How to Plan Curriculum Using SLP Guiding Questions

Curriculum 

To foster increased student ownership in the curriculum, our goal is for every student to confidently articulate answers to three key questions: 

1. What skill am I learning?  

2. Why am I learning this skill?  

3. How will I know I have learned this skill?  

This journey starts with the teacher taking the time to explore and answer a few essential questions of their own:  

1. What skills will my students learn?  

2. Why are these skills important for my students?  

3. How will my students show they have mastered these skills?  

By addressing these questions together, we can create a learning environment where students feel empowered and engaged in their educational journey!

The National Institute for Excellence in Teaching (NIET) highlights that student ownership truly starts when teachers look at the standards and content through the eyes of their students. As students transition from merely participating to taking charge of their learning, teachers also evolve from directing to supporting this exciting journey. By fostering this sense of ownership, we create a more engaging and meaningful educational experience for everyone involved.

According to Crowe and Kennedy, developing a curriculum starts with a clear understanding of the content and skills that students need to master. It encompasses not only the standards, but also the learning objectives crafted based on the state’s expectations. However, Crowe and Kennedy stress that curriculum goes beyond these standards. It also involves the various materials and resources that students will engage with in mastering those skills and content.

Importantly, a well-rounded curriculum should include opportunities for students to demonstrate their learning. This means creating assessments that reflect their understanding and skills, allowing for a comprehensive view of their progress. By integrating standards, resources, and assessment, a curriculum can foster a rich learning environment where students thrive.

SLP Planning Questions

Crowe and Kennedy highlight how vital it is for students to take charge of their own learning, particularly within the curriculum. They invite each student to consider a few essential questions:

What skill am I learning?

Why am I learning this skill?

How will I know I have learned this skill?

To enhance student involvement and ownership, Strategic Learning Practice in Curriculum 1 emphasizes the importance of ensuring that relevant standards back every student, with measurable and achievable outcomes that are accessible and drive all learning.

Crowe and Kennedy define each aspect of this practice:

Relevant standards are the skills or content from the standards that are both appropriate for the student’s grade level and for the time of year. The verb or action of the standard is key. Identifying the verb or action helps the teacher recognize the appropriate level of learning, both in terms of where students fall in the course of their education (grade level) and where they fall in the instructional sequence (time of year).

Measurable and achievable outcomes clearly define what students are learning and how they will have learned it. What students are learning is the skill or content directly derived from the standard. It incorporates the language of the standard itself. How students will know they have learned it is directly related to the product or demonstration that shows the learning. This demonstration measures the level of application and is the measurable aspect of the objective. The measurable outcome must be achievable in the time parameters of the lesson.

Outcomes that are accessible allow all students to understand and articulate what they are learning, why they are learning it, and how they will know they have learned it. Accessibility is dependent on the student. For example, visual learners will need to read the outcome, auditory learners will need to hear the outcome, and social learners will need to discuss the outcome with peers.

Outcomes that drive all learning imply that learning time is precious and should not be squandered. In other words, every minute in the lesson is utilized for the teaching and learning of that outcome.

Let’s use SLP Planning questions for Curriculum 1 to support the focus.

In SLP Curriculum 1, utilizing SLP planning questions is a fantastic way to effectively map out how to support our students. By asking ourselves essential questions like, “What does the standard call for?“, we can ensure we’re aligned with learning goals. Next, consider “Which component of the standard will students learn in this lesson?” This helps us focus our instruction. Finally, thinking about “What academically appropriate language will be included?” allows us to equip students with the right vocabulary and expressions they need to succeed. Together, these questions create a thoughtful and supportive learning environment for all students!

The standard calls for:

In this lesson, students will have the exciting opportunity to dive into the skill of analyzing character traits. They’ll explore how to identify and understand the qualities that make each character unique, enhancing their reading experience and building deeper connections with the stories they encounter. This engaging approach will help them appreciate the complexities of characters and their motivations!

Next, take a moment to explore the learning progression from the previous grade level, as well as the one for the next grade level. This will give you a clear understanding of what students have already learned and what they can look forward to mastering in the upcoming grade. By connecting these dots, you can better appreciate their educational journey and how each step prepares them for the next exciting phase of learning!

Grade Level	Standard
RL.3.3	Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.2.3	Describe how characters in a story respond to major events and challenges.
RL.1.3	Describe characters, settings, and major events in a story, using key details.

In our classroom, we focus on using language that encourages collaboration and respectful communication. To enhance our discussions, we adhere to the following standards:

SL.3.1: Students will engage actively in various collaborative discussions, whether one-on-one or in teacher-led settings, with diverse partners on topics and texts suitable for third grade. This means building on each other’s ideas while clearly expressing their own thoughts.

Additionally, we follow agreed-upon rules for our discussions. This includes respectfully gaining the floor, listening attentively to others, and ensuring that everyone can speak one at a time about our topics and texts.

SL.3.6: When appropriate, students will speak in complete sentences, providing clarity and depth to their contributions. Together, we create an engaging and supportive environment for sharing ideas!

How will my students demonstrate their learning?  

Students will showcase their understanding through an independent assessment, where they analyze a character in a story by charting their traits, actions, and motives.   

Why are my students learning this skill?  

Character analysis is a fantastic way to help students ease into the deep, critical thinking that literature demands. By identifying character traits and examining their motivations, students will learn to extract meaningful clues from the text and make informed inferences. This skill not only enhances their comprehension, but also enriches their reading experience!

To help students truly take ownership of their learning experience, think about these key questions: 

How will I share this information with my students in a way that resonates with them?

What strategies can I use to gauge their understanding of our learning objectives?

Remember to consider the diverse range of learners in your classroom. What creative approaches can you implement to ensure every student feels supported in grasping this information? It’s essential for students to recognize the importance of being active participants in their learning journey, and to clearly understand the different elements involved in this process.

Every week, set aside some time to review your learning journey together! Invite your students to rank themselves based on their skills. This fun activity not only helps them identify what they can confidently teach a friend, but also highlights areas where they’d like a little extra practice. Plus, it gives insight into the skills they might need some guidance with. Remember, students often have a unique ability to understand their own learning needs, making this a valuable exercise for everyone involved!

In summary, teachers play a crucial role in supporting students by taking a thoughtful approach to their learning experience. This includes focusing on relevant standards that guide their education, identifying the skills students will develop, and clearly outlining how they will demonstrate their understanding. It’s also important for students to know what they are learning and why it matters, empowering them to take ownership of their progress. Additionally, by ensuring that instructional time is used efficiently, teachers can create a vibrant learning environment where every moment contributes to student success. Together, these strategies foster engagement and growth, making the learning journey enjoyable and effective.

SLP Planning Question Curriculum 2

Crowe and Kennedy emphasize the importance of student ownership in learning, especially in the curriculum. They encourage every student to reflect on a few key questions: 

• How can I apply this knowledge in real-life situations down the road? 
• How do different ways of learning—like listening, speaking, reading, and writing—help me master new skills? 
• In what ways does what I’m learning now connect to what I’ve learned before and what I’ll learn in the future? 
  

By considering these questions, students can take charge of their education and see their learning as a continuous journey.

To foster greater student ownership and engagement, Strategic Learning Practice in Curriculum 2 highlights the importance of providing each student with units and lessons that ensure an integrated approach, strengthening key concepts through repeated exposure. This not only enhances understanding, but also builds confidence in their learning journey.

According to Crowe and Kennedy, the core elements of this practice are clearly defined: 

A Unit consists of a series of interconnected lessons that work collaboratively towards achieving a meaningful and cumulative learning outcome. 

Each lesson is thoughtfully designed to focus on a specific learning outcome, while contributing to the overarching goals of the unit. This structure allows students to see how each piece fits into the larger picture, promoting deeper comprehension and ownership of their education. By emphasizing these connections, we empower students to take charge of their learning experience with enthusiasm and purpose.

Taking an integrated approach means students engage with the same skill or concept in various fun and meaningful ways. They might listen to discussions, share their thoughts with friends, dive into readings, or express their ideas through writing. This variety not only makes learning enjoyable, but also reinforces their understanding. Additionally, incorporating practice standards can help support mastery of the content, ensuring that every student has the tools they need to succeed. It’s all about creating a rich learning experience that hits on all the right notes!

Conceptual redundancy gives students the chance to explore the same idea from different angles, making their learning experience richer and more engaging. This approach includes several key steps: initially introducing the skill, allowing ample practice, providing chances to apply it in real-world scenarios, and encouraging students to transfer their knowledge over time. By experiencing the concept in diverse ways, students not only reinforce their understanding, but also build confidence in their abilities, setting them up for long-term success.

Let’s plan the unit and lesson for SLP Planning Question Curriculum 2

What skill will my students learn, and how will they show their understanding? 

Students will develop the ability to analyze character traits, diving deep into the essence of each character. To demonstrate their learning, they will independently evaluate a character from a story by creating a detailed chart that outlines the character’s traits, actions, and underlying motives. This engaging activity will not only boost their analytical skills, but also enhance their understanding of storytelling!

How does the unit or lesson integrate reading, writing, speaking, and listening?

The literature lesson from the Center for Urban Education at DePaul University beautifully weaves together reading, writing, speaking, and listening. Students engage in lively dialogue, fostering communication and collaboration. They immerse themselves in a captivating story, which sparks their imagination and understanding. To deepen their connection, they craft thoughtful notes to a character, enhancing their writing skills. Additionally, the lesson features a read-aloud, allowing students to listen actively and absorb the narrative. This holistic approach not only makes learning enjoyable, but also reinforces essential literacy skills in a way that’s meaningful.

 Design a Character Analysis Unit Using the Backward Design Approach

Step 1: Identify Desired Results

In crafting a character analysis unit, we want to establish some engaging learning objectives:

• Students will skillfully analyze a character’s traits, motivations, and development throughout the text, diving deep into who they are and how they evolve.
• Students will effectively support their analysis with relevant textual evidence, drawing upon specific examples that enrich their insights and understanding.
• Students will articulate how a character’s actions and decisions shape the plot, illuminate the themes of the story, weave connections that enhance comprehension and critical thinking.

Step 2: Determine Acceptable Evidence

To gauge how well students grasp the learning objectives, consider the following engaging options:

• A character analysis essay, where students dive deep into a major character from the text. They can explore the character’s traits, motivations, development, and their impact on the story. This allows critical thinking and personal connection to the material.

• A creative project that invites students to embody a character. By stepping into the shoes of a character, they can showcase their understanding of that character’s perspective and motivations in a fun and imaginative way.

• Short answer questions or group discussions that encourage students to reference specific passages from the text. This not only reinforces their comprehension, but also sparks lively conversations about the material.

Step 3: Plan Learning Experiences and Instruction

Now that we’ve established our goals and assessments, it’s time to craft engaging lessons and activities that will set our students up for success:

Character Trait Identification

• Begin by introducing the concepts of direct and indirect characterization, allowing students to grasp how characters come to life in literature.  
• Encourage creativity by having students design character trait maps or charts as they read, helping them visualize the complexities of each character.

Analyzing Motivations

• Guide students in examining characters’ actions, dialogue, and thoughts to make inferences about their motivations.  
• Utilize graphic organizers to help them structure their thoughts clearly, making it easier to connect the dots between character behaviors and underlying reasons. 

By blending these activities into your lessons, you’ll create a dynamic learning environment that nurtures curiosity and deepens understanding.

How does the unit or lesson integrate content standards with practice standards?

When it comes to integrating content standards, like RL.3.3 on character analysis, with practice standards, there are some fantastic strategies you can use in your teaching! Here are a few key ways to get started:

1. Utilize Graphic Organizers: These are great tools for connecting various standards seamlessly! For example, you can use graphic organizers that map out story events alongside character actions and motivations. This approach not only aligns RL.3.2 (central message/theme) with RL.3.3 (character analysis), but also helps students visualize how the story unfolds.

2. Implement the SWBS Framework: The SWBS (Somebody Wanted But So) format is an excellent way to bridge summarization (RL.3.2) with character analysis. It encourages students to think critically about the characters’ desires and conflicts, fostering deeper understanding.

By using these methods, students can engage with character traits more effectively, making their learning experience both enjoyable and enriching!

3. Integrate literacy across disciplines:  

Choose engaging and high-quality texts that invite students to dive into a rich world of themes, character development, language use, and structural elements. This approach allows them to explore multiple comprehension standards simultaneously, enhancing their understanding and appreciation of the material.

4. Employ project-based learning:  

Create exciting projects where students can analyze characters, meet other English Language Arts standards, and make connections to other subjects. This hands-on approach helps deepen their learning and keeps them motivated.

5. Use a scaffolded approach:  

Begin by helping students identify basic character traits and gradually build their skills to explore more complex aspects of characters and their relationships. This step-by-step method supports their growth and confidence in literary analysis.

6. Incorporate Writing and Speaking Skills:

Encourage students to dive into character analyses by having them write essays or deliver presentations. This not only helps them express their thoughts, but also aligns with important standards like W.3.1 for opinion writing and SL.3.1 for collaborative discussions. By engaging in these activities, students can sharpen their writing and speaking abilities while exploring literary characters in depth.

7. Connect to Vocabulary Development:

Use character analysis as a fun way to explore the meanings of various words and phrases, particularly when discussing character traits. This aligns with standard RL.3.4 and allows students to expand their vocabulary in context, making learning more relevant and enjoyable.

By thoughtfully planning lessons that blend these standards, teachers can create a richer learning experience that engages students in meaningful ways.

SLP Planning Question Curriculum 3

Crowe and Kennedy highlight how crucial it is for students to take charge of their educational journeys, particularly in their curriculum. They inspire students to pause and think about some essential questions:

What materials am I using to support my learning?

How do these materials enhance my understanding?

What other resources might I explore to deepen my knowledge?

By encouraging this kind of self-reflection, they empower learners to become more engaged and proactive in their education.

In Curriculum 3, the Strategic Learning Practice emphasizes the importance of equipping students with engaging curriculum materials that align perfectly with the desired content and rigor of learning outcomes. This approach not only enhances student engagement, but also fosters greater ownership in their educational journey.

According to Crowe and Kennedy, the foundational elements of this practice are well-defined:

Curriculum materials are the student resources crafted to directly support the specific learning outcomes.

Content refers to the concepts or skills outlined in the standards that students are expected to grasp.

Rigor refers to the difficulty associated with mastering a particular skill, and it’s typically reflected in the action word found in the standard. It helps indicate how challenging the learning experience will be, guiding educators and students in understanding the expectations for achievement. Emphasizing rigor in education encourages deeper thinking, problem-solving, and pushing oneself beyond basic understanding.

By focusing on these elements, we create a learning environment where students can thrive.

Let’s plan the materials to support students’ learning using SLP Planning Question Curriculum 3:

What skill will my students learn, and how will they show they have learned it?

In this engaging lesson, students will cultivate their ability to analyze character traits, delving into the heart of each character’s personality. To showcase their understanding, they will independently evaluate a selected character from a story by crafting a detailed chart. This chart will highlight the character’s traits, actions, and motivations, allowing students to express their insights creatively. Additionally, they will present their findings in small groups, encouraging collaboration and discussion among peers. This way, students not only demonstrate their analytical skills, but also enhance their communication and critical thinking abilities.

How does the curriculum materials support the content of the learning outcome?

The curriculum materials support the rigor of learning outcomes for Charlotte’s Web in several ways:

1. Comprehensive Standard Coverage: The unit addresses multiple Common Core standards simultaneously, including RL.3.3 (character analysis), RL.3.1 (asking and answering questions about the text), and CCRA.W.6 (using technology for writing and collaboration). This integrated approach ensures a rigorous and holistic understanding of the text.

2. Higher-Order Thinking Skills: The curriculum pushes students beyond basic comprehension to analysis and evaluation. Activities include: – Describing characters’ traits, motivations, and feelings – Explaining how characters’ actions contribute to the sequence of events – Analyzing the author’s use of language to describe characters and settings.

3. Text-Based Evidence: Students are consistently required to support their analyses with evidence from the text, aligning with RL.3.1. For instance, they must explicitly refer to the text when answering questions.

4. Writing Integration: The unit incorporates writing tasks that require students to articulate their understanding of the text. This includes using a class blog for discussions and responses, as well as creating presentations about the book.

5. Technology Integration: The curriculum uses digital tools like class blogs and presentations, supporting CCRA.W.6 and providing opportunities for students to collaborate and publish their writing.

6. Varied Assessment Methods: The unit includes diverse assessment strategies, such as class discussions, blog posts, poetry writing, creating comic strips, and a final presentation. This variety ensures a rigorous evaluation of students’ understanding. 

7. Content and Cold Read Assessments: The curriculum includes both a Content Assessment to synthesize unit knowledge and a Cold Read Assessment to test independent reading comprehension, providing a comprehensive evaluation of student learning.

8. Vocabulary Focus: The materials emphasize teaching key vocabulary and analyzing the author’s use of language, supporting L.3.4 and L.3.6 standards. By providing multiple, varied interactions with the text and its themes, along with opportunities for analysis, discussion, and writing, these curriculum materials support a rigorous approach to meeting the learning outcomes for Charlotte’s Web.

How do the curriculum materials support the rigor of the learning outcome?

Character trait graphic organizers support the rigor of learning outcomes in several key ways:

1. Comprehensive Standard Coverage: The unit addresses multiple Common Core standards simultaneously, including RL.3.3 (character analysis), RL.3.1 (asking and answering questions about the text), and CCRA.W.6 (using technology for writing and collaboration). This integrated approach ensures a rigorous and holistic understanding of the text.

2. Higher-Order Thinking Skills: The curriculum pushes students beyond basic comprehension to analysis and evaluation. Activities include: – Describing characters’ traits, motivations, and feelings – Explaining how characters’ actions contribute to the sequence of events – Analyzing the author’s use of language to describe characters and settings

3. Text-Based Evidence: Students are consistently required to support their analyses with evidence from the text, aligning with RL.3.1. For instance, they must explicitly refer to the text when answering questions.

4. Writing Integration: The unit incorporates writing tasks that require students to articulate their understanding of the text. This includes using a class blog for discussions and responses, as well as creating presentations about the book.

5. Technology Integration: The curriculum uses digital tools like class blogs and presentations, supporting CCRA.W.6 and providing opportunities for students to collaborate and publish their writing.

6. Varied Assessment Methods: The unit includes diverse assessment strategies, such as class discussions, blog posts, poetry writing, creating comic strips, and a final presentation. This variety ensures a rigorous evaluation of students’ understanding.

7. Content and Cold Read Assessments: The curriculum includes both a Content Assessment to synthesize unit knowledge and a Cold Read Assessment to test independent reading comprehension, providing a comprehensive evaluation of student learning.

8. Vocabulary Focus: The materials emphasize teaching key vocabulary and analyzing the author’s use of language, supporting L.3.4 and L.3.6 standards. By providing multiple, varied interactions with the text and its themes, along with opportunities for analysis, discussion, and writing, these curriculum materials support a rigorous approach to meeting the learning outcomes for Charlotte’s Web.

How will the curriculum materials be accessible to all students?

The curriculum materials can be made accessible to all students through several approaches:

1. Differentiated Instruction: The materials allow adjustments to content, process, and product according to students’ readiness, interest, and learning profiles. This ensures that all students can engage with the text at an appropriate level.

2. Multiple Modalities: The curriculum incorporates various activities, such as class discussions, poetry writing, creating comic strips, and using technology. This variety caters to different learning styles and abilities.

3. Technology Integration: The use of a class blog for discussions allows students to engage in a digital format. This can be particularly helpful for students who may struggle with traditional classroom participation.

4. Scaffolded Support: The curriculum provides structured approaches to teaching character development over multiple lessons, allowing gradual skill building. This helps students who may need more support to access the content.

5. Visual Aids: The use of graphic organizers helps students organize their thoughts and reinforce key concepts related to character analysis. These visual aids can be beneficial for visual learners or students who struggle with text-heavy content.

6. Flexible Groupings: The curriculum allows both whole class activities and independent or group work, providing opportunities for peer learning and support.

7. Errorless Activities: Some activities, like word maps, are designed to be errorless, allowing all students to participate successfully regardless of their level.

8. Color-Coding: For students who need the most support, color-coding is used in some activities (like animal sorting) to make them more accessible.

9. Modifications for Different Levels: Activities are structured so that they can be easily modified for different learning levels, ensuring all students can complete the same activity with appropriate support.

10. Read-Aloud Approach: The curriculum suggests reading the novel aloud, which can benefit students struggling with independent reading, while still allowing them to engage with the story and develop important skills. These approaches ensure that the curriculum materials for Charlotte’s Web can be adapted and made accessible to students with diverse learning needs and abilities.

How will I share this information with my students?

How will I check that my students understand the goals of the learning?

To ensure my students understand the objectives of each lesson, I’ll make sure they understand the daily learning goals clearly, tailoring my approach to accommodate the diverse reading levels in the classroom. I’ll explain what materials we will use, and outline the support available to them throughout the learning process. After laying out this information, I’ll encourage students to turn to their shoulder partner for a brief discussion. This way, they can articulate the learning goal in their own words, strengthening their understanding and fostering a collaborative learning environment.