Curriculum Mapping Common Core State

Standards

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Tips for Deconstructing Standards

Analyze the wording of the indicators to determine key concepts and key skills.

• Read through the standard

• Circle verbs to identify key skills

• Underline nouns and noun phrases to identify key concepts

Example: Create grade-appropriate real-world problems involving any of the four

operations using multiple strategies, explain the reasoning used, and justify the

procedures selected when presenting solutions.

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Step One Standard: Step Two Type: Knowledge Reasoning Performance Product Step Three

Learning Targets What are the knowledge, reasoning, performance, or product

targets underpinning this objective?

Knowledge Targets

Reasoning Targets

Performance Targets

Product Targets

What must students know to master this standard?

How are students using knowledge to solve a problem, make a decision, form a plan, etc?

What must students be able to do? How are they using knowledge and reasoning to perform a task?

What are students asked to produce or create?

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Sample Step One Standard: Determine the author’s purpose in literary and informational text and use supporting material to justify the author’s intent to persuade, entertain, inform, and determine a specific viewpoint Step Two Type: Knowledge Reasoning Performance Product Step Three

Learning Targets What are the knowledge, reasoning, performance, or product targets

underpinning this objective?

Knowledge Targets

Reasoning Targets

Performance Targets

Product Targets

• Identify main idea

• Identify supporting details

• Explain the meaning of persuade, entertain, and inform

• Identify the two types of writing (informational and narrative)

• Explain why authors write

• Define the concept of compare and contrast

• Describe summarization techniques

• Compare and contrast two types of reading genres

• Draw a conclusion about author’s purpose by identifying words in text to justify the intent

• Draw a conclusion about the author’s point of view based on key words in the text

• Use supporting materials to justify the author’s purpose

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Deconstructing Standards into Learning Targets

Do a close reading of the standard and ask: Is it measurable and specific?

Does it include just one topic or skill?

YES: It is a Learning Target

NO: Must be deconstructed into

Learning Targets

YES: It is a Learning Target

Identify required level of learning

Determine type of learning target:

• Knowledge • Reasoning • Performance • Product

Establish the

concepts to be taught and skills

needed to achieve mastery of the

standard

Write learning targets that are

specific and measurable

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Matrix of Learning Target Verbs

Knowledge Reasoning Performance 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

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Bloom’s Taxonomy Verbs and Matching Assessments

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Taxonomies of Cognitive Domain Bloom’s Taxonomy Anderson and Krathwohli's Taxonomy

1. Knowledge: Remembering or retrieving previously learned material. Examples of verbs that relate to this function:

1. Remembering: Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce.

know define record identify recall name relate memorize recognize list repeat acquire

2. Comprehension: The ability to grasp or construct meaning from material. Examples of verbs that relate to this function:

2. Understanding: Constructing meaning from different types of functions be they written or graphic messages activities like

restate identify illustrate locate discuss interpret report describe draw recognize discuss represent explain review differentiate express infer conclude

3. Application: Ability to use learned material, or to implement material in new and concrete situations. Examples of verbs that relate to this function:

3. Applying: Carrying out or using a procedure through executing, or implementing.

apply organize practice relate employ calculate develop restructure show translate interpret exhibit use demonstrate dramatize operate illustrate

4. Analysis: Ability to break down or distinguish the parts of material into its components so that its organizational structure may be better understood. Examples:

4. Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose.

analyze differentiate experiment compare contrast scrutinize probe investigate discover inquire detect inspect examine survey dissect contrast classify discriminate categorize deduce separate distinguish

5. Synthesis: Ability to put parts together to form a coherent or unique new whole. Examples of verbs:

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

compose plan propose produce invent develop design formulate arrange assemble collect construct create set up organize prepare generalize originate predict document derive modify combine write tell relate propose

judge argue validate assess decide consider compare choose appraise evaluate rate value conclude select criticize measure estimate infer deduce

6. Evaluation: Ability to judge, check, and even critique the value of material for a given purpose. Examples of verbs that relate to this function:

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

judge argue validate assess decide consider compare choose appraise evaluate rate value conclude select criticize measure estimate infer deduce

compose plan propose produce invent develop design formulate arrange assemble collect construct create set up organize prepare generalize originate predict document derive modify combine write tell relate propose

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Step One Standard: Step Two Type: Knowledge Reasoning Performance Product Step Three

Learning Targets What are the knowledge, reasoning, performance, or product targets underpinning this objective?

Knowledge Targets Reasoning Targets Performance Targets Product Targets

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Step One Standard: Step Two Type: Knowledge Reasoning Performance Product Step Three

Learning Targets What are the knowledge, reasoning, performance, or product targets underpinning this objective?

Knowledge Targets Reasoning Targets Performance Targets Product Targets

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Review Protocol Grade Level Review

How Why

Read Grade Level Units

Read all units in the grade level, thoughtfully reviewing for specific criteria.

This step is all about carefully and thoughtfully reading the units through a specified focus, whether the focus is part of the calibration process, vertical alignment, or professional development. It is not the time to discuss or share with other grade levels.

Complete Documentation for each Unit

Complete the specified document for each unit.

Written feedback based on the specified focus being used for the read-through, serves as the documentation of the process. For an initial review, the Checklist for Topics and Learning Targets is used. For other foci, other documents are needed to record findings.

Vertical Review

How Why

Share verbal feedback – one unit at a time

Each grade level team listens to verbal feedback, making notes of what is stated.

Each team must hear feedback from colleagues. Taking notes on what is being heard will be extremely helpful when the time comes to revise and edit units based on the feedback.

Give written feedback to unit authors

Group members provide the written feedback document to the authors of the unit that was just discussed.

Again, the written feedback will benefit unit revision. Because adults have different styles of receiving and processing information, it is important to provide opportunities to obtain feedback in both verbal and written formats.

Record and review common items

Use a blank document to record items that all group members had in common.

The next step is to debrief with the whole group, as well as provide documentation to make meaningful decisions regarding items that must be revised K-12.

Whole Group Debrief

How Why

Share common items

Each vertical review team shares common items recorded on feedback documents.

This step allows each team to share their findings in the larger group setting, verbally. Clarification questions may arise, providing the opportunity for rich, professional curricular dialog.

Record and review findings

Use a blank document to record items that all groups have in common.

Again, so we do not reinvent the wheel from year to year, document the findings. This way, all decisions will be based on thoughtful review, instead of hunches.

Determine discussion and revision points

Discuss and analyze results to determine revision points for entire group.

After thoughtfully reviewing the findings, determinations can be made on items immediately revisable, as well as those that may require further study, data, and discussion before revision can occur.

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Checklist for Topics and Learning Targets: Grade Level Topics

Are the topics written in nouns or noun phrases?

Do the topics contain enough specificity to describe the concepts taught within a unit?

Are the topics based on concepts found in the standards?

Do the topics within the unit provide enough detail, and are they appropriate in number?

Comments: Learning Targets Do the learning targets clearly describe and define the expected knowledge and abilities of the learners?

Are the learning targets simply stated?

Is it possible to collect accurate and reliable data for each learning target?

Are the learning targets distinctive and specific to the indicator?

Are the learning targets stated so that it is possible to use a single method to measure learning, where applicable?

Are the learning targets stated so that learning requiring different assessment methods are not bundled into one statement?

Are the learning targets stated to accommodate alternate assessment methods, where applicable?

Does each learning target begin with an action verb to specify definite, observable skills?

Does the language of each learning target describe student rather than teacher behaviors?

Does each learning target describe a learning outcome, not a process or activity?

Comments:

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Checklist for Topics and Learning Targets: Vertical Grade Level(s) Below Topics

Are the topics written in nouns or noun phrases?

Do the topics contain enough specificity to describe the concepts taught within a unit?

Are the topics based on concepts found in the indicators?

Do the topics within the unit provide enough detail, and are they appropriate in number?

Comments: Learning Targets Do the learning targets clearly describe and define the expected knowledge and abilities of the learners?

Are the learning targets simply stated?

Is it possible to collect accurate and reliable data for each learning target?

Are the learning targets distinctive and specific to the indicator?

Are the learning targets stated so that it is possible to use a single method to measure learning, where applicable?

Are the learning targets stated so that learning requiring different assessment methods are not bundled into one statement?

Are the learning targets stated to accommodate alternate assessment methods, where applicable?

Does each learning target begin with an action verb to specify definite, observable skills?

Does the language of each learning target describe student rather than teacher behaviors?

Does each learning target describe a learning outcome, not a process or activity?

Comments:

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Checklist for Topics and Learning Targets: Vertical Grade Level(s) Above Topics

Are the topics written in nouns or noun phrases?

Do the topics contain enough specificity to describe the concepts taught within a unit?

Are the topics based on concepts found in the indicators?

Do the topics within the unit provide enough detail, and are they appropriate in number?

Comments: Learning Targets Do the learning targets clearly describe and define the expected knowledge and abilities of the learners?

Are the learning targets simply stated?

Is it possible to collect accurate and reliable data for each learning target?

Are the learning targets distinctive and specific to the indicator?

Are the learning targets stated so that it is possible to use a single method to measure learning, where applicable?

Are the learning targets stated so that learning requiring different assessment methods are not bundled into one statement?

Are the learning targets stated to accommodate alternate assessment methods, where applicable?

Does each learning target begin with an action verb to specify definite, observable skills?

Does the language of each learning target describe student rather than teacher behaviors?

Does each learning target describe a learning outcome, not a process or activity?

Comments:

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1. Grade Level Review: Topic Alignment

Evidence of Topic Alignment Within Grade Level Possible Revisions

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2. Grade Level Review: Learning Targets

Evidence of Cognitive Demand Within Grade Level Possible Revisions

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3. Vertical Review: Topic Alignment

Evidence of Topic Alignment Across Grade Levels Possible Revisions

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4. Vertical Review: Learning Targets

Evidence of Cognitive Demand Across Grade Levels Possible Revisions

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1. Grade Level Review: Topic Alignment

Evidence of Topic Alignment Within Grade Level Possible Revisions

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2. Grade Level Review: Learning Targets

Evidence of Cognitive Demand Within Grade Level Possible Revisions

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3. Vertical Review: Topic Alignment

Evidence of Topic Alignment Across Grade Levels Possible Revisions

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4. Vertical Review: Learning Targets

Evidence of Cognitive Demand Across Grade Levels Possible Revisions