Chuck Poer, Cellie Scoggin, Julie Jordan, Nicole Cooley
Bailey Education Group
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“I Can” Statements
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Clustering and Pacing
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Planning with Thematic Units
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Provides consistency across states
Allows for equal access
Prepares students to compete globally
Allows for more focused professional
development
Allows for the development of a common
assessment
Provides the opportunity to compare and
evaluate policies that affect student
achievement across states
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Provides consistency across YOUR DISTRICT
Allows for equal access for students in YOUR DISTRICT
Prepares students to compete globally
◦ Culture change for YOUR DISTRICT
Allows for continued focus on professional
development in YOUR DISTRICT
Allows for the development of a common assessment
YOUR DISTRICT
Provides the opportunity to compare and evaluate
policies that affect student achievement across YOUR
DISTRICT
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In groups of 3-4, discuss where your district
is with CCSS in your district.
Be prepared to share!
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Read and Discuss the Standard (Anchor and
Grade Level Standard)
Discuss any important words: key terms such
as vocabulary, key nouns, and key verbs
within the standard.
Refer to the alignment document noting how
the standard is addressed in the MS
Frameworks. Discuss the gaps, rigor issues,
etc.
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Discuss keys to creating sound “I Can Statements”:
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Statements are clear and identify each goal necessary in
order to master the standard—begin with the end in
mind.
Statements are brief and only contain the goals for one
standard or just the components for one single goal.
Statements are written in “student talk” rather than
educational jargon.
Statements can be used to record student progress and
should be measurable, assessable, and achievable.
Statements are scaffold and arranged in a logical
progression.
Write and refine “I Can Statements” utilizing the Bloom’s
documents.
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Rigor
New Bloom’s Taxonomy
6. Evaluation
Creating
5. Synthesis
Evaluating
4. Analysis
Analyzing
3. Application
Applying
2. Comprehension
Understanding
1. Knowledge/
Awareness
Remembering
Relevance
Knowledge is less connected to
realistic situations and has less
apparent value beyond school
Knowledge
in one
discipline
Apply in
one
discipline
Knowledge is clearly connected to
realistic situations and has value
beyond school
Apply
across
disciplines
Apply to realworld predictable
situations
Apply to real-world
unpredictable
situations
Creating
Adaptation
Evaluating
C
D
Analyzing
High Rigor – Low Relevance
(Reading Beowulf)
High Rigor – High Relevance
(Emergency Room Doctor or
Auto Mechanic)
Applying
A
B
Low Rigor – Low Relevance
(Spelling Tests)
Low Rigor – High Relevance
(Counting Change at
McDonalds)
Understanding
Remembering
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Determine in which 9 weeks the “I Can”
statements should be introduced.
Determine in which 9 weeks the “I Can”
statements should be assessed.
Determine in which 9 weeks the “I Can”
statements should be ongoing.
“I Can” Statements
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An integrated Model of Literacy:
CCSS asserts that it is an integrated model of
literacy.
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◦ NOTHING should be taught NOR assessed in
isolation
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Ensure that your “I Can” statements are being
taught together AND assessed together to
bridge the content areas.
Cluster Document
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Looking at the Cluster Documents, we
decided to take teachers through pacing the
clustered “I Can” statements weekly.
Remember that “I Can” statements are
repeated for a certain week, thus the reason
there are so many listed for each day.
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From the weekly planning documents, we
created daily lesson plans.
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Customized for the district!
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Next: Thematic Units
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Involve a group of correlative activities that are
designed around topics or themes and cross
several areas of curriculum.
Provide and environment that fosters and
encourages process learning and active
involvement of all students
CCSS calls for the new standards to be taught
within the context of a “content rich
curriculum”
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Selecting a Theme
1.
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Thematic units can be planned around a book
theme, an author study, or any topic that has
interest for young children.
Examples
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People Going Places, Animals Around the World,
American Adventures, Life Lessons, Water World,
Transportation, Symbols and Signs, Seasons
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Identify the “I Can” statements students
must master by the completion of the unit
by looking at the Daily Planning Document
2.
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After determining what needs to taught for the
week(s) then begins the brainstorming process
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Teachers collaborating on how to teach those “I
Can” statements across the curriculum
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Identify Text Materials and Resources
3.
Materials
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Literature- a variety of genres: fantasy, nursery
rhymes, folktales, fables, poetry
Informational Selections- newspapers, articles,
magazines, brochures, pamphlets, flyers,
encyclopedias, maps, advertisements, dictionaries,
booklets, recipes, how-to guides
Internet Resources/Technology-websites, computers
Audio/Visual- videos, filmstrips, books on tape
Community Resources- guest speaker, field trips
Instructional Television- PBS, ETV, Kids123TV
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Develop Activities to use throughout the
unit that will build upon one another
4.
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Each activity addresses at least one standard
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Activities for ELA and Math are progressive
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Center Activities will cover ELA, Math, Science, S.S.
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Determine whether an activity is more effective with
whole class, small-group, or individual instruction
(depends upon the difficulty of the reading selection, the
nature of the activity, and the abilities and interests of
the student)
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Develop culminating activities that will pull
everything together
5.
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By the end of the unit, we want students to be able to
reflect on the overall learning process
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Relating stories, poems and songs to the theme
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Students will be able to write to communicate with one
another and to express their ideas about the topics and
experiences
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Students use the writing to connect to the world around
them, to communicate their ideas and experiences, and
to inform an audience
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Develop good listening and speaking skills to respond to
what they have learned
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Devise appropriate and various means of
assessing students throughout the unit
6.
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Student self-assessment will help determine
progress in learning and may include: checklists,
journals, conferences, summaries, rubrics and
written reflections
***Regardless of age and ability- the important point
is that students are involved in assessing what
they have learned!
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Formative Assessment#1 strategy for driving
instruction in the classroom
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Thematic units provide opportunities for:
student engagement and motivation,
 reading, writing, and learning with a purpose,
 involving children with immediate use of
literacy as enjoyment and communication,
 and demonstrating the interdisciplinary
connections, the “Nature of Learning”
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In groups of 3-4, discuss where you need to
go in implementation of CCSS.
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Wendy Gibson – Kindergarten Teacher
Jamie Rogers – Principal at Collins Elementary
School
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Chuck Poer
Vice President
Academic Services
662-538-5227
cpoer@baileyarch.com
Julie Jordan
Instructional Specialist
601-940-4411
juliehjordan@yahoo.com
Cellie Scoggin
Instructional Specialist
601-498-4612
cscoggin@baileyarch.com
Nicole Cooley
Instructional Specialist
601-381-0736
cooleyteach@yahoo.com