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Why: Core standards are often written in language that can be confusing and interpreted in numerous ways. To ensure that teachers and students have clarity in their instruction, teachers can apply a process of planning that includes breaking a standard down into smaller sub-skills and creating learning progressions that make logical units of study. When teachers and students understand the key skills and concepts needed for mastery:
Teachers are able to see the component skills that students need to learn so they can plan their units of study.
Students are able to own their learning, advocate for supports they need, and track their progress throughout their learning journey.
Outcome: Participants will explore a process to break down priority standards into their skills and concepts. Teams will develop a learning intention, rational, success criteria, and learning progression for their priority standard.
1) What am I Learning? Record the anchor and grade level standard. Then, list the nouns and verbs from the grade level standard in the boxes.
Reflect on the on your list, are there elements of the anchor standard that may need to be included in the list of nouns and verbs?
Consider using this vertical overview of the standards during this conversation.
Rephrase the grade level standard into student friendly language, be sure that all the nouns are verbs are included in some way.
2) Why am I Learning It? Create a rationale for learning this standard.
How will this impact future learning?
How does this skill apply to daily life? Why does this warrant a focus?
3) How Will I Show I’ve Learned It? Using the nouns and verbs identified in step one as a guide, create a list of the skills and concepts students will need to show that they have learned this standard (i.e. evidence of mastery).
What evidence will students need to demonstrate to show that they have mastered this standard?
4) Assessment: Identify an end of unit, or summative, assessment in which students demonstrate all of the evidence of mastery.
5) Learning Progression: Sequence the skills and concepts in the "How I will show I've learned it" section into a logical progression for learning.
In what order will students master these skills?
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