Unwrapping the Benchmarks

Department/Grade ___________ Reporting Category:____________ Identifying Number: _____________ Type of Text _____________________________________________________________________________ Cognitive Level: (circle one) High Medium Low Vocabulary
What vocabulary (academic and content) needs to be understood to achieve this benchmark?

Prerequisite Skills
What knowledge, understanding, or reasoning is required to achieve this benchmark? (foundational skills, background information, prior knowledge)

Mastery Criteria
What performance skills or product skills are required to demonstrate achievement on this benchmark? What graphic organizer can students develop, or what product, summary frame?

Differentiated Instruction
How will instruction be differentiated to extend the learning of the benchmark? (to intervene or extend)

Assessing Proficiency
What test or performance will give you data about student progress toward achievement of this benchmark? What mini-assessment might be used?

Benchmark Support Material

What materials/chapters/pages directly provide instructional support to teach this benchmark? (alignment of resources)

Technology
What resources will provide support to teach this benchmark? (FCAT Explorer, )

Higher Order thinking Questions

Higher order questions/task card questions teachers might use:

Item Specification Planning Card

What is some important information in the Item Specifications-See Planning Card that the teacher will need to use in planning instruction?

Student Friendly Language

To ensure all learning targets are clear to students and written in an understandable format.

Unwrapping the Benchmarks High School Example

Department/Grade: 9-10th Reporting Category: Informational Text/Research Process Identifying Number: LA.9.10.6.2.2 Type of Text : Informational-Editorial Benchmark: organize, synthesize, analyze and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques and correctly use standardized citations. Cognitive Level: (circle one) High Medium Low Prerequisite Skills Vocabulary
What knowledge, understanding, or reasoning is required to achieve this benchmark? (foundational skills, background information, prior knowledge) Inference, Fact and opinion, bias, evaluating strong vs. weak arguments, text features, What vocabulary (academic and content) needs to be understood to achieve this benchmark? Synthesize standardized citations validity, reliable, credible Draw conclusions, Multiple sources

Mastery Criteria
What performance skills or product skills are required to demonstrate achievement on this benchmark? What graphic organizer can students develop, or what product, summary frame?

Differentiated Instruction
How will instruction be differentiated to extend the learning of the learning target? (to remediate or extend)

Opinion Proof Drawing Conclusions Graphic Organizer

Do research, gather multiple genres on the same topic , conduct a classroom debate or use Socratic Circles

Assessing Proficiency
What test or performance will give you data about student progress toward achievement of benchmark? What mini-assessment might be used? Ask the students to complete a learning log entry that will require them to reflect critically on the Socratic Circle, identify the strongest arguments. Have students develop an interview for an expert in the field. Identify a list of resources that the student would use to research their side of an issue. List them in rank order from strongest (most reliable to weakest most biased) Interim, monthlies, FOCUS

Benchmark Support Material

What materials/chapters/pages directly provide instructional support to teach this benchmark? (alignment of resources)

Technology
What resources will provide support to teach this learning target? (FCAT Explorer, ) Discovery Learning http://www.readwritethink.org/ Computer Activities for the Cooperative Classroom, Schwartz and Willing, 2001. HyperLearning: Where Projects, Inquiry and Technology Meet (Wilhelm, Friedemann and Erickson, 1998)

Higher Order thinking Questions

Higher order questions/task card questions teachers might use: Based on all information given, how does each part add to the idea that _________? How do _________ and ________ suggest the central idea that ? According to the information given (including the chart, graph, etc.) about ________, which pair of_________would_________? People who read this article will learn to/that ______________? How does the concept in article relate to the concept in the article ___________? Use details from ___and ____to support your answer. On which facts are the opinions about _________ based? What are the reasons behind the authors opinion that ________? How does the author use _______________ (word, phrase, etc.) to strengthen the opinion/argument that ____________? According to the information, what is the MOST VALID argument for ____________? Which statement best supports the idea that ____________? What is the greatest benefit of ____________? What evidence supports _________________________? What is the best evidence that ____________?

Item Specification Planning Card

What is some important information in the Item Specifications-See Planning Card that the teacher will need to use in planning instruction?

Student Friendly Language

To ensure all learning targets are clear to students and written in an understandable format. I can blend information from several sources to draw conclusions. Using things that you already know to figure out what people will say or do.