Developing Teaching Points WHAT ARE TEACHING POINTS Teaching

Developing Teaching Points

WHAT ARE TEACHING POINTS? Teaching Point What students need to know What students need to do (Skills) What students need to understand The teacher thinks…”I will teach my students to…. . ”

Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards. Think, I will teach my students. . . READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6 -8 ➔ RH 1: Cite specific textual evidence to support analysis of primary and secondary sources. ➔ RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions. ➔ RH 3: Identify key steps in a text’s description of a process related to history/social studies (e. g. , how a bill becomes law, how interest rates are raised or lowered). First, think vocabulary. . . Academic ELA Content Bloom’s Verbs Subject Specific Resource/Lesson Plan Specific

https: //education. ohio. gov/getattachment/Topics/Teaching/Educator-Evaluation. System/How-to-Design-and-Select-Quality-Assessments/DOK-Compared-to-Blooms. Taxonomy. pdf. aspx

https: //education. ohio. gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-Design-and-Select-Quality-Assessments/DOK-Compared-to-Blooms. Taxonomy. pdf. aspx

Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards. Think, I will teach my students. . . RH 1, RH 2, RH 3 READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6 -8 ➔ RH 1: Cite specific textual evidence to support analysis of primary and secondary sources. ➔ RH 2: Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions. ➔ RH 3: Identify key steps in a text’s description of a process related to history/social studies (e. g. , how a bill becomes law, how interest rates are raised or lowered). Academic Cite Determine Summarize Describe Analyze Provide Identify Discipline Specific Primary Source Central Idea Opinion Secondary Source Prior Knowledge Historical Process Content

Now, think knowledge, skills and understanding. . . RST 1 Standard READING STANDARDS FOR LITERACY IN SCIENCE AND TECHNICAL SUBJECTS 11 -12 RST 1: Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc. attending to the precise details of the source, and attending to important What SKILLS will students employ in order to meet this standard? [Skills] What do students have to KNOW to meet this standard? [Knowledge] - - academic vocabulary (Blooms words) discipline vocabulary (science/technical terms) Recognize charts, diagrams, etc. , and why an author uses them. know that sources are important - Citing specific evidence Look at the details within a source. Read a text to find evidence. Read a chart, diagram, etc. , and pull out information from them. What REASONING will students employ in order to meet this standard? [Understandings] - - - Identify the best/most specific evidence to support analysis. Analyze a chart, diagram, etc. , to identify the purpose of the chart and what it is communicating. Recognize the author’s purpose in using the sources and the message the author is attempting to communicate. Recognize when a document is biased/invalid based on the source.

Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards. Think, I will teach my students. . . 2 SL 1 a, 2 SL 1 b, 2 SL 1 c, 2 SL 1 d 2 SL 1: Participate in collaborative conversations with diverse peers and adults in small and large groups and during play. ➔ 2 SL 1 a: Follow agreed-upon rules for discussions and participate by actively listening, taking turns, and staying on topic. ➔ 2 SL 1 b: Build on others’ talk in conversations by linking their comments to the remarks of others through multiple exchanges. ➔ 2 SL 1 c: Ask for clarification and further explanation as needed about topics and texts under discussion. ➔ 2 SL 1 d: Consider individual differences when communicating with others Academic Clarify Explore Collaborate Communicate Consider Link Discuss Explain Discipline Specific Differences Clarify Exchange topic text Content

Now, think knowledge, skills and understanding. . . 2 SL 1 d Standard 2 SL 1 d: Consider individual differences when communicating with others. What SKILLS will students employ in order to meet this standard? [Skills] What do students have to KNOW to meet this standard? [Knowledge] - - - academic vocabulary (Blooms words) ELA vocabulary (literary terms) know that people have different perspectives know that you may change the way you speak based on the audience - - recognizing when another person has a different perspective demonstrate ability to empathize with their position recognize when an audience requires you to speak differently recognize appropriate vocabulary and voice for given What REASONING will students employ in order to meet this standard? [Understandings] - - being able to demonstrate respect for a differing perspectives in conversation being able to use different vocabulary and voice appropriate to the given audience

What are the teaching points? READING STANDARDS FOR LITERACY IN SCIENCE AND TECHNICAL SUBJECTS 11 -12 RST 1: Cite specific evidence to support analysis of scientific and technical texts, charts, diagrams, etc. attending to the precise details of the source, and attending to important distinctions the author makes and to any gaps or inconsistencies in the account. I will teach my students to. . . ● ● ● Understand the importance of knowing the source of a document Attend to the precise details of a source Understand that relevant details help to clarify or answer the question Recognize gaps and inconsistencies across or within documents Make connections between how the gaps and/or inconsistencies support or negate analysis

Teaching Points – Brief statements that describe what teachers need to do to ensure students meet the standards or priority standards. Think, I will teach my students. . . Social Emotional Benchmarks Goal 1: Develop self- awareness and selfmanagement skills essential to success in the school and in life. A. Identify and manage one’s emotions and behavior. 1 A. 3 a. Analyze factors that create stress or motivate successful performance. First, think vocabulary. . . Academic Business Words Content Bloom’s Verbs Subject Specific Resource/Lesson Plan Specific

Standard Model Teaching Points Curriculum Unit Lesson Objectives Learning Target Lesson Plan

Standard WHST 4: Write responses to texts and to events (past and present), ideas, and theories that include personal, cultural, and thematic connections. Teaching Points I will teach students to… Make personal, cultural, and thematic connections to a text or event. *Note: There would be more teaching points* Lesson Objectives -SWBAT connect their own life experiences to a text or event. -SWBAT consider their own culture in comparison to cultures represented in a text or event. -SWBAT recognize themes across multiple texts and/or events. -SWBAT connect themes across multiple texts and/or events. Learning Target -I can identify my own life experiences that relate to a text or event. -I can compare and contrast my experiences to those in a text or event. -I can recognize cultural elements that are described within a text or event. -I can connect my culture to that described within a text or event. -I can identify theme within a text or of an event. -I can find connections between themes in texts and/or events.

Standard 9 -10 R 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly and make logical inferences; develop questions for deeper understanding and for further exploration. Teaching Points Understand use close reading strategies required for a deeper understanding of the text. . Lesson Objectives - SWBAT self-monitor while reading for comprehension. - SWBAT annotate a text for most important details while reading. - SWBAT take notes on important information or information they have questions on while reading. - SWBAT re-read text if they feel confusion. Learning Target - I can ask myself questions while reading to monitor my understanding. - I can underline key details in a text while reading. - I can take margin notes about my understandings and my questions while I read. - I can return to text that I find confusing and reread.

Common Struggles with Teaching Points 1 Writing as actions, i. e. “I will teach students to…” Original Teaching Points: - Rotations - Reflections - Translations Modified Teaching Points: - Produce an equivalent form of an expression by identifying properties of the expression that allow for combining or separating pieces.

Common Struggles with Teaching Points 2 Adding specificity Original Teaching Points: - How to produce an equivalent form of an expression. Modified Teaching Points: - Produce an equivalent form of an expression by identifying properties of the expression that allow for combining or separating pieces.

Common Struggles with Teaching Points 3 Going Deeper Original Teaching Points: - Analyze author’s literary strategies. Modified Teaching Points: - Analyze how the author uses point of view, perspective, and author’s purpose to deliver a message within a text (both explicit and implicit)

I will teach my students to. . .

Teaching Point What students need to know What students need to do (Skill) What students need to understand The teacher thinks…”I will teach my students to…. . ” WRITE AS ACTIONS ADD SPECIFICITY GO DEEPER