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By: Adrienne Button Stacey Moura Traci Williams
<ul><li>Established Goals: </li></ul><ul><li>Aligning IL standards to ELA standards </li></ul><ul><li>Understandings: </li...
 
<ul><li>Research what each standard is saying. </li></ul><ul><li>Look up any unknown terms.  </li></ul><ul><li>Compare the...
<ul><li>Establish your student learning outcomes. </li></ul><ul><li>Determine what standards you want to align.  </li></ul...
<ul><li>Determine what the big idea is by: </li></ul><ul><ul><li>Reviewing curriculum expectations, </li></ul></ul><ul><ul...
<ul><li>Before coming up with essential questions ask yourself or group these questions: </li></ul><ul><ul><li>Which quest...
<ul><li>Use activities which are hands on. </li></ul><ul><li>Demonstrate skill. </li></ul><ul><li>Allow ample opportunity ...
<ul><li>Wiggins, G.P., & McTighe, J. (2006). Understanding by design (2nd ed.). Alexandria, VA:  Association for Supervisi...
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Learning How To Align 9th Grade ELA GPS and ILS

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  • Transcript of "Learning How To Align 9th Grade ELA GPS and ILS"

    1. 1. By: Adrienne Button Stacey Moura Traci Williams
    2. 2. <ul><li>Established Goals: </li></ul><ul><li>Aligning IL standards to ELA standards </li></ul><ul><li>Understandings: </li></ul><ul><li>Big Ideas </li></ul>Essential Questions: <ul><li>Strategies employed to: </li></ul><ul><li>Teach the skills </li></ul><ul><li>Teach the concepts </li></ul><ul><li>(Wiggins and McTighe, 2006, p. 22) </li></ul>
    3. 4. <ul><li>Research what each standard is saying. </li></ul><ul><li>Look up any unknown terms. </li></ul><ul><li>Compare the IL & GP standards. </li></ul>
    4. 5. <ul><li>Establish your student learning outcomes. </li></ul><ul><li>Determine what standards you want to align. </li></ul><ul><ul><ul><li>In each standard determine: </li></ul></ul></ul><ul><ul><ul><ul><li>skills needed, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>the dispositions (outcome), </li></ul></ul></ul></ul><ul><ul><ul><ul><li>the responsibilities, </li></ul></ul></ul></ul><ul><ul><ul><ul><li>self assessment strategies. </li></ul></ul></ul></ul>
    5. 6. <ul><li>Determine what the big idea is by: </li></ul><ul><ul><li>Reviewing curriculum expectations, </li></ul></ul><ul><ul><li>Determining which concepts are you targeting, </li></ul></ul><ul><ul><li>Choosing your learning outcomes, </li></ul></ul><ul><ul><li>Looking at what may be confusing and focus on it (p. 22) </li></ul></ul>
    6. 7. <ul><li>Before coming up with essential questions ask yourself or group these questions: </li></ul><ul><ul><li>Which questions will produce higher order thinking, </li></ul></ul><ul><ul><li>Which questions will produce excitement of learning, </li></ul></ul><ul><ul><li>Which questions will promote discussion. </li></ul></ul><ul><li>Finally make sure all essential questions are coordinating with your big idea. </li></ul>
    7. 8. <ul><li>Use activities which are hands on. </li></ul><ul><li>Demonstrate skill. </li></ul><ul><li>Allow ample opportunity for practice. </li></ul><ul><li>Teach small groups. </li></ul><ul><li>Make sure you are competent in doing skill before teaching. </li></ul><ul><li>Know your audience </li></ul><ul><li>Teach concepts before details. </li></ul><ul><li>Concepts are general knowledge. </li></ul><ul><li>Use critical thinking techniques to associate relationship between words and ideas. </li></ul><ul><li>Use both familiar and unfamiliar examples. </li></ul>Concepts
    8. 9. <ul><li>Wiggins, G.P., & McTighe, J. (2006). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. </li></ul>
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