Unpacking

Standards
2021-2022
WHY?
To work within a teaching cycle,
aligning practice to standards by
developing learning targets.
WHAT?
In the image to the
left, can you locate
the 5 point star?
If I provide
additional support,
by blocking part of
the image, does
that help you
identify the target?
If I provide
additional support,
by blocking more
of the image, does
that help you
identify the target?
Rick Stiggins points out
that “teachers and
students can hit any
target they can see and
will hold still.”

What is the relationship

between this statement
and the activity you just
participated in?
What is a Learning Objective (LO)?:
A learning objective is a specific,
result statement of what the learner
will know, understand, and/or
accomplish following a learning
activity.
Characteristics of an effective (LO)?:
● Clear, rigorous, and outcomes based
● Aligned to campus assessments and common core standards
● Focuses teacher and students though delivery of instruction
● Can be taught in 1 lesson
● Student can explain what they are learning, why it is important,
what mastery looks like, how to connect it to prior learning and
their lives.
A Learning Objective (LO) is NOT:
● An agenda or schedule
● A description of an activity or resource
● Description of the vehicle or method used to teach the concept
● Too broad or vague
Learning Objective (LO) Exemplar:
CCSS.ELA-LITERACY.RI.5.2

Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.

LO: Student will be able to (SWBAT) to summarize and give details

between main ideas in the text “Esperanza Rising”.
What is a Demonstration of Learning (DOL)?:

A Demonstration of Learning is an assessment

or product through which students demonstrate
that they have learned the objective of the
lesson.
Characteristics of an effective (DOL)?:
● Clear, understandable, and rigorous
● Developed in advance
● Measures student mastery or growth in knowledge and skill
relative to the standard of the posted objective (LO)
● Can be accomplished independently 5-10 min by students
A DOL is NOT:
● A check for understanding
● An activity or project used to teach the objective
● A quiz or exam that assesses multiple objectives
● Homework
● Group Work
(DOL) Exemplar:
CCSS.ELA-LITERACY.RI.5.2

Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text.

LO: Student will be able to (SWBAT) to summarize and give details

between main ideas in the text “Esperanza Rising”.

DOL: In Chapter 1 of “Esperanza Rising”, student will summarize and

give supporting details of two identified main ideas.
 “By setting out clearly in their own
minds what they want the students to
learn, the teachers would be in a
position to find out what the ‘gap’ was
between the state of students’ current
learning and the learning goal and be
able to monitor that ‘gap’ as it is
closed”
-Assessment for Learning: Putting it Into
Practice
HOW?
PRACTICE: Math
Grade 1: 1.OA.2. Solve word problems that call for addition of three whole
numbers whose sum is less than or equal to 20, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to
represent the problem.

Grade 2: 2.OA.2: Fluently add and subtract within 20 using mental

strategies. (Note: See standard 1.OA.6 for a list of mental strategies).
By end of Grade 2, know from memory all sums of two one-digit numbers.
PRACTICE: Math
Grade 3: 3.OA.2: Interpret whole-number quotients of whole numbers,
e.g., interpret 56 ÷ 8 as the number of objects in each share when 56
objects are partitioned equally into 8 shares, or as a number of shares
when 56 objects are partitioned into equal shares of 8 objects each. For
example, describe a context in which a number of shares or a number of
groups can be expressed as 56 ÷ 8.

Grade 4: 4.OA.2: Multiply or divide to solve word problems involving

multiplicative comparison, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem, distinguishing
multiplicative comparison from additive comparison.
HOMEWORK
With your team, decide on an upcoming reading
standard to unpack. Tomorrow during PLCs, we
will work through the standard to begin to
develop common understanding and common
language as a grade level.