Unwrapping Standards

Literacy Leadership Meeting10/15/2013

Today’s Goal

Practice the step by step process for unwrapping standards for improved student learning.

Guiding Questions

• What role can clearly articulated standardsplay in improving student achievement?

• What does it mean to unwrap standards?

• How can student-friendly language improve both teacher and student understanding?

Progression Charts

Reading Skills Progression by Grade Progression Charts identify the grade

level at which specific skills are formally introduced in the 2010 English SOL for Reading, Writing, Grammar and Research (PDF files).

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

1. Start with a Skill

3.5c Make, confirm, or revise predictions.

Where does it begin and where does it go?

2. Find the Standards that match.Use the Curriculum Compass.

Strand: ReadingOrganizing Topics: Read and comprehend nonfiction Standard: 3.6a-l The student will continue to read and demonstrate comprehension of nonfiction texts.  

 Related Standards: Reading K.5 The student will understand how print is organized and read.K.6 The student will demonstrate an understanding that print conveys meaning.K.10 The student will demonstrate comprehension of nonfiction texts.1.5 The student will apply knowledge of how print is organized and read.1.6 The student will apply phonetic principles to read and spell.1.10 The student will read and demonstrate comprehension of a variety of nonfiction texts.2.9 The student will read and demonstrate comprehension of nonfiction texts.2.10 The student will demonstrate comprehension of information in reference materials. 4.6 The student will read and demonstrate comprehension of nonfiction texts.5.6 The student will read and demonstrate comprehension of nonfiction texts. Research4.9 The student will demonstrate comprehension of information resources to research a topic.5.9 The student will find, evaluate, and select appropriate resources for a research product. 

2. Find the Standards that match.Use the Virginia SOL.

Find the Standards that Match

Make predictions. (Introduced K-3)K.9 c) Use pictures to make predictions (fiction)K.10 a) Use pictures to identify topic and make predictions (nonfiction)1.9 d) Make and confirm predictions (fiction) 1.10 e) Make and confirm predictions (nonfiction)2.8 a) Make and confirm predictions (fiction)2.9 b) Make and confirm predictions about the main idea (nonfiction)3.5 c) Make, confirm, or revise predictions (fiction/poetry)4.5 i) Make, confirm, or revise predictions.5.5 k) Make, confirm, or revise predictions.

3. List the verbs (+synonyms)

Depth of Knowledge Chart

OGOAL: Use the descriptors in Levels 3 and 4 in your questioning while digging into the text.

4. List the nouns and descriptors (+synonyms)

3.5c Make, confirm, or revise predictions.

5a. Restate in “Classroom Language”

Restate in “Classroom Language” - use the synonyms from the verbs and nouns to restate.

Strand: Reading Organizing Topics: Read fiction and poetry

Standard: 3.5a-m The student will read and demonstrate comprehension of fictional text and poetry.

Understanding the Standard

Teacher Notes

The intent of this standard is that students will apply different strategies to read and comprehend fictional text and poetry. Students should be able to connect their previous experiences and knowledge to the text in order to make predictions and then

use evidence from the text to confirm or revise their predictions.

Students will talk and write about similarities and differences that they see in various books by the same author or in various selections within the same genre.

In classroom discussion, students will contribute their ideas about an author’s craft, including their ideas about an author’s craft,

including such elements as word choice, plot and organization, beginnings and endings of selections, and character development.

Students will read various types of fictional texts (e.g., children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth), and poetry.

After reading, students should be able to demonstrate new understandings through writing, discussion, and graphic

representations.

Fluent readers, read with automaticity, and they reread and self-correct as needed.

To determine a student’s functional reading level for a specific text consider these word accuracy rates from Virginia’s Phonological Awareness Literacy Screening (PALS):

o independent level – 98-100% accuracy, or about two of every 100 words misread; student reads independently with little

5a. Restate in “Classroom Language”

Restate in “Classroom Language” - use the synonyms from the verbs and nouns to restate.

We will connect our previous experiences and knowledge to the text to make predictions and then use evidence from the text to confirm or revise the predictions.

5b. Check your Vocabulary

Academic Vocabulary Thinking Verbs Cross Content Language

Content Specific Vocabulary Language of Literacy Building up to the required language

of the content

6. What should this look like?

Look For’sOAuthentic Discussion –small

group sharingOEvery student has opportunity

to contribute (think-pair-share)OStudents referencing text to

strengthen their response

OPlan your questions.OSimulate the SOL questions.OModel rereading closely to

excavate the text.OUse think alouds.ORepeat the standard often.OContinue to model for the class.

Dig Deep!!

7. Instructional Tools

T-ChartsFoldables

Think AloudsCause & EffectVenn Diagrams

Problem & Solution

Time to Unwrap!1. Start with a Skill2. Find the Standards that Match3. List the verbs (+synonyms)4. List the nouns and

descriptors(+synonyms)5. Restate in “Classroom Language”

a. Check your Vocabulary

6. What should this look like?7. Instructional Activities

QUESTIONS?