```Cynthia G. Hernandez
Lake Worth ISD
[email protected]
Scope and Sequence
Year at a Glance
 Year
at a Glance
 Instructional Focus Document
 Assessment
 Lessons from CSCOPE (Instructional
Procedures)
 Resources (past lesson plans, textbooks,
novels, etc.)
 Checklist
 Lesson Planning Template
 Place
TEKS in a coherent, rational
sequence of instruction





Anchor instruction
Refocus teacher planning time
Provide rationale
Ensure learning to Performance Indicators
Indicate the TEKS and the specificity that will be
Title
Suggested
Duration
Exemplar Lessons
State Resources
Rationale
Misconceptions
How will we measure student learning?
(Performance Indicators, Assessment)
 What
understandings should our students
have at the end of the unit of study (Key
Understandings)
 What
concepts will we be focusing on in
this unit?
 Authentic
Assessment
 A performance indicator is the EVIDENCE
of student obtainment of, and/or
progression toward an identified standard
(TEKS)
Examples of Performance Indicators:

Select a text structure and write a narrative that
reflects the structure’s characteristics. (ELA 6th

Using a map of the local community, locate
significant human characteristics of the local
community and explain their significance in
terms of needs being met. (SS – 3rd grade)

Identify and sketch the parent function. Describe
and predict the effects of changing “m” and “b”
on the graph of the parent function. (Algebra 1)
Process + Content/Concepts = Product
1
2
3
Select a text structure and write a narrative that
reflects the structure’s characteristics.
 Using
a map of the local community, locate
significant human characteristics of the
local community and explain their
significance in terms of needs being met.
Product = Explanation (oral or written)
 Identify
and sketch the parent function.
Describe and predict the effects of
changing “m” and “b” on the graph of the
parent function.
 Product?
 In
your table groups, examine one of the
performance indicators and a Key
Understanding from an IFD
 Brainstorm
a list of what students will
need to know (content/concepts) to be
successful (process, product)
The
TEKS/SE’s each PI measures
are labeled (4.9A, 4.9B)
Refer
to section on IFD where
TEK/SE’s are listed
Do we have a match?
Take
particular note of the level
of rigor of the SE.
The Unit Assessment items are
written to the level of rigor of
the SE.
Instruction needs to match
Creating
Generating new ideas, products,
or ways of viewing things:
Designing,
Constructing, planning,
producing, inventing
Evaluating
Justifying a decision or course of
action: Checking, hypothesizing,
critiquing, experimenting, judging
Analyzing
Breaking information into parts to
explore understandings &
relationships: Comparing,
organizing, deconstructing,
interrogating, finding
Applying
Using information in another
familiar situation: Implementing,
carrying out, using, executing
Understanding
Explaining ideas or concepts:
Interpreting, summarizing,
paraphrasing, classifying,
explaining
Remembering
Recalling information:
Recognizing, listing, describing,
retrieving, naming, finding
 Based
on the IFD, NOT the lessons
 Using the answer key, match the assessment
item to the S.E. it measures
 Read the assessment items for each S.E.
 How will this impact instruction?
 English
Language Proficiency Standards
 Required by law for ELL’s in your
classroom
 Identified with the Performance Indicator
 Need to be sure you address these when
planning instruction (Differentiation)
Review
terms listed on IFD
Need to be sure you address
these when you plan instruction
 Using
Exemplar Lessons in CSCOPE
READ the lesson in its entirety BEFORE you begin
making instructional decisions
 Clear understanding of the “big picture”
before you begin filling in the details
 Then E by E analysis

 Do

I have the resources?
Substitution considerations:


Rigor – do my resources address the level of rigor
required by the TEK/SE?
Depth – refer to specificity detailed on IFD and VAD
 Is


the activity appropriate for my learners?
Do they have adequate background knowledge?
Are there ‘gaps’ that might need to be
Nature of the activity
 Where
do I need to supplement?
 Differentiation?



ELPS
Sped
G/T
 Analysis
of IFD
 Examination of Assessment
 Overall understanding of CSCOPE Lesson
 E by E
It is difficult to dispute the proposition that
students are likely to exert more energy and
attend more carefully to tasks and assignments
in which they are authentically engaged than in
tasks where their engagement is less profound.
```