice

First: Look for corresponding assessments that may already be available either through your adoption or through credible sites.

Next: Look through the assessment options available to you and ask yourself, will this give adequate information on our standard of focus? Are the tasks rigorous enough to meet each part of the standard?

Finally: Add/Revise assessment items that will address the standard of focus.

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Flow of Step 1

Choose Priority standards

Deconstruct to student-friendly learning targets

Select/revise a post-assessment

Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented

Select additional strategies for Core

Create pre-assessment

Create scoring agreements

Administer pre-assessment & score

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Don’t we have that?

It says Common Core…

We finally have adopted materials…

Why can’t we just follow it?

51%*

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Life in the World of Adopted Materials

Thought Processes?

Criteria?

Flexible Thinking?

Skills?

Efficiency?

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Time to Practice

Work together to complete the strategies/resources column for the standard you deconstructed:

Look at your adopted materials - Which lessons are you going to use? Reduce? Skip/skim?
Are there additional high impact strategies you can add (see list in the packet)?
If there are still learning targets that you do not have a plan for, look at resources you have used in the past.

Remember this is a rough draft plan so it doesn’t need to be perfect, but it is important to have a game plan before applying reality!

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Flow of Step 1

Choose Priority standards

Deconstruct to student-friendly learning targets

Select/revise a post-assessment

Make a Core plan. Use resources & materials to decide which lessons match, what to skip/skim, what needs to be supplemented

Select additional strategies for Core

Create pre-assessment

Create scoring agreements

Administer pre-assessment & score

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Unit Maps are like freezer meals.

Continue to develop these plans

For each priority standard
For each unit

Rinse and Repeat!

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Imagine if your team had this plan for every unit including every standard...

Field of Dreams!

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Draft Your Next Agenda

Email it to your teammates and admin now!

2:15-2:20 Check in/Norms Review & Review Outcomes for the day

2:20-2:40 Finish instructional strategies/core plan

2:40-3:05 Create Pre-Assessment

3:05-3:10 Decide when to administer/bring back scored

3:10-3:15 Set Next Agenda

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