Keeping KUD’s Concise
What do your students need to KNOW,
UNDERSTAND and DO to master unit content?
Today’s Agenda
I. Welcome/Self Assessment
II. Standards: CCSS vs. Delaware Prioritized

Where are they located?

What are Concept Organizers?
III. KUD Rubric

How will this be used?

What resources are available?
IV. Steps taken to create KUD
V. View sample KUD’s
VI. Scaffolds
VII. Reflection Logs
VIII. Questions????
START WITH THE STANDARDS
• All units need to address the Common Core
State Standards. CCSS
• All units need to integrate reading, writing,
researching, speaking and listening
components.
• ELA and Math will only use CCSS.
• Other content areas will also use DE
Prioritized Standards. DE Standards
DE CCSS Website
Each tool kit is set up in the same fashion:
*General Information
*Assessment
*Curriculum Tools
*Professional Development
*Resources
DE Prioritized Standards
Our units need to focus on the essential standards
In each content area.
Concept Organizers
• These are tools created to assist you in developing
your own KUD’s –IMPORTANT: THESE ARE NOT
KUD’S.
• There are concept organizers for each content area.
• These are found on the DE CCSS Website
• ELA
• MATH (Learning Progressions)
• SCIENCE
• SOC. STS/HISTORY
• TECHNICAL SUBJECTS
Creating a KUD
• Step One: Identify the “BIG IDEA” or Key
Learning you want your students to know,
Know
Understand
understand,
and do. Do
(
(Big idea, large concept,
declarative statement of an
enduring understanding)
An author’s
language,
stylistic choices,
and devices
lead to the
primary
function of the
story.
Creating a KUD
• Step Two: Cluster the essential standards
necessary to acquire the “BIG IDEA” or Key
Learning
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Common Core State Standards Addressed:
CC.9-10.R.L.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CC.9-10.R.I.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
CC9-10RL2: Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC9-10RL3: Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
CC.9-10.R.I.3 Key Ideas and Details: Analyze how the author unfolds an analysis or series of ideas or events, including the order
in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CC.9-10.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language
evokes a sense of time and place; how it sets a formal or informal tone).
CC.9-10 W.2: Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
CC9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (use writing rubrics to assess outcome)
CC9-10W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
CC9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and
persuasively.
CC9-10SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations
to enhance understanding of findings, reasoning, and evidence and to add interest.
CC9-10L1a Use parallel structure.*
CC9-10L4a Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence)
as a clue to the meaning of a word or phrase.
Creating a KUD
Step Three: Break down the standards
into knows and dos.
Know
Understand
concepts, facts,
formulas, key
vocabulary)
Students will Know:
Literary Texts
Informational Texts
Textual Evidence
Literary Terms/Devices
Character Types &
development
Story elements
Steps for conducting an
analysis
Components of an Essay
Steps for compare &
contrast
Parallelism
Various uses of
technology
Steps in Collaboration
(Big idea, large concept,
declarative statement of an
enduring understanding)
(Note:
An author’s
language,
stylistic choices,
and devices lead
to the primary
function of the
story.
Do
(Skills, competencies)
Students will:
Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
(CC9-10RL1) (CC9-10RI1)
Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings/Use context as a
clue to the meanings of words(CC9-10RL4) (CC9-10L4a)
Examine literary devices used to convey the theme of a story(CC910RL2)
Evaluate the details that support the theme (CC9-10RL2)
Explain what specific lines of dialog reveal about a character (CC910RL3)
Analyze complex characters(CC9-10RL3)
Analyze the plot sequence of a story(CC9-10RL3)
Explain how authors’ choices about presentation of information
controls readers’ understandings of the central idea (CC9-10RI3)
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
(CC.9-10 W.4)
Write an effective compare/contrast essay (CC.9-10 W.2)
Use parallelism (CC9-10L1a)
Use technology appropriately (CC.9-10 W.6)
Participate in collaborative discussions (CC9-10SL1)
Use digital media in presentations (CC.9-10 W.6)( CC9-10SL5)
Creating the KUD
• Step Four: Make sure that your knows
line up with the dos.
• EXAMPLE:
• KNOWS: Literary Texts
•
Informational Texts
•
Textual Evidence
• All match with
• DO: Cite strong and thorough textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
• The Power of the Written Word
Creating a KUD
• Step Five: Use rubric to test KUD’s
functionality.
• Tips:
• Knows are facts, figures, vocabulary
• Dos begin with a verb and are skills,
competencies, real world outcomes
• Understand –just one.
LFS Unit Tips: KUD Rubric
KNOW
UNDERSTAND
Exemplary
Solid
Developing
Knows are accurately
placed & match do
Knows are accurately
placed.
Knows are
inconsistently placed.
Address facts, details,
vocabulary, etc.
Address essential
information
Does not address
essential information
Understand includes big
idea of the unit
Understand includes
big idea of the unit
Only one
Only one
Understand does not
address the big idea
of the unit
Could answer the UEQ
DO
General
More than one listed
Clearly represent the
following: skills, real
world outcomes,
standards
Begins with an action
verb
Are real world
outcomes
Some dos are
activities
Begins with an action
verb
May not begin with
action verb
Elements reinforce and
support each other
Organized the knows
and dos appropriately
Elements are
incorrectly placed
Standards are clearly
embedded in all
elements of KUD
Link to standards
present
Does not link to
appropriately
standards
Standards
Concept Organizers
Additional Scaffolding
Resources:
Pearson ETeach
• http://www.phschool.com/eteach/language_arts/2002_12/essay.html
Literacy without Limits
http://www.literacywithoutlimits.org/
Scaffolding for Struggling Readers
• http://faculty.scf.edu/sharric/softchalk/Lesson12b/EPIModule12/EPIModule1210.html