1 of 37

2 of 37

Building a Strategy for Deep Understanding of Standards

Dr. Kim Jones

(retired) Curriculum and Instruction Director

kimjones.edd@gmail.com

3 of 37

Our Stepping Stones

PRIORITIZE STANDARDS
UNWRAP/DECONSTRUCT PRIORITY STANDARDS
REVIEW/REVISE UNITS OF INSTRUCTION

STAGE 1
STAGE 2
STAGE 3

4 of 37

Learning Targets

We can define and identify priority standards and supporting standards based on criteria
We will understand how our components of unwrapping standards connect to each other, in planning for student learning, and in creating or reviewing units of instruction
We will be able to use our unwrapping standards template to replicate this process with our colleagues

5 of 37

Rigorous Curriculum Design
Understanding by Design
Coherence

MAIN INFLUENCES

ON MY WORK

Wiggins and McTighe

Ainsworth and Donovan

Fullan and Quinn

6 of 37

SESSION AGREEMENTS

resume Positive Intent

tay Engaged & Focused

articipate in Respectful Dialogue

nvite and Value All Perspectives

S

I

P

7 of 37

PRIORITIZE STANDARDS

Let’s get started with Literacy → Reading for Literature → Key Ideas and Details

Step 1

8 of 37

PRIORITIZE STANDARDS

Let’s get started with Literacy → Reading for Literature → Key Ideas and Details

Step 1

9 of 37

Find your own grade level or choose a grade level that would complement your table group

Begin with 1

“section/strand/domain”

within a set of content standards

“

10 of 37

Personal Bubble Time

Using the criteria do your personal best to prioritize the standards within this short section of the Reading Literature standards. (5 min max)

These are your friends :)

Notice how they are not touching!

This is you…..

Code:

P - Priority

S - Supporting

N - Neither

11 of 37

Chart your work with others

Vertical Point of View?

What if RL.#.3 is considered supporting in grades 2, 3, 4 and a priority grade 5?

Literacy → Reading for Literature → Key Ideas and Details

GRADE 2

GRADE 3

GRADE 4

GRADE 5

RL.2.1

RL.2.2

RL.2.3

RL.4.1

RL.4.2

RL.4.3

RL.3.1

RL.3.2

RL.3.3

RL.5.1

RL.5.2

RL.5.3

P

S

P

S

P

N

P

S

P

?

The animations in the slide support thinking/talking about how this next process will work, looking at split decisions and vertical viewpoints.

Continuing from prior slide - next steps:

Those that coded the same grade levels get together and report choices to group by chart paper. (slide example is using grade 2)

Pause here and have groups work…….

AS A LARGE grade-alike GROUP - determine group’s Priority Standards and Supporting Standards for this strand of standards, discussing the standards that seem split and reach consensus.

Again, AS a whole GROUP, Consider the vertical look at the strand discussing, questioning, etc. as needed. (slide example is using RL.__.3)

Next steps now -

If you have same grade levels at your table, reach consensus

Then, look vertically if you have multiple grade levels at your table

Give about 3-4 minutes

12 of 37

PRIORITIZE STANDARDS

Step 1

DONE

(learning the process!)

YES - others have gone before you!

A couple of samples: prioritized

Literacy and Math standards

t.ly/Pdqh

13 of 37

Why Prioritize Standards?

14 of 37

Learning Targets

We will understand how our components of unwrapping standards connect to each other, in planning for student learning, and in creating or reviewing units of instruction
We will use our unwrapping standards template to replicate this process with our colleagues

We can define and identify priority standards and supporting standards based on criteria

15 of 37

UNWRAP

PRIORITY STANDARDS

Step 2

First - Some past learning to bring back to the front of our thinking today…..

16 of 37

Let’s use this 1:

RL.5.1 “Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.”

Begin with BASIC

“sentence diagramming”

of a standard.

“

17 of 37

RL.5.1 “Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.”

Circle Verbs (or implied verbs)

Underline Nouns

WHY??

“

18 of 37

RL.5.1 “Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.”

WHY??

These and will assist in discovering the complexity of thinking required of students which guides teachers in designing learning tasks, assessments, etc.

“

19 of 37

Recall Alignment of Teaching Stance to Learning Experience? (UbD, stage 3 work)

You can find more on this in your UbD book on pp: 240-246

“

20 of 37

What’s really in a Standard?

How does it translate into the classroom?

Introducing the -->

Unwrapping Standards Template!

An example

21 of 37

22 of 37

23 of 37

Your turn?

Choose a standard your team marked as Priority from your previous work.

Don’t have any handy?

No worries…..

Here’s one!

W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

24 of 37

UNWRAP

PRIORITY STANDARDS

Step 2

DONE

(learning the process!)

25 of 37

REVIEW/REVISE UNITS

OF INSTRUCTION

Step 3

26 of 37

Identifying verbs; nouns; and complexity of thinking level(s) assists writers in:

decision-making on mapping standards, bundling standards for a unit within a content and cross-curricular, etc.;
creating (or revising) EU, EQ, TG, K&S, learning targets for a specific unit for which this standard is attached.

stage 1

Other stage 1 thoughts?

UbD

Desired

Results

Link to an added page for the template

“

27 of 37

Identifying verbs; nouns; and complexity of thinking level(s) assists writers in selecting, revising or creating:

summative, benchmark, formative assessments and performance tasks aligning to stage 1;
rubrics with appropriate levels of complexity of thinking and doing.

stage 2

Other stage 2 thoughts?

UbD

Evidence of Learning

“

28 of 37

Identifying verbs; nouns; and complexity of thinking level(s) assists writers in selecting, revising or creating:

learning experiences;
modifications;
appropriate teacher instructional strategies, supports and scaffolding.

stage 3

Other stage 3 thoughts?

UbD

Student Learning Experiences

(and teacher instructional strategies)

“

29 of 37

REVIEW/REVISE UNITS

OF INSTRUCTION

Step 3

NEVER DONE

(learning the process!)

30 of 37

Remember

the

Elephant

Two-fold Reminder:

#1: How do you eat an elephant?
#2:

Perspective

31 of 37

What are YOUR NEXT STEPS?

This protocol is in an abbreviated outline form at this link

To access the slides presentation

(most slides are animated, it may be necessary to put it in presentation mode) :

t.ly/r-P7

32 of 37

Could you provide

feedback on your experience with me today?

t.ly/XSwm

LAST SLIDE

Dr. Kim Jones

kimjones.edd@gmail.com

Curriculum and Instruction Director (retired)

33 of 37

From our agenda - how did I do with suggesting the complexity of thinking?

PRIORITIZE STANDARDS (A,M,T; DOK 1&2; R/U/A/A; LVL 1&2; KR,C)
UNWRAP PRIORITY STANDARDS (M,T; DOK 2&3; A/E; LVL 2&3; C,A,KU)
REVIEW/REVISE UNITS OF INSTRUCTION (T; DOK 3&4; A/E; LVL 3; A,KU)

STAGE 1
STAGE 2
STAGE 3

Webb’s Development of Knowledge (DOK)

Bloom’s Taxonomy

Costa’s

Three Levels of Thinking

UbD

Dimensions of Learning

34 of 37

Webb’s Development of Knowledge (DOK)

Check This Folder

Bloom’s Taxonomy

Costa’s

Three Levels of Thinking

Verb wheels

Question stems

Compare the frameworks of thinking

Connect to Iowa Core

(ELA/Math)

35 of 37

Chart your work with others

Literacy → Reading for Literature → Key Ideas and Details

GRADE K

GRADE 1

GRADE 2

GRADE 3

RL.K.1

RL.K.2

RL.K.3

RL.2.1

RL.2.2

RL.2.3

RL.1.1

RL.1.2

RL.1.3

RL.3.1

RL.3.2

RL.3.3

GRADE 4

GRADE 5

GRADE 6

RL.4.1

RL.4.2

RL.4.3

RL.6.1

RL.6.2

RL.6.3

RL.5.1

RL.5.2

RL.5.3

36 of 37

Page 2

GRADE 7

GRADE 8

GRADES 9-10

GRADES 11-12

RL.7.1

RL.7.2

RL.7.3

RL.9-10.1

RL.9-10.2

RL.9-10.3

RL.8.1

RL.8.2

RL.8.3

RL.11-12.1

RL.11-12.2

RL.11-12.3

Literacy → Reading for Literature → Key Ideas and Details

37 of 37

Step 1 - independent reading ( 5-6 min)
Step 2 - when ready:

Round 1: each person share a short significant phrase or a sentence - note it on your copy

Round 2: share ONE significant word - note it on your copy

Round 3: Discuss what was shared, and consider two questions:

What new insights have you gained by looking at the text this way?
What do you think the text is essentially about?

What exactly ARE Priority Standards?

What criteria should you consider?

Read to Learn!

CLICK HERE TO RETURN TO PRIOR SLIDE

Whole group DEBRIEF:

Venn diagram graphic…….

Do we agree, what is it that ‘bugs’ us about it - why?, other thoughts ?

t.ly/9CXN

Our Process in table groups or 3-5 per group:

Prepare the group for the reading by explaining the protocol you will use (use either with table groups already formed, or in groups of 3-5…..

When reading and learning about priority and supporting standards use a protocol to facilitate the group’s takeaways - one suggestion might be the SRI Text Rendering Experience ask folks to silently read, marking words, phrases, or sentences they find important to them.

I would adapt the protocol to include any of the three - word, phrase, sentence...and then do multiple rounds (2 or 3);
I would stipulate when a text has already been shared, share a different one

Direct them to the handout with the first line: “So many standards, so little time…” and click the guy with the checkmark on the slide

AFTER the Reading and Sharing…..if there is time:

Discuss the use of the Venn diagram graphic…….Do we agree, what is it that ‘bugs’ us about it, etc. ?