TEAM / DEPARTMENT OUTCOMES Benchmarking Curriculum for Teams Book pgs. 7 - 10 Team/Department Outcomes: A Summary вЂў Teams of teachers formed by grade level and subject вЂў K-2, 3-5, 6-8, 9-12 + Math, Science, Social Studies, etc. вЂў Example: 3-5 Social Studies вЂў Each team collaborates on curriculum, instruction & assessment вЂў Team/Department Outcomes articulate what students will be able to do at the broadest levelвЂ”at the end of a sequence of courses or grades вЂў These Outcomes: вЂў Incorporate standards that require more than one year to accomplish вЂў Focus primarily on skills вЂў Are the responsibility of the entire team Team/Department Outcomes: The Big Picture Team/Dep t. Outcomes Standards that take more than 1 year to accomplish Standards that take more than 1 unit to accomplish Standards that take 2-4 weeks to accomplish Standards that can be accomplished in a lesson plan Course Outcomes Unit Goal Course Outcomes Course Outcomes Unit Goal Unit Goal LP Unit Goal LP LP LP LP LP Team/Department Outcomes: Components вЂў 4-7 Outcomes for the team or department вЂў The stem вЂњSWBATвЂќ (students will be able to) вЂў For each Outcome, one verb from BloomвЂ™s Taxonomy вЂў Verbs must be: вЂў Active вЂў Observable вЂў Challenging & Developmentally Appropriate вЂў Constitute a вЂњfloorвЂќ not a вЂњceilingвЂќ of student achievement Team/Department Outcomes: BloomвЂ™s Taxonomy SWBAT name the 6 levels of Bloom's taxonomy. SWBAT write team/dept. outcomes for Science. SWBAT design a presentation for teaching how to write outcomes. SWBAT explain each level of Bloom's taxonomy. SWBAT analyze an outcome to determine if it fits better as a team/dept. outcome or a course outcome. Given criteria related to BloomвЂ™s verbs and team/dept. outcomes, SWBAT evaluate a set of outcomes for their effectiveness. BloomвЂ™s Verbs are at the heart of writing good Outcomes. Team/Department Outcomes: Levels of Critical Thinking Team/Dept. Critical Thinking Levels K-2 Know and вЂњExplainвЂќ 3-5 Explain and Apply 6-8 Apply and Analyze (with scaffolding) 9 -12 Analyze and perhaps Synthesize Team/Department Outcomes: Examples Lower Elementary (K-2) Language Arts 1. SWBAT write complete sentences to provide an opinion, 2. 3. 4. 5. an explanation, and a narrative. (W) SWBAT write a response to a verbal or written question. (W) SWBAT verbally tell a complete and cohesive story. (SL) SWBAT speak and write in sentences with correct use of basic grammar. (SL/L) SWBAT describe unfamiliar vocabulary based on context clues. (L) Team/Department Outcomes: Examples Upper Elementary (3-5) Language Arts 1. 2. 3. 4. 5. 6. SWBAT write a complete paragraph to provide an opinion, an explanation, and a narrative. (W) SWBAT use multiple sources to support writing. (W) SWBAT verbally summarize a given text or spoken material. (SL) SWBAT present verbally a topic, story, and experience. (SL) SWBAT construct sentences using proper nuanced conventions of English grammar and usage. (L) SWBAT apply meaning to unfamiliar phrases and words using context, roots, or word relationships. (L) Team/Department Outcomes: Examples Middle School (6-8) Language Arts 1. 2. 3. 4. 5. 6. SWBAT construct a cohesive and coherent argument, explanation, and narrative. (W) SWBAT analyze sources to determine their relevancy for writing purposes. (W) SWBAT analyze information received orally or in media format. (SL) SWBAT give a formal presentation. (SL) SWBAT construct all types of sentences using proper conventions of English grammar and usage. (L) SWBAT analyze figurative language, word relationship, nuances, usage, and context to determine the meaning of unfamiliar words. (L) Team/Department Outcomes: Examples High School (9-12) Language Arts 1. 2. 3. 4. 5. 6. 7. 8. 9. SWBAT determine implicit and explicit meaning through logical inferences, citing specific textual evidence in support of claims. SWBAT analyze the structure of text including the ways in which syntactical and dictional choices inform and create meaning. SWBAT comprehend complex age-appropriate texts across genres. SWBAT write narratives using technology to develop real or imagined experiences and events through well-structured sequencing. SWBAT compose explanatory texts to convey complex ideas using relevant information gathered from multiple print and digital sources. SWBAT construct argumentative essays in which claims are supported through substantive analysis drawing from and citing literary and informational texts. SWBAT discuss a range of texts with diverse partners. SWBAT utilize digital media strategically to express information and enhance presentations. SWBAT demonstrate command of the conventions of standard English grammar including capitalization, punctuation and spelling. Team/Department Outcomes: Your Turn Critique the following T/D Outcomes for 3-5 Language Arts: 1. SWBAT write a paragraph that includes an explanation. (W) 2. SWBAT identify and use multiple sources to support an argument. (W) 3. SWBAT analyze a given text or spoken material. (SL) 4. SWBAT create a verbal or written report on an assigned topic. (SL) 5. SWBAT participate in a range of conversations. (SL) Team/Department Outcomes: Examples Lower Elementary (K-2) Reading 1. SWBAT recount stories and story details. 2. SWBAT recognize point of view in different characters. 3. SWBAT determine the meaning/purpose of a text. 4. SWBAT use text features to locate information efficiently. 5. SWBAT compare and contrast two texts on a single topic. 6. SWBAT read and discuss meaning of literature and informational texts at a 2-3 complexity level. Team/Department Outcomes: Examples Upper Elementary (3-5) Reading 1. 2. 3. 4. 5. 6. SWBAT determine a theme of a piece of literature. SWBAT describe how word choice, structure, and point of view impact a text. SWBAT use textual evidence to explain meaning or draw inferences. SWBAT locate information using print and digital resources. SWBAT compare and contrast a variety of texts for differences or similarities in structure, ideas, and point of view. SWBAT read and discuss meaning of literature and informational texts at a 4-5 complexity level. Team/Department Outcomes: Examples Middle School (6-8) Reading 1. 2. 3. 4. 5. 6. SWBAT apply the strongest and most relevant evidence to support textual analysis. SWBAT analyze how elements of the story or the relationship of ideas develop theme over the course of the text. SWBAT analyze the impact of word choice on a specific text. SWBAT analyze how the structure of a text contributes to its meaning and style. SWBAT analyze how point of view influences the tone of a text. SWBAT compare and contrast different interpretations of similar themes and works. Team/Department Outcomes: Examples Critique the following T/D Outcomes for K-2 Reading 1. SWBAT describe stories and story details. 2. SWBAT recognize point of view in different characters and the meaning/purpose of a text. 3. SWBAT identify and use text features to locate information efficiently. 4. SWBAT compare and contrast two texts on a single topic. 5. SWBAT read and discuss meaning of literature and informational texts at a 1-2 complexity level.