Organize yourselves by grade level. Open up the grade level standards. Partner up and chart a list of key words/verbs/concepts for your grade level standards. See how your words match up with your elementary, middle, or high school partners.
Open Appendix A. Pass out a card to each group: Grade Specific Text Complexity Demands Reading Foundational Skills Writing (Three Text Types) Speaking and Listening Vocabulary
Within your group divide the ELA section that is listed on your note card. Look for key concepts and ideas. Highlight these key concepts and ideas. Share with your group and chart. Share with the larger group.
As a table group look through Appendix B at the page you have been assigned. What are the main ideas and key concepts that you need to share with teachers? Chart on poster paper. Share with the group.
As a group look through Appendix C at the page you have been assigned. What are the main ideas and key concepts that we need to share with teachers? Chart on poster paper. Share with the larger group.
Standards set priorities on what students need to know and be able to do. Classroom assessment and instruction is built around deconstructed targets. What am I going to teach here? How do I explain the target to students? Will my colleagues interpret this the same as I do? What do I do to enable students to do well on this?
What knowledge will students need to demonstrate the intended learning? What patterns of reasoning will they need? What performance/skills are required, if any? What product development capabilities must they acquire, if any?
Knowledge knowing and understanding facts and concepts learned outright or via reference Reasoning mental processes we want students to engage in USING knowledge to solve problems Performance Skills process is most important Products using knowledge, reasoning, and skills to create a product
Each group will receive a standard. Look at page 1, 2, & 3 to help you determine if the learning target falls into the knowledge, reasoning, performance skills, or product category. Discuss with your table group.
Read CCR Anchor Standard. Read and analyze the chosen KCAS. What does the standard require students to know and be able to do? Analyze the selected standard. What are the key words? What is the intended learning? What is the intent of the standard? Determine Type of Learning Target and deconstruct using the template.
In your packet, you have the following: ◦ Sample directions for deconstructing standards ◦ Sample template ◦ Scoring Rubric