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 addressed in the instructional unit 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 grade) 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 addressed? 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.