Deconstructing Standards
Rick Stiggins
Modified from Collaborative Learning Inc.
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 knowFor 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 well-articulated 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 STANDARDSWe 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.4Determine 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.4Determine 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 11. Identify (Underline) nouns and noun phrases to identify key
concepts and vocabulary
8.RI.4Determine 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 21. Identify nouns and noun phrases to identify key concepts
2. Locate (Circle) verbs to identify key target(s)
8.RI.4Determine 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 21. Identify nouns and noun phrases to identify key concepts
2. Locate verbs to identify key target(s)
8.RI.4Determine 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 31. 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 TargetsKnowledgeMastery of substantive subject content where mastery includes both knowing and understanding it.
ReasoningThe ability to use knowledge and understanding to figure things out and solve problems.
DemonstrationThe 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.
ProductsThe 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 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 requires deep understanding of the rock cycle and the determination
Demonstration (of how best to represent it)
Rick Stiggins
“Students can hit any target they can see and will hold still.”
Standards are Targets
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 StandardsEnglish Language ArtsGrade 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!