Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The topic that I have chosen is Science (Common Core Standards):
- http://www.mdek12.org/(Links to an external site.)
- Click on Educators
- Click on Academic Standards
- Select English, Science, Math, or Socials Studies CCRS standards.
- Use the Resource “Unpacking the Standards” document to analyze your standard and gain in-depth knowledge about what you must teach to mastery to your students. See Appendix B for rubric. (40 pts.)
What my professor will grade on:
Criteria for Paper:
Must select Grade-level of Standard selected from a 3rd -12th grade CORE subject area.
Standards and Prerequisite skills: Standard appropriately cited, including call letters/numbers; Prerequisite skills target what student needs to know and be able to do BEFORE this unit is taught; Major skills and knowledge are identified; list shows deep insight and understanding into underlying concepts and requirements of the standard
Analysis of Standard: Key nouns and verbs correctly identified, defined and restated in grade level appropriate student friendly language; I can statements address each of the concepts identified by the key nouns and verbs in appropriate grade-level language; Essential questions target essential overarching concepts of standard
Unpacking the Standards:
Have you ever looked at a standard—local, state, or national—and wondered, “What is this? And how am I going to teach it?” If so, you’re not alone!
In the ever-changing world of which standards are we using this year?!, the work of learning and implementing new standards must often happen quickly. Implementing standards effectively requires teachers to dive deep into the standards to fully understand expectations and make them clear to students.
The Definition: Unpacking a standard means to analyze that language, extracting clues that describe two aspects of the standard that students need to know: essential knowledge and essential skills.
Why “Unpack” Standards?
Because standards are sometimes written as overarching—and often complex—statements that can be interpreted in different ways, it’s important that teachers share a common understanding about the goals and targets of a standard. (You’ve probably been in a PLC conversation and thought, “I had no idea that’s what that standard meant!” or “Whoa, we’re reading the same book, but we’re not on the same page.”)
“Unpacking” is a technique teachers can use to make sense of standards, and then create focused learning targets to make them actionable. This process, also called “deconstructing” or “unwrapping” standards, fosters a collaborative dialogue that supports growth and effectiveness.
Once you have unpacked standards to identify what students should know and be able to do, you can do three important things:
- Craft your vision of mastery for specific standards.
- Align lesson plans and accompanying resources to that vision.
- As you teach and report progress, create student-friendly learning objectives to better communicate required skills to students and community stakeholders.
So what does unpacking look like? Read on as we break down the unpacking process and go through a couple examples to help get you started.
The Unpacking Process
There are four key steps to unpacking standards:
STEP 1: IDENTIFY KEY CONCEPTS & SKILLS
Identify what students need to know and what they need to do. We like to highlight nouns (content) in blue and verbs (skills) in green.
STEP 2: IDENTIFY LEARNING TARGET TYPES
Next, you’ll determine which concepts are content/knowledge targets, reasoning/cognitive targets, skill/performance targets, and product targets.
STEP 3: DETERMINE BIG IDEAS
The next step is to list the conceptual understandings that students discover during the learning process (the ah-ha! moments).
STEP 4: WRITE ESSENTIAL QUESTIONS
To focus and guide classroom instruction and assessment, write open-ended questions to help stimulate student interest and make new connections.
Think of this unpacking process as a journey with a destination in mind. The journey will include packing and preparation, travel arrangements, perhaps some new experiences, and ultimately an endpoint (student learning), which may very well begin a new journey.
More Information On what it means to unpack the Standards:
With all of the published materials and frameworks available, teachers often ask why they should invest their time in unpacking standards. Consider the following:
- Teachers who do the work to unpack standards are the ones who understand them. It is through collaborative conversations that we come to collective clarity on what we want our students to know and be able to do. When teachers unpack standards in isolation they are likely to interpret the intent and rigor differently resulting in an educational lottery for students rather than a guaranteed and viable curriculum.
- Understanding all of the standards helps teachers wisely choose the essential or power standards. These are the standards guaranteed to all students at grade level.
- Identification of the depth of knowledge required of the standards leads to more thoughtful lesson design.
- Laser-like focus on the standards and team-created common formative assessments go hand-in-hand. When standards and assessments align it is easier to catch students quickly when they don’t understand and to provide extension when they do understand.
- The unpacking process keeps the focus on ALL students learning at high levels.
The process to unpack is simple and shouldn’t take much time once you are in the swing of things.
These are the steps in unpacking standards into learning targets:
- Read the standards as a team.
- Circle the verbs.
- Underline the nouns and noun phrases.
- Determine the number of targets found within the standards.
- Write as separate learning targets.
- Remember to keep the core language intact at all times.
- Do not omit any part of the standard.
- Determine the depth of knowledge required of the standard.
- Pull the academic vocabulary from the standard.
- Unpack all of the standards before digging into how the standards will be taught and assessed.
- Read all of the unpacked standards to determine the standards you will prioritize. These are often called power standards, essential knowledge, or big rocks.
- Remember: the standards we have determined as essential are the ones we are going to spend the bulk of our time teaching, assessing, re-teaching and reassessing. These are the standards we can’t imagine our students leaving our course of study or grade level without mastering.
- Prioritization does not mean elimination. The other standards will still be taught. They are good to know or nice to know but a student could still progress to the next grade or course without mastering them at a high level.
- Tom Schimmer reminds us that unpacking alone is not enough; we must repack, “With all of that, far too many teachers stop short of completing the process, which involves the repacking of standards when the verification of learning (summative assessment) is the primary purpose. Once a standard has been unpacked, the standard itself no longer exists unless the learners are asked to demonstrate their learning against the standard as a whole and not just the isolated skills that make up the standard. When it comes to meeting standards, the whole really is greater than the sum of its parts.”
It is essential that teacher teams become proficient in unpacking standards into learning targets so that that the pathway to mastery becomes evident for teachers and students.
Unpacking example:
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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