Making Lessons Happen in
Elementary Language Arts (TK-2)
Presenters: Stephanie Dirks & Paige Tune
Karen Jensen & Catherine Sadlier
ELA Program Specialist and Unit Writers
Elementary Instruction 2015
SBCUSD Meeting Guidelines For Excellence
1. We start and end meetings on time.
2. We focus on positive outcomes for students.
3. We are productive and focus on solutions for our
stakeholders.
4. We have clear objectives and outcomes that are
purposeful.
5. We collaborate honestly and in a way that encourages and
engages each person to share his/her knowledge.
6. We value and respect the knowledge of our diverse group
of participants.
7. We take ownership and responsibility for individual and
group decisions.
8. Have fun!
Welcome teachers!
Today’s goal is that we learn a
process by which to use the RCD
Units of Study to prepare for
effective instruction that will
reach the learners we teach
today.
Agenda
 Introductions
 RCD Unit 5 Organizer
• Priority Standards vs. Supporting Standards
• Big Ideas & Essential Questions
 RCD Unit 5 Assessments
• How do we use Assessments to shape instruction?
 RCD Unit 5 Performance Tasks
• What do Performance Tasks mean? What do they
measure? How do we plan for student learning?
Today’s Meet
 Join us for an ongoing discussion
 https://todaysmeet.com/makinglessonshappentk2
Vocabulary Acquisition and
Use
Knowledge of Language
Speaking and
Listening
Strand
Conventions of
Standard English
Presentation of Knowledge
and Ideas
Writing Strand
Comprehension and
Collaboration
Range of Writing
Research to Build Knowledge
Reading Strand
Production and Distribution
of Writing
Text Types and Purposes
Range of Reading and
Level of Text
Complexity
and Ideas
Knowledge
Integration of
Craft and Structure
Key Ideas and Details
Focus On The Standards
English Language Arts
Language Strand
A Look At The Common Core Standards
www.corestandards.org
Activity: Visit this site and explore –choose something you
learned to add to Today’s Meet
Do Students
have the
Prerequisite
skills? What
do they know
about the
standards?
Instruction
Instruction
How will students be expected to demonstrate their
learning on the Post-Assessment?
Performance Task 3
Performance Task 1
Instruction
Performance Task 2
Instruction & RCD
Teaching The
Unit
Standards
Instructio
n
Where Do I Start?
Step 1 – Identify the Priority Standards
Where Do I Start?
What Are My Priority Standards?
 RL.1.9 Compare and contrast the adventures and
experience of characters in stories.
 RI.1.8 Identify the reasons an author gives to support points
in a text.
 W.1.1 Write opinion pieces in which they introduce the topic
or name the book they are writing about, state an opinion,
supply a reason for the option, and provide some sense of
closure.
Step 1
What’s Next?
Step 2 – Unwrap the standard to build a deeper
understanding
How Does The Framework
Explain These Standards?
Priority Common Core State Standards
RL.1.9 Compare and contrast the adventures and
experiences of characters in stories.
Refer to www.corestandards.org to view the
ELA standards progressions
RL.1.9 Compare and contrast the adventures and experiences of
characters in stories.
“Unwrapped” Concepts
(Students need to know)
RL.1.9
• adventures of characters in
stories
• experiences of characters in
stories.
• adventures of characters in
stories
• experiences of characters in
stories.
“Unwrapped” Skills
(Students need to be
able to do)
compare
contrast
Bloom’s Taxonomy
Levels
evaluation
evaluation
RL1.9 Lesson Example
 RL1.9 Compare and contrast the adventures and experiences of
characters in stories.
 betterlesson.com
 http://betterlesson.com/lesson/586017/comparing-andcontrasting-the-two-stories-using-a-double-bubble-map
W1.1 Write opinion pieces in which they introduce the topic or name the
book they are writing about, state an opinion, supply a reason for the
opinion, and provide some sense of closure
“Unwrapped” Concepts
(Students need to know)
W1.1
• opinion pieces
• the topic
• the book
• an opinion
• a reason for the opinion
• a sense of closure
“Unwrapped” Skills
(Students need to be
able to do)
write
introduce
name
state
supply
provide
Bloom’s Taxonomy
Levels
application
Quick Partner Discussion: Is this a totally new concept from the ‘97 Standards?
If so, how? If not, talk about how this has looked in the past.
What’s next?
Step 3 – Identify the Supporting Standards and
determine how they relate to the Priority Standards
What Are The Supporting Standards?
Step 3
How do the Supporting Standards
fold into the Priority Standards?
Individually
Read the Supporting Standards for Unit 5.
Classify them below the Priority Standard
that you feel each supports.
Be prepared to explain your thinking to
your colleagues.
Padlet
http://padlet.com/hobbsalec/mlhtk2
What’s Next?
Step 4 – Determine the Big Ideas/Essential Questions
Getting Our Students To Discuss Their Understandings
Essential Questions
Essential Questions
Corresponding Big Ideas
What is the purpose of context clues?
Context clues help us determine the meaning
of words and phrases in a text.
How does the author support points in a
text?
The author gives reasons to support points in
a text.
Step 4
What’s Next?
Step 5 – Review the Post Assessment
How to Plan For Instruction
Review the Post Test.
Compare the questions to the actual
standards.
Determine exactly what your students will
be expected to know by the end of the
Unit and HOW they will be expected to
show what they know.
Be sure to read the Teacher Copy and the
Scoring Guide to assist your understanding.
How Will Students Be Expected To
Demonstrate Their Knowledge?
Step 5
Now The Fun Part!
Step 6 – Read the Engaging Scenario Overview
Students Share Favorite Characters! Now that’s a headline – one that you get to be a
part of. You have the chance to write an opinion piece to be published in a classroom
magazine. You will get to write your opinion about a favorite character from a story.
Be sure to introduce your topic and state your opinion about why the character is your
favorite. Then you’ll provide a reason for your opinion and a good ending. Happy
writing!
How Do I Turn Performance Tasks
Into Learning Experiences?
Overview of the Engaging Scenario (Situation, challenge, role, audience, product or performance)
Students Share Favorite Characters! Now that’s a headline – one that you get to be a part of. You have
the chance to write an opinion piece to be published in a classroom magazine. You will get to write your
opinion about a favorite character from a story. Be sure to introduce your topic and state your opinion
about why the character is your favorite. Then you’ll provide a reason for your opinion and a good
ending. Happy writing!
Engaging Learning Experiences Synopsis of Authentic Performance Tasks
Authentic
Performance
Tasks
Task 1:
Suggested Length of Time
(Include days and minutes/day)
Students will identify two reasons the author uses to support his or her point of
view.
Determine the meaning of words using context clues.
30 minutes
Task 3:
After reading Frog and Toad, you will compare the two characters in a Venn
diagram.
45 minutes
Task 4:
After rereading a story you will choose one of the characters a your favorite and
write an opinion about why it is your favorite.
Task 2:
10 minutes
2 days (90 minutes)
What’s Next?
Step 7 – Determine what the students need to KNOW
and BE ABLE TO DO in the first task and list these for
future lesson planning.
What is our Time Frame?
Name of Unit of Study
Length of Unit
(to include assessment and buffer days)
First Grade Unit 5
6 weeks, (5 teaching weeks, 1 buffer week)=30 days
Digging Down In The Task
PERFORMANCE TASK 1
Title of Authentic
Performance Task
Student will identify two reasons the author uses to support his
or her point of view
Standards Addressed
in Authentic
Performance Task 1
Priority Standards:
RI.1.8 Identify the reasons an author gives to support points in a text.
SL.1.6 Produce complete sentences when appropriate to task and situation.
Supporting Standards:
SL.1.1 Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and large groups.
Detailed Description of
Authentic Performance
Task 1
Bloom’s
Taxonomy Levels
• Read the text, “Healthy Eating.”
• Write two reasons the author gives understand
analyze
for eating healthy.
• Pair-share the reasons an author
uses to support his/her point of
view.
Length: 30
minutes
Webb’s DOK
Level 1
Response to Instruction and Intervention
Additional Unit Resources
Digging Down In The Task
PERFORMANCE TASK 2
Title of Authentic
Performance Task
Use sentence-level context clues, the student will identify the
meaning of words.
Length: 10
minutes
Standards Addressed Priority Standards:
L.1.4a Use a sentence-level context as a clue to the meaning of a word or
in Authentic
phrase.
Performance Task 2
Supporting Standards:
RI.1.4 Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.
L.1.4c Identify frequently occurring root words and their inflectional forms)
L1.5 With guidance and support from adults demonstrate understanding of
word relationships and nuances in word meanings.
L.1.5b Define words by category and by one or more key attributes.
L.1.5c Identify real-life connections between words and their use.
Bloom’s
Detailed Description of • Students will identify the meaning of Taxonomy Levels
Authentic
Performance Task 2
a word based on clues within a
sentence.
apply
Webb’s DOK
Level 2
What Do Your Kids Need to
Accomplish This Task?
Look at the Priority Standards for this task.
What needs to be taught?
Review the Supporting Standards for this
task
What needs to be taught?
What do they already know?
Review the Post Assessment for
Questions on this standard.
How is it asked on the test?
What Do Your Kids Need to
Accomplish This Task?
 Brainstorm what your kids will need to know for this.
?????
?????
????
Now, what else?
Digging Down In The Task
PERFORMANCE TASK 1
Title of Authentic
Performance Task
Student will identify two reasons the author uses to support his or Length: 30
her point of view
minutes
Standards Addressed in Priority Standards:
Authentic Performance RI.1.8 Identify the reasons an author gives to support points in a text.
SL.1.6 Produce complete sentences when appropriate to task and situation.
Task 1
Supporting Standards:
SL.1.1 Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and large groups.
Bloom’s
Taxonomy Levels
Detailed Description of • Read the text, “Healthy Eating.”
understand
Authentic Performance • Write two reasons the author gives
analyze
for eating healthy.
Task 1
• Pair-share the reasons an author
uses to support his/her point of view.
Webb’s DOK
Level 1
Performance Task 1
http://padlet.com/hobbsalec/mlhpt2
Padlet Activity
Play It Again Sam!
Step 1 – Identify the Priority Standards
Step 2 – Use the website corestandards.org to really know the standards
Step 3 – Identify the Supporting Standards and determine how they relate to the
Priority Standards
Step 4 – Determine the Big Ideas/Essential Questions
Step 5 – Review the Post Assessment
Step 6 – Read the Engaging Scenario Overview
Step 7 – Determine what the students need to know and be able to do in the
second task and list these for future lesson planning
Do Students
have the
Prerequisite
skills? What
do they know
about the
standards?
Instruction
Instruction
How will students be expected to demonstrate their
learning on the Post-Assessment?
Performance Task 3
Performance Task 1
Instruction
Performance Task 2
Instruction & RCD
Teaching The
Unit
Standards
Instructio
n
Common Core Resources & Websites
 padlet.com
 corestandards.org
 achievethecore.org
 americaachieves.org
 betterlesson.com
 sharemylesson.com
Let’s Be Awesome
Kid President's pep talk to teachers and students
http://www.wimp.com/kidtalk/
Sum It Up
What can you do today to be awesome?
Wrap Up
Questions
Comments
Plus/Delta/Missing