A: Designing a Standards-Based Lesson Series

INQUIRY PROCESS
PLAN
Identify CSTP focus
Gather information and understanding through professional discussion, observation, and reading
TEACH
Incorporate new knowledge into classroom instruction
REFLECT
Think about the implementation of this knowledge
APPLY
Use new knowledge in future teaching

How could you use the inquiry process to support academic

achievement in your classroom?

Unit:______

Grade/Class______Academic Content Standard(s)______

DIRECTIONS: Design a series of lessons. Summarize your plans for the standard/focus, instructional strategies, and assessments. Discuss with your support provider how this lesson series fits with your Curriculum Map (Event 8) and how your instructional strategies and assessments are appropriate for the selected standards.

STANDARD(S)/
CONCEPTS/
FOCUS/TOPIC / INSTRUCTIONAL STRATEGY
(direct instruction, cooperative groups, individual practice, whole-class discussion) / ASSESSMENT
(entry-level, progress monitoring, summative)
LESSON 1
LESSON 2
LESSON 3
LESSON 4
(OPTIONAL)
LESSON 5
(OPTIONAL)

DIRECTIONS: Identify the critical understandings and skills for the selected content standard(s) which you would expect students to have prior to the lesson series you are planning. Identify prior experiences students may have had with the standard(s).

What prerequisite skills, concepts and knowledge will students need in order to meet the standard(s)? Information sources include classroom assessment, district assessment, and CAT6 (grades 3,7,10), STAR (grades 2-11), and CELDT.
Class:
English learners:
Focus student 1:
Focus student 2:
Resources you might use:
CSDC (CFASST 7)
Academic Content Standards/Framework
Teacher Resources – teacher’s guides, other instructional/support materials including Specially Designed Academic Instruction in English (SDAIE) materials.
Student Resources – student texts, charts, rubrics, activity cards, exemplars, technology applications
District Curriculum Guides/ Course of Study
Observations and discussions with colleagues with subject-matter expertise and//or SDAIE experience and expertise

DIRECTIONS: Complete one instructional plan for each lesson on Form A. If you use a district lesson plan, copy and attach.

Circle one: Lesson 1 2 3 4 5

INSTRUCTION PLAN / REFLECTION
(To be completed for at least the lessons observed, within 24 hours after teaching them.)
K-12 Academic Content Standard(s):
What is the academic learning goal(s)? / What prior knowledge did your students need to meet the learning goal that you did not anticipate on Form B?
Class:
Focus student 1:
Focus student 2:

Circle one: Lesson 1 2 3 4 5

INSTRUCTION PLAN / REFLECTION
What instructional strategies and activities will you use for this lesson?
Class:
Focus student 1 modifications:
Focus student 2 modifications:
/ The next time you teach this lesson, what revisions would you make to your instructional strategies and activities? Why?
Class:
Focus student 1:
Focus student 2:

Circle one: Lesson 1 2 3 4 5

INSTRUCTIONAL PLAN / REFLECTION
PROGRESS MONITORING ASSESSMENT
What evidence (student work) will you collect during this lesson that will show the extent to which students have achieved the learning goal(s)?
Class:
Focus student 1 modifications:
Focus student 2 modifications: / In what ways were your assessment strategies effective or ineffective in measuring the learning goals for this lesson?
Class:
Focus student: 1
Focus student 2:
How might you modify assessment of the academic content standard(s)?
Class:
Focus student 1:
Focus student 2:

Circle one: Lesson 1 2 3 4 5

INSTRUCTIONAL PLAN / REFLECTION
How will you group students for instruction during this lesson? (based on reading level, English learner level, etc.)?
How did you choose the group for Focus student 1?
How did you choose the group for Focus student 2?
What instructional materials and technology will you use?
Focus student 1 modifications:
Focus student 2 modifications: / In what ways were these grouping(s) appropriate or inappropriate for your students?
Class:
Focus student 1:
Focus student 2:
In what ways were the materials and technology effective or ineffective?
Class:
Focus student 1:
Focus student 2:

DIRECTIONS FOR OBSERVER/SUPPORT PROVIDER: Prior to the lesson you observe, please ask the beginning teacher to respond to these questions, which address any adjustments in his/her plans so that you know what you will be observing. This response may be oral or written.

1. Have there been any changes in your lesson plan since you completed the Instruction Plan? If so, describe the changes.
2. Is there anything else I should know prior to the observation?

Teacher: ______

Observer: ______

Grade/Class: ______

K-12 Academic Content Standard(s):______
______
Unit:______

Lesson #______in a series of ______lessons

DIRECTIONS TO THE OBSERVER: Prior to the observation, review Forms A, B, and C to familiarize yourself with the teacher’s plans. The evening before or the day of the observation, ask the teacher whether the instructional plans have changed. During the lessons, record your evidence in the appropriate space for selected elements of the California Standards of the Teaching Profession. Make sure that your evidence includes both teacher and student behavior. Since the focus is on teaching content, your evidence should be focused on evidence that relates to teaching with a subject-matter focus.

Examples of what you might record for each element include:

3.1 Demonstrating knowledge of subject-matter content and student development

Use of the subject-specific terminology and vocabulary around standards in teaching concepts and designing assessments; use of methods and processes appropriate to the content discipline and reflective of content standards; use of data to determine students’ progress; how information is introduced in manageable and sequential units linking current knowledge with new knowledge; preteaching key concepts; explaining what meeting standards look like.

3.4 Developing student understanding through instructional strategies that are appropriate to the subject matter

Balance between explicit and systematic instruction of skills and interactive, scaffolding techniques that engage students intellectually in ways that are appropriate to content complexity and student development; use of diagnostic tools to guide instruction; balance of whole group, small group, and individualized instruction.

3.5 Using materials, resources, and technologies to make subject matter accessible to students

Use of materials and resources that are suitable to the students’ instructional reading level and appropriate to the students’ interest, and topics currently related to the instructional program, how materials enhance students’ understanding of content; range of informational texts and technology to support instruction.

5.1 Establishing and communicating learning goals for all students

Ways teachers provide clear expectations for learning to students either orally or in writing for either the lesson or the lesson series (may not be observed in all lessons, but should be present in the first and last lesson of the series); opportunities for student/teacher conferences about progress; timely and relevant feedback to students.

Following the lesson, consider both your observations notes and your teacher’s Instruction Plan, and compose a summary statement for each standard, using the language of the Descriptions of Practice.

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING
3.4 Demonstrating knowledge of subject matter, content, and student development
3.5 Developing student understanding through instructional strategies that are appropriate to the
subject matter

UNDERSTANDING AND ORGANIZING SUBJECT MATTER FOR STUDENT LEARNING
3.5 Using materials, resources, and technologies to make subject matter accessible to students
ASSESSING STUDENT LEARNING
5.1 Establishing and communicating learning goals for all students (if observed)

THINK ABOUT, and WRITE

1. What does your students’ work reveal about the extent to which they were successful in meeting the academic content standard(s)? Attach a copy of a range of student work responses for your class and for each focus student.

Class:

Focus student 1:

Focus student 2:

2. How will you communicate assessment results to:

Students?

Families?

THINK ABOUT and DISCUSS:

1. What have you learned about your knowledge of the content area as you designed the lesson series, responded to student questions, and assessed student work? What questions do you now have with respect to your content knowledge?