Unpacking the Standards

Unpacking the StandardsUnpacking the Standards

ED 4010

What is a GLCE?• GLCE stands for Grade Level Content

Expectations

• They are supplied to us by the State of Michigan

• They tell us what we need to teach at each grade level. They cover grades K-7

What is a GLCE?

• Each GLCE is written to be broad based and universally applied.

• At the High School Level they are classed HSCE’s or High School Content Expectation

Unpacking a Standard…or should I say GLCE???

• It is a challenge to unpack or dissect each GLCE and turn it into a learning statement

• It is essential that you do this correctly and thoroughly because your curriculum will be guided by the learning statements you create from the GLCE

Learning Statements• Learning statements will guide your

lesson

• They clearly state what you want your students to be able to accomplish

– Exp: TLW describe how the Earth revolves around the sun in a path called an orbit.

Learning Statements• They must be written in a way that:

• Covers the entire GLCE• Can be assessed• Is clear to students• Lends itself to students success on the

MEAP• You can write effective lessons

Let’s Try One….• Select the GLCE you wish to unwrap

SAMPLE GLCE CLUSTER (TOPIC) IN GRADE 4

E.ST.E.2 Patterns of Objects in the Sky- Common objects in the sky have observable characteristics and predictable patterns of movement.

E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.

E.ST.04.22 Explain that the spin of the Earth creates day and night.

E.ST.04.23 Describe the motion of the moon around the Earth.

E.ST.04.24 Explain how the visible shape of the moon follows a predictable cycle which takes approximately one month.

E.ST.04.25 Describe the apparent movement of the sun and moon across the sky through day/night and the seasons.

E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.

First, circle the verbs and underline the nouns

E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.

• Verbs – what students should be able to do

• Nouns – what students should know

Now plug these into a graphic organizer I adapted from Deb Wahlstrom

Adapted from Deb Wahlstrom – Unpacking the Standards

Unpacking the Standards Learning Statements

INSTRUCTIONAL STRATEGIESand

ACTIVITIESCLASSROOM

ASSESSMENT STRATEGIES

Standards Words to Know

E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.

List verbs (what students be able to do)

DescribeDefines

List nouns (what students should know)

OrbitEarthSunYear

• To figure out what is important in this GLCE, you may have to do some “digging in” or re-learning about the topic. You can also use the teacher’s edition of a textbook and the State of Michigan companion documents.

• Here are some “orbital factoids” Earth’s orbit…

• Roughly (but not completely) circular • Orbit takes 365.25 days = 1 EARTH year =

1 revolution • Same plane as the rest of the planets

• Now, turn your nouns and verbs into learning statement – What should the student know?

• Make sure you have enough learning statements to cover the entire standard.

• Let’s go back to our chart! 

Adapted from Deb Wahlstrom – Unpacking the Standards

Unpacking the Standards Learning

Statements

INSTRUCTIONAL STRATEGIESand

ACTIVITIESCLASSROOM

ASSESSMENT STRATEGIESStandards

Words to Know

E.ST.04.21 Describe the orbit of the Earth around the sun as it defines a year.

List verbs (what

students be able to do)DescribeDefines

List nouns (what

students should know)OrbitEarthSunYear

E1 - The Earth revolves around the sun in a path called

an orbit.E2 - The Earth’s orbit around the sun is not

a true circle and Earth is sometime slightly closer and

farther from the Sun.E3 - One revolution (orbit around the

sun) takes Earth one year, which is 365.25

days.E4 - The Earth and other planets have orbits that are on nearly the same

plane (level).

• You will need to create a learning statement for every GLCE you teach. Each learning statement can now be assessed and planned around. Creating clear and measurable learning statements is the KEY to effective unit planning.

• Please code each learning statement. I coded mine with E1, E2, E3. Doing this makes it easier when listing them in lesson plans, etc.

• After you write your learning statements, you can use this chart to help you come up with your instructional strategies (how are you going to teach it) and your assessments (how are you going to assess the learning). You’ll do this later on for your future Unit Plan.

• Let’s try another one…SAMPLE GLCE CLUSTER (TOPIC) IN GRADE 5

L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

 L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities.

• Underline nouns and circle verbs

• List them on the chart

• L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

Adapted from Deb Wahlstrom – Unpacking the Standards

Unpacking the Standards

EssentialQuestions

INSTRUCTIONAL STRATEGIES

andACTIVITIES

CLASSROOMASSESSMENT STRATEGIES

StandardsWords to

Know

L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

List verbs (what

students be able to do)

Identify

List nouns (what

students should know)Animal

SystemsDigestive

CirculatoryRespiratory

SkeletalMuscularNervousExcretory

Reproductive

• Do some “digging in” on your topic

• Use teacher edition textbooks, Michigan Companion Documents, Internet

• Write learning statements that state what you want your students to be able to do. Don’t forget to code your learning statements!

Adapted from Deb Wahlstrom – Unpacking the Standards

Unpacking the Standards

EssentialQuestions

INSTRUCTIONAL STRATEGIESand

ACTIVITIESCLASSROOM

ASSESSMENT STRATEGIES

StandardsWords to

Know

L.OL.05.41 Identify the general purpose of selected animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive).

List verbs (what students be able to do)

IdentifyList nouns

(what students should know)

Animal SystemsDigestive

CirculatoryRespiratory

SkeletalMuscularNervous

ExcretoryReproductive

L1 - Identify the parts of the digestive system

L2 - Identify how the digestive system provides nutrients and water for the body

L3 - Identify the parts of the circulatory system

L4 - Identify how and why the circulatory system pumps blood throughout the body

L5 - Identify the parts of the respiratory system

L6 - Identify how and why the respiratory system absorbs oxygen into the bloodstream and removes carbon dioxide waste.

AND SO ON…..

• Later on you can add your instructional and assessment strategies to your chart.

• Make sure you have written learning statements to cover the ENTIRE standard.

• ARE YOU READY FOR YOUR UNIT PLAN GLCE’S????