Create and Collect Authentic and Accurate Data

Report
Rick Stiggins
This must be a collective effort
No man is an island,
Entire of itself.
Each is a piece of the continent,
A part of the main.
Therefore, send not to know
For whom the bell tolls,
It tolls for thee.
John Donne, 1624
Targets for This Session

Understand the importance of the
Deconstruction 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
Standard 8.RI.4
RI
Identifying Standards
o
Grade Level

5.RL.1
or
RL.5.1
Strand
3.W.2 or
W.3.2

Standard #
4.RF.3a or
RF.4.3a

RL RI RF W SL L
RST RH
Curriculum Alignment
“Research shows that a wellarticulated curriculum, aligned to
standards, is critical for student
achievement.”
(Marzano 2003, 2006)
Common Core State Standards

Fewer

Clearer

Higher Rigor
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 (underline) nouns and noun phrases to identify key
concepts and vocabulary
2. Locate (circle) verbs to identify key target(s)
3. Place the targets into one or more Learning Target categories
4. Construct a list of skills that are essential to become proficient in
the identified standard
5. Determine that skills:


Are aligned to the Learning Target categories
Have the level of rigor necessary to meet the expectations of the
standard
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 p.
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 (Underline) nouns and noun phrases to identify key
concepts and vocabulary
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 (Circle) 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 Think Bloom’s Level
• Knowledge (Remembering,Understanding)
• Reasoning(Applying, Analyzing)
• Demonstration (Performance)
• Products (Creating)
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
Examples: Reasoning Targets

Make logical inferences

Analyze the structure of texts

Compare and contrast treatments of the same
topic
Examples: Demonstration Targets

Retell familiar stories, including key details

Respond to questions and suggestions from peers

Describe the connection between two individuals
Examples: Product Targets

Construct viable arguments produce rhyming words

Write arguments to support claims in an analysis of
substantive topics
Examples: Learning Target Categories
Knowledge
Reasoning
Demonstration
Product
Explain
Predict
Observe
Design
Describe
Infer
Perform
Produce
Identify
Classify
Compose
Make
Define
Compare
Conduct
Write
Recall
Summarize
Speak
Draw
Recognize
Analyze
Operate
Represent
Select
Evaluate
Investigate
Display
List
Generalize
Collect
Model
Verbs in Context

Describe 3 characteristics of metamorphic rocks


Describe the difference between igneous and
metamorphic rocks


Knowledge (simple recall)
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 requires deep understanding of the
rock cycle and the determination

Demonstration (of how best to represent it)
Standards are Targets
Rick Stiggins
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
Where to find the targets……
www.kde.state.ky.us/
Search: Deconstructed Standards
English Language Arts
Grade Level
Deconstructing, Unpacking, Unwrapping



It’s all the same thing!
Take the standard apart to understand it and
develop the skill steps needed for students
to master it.
Identifying the Target category will help you
choose what kind of assessment is needed.
Good Luck!

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