Unpacking the Standards
Presented by
Lynn Smith
Educational Specialist, Elementary Language Arts
Cassandra Willis
Educational Specialist, Elementary Mathematics
Icebreaker
What is this all about?
What to teach?
How to teach it?
Why we teach it?
The Standard
3.4 The student will expand vocabulary when reading.
a) Use knowledge of homophones.
b) Use knowledge of roots, affixes, synonyms, and antonyms.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Discuss meanings of words and develop vocabulary by listening and
reading
a variety of texts.
f) Use vocabulary from other content areas.
g) Use word reference resources including the glossary, dictionary, and
thesaurus.
Nouns
❏ Read the standard
❏ Identify and highlight the nouns
❏ What needs to be taught?
Nouns - What students need to know
3.4 The student will expand vocabulary when reading.
a. Use knowledge of homophones.
b. Use knowledge of roots, affixes, synonyms, and
antonyms.
c. Apply meaning clues, language structure, and
phonetic strategies.
d. Use context to clarify meaning of unfamiliar words.
e. Discuss meanings of words and develop vocabulary
by listening and reading a variety of text.
f. Use vocabulary from other content areas.
g. Use word reference resources including the glossary,
dictionary, and thesaurus.
Verbs
❏ Read the standard
❏ Identify and highlight the verbs
❏ Consider Bloom’s and
Depth of Knowledge
Verbs - What students need to
be able to do 3.4 The student will expand vocabulary when reading.
a. Use knowledge of homophones.
b. Use knowledge of roots, affixes, synonyms, and
antonyms.
c. Apply meaning clues, language structure, and
phonetic strategies.
d. Use context to clarify meaning of unfamiliar words.
e. Discuss meanings of words and develop vocabulary
by listening and reading a variety of text.
f. Use vocabulary from other content areas.
g. Use word reference resources including the glossary,
dictionary, and thesaurus.
Bloom’s Taxonomy
Parameters - characteristics, boundaries,
establishes how something should be done
This is a little trickier . . .
❏ Let’s look at the SOL stem The student will expand vocabulary when
reading.
❏ Let’s look at some key phrases ❏
❏
❏
use knowledge
variety of texts
other content areas
How might students
demonstrate mastery of this?
➢ applying knowledge of homophones when writing
➢ applying knowledge of word roots and affixes to understand the
meaning of an unknown word
➢ applying knowledge of context clues when reading independently
➢ using new vocabulary words across
multiple contexts
➢ using word reference materials in an
authentic manner
What next?
Process Skills
How might students demonstrate the content?
Process Skills:
➔Problem Solving: I use effective strategies
to solve a problem.
➔Reasoning: I describe why I think my
strategy makes sense when solving a
problem.
➔Communication: How do I explain this ?
➔Connections: I show how this is like
something else I already know.
➔Representations: How do I show my
thinking.
Wishing the dog ate your
framework . . .
Essential Knowledge, Skills, and Processes
From the framework
To be successful with this standard, students are expected to:
- use knowledge of homophones (e.g., be/bee, hear/here, and sea/see) to understand unfamiliar words.
- apply knowledge of roots to decode unknown words with the same root (e.g., company, companion).
- apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less,
-able, -tion, -ness, and –ment) to decode words
- determine the meaning of new words formed when a known affix is added to the known word (care/careless)
- use knowledge of synonyms (e.g., big/large, mad/angry, ache/pain).
- use knowledge of antonyms, (e.g., asleep/awake, smile/frown, start/finish).
- use context clues to verify meaning of unfamiliar words and determine appropriate homophone usage.
- use context clues, such as a restatement, a synonym, an example, or a direct description or definition included in
the sentence or paragraph, to clarify the meaning of unfamiliar words.
- apply understanding of language structure to make meaning from text by
°
using transition words of time sequence (e.g., first, second, next, later, after, and finally);
°
using transition words of compare-contrast (e.g., like, unlike, different, and same); and
°
using transition words of cause-effect (e.g., because, if…then, when…then).
°
using vocabulary from history and social science, mathematics, and science; and
°
using the glossary, dictionary, and thesaurus as reference resources to learn word meanings.
How do we make all of this relevant?
Problem Solve
How do I effectively use reading strategies to
figure out what a word means?
- use knowledge of homophones
- apply knowledge of affixes to decode words and
understand word meanings
- use knowledge of synonyms
- use knowledge of antonyms
- use context clues to verify meaning of unfamiliar words
and determine appropriate homophone usage.
- use the glossary, dictionary, and thesaurus as reference
resources to learn word meanings.
Reason
Can I describe my strategy?
Does it make sense?
Is this strategy effective and efficient?
- use context clues to verify meaning of unfamiliar words
and determine appropriate homophone usage.
- use context clues, such as a restatement, a synonym, an
example, or a direct description or definition included in the
sentence or paragraph, to clarify the meaning of unfamiliar
Communication
Can I explain this to someone else?
Do I know this word well enough that I
can teach the word to someone else?
I can describe what the word is, and
isn’t. I can explain the context that
the word is used in. I understand
multiple meanings and their context.
Mountain
The top of the mountain was covered in snow.
My teacher assigned a mountain of homework.
Connect
How is this like something I already know?
How can I connect this unknown word or
idea to something known so I remember
it?
- apply knowledge of roots to decode unknown words with
the same root (e.g., company, companion).
- use vocabulary from history and social science,
mathematics, and science
Connect
My mother said her life revolves around me!
Is that a problem?
Connect
I heard a word . . .
I didn’t know what that word meant until . . .
I saw the word . .
POLYSEMOUS
Represent
How do I show my thinking?
Deep Enduring Understandings
★ I want students to understand that in real
life . . .
. . . words matter. Words give me the power
to communicate who I am. Knowing words
helps me understand what I hear and what I
read.
I want students to develop word
consciousness, a curiosity about words and
the ability to express and be understood
through written and spoken language.
Deep Enduring Understandings
★ Why does this matter?
Word knowledge gives me
world knowledge!
Deep Enduring Understandings
Your turn!!
Scared?
My turn
to
unpack?
Specialist?
Read the Standard
5.6 The student will solve single-step
and multistep practical problems
involving addition and subtraction
with fractions and mixed numbers and
express answers in simplest forms.
Begin unpacking….
➔Work in teams...
➔Fill out graphic organizer...
➔Think like a teacher...
➔Note the conversations…
➔Note the time…
➔Note the process…
Just some of what needs to be
taught….
Addition
Like
Regrouping
Subtraction
Like
Regrouping
Addition
Unlike
Regrouping
Subtraction
Unlike
Regrouping
Addition
Unlike
No regrouping
Subtraction
Unlike
No regrouping
Addition
Like
No regrouping
Subtraction
Like
No regrouping
Debrief
➔What is the value of this process?
➔How would you structure the process?
➔Anything you would change?
➔How might this impact instruction?