Keeping KUD’s ConciseWhat do your students need to KNOW, UNDERSTAND and DO to master unit

content?

Today’s Agenda

I. Welcome/Self AssessmentII. Standards: CCSS vs. Delaware

Prioritized Where are they located? What are Concept Organizers?III. KUD Rubric How will this be used? What resources are available?IV. Steps taken to create KUDV. View sample KUD’sVI. ScaffoldsVII.Reflection LogsVIII.Questions????

START WITH THE STANDARDS

• All units need to address the Common Core State Standards. CCSS

• All units need to integrate reading, writing, researching, speaking and listening components.

• ELA and Math will only use CCSS.• Other content areas will also use DE

Prioritized Standards. DE Standards

DE CCSS Website

Each tool kit is set up in the same fashion:*General Information*Assessment *Curriculum Tools*Professional Development *Resources

DE Prioritized Standards

Our units need to focus on the essential standardsIn each content area.

Concept Organizers• These are tools created to assist you in

developing your own KUD’s –IMPORTANT: THESE ARE NOT KUD’S.

• There are concept organizers for each content area.

• These are found on the DE CCSS Website• ELA• MATH (Learning Progressions)• SCIENCE• SOC. STS/HISTORY• TECHNICAL SUBJECTS

Why can’t you use these as KUD’s?

Creating a KUD• Step One: Identify the “BIG IDEA”

or Key Learning you want your students to know, understand, and do.

Know Understand Do( (Big idea, large concept,

declarative statement of an enduring understanding)

An author’s language, stylistic choices, and devices lead to the primary function of the story.

Creating a KUD• Step Two: Cluster the essential

standards necessary to acquire the “BIG IDEA” or Key Learning

• Common Core State Standards Addressed:• CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text.• CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the

text says explicitly as well as inferences drawn from the text.• CC9-10RL2: Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

• CC9-10RL3: Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

• CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

• CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use writing rubrics to assess outcome)

• CC9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

• CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

• CC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

• CC9-10L1a Use parallel structure.*• CC9-10L4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function

in a sentence) as a clue to the meaning of a word or phrase.

 

Creating a KUD

Know Understand Do

(Note: concepts, facts, formulas, key vocabulary)Students will Know:Literary TextsInformational TextsTextual EvidenceLiterary Terms/DevicesCharacter Types & developmentStory elementsSteps for conducting an analysis Components of an EssaySteps for compare & contrastParallelismVarious uses of technologySteps in Collaboration

(Big idea, large concept, declarative statement of an enduring understanding)

An author’s language, stylistic choices, and devices lead to the primary function of the story.

(Skills, competencies)Students will:Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CC9-10RL1) (CC9-10RI1)Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings/Use context as a clue to the meanings of words(CC9-10RL4) (CC9-10L4a)Examine literary devices used to convey the theme of a story(CC9-10RL2)Evaluate the details that support the theme (CC9-10RL2)Explain what specific lines of dialog reveal about a character (CC9-10RL3)Analyze complex characters(CC9-10RL3)Analyze the plot sequence of a story(CC9-10RL3)Explain how authors’ choices about presentation of information controls readers’ understandings of the central idea (CC9-10RI3)Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (CC.9-10 W.4)Write an effective compare/contrast essay (CC.9-10 W.2)Use parallelism (CC9-10L1a)Use technology appropriately (CC.9-10 W.6)Participate in collaborative discussions (CC9-10SL1)Use digital media in presentations (CC.9-10 W.6)( CC9-10SL5)

Step Three: Break down the standards into knows and dos.

Creating the KUD• Step Four: Make sure that your

knows line up with the dos.• EXAMPLE:•KNOWS: Literary Texts• Informational Texts• Textual Evidence

•All match with

• DO: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• The Power of the Written Word

Creating a KUD

• Step Five: Use rubric to test KUD’s functionality.

• Tips: • Knows are facts, figures, vocabulary• Dos begin with a verb and are skills,

competencies, real world outcomes• Understand –just one.

Exemplary Solid Developing

KNOW Knows are accurately placed & match do

Address facts, details, vocabulary, etc.

Knows are accurately placed.

Address essential information

Knows are inconsistently placed.

Does not address essential information

UNDERSTAND

Understand includes big idea of the unit

Only one

Could answer the UEQ

Understand includes big idea of the unit

Only one

Understand does not address the big idea of the unit

More than one listed

DO Clearly represent the following: skills, real world outcomes, standardsBegins with an action verb

Are real world outcomes

Begins with an action verb

Some dos are activities

May not begin with action verb

General Elements reinforce and support each other

Standards are clearly embedded in all elements of KUD

Organized the knows and dos appropriately

Link to standards present

Elements are incorrectly placed

Does not link to appropriately standards

LFS Unit Tips: KUD Rubric

StandardsConcept Organizers

Additional Scaffolding Resources:

• http://www.phschool.com/eteach/language_arts/2002_12/essay.html

Pearson ETeach

Literacy without Limits

• http://faculty.scf.edu/sharric/softchalk/Lesson12b/EPIModule12/EPIModule1210.html

Scaffolding for Struggling Readers

http://www.literacywithoutlimits.org/