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FAYETTE COUNTY PUBLIC SCHOOLS District Curriculum Map for World Languages: NL1 Thematic Unit 1 (NL1) ME AND MY CLASSROOM Big Ideas What enduring understandings are essential for application to new situations within or beyond this content? Learners begin to communicate about themselves and their immediate environment. Learners begin to explore other cultures. Essential Questions What questions will provoke and sustain student engagement while focusing learning? How do I get to know my classroom? How do people introduce themselves in different cultures? Enduring Standards Which standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level? Communication Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Cultures Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. Connections Making Connections: Learners build, reinforce, and Fayette County Public Schools August 7, 2017 C,I,A: WLs

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FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for World Languages: NL1

Thematic Unit 1 (NL1) ME AND MY CLASSROOMBig IdeasWhat enduring understandings are essential for application to new situations within or beyond this content?

Learners begin to communicate about themselves and their immediate environment.

Learners begin to explore other cultures.Essential QuestionsWhat questions will provoke and sustain student engagement while focusing learning?

How do I get to know my classroom?

How do people introduce themselves in different cultures?Enduring StandardsWhich standards provide endurance beyond the course, leverage across multiple disciplines, and readiness for the next level?

CommunicationInterpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

CulturesRelating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.

Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

ConnectionsMaking Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.

Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

ComparisonsLanguage Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.

Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

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FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for World Languages: NL1

CommunitiesSchool and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.

Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

Supporting StandardsWhich related standards will be incorporated to support and enhance the enduring standards?

NL.IL I can recognize a few memorized words and phrases when I hear them spoken.NL.IR I can recognize a few letters or characters. I can identify a few memorized words and phrases when I read.NL.IC I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.NL.PS I can present information about myself and some other very familiar topics using single words or memorized phrases.NL.PW I can copy some familiar words, characters or phrases.

N.CPP I can identify some products and practices of cultures.N.CP I can identify some basic cultural beliefs and values.N.CIA I can function at a survival level in an authentic cultural context.

Instructional OutcomesWhat must students learn by the end of the unit?

NL.IL.1 I can occasionally identify the sound of a character/word.NL.IL.2 I can occasionally understand isolated words that I have memorized, particularly when accompanied by gestures or pictures.

NL.IR.1 I can occasionally recognize a few letters or characters.NL.IR.2 I can connect some words, phrases or characters to their meanings.

NL.IC.1 I can greet my peers.NL.IC.2 I can introduce myself to someone.NL.IC.3 I can answer a few simple questions.

NL.PS.1 I can recite words and

NM.IL.1 I can understand a few courtesy phrases.

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FAYETTE COUNTY PUBLIC SCHOOLSDistrict Curriculum Map for World Languages: NL1

phrases that I have learned.NL.PS.2 I can state the names of familiar people, places, and objects in pictures and posters using words or memorized phrases.NL.PS.3 I can introduce myself to a group.

NL.PW.1 I can copy some characters or letters and words that I see on the wall or board, in a book, or on the computer.

N.CIA.1 I can imitate some simple patterns of behavior in familiar settings across cultures.

Performance ExpectationsWhat must students be able to do by the end of the unit to demonstrate their mastery of the instructional outcomes?

SGG IC.NL Exchanges information about self, using a few memorized words.SGG IL.NL Comprehends individual words, lists, and phrases on very familiar topics.SGG PW.NL Presents information about self, using lists of words and attempts to recite a few memorized phrases. Sometimes communicates using words, lists, and memorized phrases.

N.CIA I can function at a survival level in an authentic cultural context.

Essential VocabularyWhat vocabulary must students know to understand and communicate effectively about this content?

(All vocabulary should be taught in the context of the target culture.)

Greetings / FarewellsIntroductions (My name is...)Classroom materialsClassroom commands

Q: How are you?Q: What's your name?

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FAYETTE COUNTY PUBLIC SCHOOLSInstructional Planning Guide:

A Curriculum Map Companion for TeachersSubject and Grade LevelUnit TitleSummative Assessment of LearningIn what way will students meet the performance expectations to demonstrate mastery of the standards?

Instructional OutcomesHow will the instructional

outcomes be sequenced into a scaffolded progression of

learning?

Learning ActivitiesWhat well-designed progression

of learning tasks will intellectually engage students

in challenging content?

Formal Formative Assessments

What is the evidence to show students have learned the lesson

objective and are progressing toward mastery of the

instructional outcomes?

Integration StandardsWhat standards from other disciplines will enrich the learning experiences for the students?Resources What resources will be utilized to enhance student learning?

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Big IdeasBig Ideas are overarching understandings that are essential for application to new situations within and beyond the content. An idea is “big” if it helps students make sense of how the material fits into the broader context. When used effectively, Big Ideas have the power to guide inquiry-based learning, providing a lens through which students can formulate and explore questions. Grant Wiggins (2011) says, “An idea is ‘big’ if it helps us make sense of a lots of otherwise meaningless, isolated, inert, or confusing facts. A big idea is a way of usefully seeing connections, not just another piece of content.”

Resources

Wiggins, G. & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: Association for Supervision and Curriculum Development.

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=99

Framework for Teaching Connections

Domain 1, Component A: Knowledge of Content and PedagogyDomain 1, Component C: Setting Instructional OutcomesDomain 3, Component A: Communicating with Students

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Enduring StandardsEnduring Standards are a priority set of essential standards and expectations that are critical for student success. They are a small subset of standards that represent the most important concepts, content, and skills of the curriculum. Enduring Standards, also known as Power Standards or Essential Standards, meet three criteria:

1. ENDURANCE – Does it provide students with knowledge and skills that last beyond a single test date and have life-long value?

2. LEVERAGE – Does it provide knowledge and skills that are of value in multiple disciplines?3. READINESS – Does it provide students with essential knowledge and skills that are

necessary for their success in the next grade level?Enduring Standards are explicitly taught and intentionally assessed through summative measures. Student mastery of the Enduring Standards is the primary focus of instruction, providing a guaranteed and viable curriculum that allows for equal access to opportunity for learning for all students.

Enduring skills are found embedded within Enduring Standards. Enduring skills are what the Kentucky Department of Education has identified as the basis for setting annual local Student Growth Goals.

Resources

Ainsworth, L. (2003). Power standards: Identifying the standards that matter most. Englewood, CO: Lead+Learn Press.

Reeves, D. B. (2007). Power standards: How state leaders add value to state and national standards. The Jossey-Bass Reader on Educational Leadership (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.

Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.

KDE Enduring Skills: http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES-Student-Growth-Page.aspx

Framework for Teaching Connections

Domain 1, Component A: Knowledge of Content and Pedagogy

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Essential QuestionsEssential Questions are designed to stimulate students’ thinking and to provoke inquiry and insight. They are provocative and do not have pat answers. McTighe and Wiggins (2013) offer seven defining characteristics of good Essential Questions:

(1) OPEN-ENDED – it does not have a single, final, or correct answer(2) THOUGHT-PROVOKING and INTELLECTUALLY ENGAGING – it sparks discussion and debate(3) HIGHER-ORDER THINKING – it requires analysis, inference, evaluation and/or prediction

and cannot be answered by recall alone(4) IMPORTANT, TRANSFERABLE IDEAS – relates to concepts within and often across

disciplines(5) ADDITIONAL QUESTIONS – it sparks further questioning and inquiry(6) SUPPORT AND JUSTIFICATION – it requires the student to defend their response(7) RECURS OVER TIME – the question can and should be revisited multiple times

Essential Questions spark curiosity, sustain engagement, and provide a focused means for students to explore and discuss the big ideas and enduring skills and standards. They motivate students to find the answers needed to achieve the learning outcomes and master the enduring standard.

NOTE: The Essential Questions provided in the FCPS curriculum maps are examples and are not all-inclusive lists. Essential Questions are most powerful when they are developed in collaboration with the students. Teachers are encouraged to go beyond this list of essential questions and work with students to develop your own! (See the link to the Wordpress.com article and the Brainstorming Essential Questions PD360 link below for more ideas).

Resources

McTighe, J., & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, VA: Association for Supervision and Curriculum Development

http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53

http://usergeneratededucation.wordpress.com/2013/03/24/learners-should-be-developing-their-own-essential-questions/

PD 360 Video Links

The Guiding/Essential Question Elementary: http://www.pd360.com/index.cfm?ContentId=2514

The Guiding/Essential Question Secondary: http://www.pd360.com/index.cfm?ContentId=2523

Brainstorming Ideas/Essential Questions: http://www.pd360.com/index.cfm?ContentId=1910

Framework for Teaching Connections

Domain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component C: Engaging Students in Learning

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Essential VocabularyEssential Vocabulary words are content-related terms for which students must have a deep understanding if they are to comprehend and master the enduring standards and instructional outcomes. There may be other words students need to know, but the Essential Vocabulary provide a priority list of words to incorporate in instruction. These vocabulary provide a common language for both teachers and students across content areas and grade levels. According to Robert Marzano (2013), “Students’ vocabulary knowledge is directly tied to their success in school . . . Knowing what words mean and how they interconnect creates networks of knowledge that allow students to connect new information to previously learned information.” Marzano outlines six steps of effective vocabulary instruction in his books Building Academic Vocabulary and Vocabulary for the Common Core:

(1) Provide a description, explanation, or example of the new term.(2) Ask students to restate the description in their own words.(3) Ask students to construct a picture, symbol, or graphic representing the term.(4) Engage students periodically in activities that help them add to their knowledge of the

terms.(5) Periodically ask students to discuss the terms with one another.(6) Involve students periodically in games that allow them to play with terms.

Resources

Marzano, R. J. (2004). Building background knowledge for academic achievement. Alexandria, VA. Association for Supervision and Curriculum Development.

Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the common core. Bloomington, IN: Marzano Research Laboratory.

Silver, Strong & Associates. (n.d.) Word works: Cracking vocabulary’s CODE. The Thoughtful Classroom Portfolio Series. Thoughtful Education Press.

Framework for Teaching Connections

Domain 1, Component A: Knowledge of Content and PedagogyDomain 3, Component A: Communicating with Students

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Formative Assessment for LearningFormative Assessment, also referred to as “assessment for learning,” is a process through which teachers and students gather evidence for the purpose of making instructional adjustments to improve learning. It is on-going and occurs throughout the lessons and unit. Sometimes it is referred to as a check for understanding. Formative Assessment can be either informal or formal. In the classroom, we assess the group informally through intangible means such as questioning, dialogue, observation, or other anecdotal evidence. Formal Formative Assessments typically require tangible evidence of learning from each individual, such as quizzes, exit slips, performance tasks, or a product of some sort. It is important to remember that it is not the instrument that is formative; it is the use of the information gathered, by whatever means, to adjust teaching and learning, that merits the formative label. Formative Assessment, therefore, is essentially feedback, both to the teacher and to the student about present understanding and skill development in order to determine the way forward. There should be a direct and aligned connection between instructional outcomes, lesson activities, and the formative assessment measures used to gauge learning progress.

Resources

Black, P. & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2), 139-148.

Chappuis, J. (2009). Seven strategies of assessment for learning. Pearson

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right – using it well (2nd ed.). Pearson.

Clarke, S. (2008). Active learning through formative assessment. London: Hodder Education.

Clarke, S. (2005). Formative assessment in action: Weaving the elements together. London: Hodder Education.

Clarke, S. (2005). Formative assessment in the secondary classroom. London: Hodder Education.

Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder Education.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Framework for Teaching Connections

Domain 1, Component B: Demonstrating Knowledge of StudentsDomain 1, Component F: Designing Student AssessmentsDomain 3, Component B: Questioning and Discussion TechniquesDomain 3, Component D: Using Assessment in InstructionDomain 3, Component E: Demonstrating Flexibility and Responsiveness

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Instructional OutcomesInstructional Outcomes are clear statements of intended learning that lead to the development of sound formative and summative assessments. They describe what students are expected to learn after successfully completing a lesson(s) or learning experience. Instructional Outcomes reflect important learning and are written in terms of what students will learn rather than do. Outcomes are congruent to the big ideas and enduring standards of the discipline and represent a range of knowledge, including factual, conceptual, reasoning, social, management, communication, and dispositions. Over the progression of a unit or course, the outcomes should be logically sequenced to scaffold over time, connect to previous and future learning, and become progressively more complex as students’ knowledge builds.

The terms “Learning Targets” and “Instructional Outcomes” are synonymous and are used interchangeably in PGES support materials created by the Kentucky Department of Education. “Outcome” is the term used throughout the Framework for Teaching, so FCPS opted to adopt this terminology for use in the curriculum maps. NOTE: The Instructional Outcomes provided in the FCPS curriculum maps are meant to serve as examples and are not all-inclusive lists. Teachers are encouraged to add, revise, break apart and/or combine Instructional Outcomes based on the formative assessment results and needs of the students.

Resources

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right – using it well (2nd ed.). Pearson.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Danielson, C. (2009). Implementing the framework for teaching in enhancing professional practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Framework for Teaching Connections

Domain 1, Component C: Setting Instructional OutcomesDomain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent InstructionDomain 1, Component F: Designing Student AssessmentsDomain 3, Component A: Communicating with StudentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Integration StandardsIntegration Standards are related standards from disciplines other than the primary focus of the unit of the study. 21st Century skills demand that students be able to integrate, assimilate, and apply knowledge from a variety of disciplines in order to solve problems and be successful in the workplace. Content knowledge and learning cannot exist in isolated pockets; it must be assimilated and integrated for the purpose of problem-solving and application. Integration Standards allow the students to make cross-disciplinary connections and to better understand the interrelationship among multiple content areas. When determining which standards to integrate into the current unit of study, teachers should consider content from interpersonal skills, the arts, PLCS, math, civics and culture, and literacy that naturally enhances the enduring standards and big ideas.

Resources

Beers, S. Z. (2011). Teaching 21st century skills. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., & Heflebower, T. (2012). Teaching and assessing 21st century skills. Bloomington, IN: Marzano Research Laboratory.

Framework for 21st Century Learning: http://www.p21.org/our-work/p21-framework

Framework for Teaching Connections

Domain 1, Component A: Knowledge of Content and PedagogyDomain 2, Component B: Establishing a Culture for LearningDomain 3, Component C: Engaging Students in LearningDomain 4, Component D: Participating in a Professional Community

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Learning ActivitiesLearning Activities refer to the series of thoughtfully constructed and cognitively engaging learning tasks. Learning Activities should incorporate the use of appropriate resources and materials, high-yield instructional strategies, and consistent structures including opportunities for literacy development, differentiation, modeling, practice time, and constructive feedback. Learning Activities are punctuated by informal formative assessment measures throughout the lesson to see how well students are progressing in their learning. Learning Activities should be directly aligned to the instructional outcomes with a broader focus on eventual mastery of the related enduring standard.

Resources

Dean, C. B., Ross Hubbell, E., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H.F., Dewing, R. T., & Perini, M. J. (2012). The core six: Essential strategies for achieving excellence with the common core. Alexandria, VA: Association for Supervision and Curriculum Development.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right research-based strategy for every lesson. Alexandria, VA: Association for Supervision and Curriculum Development.

Framework for Teaching Connections

Domain 1, Component E: Designing Coherent InstructionDomain 3, Component C: Engaging Students in LearningDomain 3, Component E: Demonstrating Flexibility and Responsiveness

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Performance ExpectationsPerformance Expectations are measurable criteria that describe what proficiency looks like when the instructional outcomes are reached. These criteria define the minimum expectations for rigor at that point in the learning progression and should require application of the knowledge at higher cognitive levels. The Performance Expectations are congruent to the big ideas and enduring standards of the discipline and provide an outline for the development of summative assessments of learning. Performance Expectations may encompass traditional multiple-choice and constructed response assessments but also must go beyond such measures to include appropriate product-, project-, or performance-based options.

Resources

Hallerman, S. & Larmer, J. (2011). PBL in the elementary grades: Step-by-step guidance, tools, and tips for standards-focused K-5 projects. Novato, CA: Buck Institute for Education.

Laur, D. (2013). Authentic learning experiences: A real-world approach to project-based learning. New York: Routledge.

National Academy Foundation. (n.d.). Project-based learning: A resource for instructors and program coordinators. Pearson Foundation. Retrieved July 5, 2014 from http://naf.org/files/PBL_Guide.pdf

Framework for Teaching Connections

Domain 1, Component F: Designing Student AssessmentsDomain 3, Component C: Engaging Students in LearningDomain 3, Component D: Using Assessment in Instruction

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

ResourcesResources are the key materials utilized by teachers. Resources fall into several different categories: those used in the classroom by students, those available beyond the classroom walls to enhance student learning, those for teachers to further their own professional knowledge and skill, and those that can provide non-instructional assistance to students. Resources include such things as books and other print material, technology, community and professional organizations, and people. Resources for lessons should be selected to enhance the lesson activities and engage the students.

Framework for Teaching Connections

Domain 1, Component D: Demonstrating Knowledge of ResourcesDomain 1, Component E: Designing Coherent Instruction

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Summative Assessment of LearningSummative Assessment, also referred to as “assessment of learning,” is a formal means for determining how much a student has learned, and to what level, at the end of a unit or course. Summative Assessments are typically used for the purposes of monitoring accountability and assigning grades or performance levels. These assessments can and should take on a variety of formats, from traditional paper/pencil assessments to projects to performance tasks. Summative Assessments are designed to measure mastery of instructional outcomes and should be congruent with enduring standards. The performance expectations provide additional clarification around the content and intended purpose of the Summative Assessment.

Resources

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2011). Classroom assessment for student learning: Doing it right – using it well (2nd ed.). Pearson.

Chappuis, S., Commodore, C., & Stiggins, R. (2010). Assessment balance and quality: An action guide for school leaders (3rd ed.). Pearson.

Framework for Teaching Connections

Domain 1, Component F: Designing Student Assessments

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DRAFT -- FAYETTE COUNTY PUBLIC SCHOOLS -- DRAFTGlossary for Use with FCPS Curriculum Maps

Supporting StandardsSupporting Standards are Kentucky Core Academic Standards that have not been identified as Enduring Standards. They are important because they provide foundational support, scaffolding, and enhancement for the Enduring Standards and may come from a variety of disciplines. In some instances, students cannot demonstrate mastery of an instructional outcome or enduring standard without incorporating their knowledge of a Supporting Standard(s). Supporting Standards are typically more heavily assessed through formative measures, but can also be included in summative assessment measures. In addition, it is likely that Supporting Standards may only be introduced, instructed and assessed one time throughout the course (unless the teacher deems otherwise), whereas enduring standards are likely to show up multiple times throughout the course.

Framework for Teaching Connections

Domain 1, Component A: Demonstrating Knowledge of Content and Pedagogy

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FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Reading

Enduring Skill Reference to Standards

Make logical inferences from complex text Anchor Standard 1

Summarize key details & ideas of complex text

Anchor Standard 2

Analyze individuals, events, and ideas throughout complex text

Anchor Standard 3

Interpret words & phrases to comprehend text independently

Anchor Standard 4

Evaluate content presented in diverse media and formats to comprehend complex text

Anchor Standard 7

(S/L- Comprehension and Collaboration)

(W- Research to B&P Knowledge)

Delineate and evaluate the argument and specific claims in complex text

Anchor Standard 8

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FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Reading Foundational Skills

Enduring Skill Reference to Standards

Demonstrate understanding of the organization and features of print/text

Print Concepts 1

Demonstrate understanding of spoken words, syllables in spoken words, syllables and sounds (phonemes)

Phonological Awareness 2

Apply phonics and word analysis in decoding text

Phonics and Word Recognition 3

Read with sufficient accuracy and fluency to support comprehension

Fluency 4

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FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Writing

Enduring Skill Reference to Standards

Build knowledge on a subject through research.

Anchor Writing Standard 10; Note on range and content of student writing; Anchor Writing Standard 7-9

Write arguments to support claims Anchor Writing Standard 1

Write informative/explanatory texts to convey ideas and information

Anchor Writing Standard 2

Write narratives to develop real or imagined experiences

Anchor Writing Standard 3

Use technology to interact and collaborate with others

Anchor Writing Standard 6

Assess the credibility and accuracy of sources Anchor Writing Standard 8

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FAYETTE COUNTY PUBLIC SCHOOLSKDE Enduring Skills List for Speaking and Listening

Enduring Skill Reference to Standards

Prepare for and participate effectively in collaborative conversations.

Speaking and Listening Anchor Standard 1

Use digital media and visual displays to enhance presentations and communicate effectively.

Speaking and Listening Anchor Standard 2 and 5

Evaluate others’ presentations and how they use point of view, reasoning, use of evidence and rhetoric.

Speaking and Listening Anchor Standard 3

Independently prepare and present information, findings, and supporting evidence that the listener can follow.

Speaking and Listening Anchor Standard 4

Fayette County Public Schools August 7, 2017C,I,A: WLs