Identifying Concepts and Skills
Module 1: Identifying Concepts and Skills- Pages 1-8
Knowing the standards well allows teachers to identify the necessary prior knowledge and to determine the expectations for students’ success.
I enjoyed kicking off this study with a reminder on getting to the heart of the standards! I felt it was a great reminder that just giving it a quick look over isn't enough. We as educators must be intentional with our planning and instruction so that our scholars can succeed! Below are some great takeaways from this week's reading:
What content knowledge do students need to be successful?
Analyzing the nouns and verbs in the standard helps determine concepts to be mastered and skills attained.
---Core Knowledge of the discipline---
· Declarative Knowledge: Factual information associated with the subject
· Procedural Knowledge: Application of information
· Conditional Knowledge: Knowing when the information should be used
Many of the nouns in a standard reveal the declarative, procedural, and/or conditional knowledge students need to learn. (Content Demands)
What skills must students DEMONSTRATE to be successful?
Knowledge is more useful when it can be applied!
· Many of the verbs in a standard speak to the skills students must acquire in order to make the concepts, and content, useful
· You may ask “How might a student demonstrate this skill?”
Task:
Blog with your colleagues about what CHALLENGED you in this module? Then choose a standard relevant to your grade level and content area to analyze.
Video Resources:
When I look at the standards, I feel like I only look at the concepts and not specifically the skills. This module taught me how to incorporate thew skills of each standard. I looked at 6th grade standards to practice what I will be looking at next year, and I feel like I thought about how to incorporate the standard into my classroom in a different way.
ReplyDeleteI agree with you in that it get you thinking about the standards in a different way.
DeleteGreetings,
DeleteThis is very common. We often have a very little time to cover a vast amount of information that we miss the level of development presented in the verbiage of the objectives. This is one of the reasons I always taught my teachers to break down the objective before planning the lesson. In science especially, because the verb tells us exactly how the students are to demonstrate comprehension, share their findings, etc.
It posted as an unknown. This is L'Tunya Bernard.
DeleteReply by Marsha Leibson:
DeleteReading this material gave me fresh eyes to look at the standards too!
Looking behind the concept and honing in on the skills helped me unpack assumptions that perhaps should not exist. Looking at the standards and truly untangling them brought me back to the realization that learning is so intertwined that while learning may be "holistic" and happen in different ways simultaneously, each strand/skill must be defined and/or clarified.
I struggle with this since my standards are different being a school counselor. I use Mindsets and Behaviors to identify what I intend to get across to the students. So do I use the mindset and behaviors to get the nouns or the goal of my lesson to the group.
ReplyDeleteI used my Academic Success Group as my focus with 5 lessons within this group. For example the first lessons asks the student to take a quiz and identify how they learn and identify examples on how they know they learn that way. So do I use Audio, Visual, Kinesthetic, Tactile List Strengths and senses as the nouns. With Learning, Highlight consider as the verbs.
I really like this method and feel it can really help with lesson planning but just need to figure out how I can apply it to my area.
I agree and feel similarly. It is interesting to me that school counselors still work by standards. I think pulling out the concepts and skill will aid in my lesson planning as well.
DeleteIt challenged me to really break down the standard and not look at it as a one whole target. I my old school we did not teach by standards - we simple taught content and made it as engaging and interesting as possible. So it does challenge me to look at content as a series of standards to meet. This way does simplify things and make the standards seem less overwhelming and more like a list of skills you are trying to make sure you make the student successful in.
ReplyDeleteThe standard that I analyzed was:
Solve real world and mathematical problems involving perimeters of polygons including finding the perimeter given the sides lengths, finding an unknown side.
The concepts (nouns): problems, perimeters, polygons, lengths, sides
The skills (verbs): solve and find
So I can quickly see that I am trying to get the kids to solve problems, involving perimeters of polygons and find sides that are missing.
Seems much more simple when broken down into nouns and verbs!
I agree it does seem to make teaching the standards simpler when they are broken down into concepts and skills.
DeleteThis comment has been removed by the author.
DeleteIt challenged me also - I love teaching standards because its your measuring stick. When it come to teaching Math - I think it is less overwhelming and it would help the scholar in my opinion understand the skill set better. Especially when Math is dealing with numbers - it is a concept that would be easier to grasp.
DeleteIt is very challenging to break down the standards but I have seen that it brings positive results for the students. By focusing on one specific thing at a time from the standard and then building upon it gives students to review and then add to what they have learned which usually leads to mastery of the standard. It helped me as a teacher understand what the standard meant, what to teach and to use better ways to get students to understand the concept. By breaking down standards with my team and coaches it has shown me that things can be interpreted in many different ways. I have a better understanding of how the kids really feel when they are struggling to understand concepts.
DeleteTamekia West, Oak Park Elementary
I am the unknown commenter! Sorry about that :)
ReplyDeleteThis module challenged me to alter the way I read, analyze and deliver a particular standard by putting more emphasis on what they are learning and how they are expected to learn the concept. I will definitely pay more attention to the verbs used in particular because the verb can change the level of understanding the student comes to by the end of a lesson.
ReplyDeleteYou are absolutely correct. That is an excellent summary of this planning procedure.
DeleteI agree with you because when I used the same standard to create a lesson plan for different grade levels, the skill(verb) changed.
Deletee.g.
K-2 Technology
Skills (Verbs)
Create
Begin
Help
3-5 Technology
Skills(Verbs)
Use
Explain
Learn
Thanks for the clear insight.
Lisa Weber, PLA@Jones-Clark
The only problem for me is that the adjectives in the objective are not clearly addressed, some words such as observations may be used as nouns in the objective but are actually actions when implemented in the classroom. I have used this strategy during curriculum planning in the past, but have always called it breaking down the TEKS (Texas Essential Knowledge and Skills.
ReplyDeleteExample:
Science
Scientific investigation and reasoning
The student uses scientific practices during laboratory and field investigations.
8.2A--The student is expected to: plan and implement comparative and descriptive investigations by making observations, asking well defined questions, and using appropriate equipment and technology.
Nouns: investigations, observations, questions, equipment, technology
Verbs:plan, implement, making, asking, using
9-10.RL.2.2 Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.
ReplyDelete9-10.RL.2.2 Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.
Secondary English standards are multi-layered, require prior knowledge, contain both skill and content knowledge. For students to be successful at the standard I copied above, they need to understand the concept of theme/central idea. They need to be able to identify two or more themes that run throughout the course of the work, and analyze the development of the themes and the details that shape them.
I need to make sure that I am covering and teaching all the skills and content knowledge for the students to be successful at mastering all of the ELA standards. In most of my classes, I have students who read below grade level, students that read on grade level, and those who are above grade level. But all of the students need to master the standards.
I need to be intentional with grouping and differentiation to make sure they are all learning. I struggle with how to move forward when so many are struggling with a skill or concept.
Candace
DeleteI feel you on that last comment, “I struggle with how to move forward when so many are struggling with a skill or concept”. I typically then have to pull small groups as I am sure you do as well, but there comes a point that you must move on. It’s hard when we want every student to get it.
Mackcine Jordan:As I perused Module 1-“know and do” stood out prime time in my thinking. In addition, the three strands of knowledge will be most beneficial-declarative,procedural, and conditional as I unpack standards.
ReplyDeleteHow do you get the blog to publish your name? One thing that challenges me is technology- lol- Mackcine Jordan
ReplyDeleteOne challenge I had was figuring out the meaning of "noun/verb". I only know those terms in reference to grammar. I also found it interesting to think about standards I've taught and how I need to do a better job of breaking down the standard like shown in the module and the prior skills needed to know and how this skill could be referenced in real world situations.
ReplyDeleteAlexa, I agree that this way of breaking down the standards will require looking at the prior skills students need. I can think of several times this past year that I started teaching something and had to backtrack because students did not have the knowledge and skills that I assumed they did so we couldn't go on. I think this will definitely help us to plan better lessons because we'll be thinking about it beforehand instead of in the moment.
DeleteHello,
ReplyDeleteAs I read chapter 1, I felt I understood the nouns and verbs part. It was a challenge for me when they didn't include the adjectives. In the 1st example they mentioned negative and positive but didn't do anything with these words. I felt like they should be included somehow. I felt they were important words to the standard.
Standard: Demonstrate proficiency with keyboards and other inputs and outputs devices.
Concepts: proficiency, keyboards, devices
Skills: Demonstrate
I felt the same way about the adjectives. Adjectives can sometimes change the meaning of things so I felt they should be included also.
DeleteThe idea of picking out the nouns to identify concepts and the verbs to identify skills completely made sense to me after looking at the examples and completing a few of my own. I found it challenging to not include the adjectives because they often change the meaning of the noun. My previous district had us "unpacking" the standards and none of it made any sense to most of us the way that they were doing it. Just in this first module I feel like I have a better understanding of what standards are asking for by breaking it down like this. Once I broke it down I could clearly see that we sometimes focus more on the concepts than the skills. This will help us balance that and make sure we are teaching the skills students need.
ReplyDeleteStandard: Indiana Math 3.NS.8- Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).
Concepts: fractions, numerator, denominator, size, whole, results of comparisons, symbols >, =, or <, conclusions, fraction model
Skills: compare, reason, record, justify, use
I agree that it is very important for the students to be able to apply and demonstrate learning of the skills. Angela Posey
ReplyDeleteOne challenge I saw when reading Module 1 is it very important to find ways that the students can apply and demonstrate knowledge of a concept. Finding multiple ways to assess a students learnig requires purposeful planning. There are diverse learners in our classrooms so we need multiple ways to address the skills,
ReplyDeleteStandard 3. R.L.2.3- Describe characters in a story (their trait, motivations, or feelings) and explain how their actions contribute to the plot.
Concepts(NOUNS) characters, traits, story, motivations, feelings, actions, and plot
SKILLS(VERBS) Describe, explain, and contribute
I agree with you, finding ways for students to show mastery on a skill can be challenging. Purposeful planning is so important to ensure that all students' needs are met and that they are given assessments that allow them to show what they know! :)
DeleteOne challenge that I noticed when I was reading Module 1 was how will I have my students demonstrate the skill being taught. As a fairly new teacher, I have found it difficult finding ways my students can show mastery of a skill that isn't just a test or discussion. I am always trying to find relevant and purposeful tasks that allow my students to show their knowledge of the skill being taught.
ReplyDeleteLAFS.4.RL.1.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Nouns: theme, story, drama, poem, details, text
Verbs: Determine, summarize
Foster elementary
DeleteMy main challenge is figuring out the behind the scene ("noun/verb") (Concepts)
ReplyDeleteI know my standards inside and out and because I have never thought of it this way, it made me stop and think about the Standards I have taught and how to present them simpler. I am so particular and organized that it challenged me to make sure that I broke down the easiest of concepts -so that I could go into depth when teaching the "Skill" and explaining it.
I also found it interesting to think about all the standards I've taught in my years and how it made me feel that I was doing a good job by using different concepts and references while teaching my standards and relating them to the real world and how it could help you in the future, especially as they grow older.
It is what I called : A healthy lifestyle! I am always making sure that each Scholar is grasping the "Learning Target" and doing the best they can.
(S1.16.3) I will be able to:
catch a gently tossed ball from a partner, demonstrating critical elements of mature pattern.
Nouns: ball, partner, pattern
Verbs: Catches, demonstrating,
I believe that is correct.
Thank you!!!
My main challenge is figuring out the behind the scene ("noun/verb") (Concepts)
ReplyDeleteI know my standards inside and out and because I have never thought of it this way, it made me stop and think about the Standards I have taught and how to present them simpler. I am so particular and organized that it challenged me to make sure that I broke down the easiest of concepts -so that I could go into depth when teaching the "Skill" and explaining it.
I also found it interesting to think about all the standards I've taught in my years and how it made me feel that I was doing a good job by using different concepts and references while teaching my standards and relating them to the real world and how it could help you in the future, especially as they grow older.
It is what I called : A healthy lifestyle! I am always making sure that each Scholar is grasping the "Learning Target" and doing the best they can.
(S1.16.3) I will be able to:
catch a gently tossed ball from a partner, demonstrating critical elements of mature pattern.
Nouns: ball, partner, pattern
Verbs: Catches, demonstrating,
I believe that is correct.
Thank you!!!
Marty, I agree with you that when you've been teaching a while and "know" what the standards are, to look at them from a different perspective can be challenging, yet also interesting. I'm looking forward to this new perspective
DeleteHello Everyone,
ReplyDeleteThere are two sets of comments going. I commented on the second set. I think I misunderstood the instructions. I will have to upload my comments with this group.
I think all teachers feel overwhelmed by content standards at times, and as a history teacher I feel more susceptible due to the sheer volume of content involved in the subject.While engaging in this module I found that paying closer attention to skills drastically improved my anxieties when evaluating the overall standard. I think seeing the skills isolated from concepts helped me to know exactly what content I should emphasize.
ReplyDeleteAs a history teacher my brain is programmed to narrow in on details so it was definitely challenging NOT to include the adjectives. The specifics seem important given the subject, but alas, I decided to go with the program.
Shannon Young
I really like how module 1 broke down the verbs and nouns in the standard. I think as a teacher it helps to take away some of the anxiety from how overwhelming standards can be when you are trying to know what exactly you need to teach, how to teach it, and how to assess mastery.
Delete*I am reposting this thread with my name and school*
ReplyDeleteHello all, this is Stephen (Lee) Robertson @ Smith Middle SchooI and in this blog post, I’d like to take a moment to reflect on the text first and then jump into the assignment.
In the introduction, I like the umbrella term this book presents and then gives context to - “teacher clarity”, which can be quickly summarized in a few words: when teachers are clear in their expectations and instruction. At once, two events are simultaneously occurring here - 1. Every student is held to an expectation and is fully aware of those expectations while 2. Every student is cognizant of what exactly they are learning and what that learning looks like in action.
I also like the introduction of the four PLC questions that need to be addressed for every lesson plan as I feel that the task of answering them with a collaborative effort that becomes one solid lesson plan gives order and focus to what can otherwise become a chaotic process of ideas, talents, opinions, and philosophies.
It states in the intro of this book that there is an idea of a “collective teacher efficacy . . . [which] more than triples the speed of learning”. With a demographic as in need of academic intervention in their English courses as we have here at Smith Middle School, it is essential that we focus together as a team this year by reflecting weekly on what we can do to ensure that we maintain a high standard of collective teacher efficacy in order to, “efficiently analyze standards, build curriculum, teach, and assess”.
Now onto some notes I’d like to share from my reading of Module 1:
“They require intentional instruction that is sustained over many lessons and learning experiences”. I view this book as guiding us to become much more intentional instructors.
“The nouns in a standard generally represent what it is the student needs to know - the concepts” This is something that I believe most of us English teachers already know, but it’s how this book expounds on this idea with the following three types of knowledge in relation to these nouns or concepts that I find to be so incredibly important as a starting place in which to build curriculum around a particular standard. The book goes on to say about Declarative knowledge/Procedural knowledge/Conditional knowledge that:
“ . . . many of the nouns in a standard reveal the declarative. procedural, and/or conditional knowledge the student needs to learn. Another way of saying this is that these are the content demands . . . many of the verbs in a standard speak to the skills students must acquire in order to make the concepts, and content, useful . . . let’s consider what the term “develop” signals. It suggests that students are constructing knowledge, not simply reproducing facts, which requires them to use declarative, procedural, and conditional knowledge. These are the skills that students must apply to the concepts . . . the outcome might occur in an argumentative essay, a presentation, or a debate”
Knowledge SeekerJune 3, 2019 at 12:23 PM
ReplyDeleteI completely agree that instruction must be intentional if scholars are to be successful. This also means that planning must be intentional. Scholars must be able to transfer the knowledge/skills acquired during this instruction beyond that class period and make connections between and among other areas of learning (other content areas when applicable). What do you think?
K. Adams/Jones-Clark
@KnowledgeSeeker, to answer your question: I can't think of any skills that are as important in life and as cross-curricular as those associated with reading and writing. I like to challenge my students to use these skills in simulations of real-world scenarios - such as analyzing and then responding to a rental leasing contract to solve a very real-world problem of an apartment complex not providing a properly functioning AC unit. It's easy to take situations from our own lives where without our ELAR abilities we wouldn't be able to use the law to prevent others from exploiting us as human beings (in many instances, solely for profit). Drawing from these experiences to simulate real-life scenarios for our students to critically think through and achieve a "victory" at the end makes teaching English so much fun!
ASSIGNMENT: In our first independent practice section, I am choosing to examine a major standard from the reading portion of the ELAR TEKS as well as a major standard from the writing portion.
ReplyDelete_________________________________________________________________________________________________________________
STANDARD(S): READING OF FICTIONAL TEXTS
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved;
(B) analyze how the central characters' qualities influence the theme of a fictional work and resolution of the central conflict; and
(C) analyze different forms of point of view, including limited versus omniscient, subjective versus objective.
CONCEPTS (NOUNS): inferences, conclusions, structure and elements of fiction, evidence from text —>understanding, linear plot developments (e.g. conflict, rising action, falling action, resolution, subplots) conflicts, resolutions, central character’s qualities, theme, central conflict, points of view, limited versus omniscient, subjective versus objective
SKILLS (VERBS): understand, make, draw, provide, support, analyze, influence, determine
__________________________________________________________________________________________________________________
STANDARD(S): THE WRITING PROCESS
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;
(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;
(C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.
CONCEPTS (NOUNS): elements of the writing process, text, first draft, genre, intended meaning, audience, topics, strategies, discussion, background reading, personal interests, interviews, thesis or controlling idea, appropriate organizational strategy, sequence of events, cause and effect, compare and contrast, precise word choice, vivid images, point of view, simple, compound, and complex sentences, internal and external coherence, effective transitions, questions of purpose, audience, and genre, grammar, mechanics, spelling, final draft feedback, appropriate audiences
SKILLS (VERBS): plan, draft, revise, edit, publish, compose, select, convey, determine, discuss, interview, develop, organize, strategize, sequence, create, ensure, respond to feedback
I will be a new kindergarten teacher next school year and thinking about the standards was overwhelming. This module really broke it down for me in a way that helps me better understand how to look at the standards. I also feel like it will better help me understand how the students can show mastery of each standard by looking at the verbs in the standard. I think in my planning next school year, this using this modules idea of identifying the nouns and verbs in the standard will help me teach my students the standard better, but also find a variety of ways my students can show their mastery.
ReplyDeleteHi Sarah,
DeleteI was in your shoes this past year. Thinking about the standards can be overwhelming, especially when having to ensure student mastery of each one. I really think breaking the standards down as presented in this book study will help me tremendously as I start my second year of teaching.
Hi, Sarah, I just wanted to say welcome to Kindergarten. I hope that you love it as much as I do. Teachers are very special people...I know how much you will love Kindergarten and I am so excited for you! --Joanne Mathers, Oak Park Elementary
DeleteHI everyone, I'm very new at this so please bear with me. I've taught the same grade level for a very long time, so when I lesson plan I tend to find the main objective and go from there. I'm interested in seeing how this concept will help make my planning more structured and powerful. I like the idea of breaking it down by looking at the skills vs the concepts.
ReplyDeleteHello Micha Foster,
DeleteI can relate to how you feel. I too am interested in using the materials to become more effective in my lesson planning. While keeping this question in mind --- "What does a student need to know or be able to do to master the standard?” Enjoy the journey.
Mackcine Jordan PLA@103
Yes, What do the students need to know or be able to do. Perfect!
Delete--Joanne Mathers, Oak Park Elementary School
Hello everyone,
ReplyDeleteI recently finished my first year of teaching kindergarten at Sheehy Elementary in Tampa, FL. As a new teacher, one of my biggest challenges this past year was learning the kindergarten standards and the curriculum that supports them. I found this module very eye opening, especially when really learning how to break down the standards to identify the concepts and skills students really need to succeed academically. I had never really thought about breaking down the language of nouns (concepts) and verbs (skills). By looking at the standards in this particular way, teacher clarity to students can definitely improve, and can help me better service my students in the future.
For this week's task, I actually broke down both a ELA and Math kindergarten standard, since the language is so different. For the sake of this post, I will only be posting my breakdown of the ELA standard.
Standard: LAFS.K.RI.1.2 With prompting and support, identify the main topic and retell key details of a text.
Concepts (Nouns): main topic, key details, text
Skills (Verbs): prompting,support, identify, retell
Hi Ms Sanchez!
DeleteCongrats on completing your first year as a kindergarten teacher! That is massive accomplishment!
You have great ideas and insight on how to break down these standards. I admire the way you "support" and "better service" your students.
Good evening, We actually had switched to standards based teaching for our K and 1 this school year. We had been braking apart the standard but I do not think we did it by noun and verbs. It really helps to focus your lessons and your teaching. I believe by using this template will help me with a better understanding of the standards I will teach in the next school year.
ReplyDeleteThe standard I chose was K.NS.2: Write whole numbers from 0-20 and recognize number words from 0-10. Represent a number of objects with a written numeral 0-20(with zero representing a count of 0-20)
Concepts (nouns) whole number, number words, number of objects, written numbers
Skills (verbs) write, recognize, represent, representing
As Kindergarten teacher we spent most of the year on this standard, We broke up the standard by 1st quarter 0-10, 2nd quarter 0-15 and 3rd quarter 0-20. 4th quarter we challenged students 0-25. All of these a=skills were then the activities or lessons.
Tanya Ellis-TBLA elementary Gary In
I also have been breaking apart the standards for several years. I agree that looking at the nouns and verbs focuses your planning and implementation of those plans.
ReplyDeleteFirst, I have several apologies. I was on vacation last week and missed completing Module 1 before June 9th. Additionally, my comment above was intended as a reply to Tanya Ellis.
ReplyDeleteThe challenge I found with Module 1 was the same that I have whenever I try to break apart the standards. At first glance, the standards appear simple and straightforward, but when you really dig into them, you realize how complex each standard is.
The standard I broke apart is: MAFS.5.NBT.2.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. (DOK 2)
Concepts (Nouns): decimals, hundredths, concrete models, drawings, strategies, properties of operations, place value, relationship between addition and subtraction
Skills (verbs): add, subtract, multiply, divide, use, relate, explain
Teachers have been trained to identify the verbs in standards, however it was interesting to focus on the nouns. I look forward to going into more detail about the declarative knowledge, procedural knowledge, and conditional knowledge.
ReplyDeleteStandard 3.11 A and 3.11 B
(A) dictate or compose literary texts, including personal narratives; and
(B) dictate or compose informational texts.
Concepts (Nouns): literary texts, personal narratives, informational texts
Skills (verbs): dictate, compose
Kelly Snyder-PLA @ 93
ReplyDeleteI do not remember or am not sure of I have ever been taught to break down a standard by looking at the nouns and verbs. Looking at the standards this way makes much more sense to me. I generally use the pacing guides that have been developed for our curriculum to plan my lessons.
Heather Griffin @ Sheehy. Hi I must apologize as I've been on vacation. I think what most challenged me in this module was ensuring that our students have the prior knowledge and skills needed to completely understand the standard. In addition, I feel we not only as educators need to identify concepts and skills of a standard but we have to present the "why" to our students why it is important they are learning this concept and how it relates to real life. However, I do feel the concept of identifying the nouns and verbs in a standard better assists the teacher in his/her planning.
ReplyDeleteI chose standard LAFS.5.RI.1.2
Determine two or more main ideas of a text and explain how
they are supported by key details; summarize the text.
Concepts (nouns)- two or more, main ideas, text, key details.
Skills (verbs)- determine, explain, summarize
Module #2: Sequencing Learning Progressions
ReplyDeleteI discovered, the term learning progression is concerned with the purposeful sequencing of teaching and learning expectations across numerous progressive junctures, ages, or grade levels. When learning progressions are structured by grade, they may be called grade-level standards. I like the conclusion of the authors, “learning progressions detail the logical order of students’ learning, and teachers decide where to start and what to include-based on their knowledge of the students (p.11).” I teach in a most critical standardized testing grade. As a result, I am always focused on making sure that, I cover as many core standards as possible. So, I conclude that this is no easy task; and requires “unpacking or unwrapping” standards to map out curriculum, with this question in mind, as an educator, I must constantly think about the question, “What does a student need to know or be able to do to master the standard?” As an educator, I must be intentional as I plan.
Mackcine Jordan, PLA@103, Indianapolis
This comment has been removed by the author.
ReplyDeleteModule 1: Concepts and Skills
ReplyDeleteHow to develop the construction of knowledge?
My challenge in in this module was having to successfully construct and design a lesson for young scholars to used as independent practice. The use of procedural knowledge, for the the young scholar, allows them to recall prior knowledge of what skill is being asked for them demonstrate and this can be done with the usage and understanding of the concept about the standard being taught.
Lisa Weber, PLA (Mae Jones-Clark Elementary), Texas
Finally figured out the problem and got my comments to post!
ReplyDeleteThe thing that I found the most challenging in this module was visualize the standards in a different way. I never learned how to break down standards, I was just always given a standard to create a lesson and just used that as a whole. With that being said, I think this was a really useful way to simplify the skills students need.
2nd grade standard: Apply knowledge of short and long vowels (including vowel teams) when reading regularly spelled one-syllable words.
Nouns: vowels, knowledge, words
Verbs: Apply, reading
Week 4-Stacey Overstreet
ReplyDeleteThe lesson this week really brought my thinking to more of a concrete analysis of how to plan not only the lesson, defining the terminology, elaborating learning intentions, but truly how to craft success criteria. The video was an excellent representation of how effective planning can be and the importance of not only knowing the standard; but being open to hearing the thinking of others. Additionally, recognizing what is really being asked, and keeping it simple. It is imperative that student’s have practice time to apply what is being learned and that they truly know what success looks like at the end of the lesson.
• LAFS.K.W.1.AP.1b -State an opinion or preference about the topic.
• LAFS.K.W.1.AP.2a-With prompting and support, create a permanent product (e.g., select/generate responses to form paragraph/essay) that contains a main topic and details about an informational topic.
Learning Intention: Student’s will state an opinion through marking their reading with a heart labeled sticky note to reference their favorite part. Their success will be defined by their ability to mark the book and then being able to verbalize or through the use of pictures to indicate their thinking. An addition to the lesson would be for students to write in their reading response journals their thoughts using decoding skills for spelling.
Success would be defined based on the appropriate level of learning for students would be based on differentiated expectations based on student abilities. Some students would glue letters to make their words, some would use stamps, some would write their thoughts on their own. The rubric would have already been created based on prior classroom planning for reading to self and work on writing, but the new rubric we would brainstorm and write out the expectations together prior to their independent learning time beginning.
The “I can statements” would be I can label my favorite portion of the text with a heart by myself. I can discuss the reason this portion of the book was my favorite. I can write out my favorite part of the book or draw a picture of my favorite part.
When students are successful and they know it, they are naturally more internally driven to continue to build upon their success.
As the text stated, success criteria have been shown to increase students’ internal motivation. Classrooms that contain high levels of trust, where students can practice without fear of punishment for errors but instead, praised for effort, they are more willing to attempt even the most challenging tasks. For the lesson listed above, I will know that student’s internal motivation has increased by the way the assist with getting their peer’s back on task during the read to self and work on writing portion of today’s lesson. They will know they have been successful when they see the stamina level increase based on the charted stamina growth chart in both reading to self and work on writing. I will also be able to gauge their success based on what I review in their work on writing journals, their ability to place their sticky note on their favorite portion, and if their written response shows growth each week.
What challenged me? What challenged me was thinking about a question posed in the text. How will you know if you analyzed the standard correctly? My reflection on this question is that I use the students and what they have learned. Did they learn what I believe that they were supposed to learn and/ or be able to do? What is tricky about this, in teaching Kindergarten, is getting to the did the student learn what they were supposed to learn. Finding that information is tricky to do. At times, I am checking in with each child to have them verbally tell me about their thinking and their work. And as you can imagine, this can't always be my technique used to exit the lesson. So yes, answering this question is a challenge. It really has me thinking, writing notes, and reflecting. Making sure that I have analyzed the standards correctly is very important.
ReplyDeleteThe standard that I chose: LAFS.K.RL.1.3 With prompting and support, identify characters, settings, and major events in
a story.
Nouns: characters, settings, major events, story
Verbs: identify, prompting and support
--Joanne Mathers, Oak Park Elementary School
I am going to reply to my own post. :) In going back again and re reading to post on another blogger's post. I found that many people posted about Module 1 in both the Module 1 post, and in the Introductory post. It was fun to go back and read everyone's challenge, standard, and responses! What I found is that my colleague, and good friend, Ms. West, posted the same standard. I don't want anyone to think I am just taking people's ideas right off of the page! My responses were truly my own! :) I feel that it is only right to go back and choose another standard and analyze the nouns and verbs. :) So, here goes:
DeleteStandard:
LAFS.K.RI.1.2 With prompting and support, identify the main topic and retell key details of a text.
Nouns: main topic; key detail; text
Verbs: identify; retell; (prompting and support)