1. Unpacking Standards:An Introduction

2. 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.

3. Rationale for Revisiting the Process • Developing a clear, common protocol. • The desire to make this work with what is already happening in your school.

4. Today’s Agenda • Focus on session 1 of the PLC process. • Unpack a standard together, in five steps, using the “guided practice” method.

5. 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.

7. Step 2 • Identify distinct concepts. • Highlightcommon words or phrases that appear in two or more columns.

9. Step 2 • Identify distinct concepts. • Highlightcommon words or phrases that appear in two or more columns. • Highlight words or phrases that express the same idea as those you previously highlighted.

11. Step 2 • Identify distinct concepts. • Highlightcommon 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).

13. Step 2 • Identify distinct concepts. • Highlightcommon 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.

15. Step 2 - Review • Identify distinct concepts. • Highlightcommon 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.

16. 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.

18. 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.

21. 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.

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

24. 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.

25. Step 4 • Sequence the learning targets and examine interconnections to form a learning progression.

26. 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.

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

28. 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.

29. Step 5 • Check learning targets against the combined curriculum document, concluding with DOK. • Revise as necessary.

30. Questions?