Instructional Planning

September 2014
3 Priority Standards for SY 2014-2015
1. Academic Discourse

2. Questioning and Tasks

3. Tailoring Instruction
Listening and Learning Strand
The Domain Anthology contains:
Skills Strand
The Unit Teacher Guide contains:
background information and resources needed
an alignment chart between the unit and the CCSS
alignment chart for the domain to the CCSS
an introduction including planning tools, a list of strand
components, goals and objectives, and an explanation
of lesson format, components, and assessment
an introduction to the domain with necessary
background information
planning charts
a list of domain components Pausing Points and Skills Assessments
a core vocabulary list
what students have learned in previous grades
Student Performance Tasks including: Pausing Points,
Domain Assessments and Culminating Projects
CK Lesson Planning
Key Document: Module Overview
The purpose of this document is to provide an overview of the entire Module (8 weeks of instruction). It
helps you understand how the texts and activities progress toward the final performance task
Module overviews describe what students will read and write and the assessments that teachers will use
to measure their progress
It lists the central texts that lessons are specifically designed around
Alignment to CC Standards is described in the English Language Arts Outcomes table
The Calendared Curriculum Map, provides a sense of pace
EL Lesson Planning
MIF Unit Planning
Chapter overview
Planning guide
Review Assessment
Unit Planning
Opener
o Add questions and time for student talk
Pretest
Lessons
o Add questions and time for student talk
Put on your Thinking Cap!
Chapter Review
Chapter Assessment
Unit Planning Template
OVERVIEW

The unit plan is designed to be a dynamic document that changes over the course of the unit, responding to the needs of your students. Each lesson
plan and analysis of student work should refer to the unit plan and the unit plan should be adjusted accordingly. The time allotted to teach the unit,
however, should align with your year-long plan and change as little as possible.


Step 1: Study the Progression of the Standards

Study the content standards to be taught in the unit and analyze the progression of the standards between grade levels/courses.

Step 2: Determine the Criteria and Frame Essential Questions

Generate a set of criteria and corresponding Essential Questions based on your study of the standards.

Step 3: Identify Required Vocabulary

Create a list of the academic vocabulary needed to effectively answer the Essential Questions established in Step 2.

Step 4: Check In on Analysis of Student Work

Use your student work analysis from previous units to determine which standards should be revisited in the upcoming unit.

Step 5: Plan the Components

Generate an overview of the pacing and resources for the unit. Use your curriculum and assessment resources.

Step 6: Plan Instructional Strategies and Identify Misconceptions

Identify instructional strategies that support student learning in this unit and plan for addressing possible student misconceptions.

Unit Planning Template
Unit Planning Template.docx
Kindergarten
Chapter 1: Numbers to 5
Overview: p. 1A
Planning Guide: p. 1D
Assessment:Chapter 1 Assessment
Unit Planning

Kindergarten
Lessons: Review objectives
Investigate
Discover
Explore
Apply
Lesson 1: Finding a Match: All about 1 and 2 (2 days)
Lesson 2: Finding More Matches (3 days)
Lesson 3: Not the Same, But Different: All about 3 (2 days)
Lesson 4: Why is this Different? All about 4 (4 days)
Lesson 5: Spotting Differences: All about 5 (3 days)
Lesson 6: A Few Differences (1 day)
Calendar
Kindergarten September




4 5

8
Lesson 1
9 10
Lesson 2
11 12

15
Lesson 3
16 17
Lesson 4
18 19

22 23
Lesson 5
24 25 26
Lesson 6
29 30
Chapter 1
Assessment
1st Grade
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Counting to 10 (2 days)
Lesson 2: Comparing Numbers (2 days)
Lesson 3: Making Number Patterns (1 day)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

Calendar
1
st
Grade September

4 5
8
Chapter Opener
and Pretest
9
Lesson 1
10 11
Lesson 2
12
15
Lesson 3
16
Thinking Cap!
17
Chapter Wrap-up
18
Chapter 1
Assessment
19
22
Chapter 2 Opener
and Pretest
23
Lesson 1
24 25 26
Thinking Cap!
29
Chapter Wrap up
30
Chapter 2
Assessment
2nd Grade
Chapter 1: Numbers to 1,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Counting (2 days)
Lesson 2: Place Value (2 days)
Lesson 3: Comparing Numbers (2 days)
Lesson 4: Order and Pattern
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

2nd Grade
Chapter 2: Addition up to 1,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Additional without regrouping (1 day)
Lesson 2: Additional with regrouping in the ones (2 days)
Lesson 3: Additional with regrouping in tens (2 days)
Lesson 4: Addition with regrouping in ones and tens (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)
Calendar
September
4 5
8
Chapter 1 Opener and
pretest
9
Lesson 1
10 11
Lesson 2
12
15
Lesson 3
16 17
Lesson 4
18
Thinking Cap!
19
Chapter Wrap Up
22
Chapter 1 Assessment
23
Chapter 2 Opener
and Pretest
24
Lesson 1
25
Lesson 2
26
29
Lesson 3
30

Oct. 1
Staff development
day
Oct. 2
Lesson 4
Oct. 3
Oct. 6
Thinking Cap!
Oct. 7
Chapter Wrap Up
Oct. 8
Chapter 2
Assessment
Oct. 9 Oct. 10

2
nd
Grade
3rd Grade
Chapter 1: Numbers to 10,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Counting (2 days)
Lesson 2: Place Value (2 days)
Lesson 3: Comparing and Ordering Numbers (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

3rd Grade
Chapter 2: Mental Math and Estimation
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Mental Addition (1 day)
Lesson 2: Mental Subtraction (2 days)
Lesson 3: More Mental Addition (2 days)
Lesson 4: Rounding Numbers to Estimate (2 days)
Lesson 5: Front-End Estimation
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

Calendar
3
rd
Grade September

4 5
8
Chapter 1 opener
and pretest
9
Lesson 1
10 11
Lesson 2
12
15
Lesson 3
16 17
Thinking Cap
18
Chapter Wrap up
19
Chapter 1
Assessment
22
Chapter 2 opener
Lesson 4
23

24
Lesson 5
25
Chapter 3 Opener
and pretest
26
Lesson 1
29
Lesson 2
30 Oct. 1
Staff development
Day
Oct. 2
Lesson 3
Oct. 3
Thinking Cap!
Oct. 6
Review ch. 1-3
Oct. 7
NPS Interim 1
Oct. 8 Oct. 9 Oct. 10

4th Grade
Chapter 1: Numbers to 100,000
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Numbers to 100,000 (2 days)
Lesson 2: Comparing Numbers to 100,000 (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)

4th Grade
Chapter 2: Estimation and Number Theory
Lessons: Review objectives
Teach/Learn
Guided Practice
Lets Practice
Independent Practice
Lesson 1: Estimation (3 days)
Lesson 2: Factors (3 days)
Lesson 3: Multiples (2 days)
Put on your Thinking Cap! (1 day)
Chapter Wrap-up (1 day)
Chapter Assessment (1 day)


Calendar
4
th
Grade Grade September
4 5
8
Chapter 1 Opener
and pretest
9
Lesson 1
10 11
Lesson 1a
12

15
Lesson 1b
16 17
Lesson 2

18 19
Thinking Cap

22
Chapter Wrap up

23
Chapter 1
Assessment

24
Chapter 2 opener
And Lesson 1
25
Lesson 1

26
29 30
Lesson 2
Oct. 1
Staff development
day
Oct. 2

Oct. 3
Lesson 3
Oct. 6 Oct. 7
Thinking Cap!
Oct. 8
Review
Oct. 9
NPS Interim 1
Oct. 10
Grades K-2 Literacy Instructional Block
Time Grouping CKLA Component
120 minutes Whole Group Listening & Learning Strand
Skills Strand
30 minutes Small Group Group A: Teacher led Group*
(Guided Literacy, Guided Reading /Close Reading)
Writing: Interactive Writing/ Modeled Writing
Other Groups: Literacy Centers Independent
Reading, Word Works, Poetry, Writing, Pocket
Chart, Overhead Projector, Smart Table
5 minutes Whole Group Sharing
*Teacher should meet with at least two groups per day.
Grades 3-4 Literacy Instructional Block
Time Grouping EL Component
8:45-9:45 Whole Group Expeditionary Learning Lesson
9:45-10:20 Small Groups Teacher-Led Group: (rereading selection (CAR),
building fluency, employing reading strategies,
vocabulary development)
Core Work Station: Complete tasks from whole
group time
Vocabulary/Language: Skill work
i.e. Vocabulary/grammar
(Individually or in pairs)
Independent Reading: student selected books from
the classroom library (document pages read daily;
complete weekly reading logs; complete end of
reading tasks)
10:20-10:25 Whole Group Community Meeting:
(sharing, preparing for transition)
*Teacher should meet with at least two groups per day.
Math Instructional Block
Time Grouping
5 minutes Recall prior knowledge and state learning
objective
50-60 minutes Whole Group Core Lesson
20- 30 minutes Small Group
5 minutes Whole Group- Share
*Teacher should meet with at least two groups per day.
Why are workstations important?
Engages students in practicing literacy and math.
Provides the teacher with time to engage a small
group of students in focused, explicit instruction.
Helps meet the needs of all students.

ELA Workstations
Teacher-Led Group Teacher engages a small group of students in
focused, explicit literacy instruction.
Core Work Station Students work on tasks/readings from whole
group time.
Vocabulary/Language Students work with the vocabulary from the
central text. Use central text/writing samples for language practice.
Independent Reading Students independently read a text at their
reading level and demonstrate comprehension.

Rotation Chart / Grouping
Anchor Charts
What behaviors should students exhibit? (i.e. I can whisper
I can read the task card.)
What materials are needed?
How will the student work be maintained/stored?
(sample anchor charts)

Task Cards
What are the needs of your students?
Can you leverage the curriculum? The central text?
Are the tasks differentiated? How?
What are the expected student outcomes?
(sample task cards)

CK Look-Fors
Schedule 60 minutes devoted to Skills, 60 minutes devoted to Listening and
Learning
Pacing Aligned with NPS district pacing
Routines and Procedures Routines are followed and students are familiar with the procedures for
daily instruction
Word Walls Tricky words are imbedded in high frequency Word Wall or on a separate
tricky word Word Wall
Vocabulary Current domain vocabulary is on display for students to see and
reference
Listening and Learning Strand Visuals Evidence in classroom of domain currently being taught (teacher and
student created anchor charts, image cards, student work)
Skills Strand Visuals Use of phoneme posters, large cards for chaining in pocket chart, code
flip books, big books
All components of the program being
followed
Listening and Learning: Introducing the Read-Aloud, Presenting the
Read-Aloud, Discussing the Read-Aloud, Extension.
Skills: See At a Glance Box for components specific to the daily lesson.
EL Look-Fors
Scheduling EL lesson maximum of 60 minutes
Learning Targets Posted and reviewed with key words circled/underlined
Work Time EL procedures are followed:
Students collaborate, utilize workbooks, follow EL protocols (Think-pair-
share, fist to five)
Anchor Charts Posted and referred to during lesson and after
Closing and Assessment ALL students must complete the daily EL closing/assessment for the lesson
and teacher reviews/assesses learning targets
Small Group Scheduling Schedule allows for 40 minutes of small group instruction
Rotation schedule allows for teacher to meet with 2 groups daily ranging from
10-20 minute sessions
Grouping Management tool
Flexible grouping of students that allows for whole group, small group and
independent practice
Rotations

Teacher led group has a specific focus.
Other students are completing tasks from whole group lesson, reading
independently and logging what was read, and practicing vocabulary
Math Look-fors
Scheduling *Whole group and small group instruction
*90-100 Minutes of math
Pacing *Aligned with NPS district pacing
Learning Objectives *Posted and reviewed with students at the beginning of the lesson
Word Walls *Words should be added as they are introduced and should have visual
representation
Manipulatives *Should be stored and organized so students have easy access
*Should be used daily in lessons
Anchor Charts *Create a chart for each new concept and display on wall as an example
Grouping *Students should have chances to work whole group, small group and
independently
Tailoring Instruction *Groups should be created to enable teacher to meet the needs of all
learners
Student Talk *Students should be explaining, justifying and discussing math problems
Questioning and Tasks *Rigorous tasks and higher level thinking questions