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I have to have the correct bloom's levels and DOK levels. My standards are P-LIT3. Child identifies letters of the alphabets and produces correct sounds associated with letters. My second standard is P-MATH7. Child understands simple patterns. Do not have to do Step 8: Learning Progressions & Aligned Quick Progress Check part or the Step 9: Essential Questions with Big Idea Responses or the Implementation Reflections part. I have also attached an example. 


Here is some helpful information if you need it

Priority Standards & Aligned Formative Assessments
Step 1: Selecting an Assessment Topic/Unit of Study
Teacher & Grade
Level or Course:
Unit Title: Kindergarten Type of Unit: ELA/ Mathematics Step 2: Identifying Matching Priority and Supporting Standards
(2 for this course)
Common Core/State Standards- Priority Standards
Standard
Standard 1: recognize that sentences are comprised of
Wording & Number
words separated by spaces and demonstrate the
awareness of word boundaries (e.g., through kinesthetic
or tactile actions such as clapping and jumping);
Standard 2: model the action of joining to represent
addition and the action of separating to represent
subtraction;
Step 3: Unwrap Priority and Supporting Standards
Unwrapped All Priority and Supporting Standards CAPITALIZE Skills (Verbs) and Underline Concepts (Nouns)
Priority Standard 1: I. (E) RECOGNIZE that sentences are comprised of words
separated by spaces and DEMONSTRATE the awareness of word boundaries
(e.g., through kinesthetic or tactile actions such as clapping and jumping);
Priority Standards 2: MODEL the action of joining to represent addition and the
action of separating to represent subtraction;
Graphic Organizer: Concepts and Skills From Above
Concepts: What I
will teach and
students will know Sentence
(comprised of) Words
Separated by Skills: What students
need to be able to do Recognize
Demonstrate Bloom’s
Revised
Taxonomy
Level Depth of
Knowledge
(DOK) 2 2 spaces
Word
boundaries
(awareness
of) Addition/ Subtraction Joining Separating Model 3 2 3 2 Step 4: Determining The Big Idea
Standard 1: In order to write well you must understand that a sentence is
comprised of words and spaces and an understanding of word boundaries.
Standard 2: In order to add and subtract well you must understand that adding it
achieved by joining (items) and subtracting is achieved by separating (items).
Step 5: Writing the Essential Questions
Essential Question:
Big Idea It Is Aligned To (from above): What are the characteristics of a
sentence? Describe those characteristics and explain why they are important.
Essential Question:
Big Idea It Is Aligned To (from above): What are word boundaries? Demonstrate
your awareness of word boundaries by clapping to indicate your understanding of
where space should be placed in a sentence.
Essential Question:
Big Idea It Is Aligned To (from above): What is adding? Model how joining items
represent adding.
Big Idea It Is Aligned To (from above): What is subtracting? Model how
separating items represent subtracting.
Step 6: Learning Intentions
Learning Intentions
Intention 1:
Intention 2:
Intention 3:
Intention 4: What Students Will Be Able To Do
(Student Success Criteria) Recognize a sentence and what it is comprised of
Understand that a sentence is formed by using words and
spaces.
Model joining to represent adding
Model separating to represent subtracting
Step 7: Post/Pre Assessment Questions
Selected Response Design multiple choice, matching, true/false, and/or fill-in items to assess student understanding of the following “unwrapped” concepts and skills represented on your graphic organizer. Indicate approximate
level of thinking skill in parentheses. Match assessment items to rigor of skill using both Bloom’s as well as
DOK. (Area below will expand for additional space as needed.) Priority Standard 1:
Select the best answer that explains, why it is important to use space in between
words in a sentences?
a. Space between written words assist with word boundaries and help to
prevent miscommunication.
b. Spaces between words makes writing neat.
c. Spaces between words make speech easy to understand, but it is not
necessary for speech.
Answer: a
True/False:
Write T or F in the space provided.
__Sentences are only comprised of letters and words.
__Sentences are comprised of words separated by spaces.
__Sentences are comprised of at least 10 words.
Answers: F, T, F
Fill in the blank.
Liz loves to play with ______________.
a. Herfriends
b. her friends
c. Sarah Kimand Jack
Answer: b
Matching. Match the statement or questions with the correct answer:
1. Sentences are comprised of
2. To prevent miscommunication in speech Sarah makes sure to pause
between words. Those pauses are what when presented in written form?
3. Tammy wants to write a sentence that is comprised of words separated by
spaces. What does that look like?
A. Spaces
B. Words separated by spaces.
C. I like to eat lunch at school.
Answers:
1. B
2. A 3. C Priority Standard 2:
Select the best answer that models joining and separating as adding and
subtracting.
a. 1+1= 11, 2-1=1
b. 1+2=3, 2-1=1
c. 2+2= 22, 1-1=11
Answer: b
True/False:
Write T or F in the space provided.
__If Sammie has 3 gummy bears and Taylor has 2, if they join them together they
will have 5.
__Jeff has 2 numbers he wants to join or add together. The numbers are 3 and
5. If Jeff joins or adds the numbers together he will get 35.
__If Kym has 4 balloons and she wants to separate them so that she and friend
Johnny have the same amount, they will each get 2.
Answers: T, F, T
Matching. Match the statement or questions with the correct answer:
1. Joining means to
2. Subtracting means to
3. Sarah wants to show her mother she knows how to add by joining all of
the green apples with the red apples. What does that look like? A.
B. Add
C. Separate
Answers:
1. B
2. C
3. A + = Step 8: Post/Pre Assessments
Constructed Response Assessments
Design an extended-response item (or short constructed-response items) to evaluate student
understanding of the following “unwrapped” concepts and skills represented on your graphic organizer.
Include approximate level of Bloom’s as well as DOK in parentheses. Match item to rigor of skill level. Priority Standard 1:
Student Directions: Read the following sentences on the board and identify by
circling where appropriate spaces belong and explain why word boundaries are
important in written sentences.
Sam lovesto eat withher friends.
Sarah is fiveyearsold.
Alexis a brother.
Constructed Response Material/Reading: Dry-erase board
Dry-erase marker
Allotted time for oral assessment
Develop a Scoring Guide Circle Type Holistic Analytical
Level of
Achievement
Exemplary – 4
Proficient – 3 Progressing – 2
Has Not Met
Standard – 1 Priority Standard 2: Examples how not to make errors
Examples how errors make it hard to read
Reads sentences
Circle errors in sentences
Explains circled errors
Says why they are errors
Meets 3 of 4 proficiency requirements
Meets fewer than 3 proficiency requirements
Task repeated after re-teaching Model the action of joining and separating gummy bears to change the total
number of gummy bears. The student will explain what it means to add and
subtract and how adding is different from subtracting. Constructed Response Material/Reading: Gummy bears
Allotted time for oral assessment
Develop a Scoring Guide Circle Type Holistic Analytical
Level of
Achievement
Exemplary – 4
Proficient – 3 Progressing – 2
Has Not Met
Standard – 1 Criteria Models adding and subtracting using digits
Models action of joining
Models action of separating
Explains what it means to add
Explains what it means to subtract
Explains how adding and subtracting are different
Meets 4 out of 5 of the proficiency requirements
Meets fewer than 4 of the proficiency requirements
Task repeated after re-teaching

 


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