Deconstructing
st
21 Century CSOs
What Do We Expect
Students to Learn?
Title I School Improvement Coordinators
Erin Sullivan & Gail Varney
WVDE Title I Coordinators
Session Goals
 Understand the change in the rigor and relevance of
the revised CSOs.
 Participate in a process of deconstructing the CSOs
that ensures teachers understand the depth of
knowledge and what reasoning and skills students
will be expected to master.
 Understand that the deconstructed CSOs form the
basis of designing assessments and selecting
appropriate instructional strategies.
Three Ways to Improve Student Learning
 Raise the level of rigor in the content standards and
objectives.
 Increase the skill and knowledge of teachers in
teaching the content.
 Engage students in active learning designed around
the standards for content, learning skills and
technology tools.
The Rigor/Relevance Framework
K
N T Evaluation
O A Synthesis
W X Analysis
L O
Application
N
E
Understanding
O
D
G M Awareness
E Y
6
5
C
Assimilation
D
Adaptation
4
3
2
1
A
Acquisition
1
Knowledge
2
Apply in
discipline
B
Application
3
Apply
across
disciplines
APPLICATION MODEL
4
5
Apply to
Apply to realreal world
world
predictable unpredictable
situations
situations
RLA CSO Comparison – Grade 4
Previous Policy
RLA.4.1.11
Summarize the
author’s purpose (e.g.,
to persuade; to inform;
to determine a specific
viewpoint).
Revised Policy
RLA.O.4.1.09
Determine author’s
purposes in literary
and informational texts
and use supporting
material to justify
author’s intent:
To persuade
To entertain
To inform
To determine a specific
viewpoint
Mathematics CSO Comparison - Grade 3
Previous Policy
MA.3.1.6
Compare and order
fractions with like and
unlike denominators
using concrete models.
Revised Policy
M.O.3.1.6
Create concrete models
and pictorial
representations to
• compare and order
fractions with like and
unlike denominators,
• add and subtract
fractions with like
denominators, and
verify results.
What is Depth of Knowledge?
 The degree of depth or complexity of
knowledge reflected in the content
standards and assessments
 How deeply a student needs to understand
the content for a given response/assessment
Depth of Knowledge Levels
Level 1: Recall
Recall, recognition; skill, behavior or sequence of behaviors learned
through practice and easily performed
Level 2: Skill/Concept
Engagement of some mental processing beyond recalling; the use of
information or conceptual knowledge; requires making some
decisions regarding how to approach a question or problem
Level 3: Strategic Thinking
More sophisticated reasoning and analysis; deep understanding;
students are required to solve problems & draw conclusions
Level 4: Extended Thinking
Requires integration of knowledge from multiple sources and
ability to represent knowledge in a variety of ways; usually requires
work over an extended period of time
Understanding Depth of Knowledge
 DOK is about intended outcome, not difficulty.
 DOK is a reference to the complexity of mental
processing that must occur to answer a question,
perform a task, or generate a product.
Understanding Depth of Knowledge
 Words like explain or analyze have to be
considered in context.
 “Explain to me where you live” does not raise
the DOK of a simple rote response.
 Even if the student has to use addresses or
landmarks, the student is doing nothing more
than recalling and reciting.
Copyright © 2007 Mississippi Department of Education
Understanding Depth of Knowledge
Difficulty is a reference to how many students answer a
question correctly:

How many of you know the definition of exaggerate?
DOK 1 - recall
If all of you know the definition, this question is an easy
question.

How many of you know the definition of prescient?
DOK 1 - recall
If most of you do not know the definition, this question is a
difficult question.
Copyright © 2007 Mississippi Department of Education
Activity: Determining DOK Level
 DOK ? Describe three characteristics of
metamorphic rocks
 DOK ? Describe the difference between
metamorphic and igneous rocks.
 DOK ? Describe a model that you might use
to represent the relationships that exist
within the rock cycle.
Practice Activity: Sample One
Locate and interpret key information in
illustrations, titles, chapter headings,
glossaries and maps to answer questions.
Practice Activity: Sample Two
Solve one-step linear equations and inequalities
with one variable, interpret the solution or
solutions in the context from which they arose, and
verify the reasonableness of the results.
Practice Activity: Sample Three
Design a statistical experiment to study a problem
and communicate the outcomes.
No longer will
teachers be able to
“check off” CSOs as
being “covered” in
one class period.
Where do we begin?
Deconstructing the Standards is…
…a systematic process to identify embedded
learning targets in standards and
objectives so that nothing essential is missed
during instruction.
Learning Targets
What students should know,
understand and be able to do to
master the standards/objectives
We Need Clear Targets to. . .





Correctly identify what students know and
don’t know
Select appropriate assessments
Plan effective instruction
Keep track of student learning target by target
or standard by standard
Have students self-assess or set goals likely to
help them learn more
Types of Learning Targets
 Knowledge
knowing and understanding facts and concepts
 learned outright or via reference
 Reasoning
 mental processes we want students to engage in
 USING knowledge to solve problems
 Performance Skills
 process is most important
 Products
 using knowledge, reasoning, and skills to create a product

Product Objective
Product
Performance Skill
Reasoning
Knowledge
Performance Skill Objective
Performance Skill
Reasoning
Knowledge
Reasoning Objective
Reasoning
Knowledge
Knowledge Objective
Knowledge
Examples: Knowledge Targets
Identify sight words
Identify similes and metaphors
Know defining characteristics of various
literary genres
Count and group concrete manipulatives by
ones, tens, and hundreds to 1,000
Examples: Reasoning Targets
Make a prediction based on evidence
Distinguish between fact and opinion
Evaluate information from a variety of
resources
Classify and compare triangles by sides and
angles
Examples: Performance/Skill Targets
Read aloud with fluency and expression
Use self-correction strategies
Use inductive reasoning to find and justify
the laws of exponents with numeric bases
Model, identify and describe square, prime
and composite numbers
Examples: Product Targets
Produce a grammatically correct sentence
Develop a proper paragraph form in a
written composition
Compose a written composition using the
five-step writing process
Create a design with more than one line of
symmetry
Deconstruction Steps
 Choose a standard/objective for which the
embedded learning might not be consistently
identified.
 Identify its ultimate type: knowledge, reasoning,
performance skill, or product.
 Ask four questions:




What knowledge do students need ?
What reasoning proficiencies (if any) do students need?
What performance skills (if any) do students need?
What products (if any) do students need to practice?
Step One
Standard/Objective:
Step Two
Type:  Knowledge
 Reasoning
 Performance Skill
 Product
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning this objective?
Step Three
Knowledge
Targets
What must
students know
to master this
standard?
Reasoning
Targets
Performance
Skill Targets
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?
Product Targets
What are
students asked
to produce or
create?
Activity: Learning Target Verb Sort
 Categorize verbs under correct learning target
headings:
•
•
•
•
Knowledge
Reasoning
Performance Skill
Product
Knowledge
Reasoning
Performance
Product
Explain
Predict
Observe
Design
Understand
Infer
Perform
Produce
Describe
Classify
Do
Make
Identify
Compare
Conduct
Write
Define
Summarize
Speak
Draw
Recall
Analyze
Operate
Represent
Recognize
Evaluate
Investigate
Display
Select
Generalize
Collect
Model
Tips for Deconstructing the CSOs
Analyze the wording of the standard/objective to
determine key concepts and key skills
•
•
•
Read through indicators
Circle verbs to identify key skills
Underline nouns and noun phrases to identify key concepts
Example M.O. 3.1.14:
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.
How Many Types of Learning Targets?
EXAMPLE 1: 8th Grade Reading/L.A., RLA.O.8.1.5
Use pre-reading and comprehension strategies (e.g.
generating questions and previewing, activating and
evaluating prior knowledge and scanning or
skimming texts) to critically analyze and evaluate the
comparison of literary and informational texts for
•
•
•
Making judgments
Hypothesizing
Making complex or abstract summaries
How Many Types of Learning Targets?
EXAMPLE 2: Grade 3 Mathematics, M.O.3.5.1
Collect and organize grade-appropriate real-world
data from observation, surveys, and experiments,
and identify and construct appropriate ways to
display data.
Activity
Let’s deconstruct one together!
Standard/Objective: RLA.O.4.1.9 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.
Type:  Knowledge
 Reasoning
Performance Skill
 Product
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning this objective?
Knowledge
Targets
Reasoning
Targets
Performance Skill
Targets
What must students
know?
How are students using
knowledge to solve a
problem, make a
decision, etc.?
What must students be
able to do? How are
they using knowledge
and reasoning to
perform a task?
Product Targets
What are students
asked to produce or
create?
Standard/Objective: RLA.O.4.1.9 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.
Type:  Knowledge
 Reasoning
X Performance Skill
 Product
Learning Targets
What are the knowledge, reasoning, skill or product targets underpinning this objective?
Knowledge Target
Reasoning Targets
Performance
Skill Targets
Identify main idea
Identify supporting details.
Understand the meaning of
persuade, entertain, &
inform.
Identify the 2 types of
writing (informational &
narrative)
Understand why authors
write.
Understand the concept of
compare/contrast.
Understand 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
author’s pt. of view based
on key words in text.
Use supporting
materials to
justify the
author’s purpose.
Product
Targets
Your Turn to Deconstruct
Divide into teams.
2. Choose one standard/objective that everyone in the
group will tackle.
3. Each group deconstructs the chosen
standard/objective.
4. Groups compare learning targets and come to
consensus.
1.
Choose a CSO to Practice Deconstructing
 Estimate, measure, compare, order and draw lengths
of real objects in parts of an inch up to 1/8 of an inch
and millimeters. (M.O.5.4.1)
 write to persuade using order of importance,
classifying differences and similarities, classifying
advantages and disadvantages. (RLA.O.4.2.6)
 use examples, and details in practical texts to make
inferences and logical predictions about outcomes of
procedures in such texts. (RLA.O.7.1.10)
QUESTIONS?????