Subject Matter Standards & Applications

Part 1

According to our text, Methods for Effective Teaching by Burden and Byrd, to write a lesson

based on Wiggins and McTighes Backward Design, there are three stages that teachers can

use to guide their decision making when planning.

The first stage addresses the desired results.

It is within the first stage that I will choose my goal, my expected outcome, and or my Common

Core State Standard (CCSS). An example of this would be me choosing

CCSS.ELA-LITERACY.RL.2.9 Compare and contrast two or more versions of the same story

(e.g., Cinderella stories) by different authors or from different cultures.

The second stage addresses assessment evidence.

In the second stage, I would identify specific assessments that I will be using during this unit.

Going back to my CCSS, I would choose to first do a formative assessment that would consist of

reading each book and having the students Think-Pair-Share the similarities and differences of

the two stories. I would be walking around listening to the students share with their partners. I

would also have the students independently create a Venn diagram to compare and contrast the

two stories, this would be an example of my summative assessment.

The third stage addresses the learning plan

Now that Ive chosen my goal, and my assessment tools, I can begin planning the learning

activities for this lesson. Using the CCSS listed above, I would choose two stories such as

Goldilocks and the Three Bears and Goldy Luck and the Three Pandas and read through each of

these. I would first do a read aloud followed by a shared read after recess. After reading each

story I would have students write something that was similar or something that was different on a
Post-it. They would then place that post it in the appropriate location of the Venn diagram that I

drew on the whiteboard. The next day we would read both stories again and the students would

independently fill in a Venn diagram based on the two stories. They would be graded on their

independent Venn diagram submission.

Wiggins and McTighes Backward Design connects to TPE 3: Understanding and Organizing

Subject Matter for Student Learning because you (1) Demonstrate knowledge of subject matter,

including the adopted California State Standards and curriculum frameworks, and (2) 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 (TPEs, 2016). Backward design starts with identifying

the student outcome; TPE 3 allows us to use our knowledge of the California State Standards and

curriculum frameworks to effectively design our lessons by first identifying the standard we want

to use and then organizing our lessons and curriculum around those standards, rather than around

fun activities.

Part 2

Per the California State Board of Education, The CA ELD Standards describe the key

knowledge, skills, and abilities that students who are learning English as a new language need in

order to access, engage with, and achieve in grade-level academic content. The CA ELD

Standards, in particular, align with the key knowledge, skills, and abilities for achieving college

and career readiness described in the California Common Core State Standards (CCSS).

However, the CA ELD Standards do not repeat the CA CCSS for ELA/Literacy, nor do they

represent ELA content at lower levels of achievement or rigor. Instead, the CA ELD Standards

are designed to provide challenging content in English language development for ELs to gain
proficiency in a range of rigorous academic English language skills(Ong & McLean, 2014).

Implementing the ELD standards allows me to backward design my lesson plans, first choosing a

CCSS and then finding the corresponding ELD standard. When I use both standards, I can

address the learning objectives for all my students. An example of this can be found on my recent

lesson plan where I identified CCSS.ELA-LITERACY.RL.2.9 - Compare and contrast two or

more versions of the same story (e.g., Cinderella stories) by different authors or from different

cultures.- and the corresponding ELD.P1.2.6.EX - 6. Reading/viewing closely Describe ideas,

phenomena (e.g., how earthworms eat), and text elements (e.g., setting, events) in greater detail

based on understanding of a variety of grade-level texts and viewing of multimedia, with

moderate support. By incorporating both standards into my lesson, I can build in modifications

for higher or lower students and build in supports where needed. I can create one lesson to meet

both standards and each students educational needs. This directly connects to TPE 4: Planning

Instruction and Designing Learning Experiences for All Students in that I am able to,

Locate and apply information about students' current academic status, content- and standards-

related learning needs and goals, assessment data, language proficiency status, and cultural

background for both short-term and long-term instructional planning purposes(TPEs, 2016). I

am performing TPE 4 when I create my lesson plans using CCSS and ELD standards to form my

learning objectives.

References
Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: meeting the needs of all

students. Boston: Allyn & Bacon.

Ong, F., & McLean, J. (2014). California English language development standards: kindergarten
through grade twelve. Sacramento, CA: California Department of Education. pg. 8