Running head: CONTENT KNOWLEDGE/STANDARDS BASED INSTRUCTION

Content Knowledge/Standards-Based Instruction

Shelby Kelley
Regent University

CONTENT KNOWLEDGE/STANDARDS BASED INSTRUCTION

Introduction
If one wishes to be an effective teacher, she must have great lesson plans. In order to
produce great lesson plans, there is a procedure that must be followed; one must first begin with
a specific objective in mind for her students to accomplish by the end of her lesson. Beginning
with the end in mind not only produces better results, but it also gives students a better idea of
what they are supposed to be doing, so they can consciously strive for an understanding of the
standard instead of wondering what they are supposed to be getting out of the lesson. Each
lesson should be designed entirely with the standard(s) in mind and seek to engage students by
letting them interact with the standard.
Rationale
To prove that I am committed to aligning my instruction with the Virginia Department of
Education Standards of Learning, I am using as my artifacts a summarizing lesson and a piece of
student work from that lesson. Planning of this lesson required backwards thinking; first, the
Standard of Learning had to be considered. It was our responsibility that week to teach the
students how to summarize during and after reading and include supporting details (VDOE, ELA
4.5.7). By starting with this information, I was able to create a plan for my class that used a
fiction text, a summary grid, and a Somebody Wanted But So Then organizer to ensure that
students actively interacted with the concept of summarizing.
During this lesson, I read a story called Uncle Jeds Barbershop aloud to the class and
students followed along on their own copies of the story. Each copy of the story was starred, and
students were to stop at each star. Also on their desk was a copy of the summary grid, from
which they were to choose the most appropriate summary for the chunk of text that we had just

CONTENT KNOWLEDGE/STANDARDS BASED INSTRUCTION

read. For the first chunk of text, I modeled how to go through each choice and pick out the best
summary. I had planned to model doing this for the next chunk as well, but as I was circling the
room the first time, I noticed that the majority had already chosen the best answer and did not
need more modeling. I allowed the class to read along with me for the next chunk, choose the
best summary, have time to think, then to turn to their partner and share their ideas. This got
them engaged and excited about summarizing. For the few children who remained confused, I
went over to them during partner time and explained it once more. After these few minutes were
over, some students shared their ideas with the class. We continued in this fashion until we
finished the story, and they seemed to understand how to pick the appropriate summary and they
remained engaged. When we finished, I explained the SWBST chart, and explained what each
letter meant, then gave them time to fill out the first and second letters themselves. After some
think time, I asked them to raise their hands and offer ideas for what we could put in the rest of
the chart. I completed the chart on the board with student input, and after restating the I can
statement, I concluded the lesson. This lesson demonstrates my ability to guide students into
understanding pre-determined standards, keep them engaged throughout, and quickly assess
student understanding, and change the pace of the lesson to accommodate their level of
comprehension.
Reflection
With this lesson, I accomplished my goal of teaching students how to summarize fiction.
I feel that they were kept engaged because of my positivity and the quality of the story, but also
largely because they were able to focus on one objective statement throughout the lesson and
work specifically towards accomplishing that goal. While I was reviewing this lesson, I checked
to make sure that the entire goal was accomplished. I accomplished summarizing during reading

CONTENT KNOWLEDGE/STANDARDS BASED INSTRUCTION

with the summary grid, and I accomplished summarizing after reading with the SWBST chart.
Both the grid and the chart included supporting details, and I explained to them how to include
an appropriate amount of details. I have noticed that my students learning is furthered during the
think, pair, share time, so I made certain that much of the lesson was done this way. After
working in partners, students had a chance to apply what they learned by circling the correct
answer on their summary grid. At the end of the class, I collected these grids to assess how the
students did and how much time we needed to spend on this strategy the next day.
At Regent University, my professors put great emphasis on aligning content with the
Standards of Learning. In many of my classes, we spent much time reviewing and becoming
familiar with SOLs so that we would be able to write effective, goal-oriented lesson plans. In Dr.
Cheryl Goulds curriculum design class, I learned the importance of working backwards when
designing lessons. She taught us that though considerations about what to teach and how to
teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the
desired learnings from which appropriate teachings will logically follow (Wiggins & McTighe,
2005, p. 14). When designing lessons, I was taught to follow three steps: Identify desired
results, determine acceptable evidence, and plan learning experiences and instruction (Wiggins
& McTighe, 2005, p. 18). With this lesson, I followed this pattern. First, I knew that my desired
result was an understanding of summarizing fiction during and after reading, including
supporting details. Next, I knew that acceptable evidence of understanding was a summary grid
that was completed correctly. Finally, I could choose my text and plan my instruction.
The Bible also stresses the importance with beginning with the most important elements
before moving on to where one might think to begin. Proverbs 24:27 says, Put your outdoor
work in order and get your fields ready; after that, build your house (New International

CONTENT KNOWLEDGE/STANDARDS BASED INSTRUCTION

Version). As teachers, and simply as humans, we may think that we should begin by planning our
activities, or building our house, but it is our job to resist this urge and begin with the end in
mind so that our students get the most out of our lessons.

CONTENT KNOWLEDGE/STANDARDS BASED INSTRUCTION

References
Standards of Learning and SOL Testing: English. (2012). Retrieved October 17, 2015.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed., pp. 14-18).
Alexandria, VA: Association for Supervision and Curriculum Development.