Read Unpacking Standards Checklist text version

Unpacking Standards Checklist Step 1: List the PA Standard Statement: The standard statement is listed by number and letter - for example: 10.1.6.A The standard descriptors (bullets) are listed. Step 2: List the Content (nouns & adjectives): The Content (nouns & adjectives) from the standard statement is listed. The nouns and adjectives that are intended to be used together are listed as such; and not listed separately, for example, physical activity. The standard descriptors (bullets) are listed. Step 3: NHES National Standards: The standard statement is listed by number ­ for example: 1,2,3,4,5,6,7,8 The standard statement is appropriate for the Pa. State Standard Step 4: Define the PA Standard and NHES Content: The Content is defined in developmentally appropriate language based on the grade level. The nouns and adjectives that are intended to be used together are defined as such; and not defined separately, for example, physical activity. The content from the NHES is listed (health promotion, disease prevention, health resources, influences, decision making, communication, goal setting, self-management, and advocacy. The content from the NHES is directly applied to the content from the Pa. Standard (decision making related to tobacco use, goal setting related to healthful eating, communication/refusal skills applied to alcohol use). Step 5: Local Content: The local content described meets the health needs and interests of the students. The local content described is developmentally appropriate for the students. The local content described follows school district guidelines and regulations. The local content described is based on current health research and theory. The local content selected is valid and reliable and follows recommendations from the health education field. Step 6: Essential Questions: Refer to Question Starters for ideas. Essential questions are composed for each of the content items (nouns/adjectives) listed in step 3. Essential questions are composed that address both the content bullets and the context from the standard statement.

A few essential questions are directly linked to the verbs in the standard statement and are appropriate for use with a summative assessment. Essential questions focus on enduring understandings and not trivial knowledge. Essential questions are composed that include more than one of the content items (nouns/adjectives) within the same question (higher order questions ­ where appropriate). (optional) A few essential questions are appropriate for use with a formative assessment but do not directly target the standards verbs - questions of knowledge and comprehension levels. (optional) Step 7: Answers to Essential Questions: The answers are composed in developmentally appropriate language based on the grade level. For higher order or open ended questions, cues are provided as a reminder of the context of the question. It may not be practical or necessary to provide lengthy answers to higher order and open ended questions within the curriculum document. Step 8: VERBS ­ List the VERBS . What is the meaning of the Verbs? Refer to Standards Verbs and list the definition. Each of the verbs from the standard statement is defined. Step 9: Assessment Ideas: Use the VERBS in the standard statement to create assessment ideas. What do the Verbs imply? Refer to Assessment Strategy Descriptions Assessments are listed by Title & Type (i.e. Fitness Components Tabular Matrix) Assessment format is appropriate for standards verb (form follows function) The assessment enables the students to answer the Essential Questions. Step 10: Learning Activity Ideas: Specific learning activities are listed. The learning activities effectively deliver the Essential Content. The learning activities provide opportunities for the students to answer the essential questions. The learning activities provide opportunities for the students to meet the assessment criteria.

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Unpacking Standards Checklist

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Unpacking Standards Checklist