With an understanding of how using Common Core State Standards and backwards design can guide lesson planning and learning, it becomes time to put it all together. Using a single standard, we create a goal, plan an assessment, create activities, and demonstrate how we continue on.
Step 1
Select a standard or desired learning outcome
CCSS. Math. Content. K.CC.B. 4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
This Common Core State Standard is my selection for teaching with Kindergartens for this demonstration. Students will learn one-to-one correspondence, understanding one item is counted one time.
Step 2
Create an assessment, a goal to use to know when students have achieved mastery.
At end of unit, children will be able to count twenty objects. This will be assessed through counting real objects of various numbers.
Step 3
Create activities designed to help children reach their learning objectives.
Step counting
Place squares on floor. Each square the children jump to is counted. They do not count until they have stepped in the new square. Vary activity by walking fast, walking slow, or jumping squares.
Calendar Counting
During circle time, discuss the date. Count together to the day of the month each day. Have students take turns as “pointer” placing a finger on each day as they are counted.
These two activities are both designed to help children pace their previously learned rote counting to match specific objects. One lesson is an active counting activity designed to reach the student who enjoy movement as they learn. The other activity is a more calm activity, perfect for counting during more restful times of the day. To enhance their learning, parents are encouraged to have their children count at home as well, counting goldfish crackers for snack, or counting steps on their stairs.
Step 1
Select a standard or desired learning outcome
CCSS. Math. Content. K.CC.B. 4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)
This Common Core State Standard is my selection for teaching with Kindergartens for this demonstration. Students will learn one-to-one correspondence, understanding one item is counted one time.
Step 2
Create an assessment, a goal to use to know when students have achieved mastery.
At end of unit, children will be able to count twenty objects. This will be assessed through counting real objects of various numbers.
Step 3
Create activities designed to help children reach their learning objectives.
Step counting
Place squares on floor. Each square the children jump to is counted. They do not count until they have stepped in the new square. Vary activity by walking fast, walking slow, or jumping squares.
Calendar Counting
During circle time, discuss the date. Count together to the day of the month each day. Have students take turns as “pointer” placing a finger on each day as they are counted.
These two activities are both designed to help children pace their previously learned rote counting to match specific objects. One lesson is an active counting activity designed to reach the student who enjoy movement as they learn. The other activity is a more calm activity, perfect for counting during more restful times of the day. To enhance their learning, parents are encouraged to have their children count at home as well, counting goldfish crackers for snack, or counting steps on their stairs.
With my goal selected, my assessment planned, and activities ready for the classroom, I continue onto the rest of the cycle. From here, I teach, check for comprehension, and evaluate if the goal has been met. Based on my evaluation I
either stay the course, planning new activities to teach the same goal, or plan
a new challenge for the children with a new goal.
either stay the course, planning new activities to teach the same goal, or plan
a new challenge for the children with a new goal.