Last week Professor Mace, Gabbie, Jen and I unpacked different standards in different domains. We went through three different domains and worked with a standard from each domain to try and find out what they really mean. We first reworded the standard into our own words. We then came up with a list of content goals we would want our students to accomplish when teaching this standard. Content goals are the goals that would guide the teacher to help his/her students towards understanding each concept included in the standard. The last thing we did was create a list of process goals we would have if we were teaching this particular standard. Process goals are goals that guide the teacher to help his/her students to understand how they solve a certain problem in a specific concept. It allows the students to explain their reasoning for solving a problem a certain way and how they got to their answer. This gives the teacher an idea of whether the student knows the concept and it gives the student feedback on what they need to work on or if they can move on to the next concept.
The standard I am going to unpack today is CC.2.4.2.A.4 which states; represent and interpret data using line plots, picture graphs, and bar graphs. This standard is under the domain measurement, data, and probability. This standard means that students should be able to draw/write different kinds of graphs and charts and understand the information on these different data displays. Content and process goals for this standard for second grade should include using concepts of maximum minimum to read and compare data from a variety of data displays, describe features of data such as range, mode, and median, describe parts of the data and the set of data as a whole to determine the trends in the data, interpret and construct different data displays, describe the advantages and disadvantages of using different data displays, and analyze the data to form an opinion on whether a statement is true or not to justify their opinion.
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ReplyDeleteAllow me to introduce myself. My name is Deborah Sailsbery and I am a long-time educator, having served as a teacher and administrator. I currently consult in schools and often work with coordinating the standards and textbooks with good pedagogy. I appreciate the efforts that you and your colleagues are investing in understanding the standards and thus seeking to develop excellent teaching practices.
Correlating the CC standards and textbooks is indeed a challenge. As you know, the textbook companies are trying to address all of the needs of all of the people… an impossible and confusing task.
Perhaps it would be helpful to review the entire textbook in a general brief manner. Most math texts - grades 2-8, follow a similar pattern; place value, addition, subtraction, are usually first, followed by multiplication, division, measurement, geometry, fractions and decimals, depending on the grade.
Then try isolating and examining the PA Academic Standards for grade 2 for the purpose of long-range planning and assessment development. Some of the mathematical concepts are ongoing and embedded in all work that is occurring in the classroom. Some lend themselves to pacing throughout the year. By reducing the amount of material one is reviewing, the task becomes much easier.
I have sent Prof Mace a short list of just grade 2 PA Mathematics Standards.
Once the teacher has a basic understanding of the standards and a logical order to teach those, it is so much easier to use the textbook as a resource for planning, choosing what portions of the text seem appropriate to use.
This is worth the effort - so I encourage you to “keep on keep’n on”