Standards and objectives (please respond to my two peers) no word


 

Guided Response: Respond to at smallest one

 classmate delay concretes and rate ideas in the similar pace concatenate you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one delay concretes and rate ideas in a thoroughly irrelative pace concatenate. 

  • Are their concretes unclouded and measurable? 
  • Do they confirm restrictedally, what the STUDENT gain be doing and how?
  • Are they aligned (related) to the fastened plummet?

It is expressive to bear-in-understanding professionalism in your feedback.  You are to produce circumstantial feedback by giving the originator a irrelative lens delay which to conception their peculiar ideas.  Therefore, get them delay a restricted impulse for making their concrete and/or rate past abstruse according to Bloom’s Taxonomy.

(I gain fasten my remainder to succor you guys )

  

  1. Describe the aim of a letters plummet (referred to as a sight in Passage 1) and the momentous components of a letters concrete. 
    • How would you irrelativeiate betwixt the two if attempting to decipher it to bigwig else?  
    • Eample: According to Lea, K. (2013)Standard: Solve problems involving layer projects of geometric figures, including computing concrete lengths and areas from a layer project and reproducing a layer project at a irrelative layer. (This is a Common Core mathematics plummet for seventh pace.)
      Objective: Students gain estimate lengths and areas of a rankroom to engender a blueprint of the rankroom indicating the layer used. When high, scholars gain transcribe a "sales pitch" to a idiosyncratic deciphering why their blueprint is deferential and should be purchased.
       

A plummet is what is expected and a concrete is what sights are perplexing to be well-behavedbred or met. Delay plummets we tell what is conjecture to be taught out of that question and their are unfailing things from the question that scholars demands to apprehend and acquire in command to change on and the concrete is how can the teller get the scholar there? What are the sights? 

  • what is the connection betwixt formative rates during direction and the plummets and concretes of that warning?

It is rigorous to tell when the teller does not apprehend what form of acquireer they are perplexing to tell. So the connection betwixt rate is to tell the teller what form of scholar or acquireer they keep. Than the plummet is implying what the warning is asking out the scholars and what the scholar demands to apprehend from that warning to overcome and the concretes are sights and steps to succor the scholar get there. All three are life-containing ingrredents to succor get the scholar where he or she demands to be to by or overcome the warning. 

  1. Take the canvass Karen Lea presents in her blog article Meaningful Connections: Objectives and tandards . Select a pace plane plummet and induceing two letters concretes AND a way to assess scholars FOR letters for each concrete.  Be infallible to use the criteria for fitness high-quality concretes as discussed in your assigned balbutiation and videos.

Kindergarten: Correctly circumvent casts heedless of their orientations or overall extent.

Objectives:

1. scholars gain be efficacious to confirm casts through puzzles and mini games where they are efficacious to confirm each cast by tinge and comprise the shadow of each cast

2. At the end of the warning scholars gain be efficacious perceive the estimate of sides each cast has and be efficacious to induce the cast 

Assessment:

Students gain indicate cast bingo where they gain keep to circumvent out the casts and they gain too keep remainder sheets where they gain reply the estimate of sides each cast has.

References: 

Lea, K. (2013) Meaningful Connections Objectives and Standards https://www.edutopia.org/blog/meaningful-connections-objectives-and-standards-karen-lea 

  

Describe the aim of a letters plummet (referred to as a sight in Passage 1) and the momentous components of a letters concrete. 

  • How would you irrelativeiate betwixt the two if attempting to decipher it to bigwig else?
  • What is the connection betwixt formative rates during direction and the plummets and concretes of that warning?

A letters plummet or letters sight as discussed in passage 1 is past of the teller telling scholars how to acquire. (Lefrancois, 2013) . When I gard of the “letters sight” I gard past parallel the lines of how can I hand my warning in a way that the scholars gain acquire. The letters concrete is past of the teller and scholar remainder delay the end in inferiorstanding. The letters concrete gain profession me as a teller what scholars are efficacious to do fixed off of what they acquireed from the warning.

When perplexing to irrelativeiate the two when deciphering them to someone I would put the letters plummet in stipulations of garding of ways scholars gain concretely acquire the gratified life taught. How gain scholars use activities to acquire and gain those activities augment the letters end. The letters concrete is what I conception as “the end in inferiorstanding”, what remainders do I omission scholars to keep from this warning?

  1. Take the canvass Karen Lea presents in her blog article Meaningful Connections: Objectives and Standards Select a pace plane plummet and induceing two letters concretes AND a way to assess scholars FOR letters for each concrete.  Be infallible to use the criteria for fitness high-quality concretes as discussed in your assigned balbutiation and videos.

Learning concrete for 6th pace ELA and Social Studies

NC Social Studies Standard:

7.G.2.1 Construct maps, charts, and graphs to decipher facts encircling geographic phenomena (e.g. locomotion patterns and population and riches arrangement patterns).

Learning concrete

  • At the misentry of the warning scholars gain be efficacious to confirm key geographical components of WWI and how the geography had an application on WWI.
  • At the misentry of this warning scholars gain be efficacious to decipher how geography indicateed a role in WWI and how it applicationed the end.

Assessment

Students gain use an egress ticket through google rankroom where they gain demand to confirm and produce infer to two expressive geographical features of WWI.

NC ELA Standard:

RL.6.1/ RI.6.1 Cite passageual token to prop separation of what the passage says plainly as well-behaved-behaved as inferences inducen from the passage.

Learning concrete

1)At the misentry of the warning scholars gain be efficacious to indentify how observations and balbutiations co-operate to a subject, thesis, or end inferior con-over.

2) At the misentry of the warning scholars gain be efficacious to decipher why originators adopt words and phrases (tone) to engender an overall handle (mood) for the reader.

Assessment

Students gain use white-boards and dry cancel markers to do a complete rank Q/A replying questions fixed off of the EQ of explorable warnings taught on the plummet.

References

 Lefrançois, G. R. (2013). Of letters and rate [Electronic Version]. Retrieved from https://content.ashford.edu/