2.12 - Using Building Blocks to Create Learning Goals and Success Criteria v2
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Once Building Blocks are in place, it is a relatively straightforward process to develop learning goals and success criteria that align with each of the identified incremental steps in learning. In this way, the Building Blocks provide a helpful scaffold to identify learning goals that are the right size for a lesson or short series of lessons.
To illustrate this, we’ve provided a further example of the work of the Grade 3 team as they move forward in their discussion about standard RL.3.6.
As you read, consider and share your ideas on the following:
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Building Block |
Description of Building Blocks |
Learning Goals |
Success Criteria |
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1 |
Understand that characters and narrator can express themselves through different language styles. |
Understand that the characters and the narrator have unique language styles
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I can identify and characterize the narrator’s and different characters’ language styles.
I can explain how the narrator’s and characters’ language styles are different from one another.
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2 |
Understand that what characters say, their tone, and what they do provide clues as to their points of view. |
Understand a character’s point of view based on their tone. |
I can state a character’s point of view based on their tone.
I can use evidence from the text to support my explanation of a character’s point of view.
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3 |
Characterize the character and/or narrator point of view in relation to an aspect of the text (e.g., theme, event, moral dilemma). |
Understand a character’s point of view in relation to a moral dilemma in the story.
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I can identify a character’s point of view in relation to a moral dilemma in the story.
I can explain what a character’s point of view is.
I can explain how this point of view connects to the moral dilemma in the story.
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4 |
The reader understands that her prior experiences and background knowledge inform her point of view. |
Understand that my prior experiences and background knowledge inform my point of view. |
I can state my point of view about the topic.
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5 |
The reader understands that she has different information than narrator/character, such as having an overview perspective and that this can inform her point of view.
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Understand that I have different information than a narrator or characters in a story, and that this informs my point of view. |
I can discuss how a past experience or something I know has influenced my point of view about the topic. |
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6 |
The reader understands her point of view in relation to aspects of the text (e.g., theme, event, moral dilemma).
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Understand my point of view in relation to a theme in the story. |
I can discuss my point of view in relation to a theme in the story. |
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7 |
The reader identifies which points of view are being expressed in various sections of the text and her point of view in relation to specific text sections.
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Understand that different points of views are expressed in a text and that these may be the same or different from my own.
Understand the points of view expressed in the selected text and how the author conveys point of view.
Express how my point of view is similar or different than the point of view of the characters and/or narrator in the text. |
I can write clear and descriptive notes about the different points of view expressed in the selection of text read.
I can include references to text that show points where the characters’ actions/words reflect point of view
I can state my point of view.
I can explain how my point of view is different or similar from the points of view expressed in the text and why.
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8 |
The reader considers what has been learned from reading the various sections of the text about different characters’ point of view, and her own, to generate more holistic conceptions and differentiations of points of view.
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Understand a character’s and my own overarching point of view using evidence from different sections of the text.
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I can identify a character’s point of view in different sections of the text.
I can compare and contrast the points of view of a character from different sections of the text.
I can synthesize the points of view of a character from different sections of the text into an overarching point of view.
I can use evidence from the text to support my explanation of a character’s point of view.
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A big idea in this module is that taken together, Building Blocks, learning goals and success criteria create a sequence of learning that sets the stage for effective formative assessment practice. In formative assessment, both teachers and students need to have a clear idea of what is next in learning. For the teacher, this provides the framework through which they can give in-the-moment feedback to students that outline clear ideas about next steps. For students, this frame allows them to consider what they currently know and can do, and what they’ll be working on as they move towards the standard.
This big idea represents a key element in formative assessment lesson planning that is a shift for many educators. |
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