Rick Stiggins

What do you know? What do you hope to learn? Define CCSS Success by June 2013 To serve you!

1. What did you learn that others need to know? Brain 2. What did you do that you think others should do? Hands 3. What resources do my teachers and administrators need? Hands 4. What reactions will your administrators or teachers have when they are involved in similar activities? What are the issues that they will need to overcome? Stomach and/or heart 5. Do I need to visit someplace to learn more or go somewhere to get items I need? Feet 3 What Do I Need to Learn

My Targets for This Session  Understand the importance of the process  Know why each step is integral in developing standards literacy  Look at how the Deconstruction Process is connected with the Common Core State Standards

Curriculum Alignment  Research shows that a well-articulated curriculum, aligned to standards, is critical for student achievement. (Marzano 2003, 2006)  Survey of Enacted Curriculum Pervasive misalignment of standards and instruction – particularly the level of rigor (CCSSO, 2010) 50% of the variance in student achievement can be explained by the extent to which curriculum, instruction, and assessment are aligned to state standards (CCSSO, 2004)

NO ONE SHOULD TEACH THE STANDARDS We should be teaching all of the requisite content and skills necessary for students to hit the target – independently The focus should be on student learning with an emphasis on improving our instructional practice

The Deconstruction Process 1.Identify nouns and noun phrases to identify key concepts 2.Locate verbs to identify key target(s) 3.Place the targets into one or more Learning Target categories 4.Identify the Securely Held Content 5.Clarify terms that may lead to multiple interpretations 6.Construct a list of skills that are essential to become proficient in the identified standard 7.Determine that skills: 1.Are aligned to the Learning Target categories 2.Have the level of rigor necessary to meet the expectations of the standard 8.Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills

Standards Literacy 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

The Process 1. Identify nouns and noun phrases to identify key concepts 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Step 1 1. Identify nouns and noun phrases to identify key concepts 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Step 2 1. Identify nouns and noun phrases to identify key concepts 2. Locate verbs to identify key target(s) 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Step 2 1. Identify nouns and noun phrases to identify key concepts 2. Locate verbs to identify key target(s) 8.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Step 3 1. Identify nouns and noun phrases to identify key concepts 2. Locate verbs to identify key target(s) 3. Place the targets into one or more Learning Target categories Knowledge Reasoning Demonstration (Performance) Products

Classifying Targets Knowledge Mastery of substantive subject content where mastery includes both knowing and understanding it. Reasoning The ability to use knowledge and understanding to figure things out and solve problems. Demonstration The development of proficiency in doing something where it is the process that is important such as playing a musical instrument, reading aloud, speaking in a second language or using psychomotor skills. Products The ability to create tangible products, such as term papers, science fair projects, and art sculptures that meet certain standards of quality and present concrete evidence of academic proficiency.

Examples: Knowledge Targets  Identify characters, settings, and major events in a story  Define words by category  Name the author and illustrator of a story  Identify parts of an expression using mathematical terms  Define a coordinate system  Recognize opposite signs of numbers

Examples: Reasoning Targets  Make logical inferences  Analyze the structure of texts  Compare and contrast treatments of the same topic  Interpret data on a single count or measurement variable  Relate counting to addition and subtraction  Explain the reasoning used  Summarize numerical data sets

Examples: Demonstration Targets  Retell familiar stories, including key details  Respond to questions and suggestions from peers  Describe the connection between two individuals  Tell the number of objects  Describe and compare measurable attributes  Decompose a fraction into a sum of fractions

Examples: Product Targets  Construct viable arguments produce rhyming words  Write arguments to support claims in an analysis of substantive topics  Model shapes in the world by building shapes from components  Produce an equivalent sum  Develop a probability distribution for a random variable

Examples: Learning Target Categories KnowledgeReasoningDemonstrationProduct ExplainPredictObserveDesign DescribeInferPerformProduce IdentifyClassifyComposeMake DefineCompareConductWrite RecallSummarizeSpeakDraw RecognizeAnalyzeOperateRepresent SelectEvaluateInvestigateDisplay ListGeneralizeCollectModel

Verbs in Context Describe 3 characteristics of metamorphic rocks  Knowledge (simple recall) Describe the difference between igneous and metamorphic rocks  Reasoning (requires cognitive processing to determine the difference between the two types of rocks) Describe a model that you might use to represent the relationship that exist within the rock cycle  Demonstration (requires deep understanding of the rock cycle and the determination of how best to represent it)

Step 4 1. Identify nouns and noun phrases to identify key concepts 2. Locate verbs to identify key target(s) 3. Place the targets into one or more Learning Target categories 4. Identify the Securely Held Content Securely Held Content represents the concepts and skills that students must master and hold with them in order to be fully prepared for the next grade level.

Step 5 1. Identify nouns and noun phrases to identify key concepts 2. Locate verbs to identify key target(s) 3. Place the targets into one or more Learning Target categories 4. Identify the Securely Held Content 5. Clarify any terms that may lead to multiple interpretations Terms, concepts, or vocabulary that might have multiple uses or interpretations should be discussed and a common understanding developed to improve consistency.

Vague/Ambiguous Terms  Understand  Decompose  Know  Interpret  Analyze  Synthesis  Establish a situation  Recognize  Integrate

Moving from Targets to Skills Skills Criteria Considerations Expressed as seeable and measurable verbs Are precise and exhibit active demonstrations of learning Focused on the skills students learn rather than activities Establishes what students needed to know and be able to do Not a list of standards, but rather the skills students acquire as they work toward mastery of the standards

Step 7 1. Identify nouns and noun phrases to identify key concepts 2. Locate verbs to identify key target(s) 3. Place the targets into one or more Learning Target categories 4. Identify the Securely Held Content 5. Clarify terms that may lead to multiple interpretations 6. Construct a list of skills that are essential to become proficient in the identified standard 7. Determine that skills: 1. Are aligned to the Learning Target categories 2. Have the level of rigor necessary to meet the expectations of the standard Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills

SurveysSurveys of Enacted Curriculum ConceptL1L2L3L4L5 Word meaning from context Level IILevel IIILevel IV Perform Procedures, Explain Generate, Create. DemonstrateAnalyze, Investigate Follow instructions Create / develop connections among text, self, world Categorize / schematize information Give examplesRecognize relationships Distinguish fact and opinion Check consistencyDramatizeCompare and contrast Summarize Order, group, outline, organize ideas Identify with another's point of view Identify purpose, main ideas, organizational patterns Express new ideas (or express ideas newly) Make inferences, draw conclusions Gather information Develop reasonable alternatives Predict probable consequences Generalize

Step 8 1. Identify nouns and noun phrases to identify key concepts 2. Locate verbs to identify key target(s) 3. Place the targets into one or more Learning Target categories 4. Identify the Securely Held Content 5. Clarify terms that may lead to multiple interpretations 6. Construct a list of skills that are essential to become proficient in the identified standard 7. Determine that skills: 1. Are aligned to the Learning Target categories 2. Have the level of rigor necessary to meet the expectations of the standard 8. Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills Define figurative meaning Identify where figurative meaning is used in a piece of writing Provide an example of figurative meaning and write a piece exemplifying figurative meaning Describe how figurative meanings impact a piece of writing Define “analogy” and describe how figurative meanings support the tone or meaning of the text Compare two pieces of writing that use figurative meaning and create an argument why one uses figurative meaning to enhance meaning over the other Develop a piece of writing that utilizes figurative meaning and contrast that to another piece of writing either published or peer written Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

The Deconstruction Process 1.Identify nouns and noun phrases to identify key concepts 2.Locate verbs to identify key target(s) 3.Place the targets into one or more Learning Target categories 4.Identify the Securely Held Content 5.Clarify terms that may lead to multiple interpretations 6.Construct a list of skills that are essential to become proficient in the identified standard 7.Determine that skills: A.Are aligned to the Learning Target categories B.Have the level of rigor necessary to meet the expectations of the standard 8.Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills