2nd Grade Media. Goal #1: Inquiry EO #1 - UBD

Transcription

1 Goal #1: Inquiry 2nd Grade Media EO #1 - UBD Stage 1 Desired Results EO: #1 Students will use information skills, resources, and technologies to inquire, think critically, and gain knowledge. Understandings: Students will understand that Most problems have a strong information need. There is a process to solve an information need. There are different sources of information. A research model such as the KWL or the RAN will help organize information efficiently and effectively. Answering open-ended questions will extend the research process beyond factual recall. Know s: Students will know That effective research results in new knowledge. That some information sources are better than others. How to use a research model such as KWL, RAN, or Super3. That information is available in different formats and locations. Summative Assessments A group research project using a RAN chart. Select a subject after discussion with classroom teacher. Examples: Weather Dinosaurs Habitat Famous People Properties of Matter Seasons Natural Resources As a class, complete the RAN chart using two sources of information with author and title. Once the RAN chart is complete, students will write 3 facts about the topic, record two sources of information. Graphic organizer attached (optional) Self-evaluation worksheet based on individual response to the group project (see attached). Stage 2 Assessment Evidence Essential Questions: Students will need to consider the following Why do I need information? What steps do I need to take to get the information? What sources do I need? Where are the sources located? Do s: Students will be able to Clearly define a task. Develop appropriate questions (divergent and/or convergent). Select appropriate resources. Locate sources. Navigate through text and illustrations to locate relevant information. Use print and technologies to locate information. Seek appropriate help when necessary. Discuss, before reading a nonfiction book, what they already know about a topic. Formative Assessments, including Pre- and Self- Assessments Formative #1: Students will follow library procedures and policies. Students will complete the first 6 items on the checklist. Formative #2: Students will follow library procedures and policies. Students will complete the items 7-11 on the checklist. Formative #3: Students will follow library procedures and policies. Students will complete items on the checklist.

2 Stage 3 Learning Plan & Pacing Guide (Calendar) EO #1 - UBD Learning Activities (coded by WHERETO): W= Know where the student is going (learning goals), why and what is required of them. H= Be hooked-engaged in the Big Ideas E= Adequate opportunities to explore and experience Big Ideas and to equip students for performances. (Eq) R= Have multiple opportunities to rethink, rehearse, revise and refine work based upon teacher feedback. E= Opportunity to evaluate student work and set goals. (Ev) T= Tailored and flexible to target interests and learning styles (differentiation). O= Organized and sequenced to maximize engagement and effectiveness Menu of Learning Activities: 1. Listen to and discuss and locate easy fiction, fiction, and nonfiction books. (W,H,Eq,T,O) 2. Instruction on library policies and procedures. (W,H,Eq,R,T,O) 3. Instruction on resources outside the library such as people, community resources, and electronic resources. (W,H, Eq,R,T,O) 4. Instruction on use of library resources as needed. (W,H,Eq,R,T,O). 5. Use the Classroom Performance System (clickers) to practice identification of resources. For example, hold up an encyclopedia and a dictionary and use clicker to choose which it is. (W,H,Eq,T,O,R,Ev) 6. Instruction on research (W,H,Eq,R,T,O) Develop relevant questions about a topic. Contribute to a RAN chart with media specialist assistance. Make a research worksheet based on RAN chart. End of Quarter 1 Formative Assessment #1: Students will follow library procedures and policies. Students will complete the first 6 items on the checklist End of Quarter 2 Formative Assessment #2: Students will follow library procedures and policies. Students will complete items 7-11 on the checklist. End of Quarter 3 Formative Assessment #3: Students will follow library procedures and policies. Students will complete items on the checklist. End of Quarter 4 Summative Assessment: Can be completed any time throughout the year: Project Self-evaluation 7. Practice using a graphic organizer to record information. (see attached) (W,H,Eq, R, E, T,O) 8. Use Stand and Deliver strategy to instruct and assess skills. (W,H,Eq, R, E, T,O). 9. Practice asking relevant questions. (W,H,Eq, R, E, T,O)

3 EO #1 - UBD EO#1F1 Essential Objective Assessment Administration Guide Subject Area: Media Grade: 2 nd Grade Essential Objective: Students will use information skills, resources, and technologies to inquire, think critically, and gain knowledge. Formative Intended Uses of Assessment: Teachers will use results to determine if student can follow library procedures and policies in locating and selecting materials. Estimated date / quarter of administration: by the end of 1 st quarter Teacher directions for assessment administration: Use the attached checklist for formative assessment. Complete the checklist throughout the quarter during library book selection and other class times. Materials/Resources needed: browsing stick, checklist, assorted books Estimated time to administer: throughout the 1 st quarter Instructions given to Students/Prompts/Examples given: Show me Tell me Accommodations and or modifications of the assessment can/should be made for students based on an individual student s IEP, SAT Plan, 504 Plan or ELL status. Scoring/Grading Instructions: follow directions on checklists How and with whom will the results of this assessment be communicated: The results of this assessment will be communicated to the student(s) as soon as possible, even as assessment is occurring. Record results on quarterly report forms and send 5 copies to the Media Consultant. Reports will be sent by the media consultant to the building s principal, Director of Curriculum and Instruction, Media Administrator, Media Consultant, and Director of Elementary Education. Retake statement: If student does not meet the evaluation criteria then media specialist will reteach and reassess.

4 EO #1 - UBD Essential Objective Assessment Administration Guide Subject Area: Media Grade: 2 nd Grade Essential Objective: Students will use information skills, resources, and technologies to inquire, think critically, and gain knowledge. Summative Intended Uses of Assessment: Teachers will use results to determine if student can, record two sources of information, decide which source is best, and write 3 facts about the topic. Estimated date / quarter of administration: complete by the end of 4 th quarter Teacher directions for assessment administration: In collaboration with classroom teacher, complete a group research project using the RAN chart and 2 sources of information on the topic. Have the student complete the attached graphic organizer writing 3 facts about the topic,and recording 2 sources of information. The student will put a check mark next to the source that was most useful. Complete a self-evaluation. Materials/Resources needed: RAN chart, 2 sources of information, graphic organizer, drawing paper, and self-evaluation worksheet Estimated time to administer: 6-9 class times Instructions given to Students/Prompts/Examples given: Work with the class to complete a class RAN chart. Use information from the RAN chart and research to complete a graphic organizer. Include titles of sources and complete self-evaluation. Accommodations and or modifications of the assessment can/should be made for students based on an individual student s IEP, SAT Plan, 504 Plan or ELL status. Scoring/Grading Instructions: use recording sheet for Summative Assessment to record student achievement How and with whom will the results of this assessment be communicated: The results of this assessment will be communicated to the student(s) as soon as possible, even as assessment is occurring. Record results on quarterly report forms and send 5 copies to the Media Consultant. Reports will be sent by the media consultant to the building s principal, Director of Curriculum and Instruction, Media Administrator, Media Consultant, and Director of Elementary Education.

5 Directions: As a class, complete the RAN chart. Once the RAN chart is complete, students will write a fact about the topic and draw a picture. RAN Strategy (Reading & Analyzing Nonfiction) What I Think I Know Confirmed!!! Misconceptions ~~~ New Information Wondering??? Taken from Reality Checks by Tony Stead, ASCD, November revised March 2011

6 Resources Eisenberg, M., & Robinson, L. I. (Eds.). (2005). The Big6 Collection The Best of the Big6 enewletter Volume 11 (Vol. 11). Worthington, Ohio: Linworth Pubishing. Steadman, T. (2006). Reality Checks. Portland, ME: Stenhouse Publishers. Tomilinson, C. A., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: Associaton for Supervison and Curriculum Development. Wiggins, G., & McTighe, J. (2005). Understanding by Design. Saddle River, NJ: Prentice Hall. If you would like to contact one of us for more information, please us. Terry Osborn Beth Agar Kate Bischoff

7 Overarching Goal: Students will Essential Objective # : Students will Understandings: Students will understand that Course/Grade Level: Stage 1 Desired Results Essential Questions: Students will know Students will be able to Stage 2 Assessment Evidence List of Summative Assessments List of Formative Assessments Stage 3 Learning Plan & Pacing Guide (Calendar) Learning Activities (coded by WHERETO): W= Know where the student is going (learning goals), why and what is required of them. H= Be hooked-engaged in the Big Ideas E= Adequate opportunities to explore and experience Big Ideas and to equip students for performances. R= Have multiple opportunities to rethink, rehearse, revise and refine work based upon teacher feedback. E= Opportunity to evaluate student work and set goals. T= Tailored and flexible to target interests and learning styles (differentiation). O= Organized and sequenced to maximize engagement and effectiveness. Menu of Learning Activities: Pacing Guide:

8

9 Understanding by Design Jay McTighe and Grant Wiggins Backward Design: Stage 3 Designing an Effective and Engaging Learning Plan W.H.E.R.E.T.O. W. (The W should be considered from the student perspective. ) Where are we going? Why (reason for learning the content)? What am I expected to do (performance tasks and other activities throughout the unit)? What will be used to judge my performance? H. How will you hook and hold student s interest and begin to dig into the Big Ideas? How will I engage my students right away and/or throughout the unit? (e.g., odd fact, provocative question, mystery, challenge, presents a problem, choice, experiment, etc.) E. Do I have adequate opportunities for students to explore and experience Big Ideas? Do I have adequate opportunities for students to receive instruction to equip them for the end performance? R. Do I offer plenty of opportunities for students to revise, rethink, rehearse, and refine based upon timely feedback? (e.g., take new understandings and apply in different situation or change a variable and let them discover what happens, peer and teacher feedback, etc.) E. Do I offer students opportunities to evaluate their own work and see how this applies to future understandings? T. Do I tailor my experiences and activities in my unit design to meet the variety of student needs in my classroom? O. Have I organized and sequenced the elements within my design to maximize engagement and effectiveness?