Sarah Moss

2/10/17
Dr. Mun

EDUG 506 Subject Matter Standards & Applications

Module Assessment
1) There are three stages to consider when writing a lesson based on Wiggins and McTighes (2005)
Backward Design:
1-Identifying desired results
To start, teachers must look directly to the standards to identify the desired student results and
create a lesson objective.
For example, in a third grade class, a teacher chooses to focus on CCSS ELA/Literacy standard
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the
same topic. This standard should be the anchor for the entire lesson and the basis of the lesson objective,
for example, by completing a venn diagram, students will be able to compare and contrast the
achievements of Alexander Hamilton presented in two short biographies.
2-Determining acceptable evidence
Next, teachers will determine acceptable evidence to measure whether the standards and
objectives have been met through formative and summative assessments. In this way, teachers are not
simply hoping their lesson will reach all their students, they have planned ways to measure students
understanding and mastery of the standards and objective. This stage connects to the TPEs by using a
knowledge of appropriate informal assessments to gauge student learning (TPE 5.1)
Following the previous example from RI 3.9, this lesson will determine acceptable formative
assessment evidence by having students read aloud and answer questions in their table groups. During
pair work, I will assess students understanding through completion of the worksheet and a share-out at
the end of the lesson.
3-Planning learning experiences and instruction
Finally, teachers should plan the method of instruction, aligning the lesson to the objectives set
out from the beginning.
Using the same example from RI 3.9, the teacher would lead the class through a guided reading
of two short (1-page) biographies of Alexander Hamilton, then work in pairs to re-read the same
biographies and determine the similarities and differences between the texts using a venn diagram.

2) The snapshots & vignettes from the CA ELD framework enhanced my understanding of TPE 3:
Understanding and Organizing Subject Matter for Student Learning, by providing different lesson
scenarios with English Learners (ELs). TPE 3 states the need to adapt subject matter curriculum to
support the acquisition and use of academic language and promote subject matter for all students,
including the full range of English learners (TPE 3.5).
The snapshots and vignettes also increased my understanding of TPE 4: Planning Instruction and
Designing Learning Experiences for All Students, by providing knowledge of effective instructional
techniques for supporting the academic language needs of all students, especially ELs (TPE 4 narrative).
In the classroom, this connection between the CA ELD framework vignettes and the TPEs would
be most easily seen through use of Specifically Designed Academic Instruction in English (SDAIE)
Strategies for ELs. Through SDAIE strategies like, providing sentence frames, modeling the steps of the
tasks for students, use of visuals in instruction, providing graphic organizers for students, and frontloading
vocabulary at the beginning of a lesson, TPE 3 and 4 can be met to provide all students universal access
to the full range of curricula.