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Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
Standards Cheat Sheet
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Standards Cheat Sheet

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  • 1. Standards Cheat Sheet
  • 2. Standard “A general statement of what a student should know & be able to do”
  • 3. Benchmark “What a student should know at a specific time”
  • 4. Indicator “Specific statement of knowledge or skills that is measurable” • Includes Knowledge & Application at different cognitive levels
  • 5. Delta Indicators “Indicators that may be testable items on the state assessment”
  • 6. Star indicators “Mark the K-4 indicators that are foundational for the 6th grade assessment”
  • 7. Secret code?
  • 8. H7B3I5 (K) History,7th grade, benchmark three, indicator five, (knowledge), testable indicator
  • 9. cognitive demand main concept (K) describes the reasons for the Exoduster movement from the South to Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton. embedded concepts
  • 10. Deconstructing the Indicator Indicator: Main Concept(s): Embedded Concept(s): Three Story Intellect GATHER (1) PROCESS (2) APPLY (3) What researched based classroom activities will be used to -describes -compares -evaluates teach the cognitive demand and concept? -recalls -contrasts -imagines -tells -interprets -predicts -lists -explains -speculates how/why -identifies -hypothesizes -classifies -defines -generalizes -cause/affect -recognizes -concludes What research based reading strategies can you use to teach the -infers -knows -problem solves indicator? -distinguishes -observes -uses What assessment questions will you ask to see if students have mastered the cognitive demand and knowledge? Does this assessment question match the cognitive demand category?
  • 11. Deconstructing the Indicator (A) compares characteristics of traditional, command, market, and mixed economies on the Indicator: basis of property rights, factors of production and locus of economic decision making (e.g., what, how, for whom). Main Concept(s): Embedded Concept(s): Impact of economic systems; •Owner v. worker; market policies; lotus of control; tenants of each system Level of Cognitive Demand required by the 2 What researched based classroom activities will be used to GATHER (1) PROCESS (2) APPLY (3) teach the cognitive demand and concept? -describes -compares -evaluates -recalls -contrasts -imagines Hold a Socratic seminar debating pros and cons of each market -tells -interprets -predicts system -lists -explains -speculates how/why -identifies -hypothesizes What research based reading strategies can you use to teach the -classifies indicator? -defines -generalizes -cause/affect -recognizes -concludes Create a word wall with vocabulary terms found in reading -infers passages related to each type of market system. -knows -problem solves -distinguishes -observes -uses What assessment questions will you ask to see if students have mastered the cognitive demand and knowledge? Does this assessment question match the cognitive demand category? Performance Assessment: Create political cartoons that humorously depict two of the economic systems. Formative: which statement best exemplifies a command economy?

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