Unpacking Standards: An Introduction

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Unpacking StandardsAn Introduction
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Review of the PLC Process for Curriculum,
Instruction, and Assessment

• Session 1 Unpack a standard.
• Session 2 Create an assessment.
• Session 3 Examine a learning activity.
• Session 4 Reflect on assessment data and
  give/receive feedback on lessons used to teach
  a standard.

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Rationale for Revisiting the Process

• Developing a clear, common protocol.
• The desire to make this work with what is already
  happening in your school.

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Todays Agenda

• Focus on session 1 of the PLC process.
• Unpack a standard together, in five steps, using
  the guided practice method.

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Step 1

• Using the combined curriculum document, review
  the standard.
• Locate one standard (all of the related Program
  of Studies Understandings, Program of Studies
  Skills and Concepts, and Core Content for
  Assessment).
• Read this standard from top left to bottom right.

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Step 2

• Identify distinct concepts.
• Highlight common words or phrases that appear in
  two or more columns.

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Step 2

• Identify distinct concepts.
• Highlight common words or phrases that appear in
  two or more columns.
• Highlight words or phrases that express the same
  idea as those you previously highlighted.

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Step 2

• Identify distinct concepts.
• Highlight common words or phrases that appear in
  two or more columns.
• Highlight words or phrases that express the same
  idea as those you previously highlighted.
• Give this concept a name (it may already be named
  in the combined curriculum document).

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Concept/Understanding Learning Targets
Concept 1 Text Features
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Step 2

• Identify distinct concepts.
• Highlight common words or phrases that appear in
  two or more columns.
• Highlight words or phrases that express the same
  idea as those you previously highlighted.
• Give this concept a name (it may already be named
  in the combined curriculum document).
• Identify in writing what students need to know
  about the named concept.

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Concept/Understanding Learning Targets
Concept 1 Text Features When we truly understand all of the purposes of various text features we can read with fluency. Examples capitalization, variety of punctuation marks, boldface type, italics, indentations.
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Step 2 - Review

• Identify distinct concepts.
• Highlight common words or phrases that appear in
  two or more columns.
• Highlight words or phrases that express the same
  idea as those you previously highlighted.
• Give this concept a name (it may already be named
  in the combined curriculum document).
• Identify in writing what students need to know
  about the named concept.

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Step 3

• Transform the distinct concept into a learning
  target.
• Look for a verb that will allow students to
  demonstrate their mastery of the concept.
• The first place to look for a verb is within the
  standard itself.

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Step 3

• Transform the distinct concept into a learning
  target.
• Look for a verb that will allow students to
  demonstrate their mastery of the concept.
• Using that verb, articulate a learning target in
  student-friendly language that expresses the
  distinct concept.

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Concept/Understanding Learning Targets
Concept 1 Text Features When we truly understand all of the purposes of various text features we can read with fluency. Examples capitalization, variety of punctuation marks, boldface type, italics, indentations. Learning Target 1 Text Features I can tell why a word is capitalized. I know when to capitalize a word. I can tell why various punctuation marks are used. I know when to use various punctuation marks. I can read using correct emphasis based on punctuation marks. I can tell why boldface type is used. I know when to use boldface type. I can read using correct emphasis based on boldface type.
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Concept/Understanding Learning Targets
Concept 1 Text Features When we truly understand all of the purposes of various text features we can read with fluency. Examples capitalization, variety of punctuation marks, boldface type, italics, indentations. Learning Target 1 Text Features I can tell why a word is capitalized. I know when to capitalize a word. I can tell why a sentence ends in a question mark. I know when to use a question mark at the end of a sentence. I can tell why quotation marks are used around words or phrases. I know when to use quotation marks around words or phrase. I can read using correct emphasis based on punctuation marks. I can tell why boldface type is used. I know when to use boldface type. I can read using correct emphasis based on boldface type.
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Step 3

• Transform the distinct concept into a learning
  target.
• Look for a verb that will allow students to
  demonstrate their mastery of the concept.
• Using that verb, articulate a learning target in
  student-friendly language that express the
  distinct concept.
• Loop back to step 2, looking for other embedded
  concepts.

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Note

• Repeat Steps 2 and 3 until there are no distinct
  concepts left to identify.

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Step 3 Review

• Transform the distinct concept into a learning
  target.
• Look for a verb that will allow students to
  demonstrate their mastery of the concept.
• Using that verb, articulate a learning target in
  student-friendly language that express the
  distinct concept.
• Loop back to step 2, looking for other embedded
  concepts.

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Step 4

• Sequence the learning targets and examine
  interconnections to form a learning progression.

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Learning Targets
I can tell why a word is capitalized. I know when
to capitalize a word. I can tell why a sentence
ends in a question mark. I know when to use a
question mark at the end of a sentence. I can
tell why quotation marks are used around words or
phrases. I know when to use quotation marks
around words or phrase. I can read using correct
emphasis based on punctuation marks. I can tell
why boldface type is used. I know when to use
boldface type. I can read using correct emphasis
based on boldface type.
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Learning Progression

• I can tell why a word is capitalized.
• I know when to capitalize a word.

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Learning Progression

• I can tell why boldface type is used.
• I know when to use boldface type.
• I can read using correct emphasis based on
  boldface type.

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Step 5

• Check learning targets against the combined
  curriculum document, concluding with DOK.
• Revise as necessary.

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Questions?