Name Aminee Hector

Date 2/10/17
EDUG 506 Subject Matter Standards & Applications
Module Assessment

1. When it comes to writing a lesson based on Wiggins and McTighes Backward Design,
there are three important stages to follow. The first step is identifying your desired results.
Wiggins and McTighe write, In Stage 1 we consider our goals, examine established content
standards (national, state, district). and review curriculum expectations. As a teacher, this is
where you should always begin. Your main focus and priority should be on the standard, which is
the goal and objective of the entire lesson. For example, if you were in a second grade class, you
would first start in the second grade standards. You would choose your standard, which in this
case is CCSS.ELA-LITERACY.RL.2.2 which states, Recount stories, including fables and
folktales from diverse cultures, and determine their central message, lesson, or moral.
Next, you proceed to stage 2, which focuses on determining acceptable evidence. You
have your standard and goal, and now you would consider how exactly you will assess that your
students have attained the desired objective of the lesson. Before you start planning activities that
may not lead to anywhere intellectually, you need to determine the acceptable evidence. For
example, when it comes to our previously mentioned standard, before thinking about certain
book or lessons you have have previously seen and admired, you need to determine how the
students will show you that they have attained the goals that you have put before them. In this
scenario, you would jump back and make sure you have studied the standard and know exactly
what they are asking for. You would know that the standard is requiring the students to recount a
story from a diverse culture and determine that stories message or moral. For instance, you could
have selected a summative writing assessment in which they will recount and write a few
sentences about the story and its message. When you have determined the evidence of
understanding you will require from your students, you would move on to the final stage.
In the third stage, you would plan the lessons learning experiences and instruction.
Regarding this process, Wiggins and McTighe stated that as the teacher you would ask, What
enabling knowledge and skills will students need in order to perform effectively and achieve
desired results? What activities will equip students with the needed knowledge and skills? What
will need to be taught and coached, and how should it best be taught, in light of performance
goals? With these questions answered, you will be able to properly plan the learning experience
and instruction that will best execute your lesson standard and objective. For example, in order
for your students to achieve the standard, you could choose a African folktale called The
Monster Who Grew Small by Joan Grant, which has a main message and lesson of fear and
courage. You could do a read aloud with your class, making sure to stop, pause and focus on
parts where the main message and lessons are being taught.
The Backwards Design by Wiggins and McTighe is supported by TPE 3.2 which
states, Use knowledge about students and learning goals to organize the curriculum to facilitate
student understanding of subject matter, and make accommodations and/or modifications as
needed to promote student access to the curriculum. Backwards Design is focused on learning
goals and having the standards be the main driving force which organizes the curriculum. This
is a revolutionary concept that should be daily implemented in ones teaching and classroom.
2. The CA ELD standards are for English Learners (ELs). They are standards that are
aligned with the CCSS for English language arts (ELA). For instance, take into account CCSS.
SL.2.2 which states, :Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media. The CA ELD has an aligned standard that
reads, ELD.PI.2.5.Em Demonstrate active listening to read- alouds and oral presentations by
asking and answering basic questions, with oral sentence frames and substantial prompt- ing and
support. If you were to look at those two standards, you can easily implement them in order to
support ELs in the classroom. For example, say you were reading a short text in the classroom
and they were being assessed by a summative quick write. You could go over key vocabulary
words beforehand that may be confusing to the ELs in the class. You could also attach a photo of
the vocabulary word and write it in English and Spanish. When looking at the ELD standard, it
mentions sentence frames and substantial prompt-ing, You could provide sentence frames for
your quick write assessment to better support your ELs.
The CA ELD standards also deepen my understanding of TPE 3 which focuses on,
Understanding and Organizing Subject Matter for Student Learning and
TPE 4 which is centered on, Planning Instruction and Designing Learning Experiences for All
Students. Both of these TPEs are designed to organize and plan subject matter and learning
experiences in all areas in order for all students in the classroom to be able to have the same
access to the curriculum and to ultimately be academically successful. The ELD standards give
teachers a standard and tangible way to support EL students in all objectives that all students in
the classroom are learning and being assessed in.