Unwrapping The Standards Grade Level State Learning Standard

Unwrapping The Standardsgrade Levelstate Learning Standardstep 1lis

Unwrapping the Standards Grade-level: State Learning Standard: STEP 1: List the NOUNS seen in the Learning Standard above. This is what Students NEED TO KNOW STEP 2: List the VERBS seen in the Learning Standard above. This is what Students NEED TO BE ABLE TO DO STEP 3: LEARNING OBJECTIVE Refer to your textbook for guidance on writing good objectives. Informational Text What is the title and author of the Informational Text you have selected? Lesson Summary and Focus: In a few sentences, summarize this lesson and the Unit you will be teaching.

Instructional Materials, Equipment and Technology: List the materials, equipment, and technology that you and your students will use during this lesson. Assignment Week 1 | Academic Standards, Learning Objectives,... Current All Save Link Assignment Standards and Learning Objectives View Rubric Due Date: Jul 23, :59:59 Max Points: 50 Details: This assignment is part of the larger benchmark assignment that will be due in Topic 6. In this topic you will complete the “Unwrapping the Standards” Template which contains some of the planning elements within a lesson plan. Complete the "Unwrapping the Standards" template by including: 1. A grade level (1-8) of students based on the strengths and diverse backgrounds of the students in the "Class Profile." 2. A standard from the Reading Standards for Informational Text strand from the Arizona English Language Arts (ELA) Standards, Common Core, or the ELA equivalent from your state. 3. Your learning objective (refer to your textbook for guidance on writing objectives). 4. An informational text from Appendix B: Text Exemplars and Sample Performance Tasks. Check the table of contents for suggested informational texts for the grade level of your choice. Choose an informational text that you have access to or can obtain from your local library. 5. A few sentences that briefly summarize your lesson and its central focus. 6. A list of instructional materials, equipment, and technology to be utilized for this lesson. GCU format is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Top of Form Please Note: Assignment will not be submitted to the faculty member until the "Submit" button under "Final Submission" is clicked.

Paper For Above instruction

The process of unwrapping standards is fundamental to effective instructional planning, especially at the grade-school level. It involves dissecting learning standards to understand what students need to know (nouns), what they need to do (verbs), and formulating clear, measurable learning objectives aligned with grade-appropriate standards and texts. In this particular lesson plan, the focus is on informational text, which requires careful selection of texts and standards that align with students’ developmental levels and backgrounds, ensuring inclusive and equitable learning experiences.

Targeted at a specific grade level (such as Grade 4), the first step involves identifying key nouns in the learning standard, which pinpoint core concepts students need to master. For example, if the standard relates to understanding features of informational texts, nouns might include “features,” “text,” “reader,” and “author.” Next, the process requires listing verbs present in the standard that specify expected student actions—these could include “identify,” “explain,” “analyze,” or “summarize.” Recognizing these action words helps in crafting precise learning objectives that are observable and measurable.

The subsequent step emphasizes creating a well-structured learning objective that clearly articulates what students should achieve by the end of the lesson. This involves ensuring the objective is aligned with the selected standard and takes into account the diverse backgrounds and strengths of students within the class profile. For instance, an appropriate objective might be: “Students will be able to identify key features of informational texts and explain their purpose, demonstrating understanding through a class presentation.” Such a statement is specific, measurable, achievable within the lesson timeframe, and inclusive.

Choosing an appropriate informational text from Appendix B is crucial. The selection must be suitable for the grade level, engaging, and accessible for all students, including those with diverse learning needs. Examples of texts might include “The Life Cycle of a Butterfly” by Anne Miranda for elementary students, which provides clear informational content suitable for young readers. The lesson summary encapsulates the central focus—such as understanding text features like headings, captions, and bold words—and how these features help convey information effectively.

Instructional materials are tailored to facilitate active learning and include tangible resources like graphic organizers, visual aids, and digital technology such as tablets or projectors for interactive activities. The use of technology can enhance engagement, especially through digital texts and multimedia presentations. Overall, measuring the alignment of standards, texts, and activities ensures a coherent and effective lesson that promotes critical thinking skills while accommodating diverse learners.

References

• Common Core State Standards Initiative. (2010). English Language Arts Standards. Retrieved from http://www.corestandards.org/ELA-Literacy/
• Arizona Department of Education. (2018). Arizona English Language Arts Standards. Retrieved from https://www.azed.gov/ela/standards
• Harvey, D., & Goudvis, A. (2000). Strategies that Work: Teaching Comprehension for Understanding and Engagement. Stenhouse Publishers.
• Afflerbach, P., Pearson, P. D., & Paris, S. G. (2015). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 69(3), 303-311.
• Fisher, D., & Frey, N. (2014). Better Learning through Structured Teaching. ASCD.
• Tompkins, G. E. (2013). Literacy for the 21st Century: Teaching Reading and Writing in Today's Diverse Classrooms. Pearson.
• Pressley, M., & McCormick, C. (2007). Unreading Reading. Guilford Press.
• Gunning, T. G. (2014). Creating Literacy Instruction for All Students. Pearson.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH Publication.
• Moje, E. B., & McIntyre, J. (2014). Developing literacy leadership in diverse communities. Journal of Literacy Research, 46(2), 193-217.