This document outlines steps for unpacking essential standards and creating learning targets. It includes: 1) Identifying key words in standards like verbs and nouns. 2) Mapping out what students will do, with what knowledge, and in what context based on levels of thinking. 3) Creating learning targets and guiding questions for instruction. 4) Establishing assessments and timelines to determine if students have learned the targets. As an example, it analyzes a reading standard on identifying main topics and retelling key details, and provides learning targets and assessments for teaching that standard.

1. J. Evans St. Clair County RESA
Unwrapping Essential Standard(s) Breakdown
Step One: Once essential standards (what we want all students to learn) are identified, focus on the Key
Words in each standard (circle the verbs, underline the nouns or the skills students are expected to do)
Step Two: Map It Out
What will students do?
(Do)
Skill (verbs)
With what knowledge or
concepts? (Know)
(basic declarative
and procedural knowledge)
-Facts
-Vocabulary
-Definitions
-Formulas
In what context?
(Understand)
-Big Ideas
-Core Principles Generalizations
-Real-World Connections &
Application)
Step Three: Analyze the
Target
(Level of Thinking)
• Level 1 – prerequisite
skills
• Level 2 – Simpler skills
• Level 3 – Grade level
skills
• Level 4 – More Complex /
extended skills
Step Four: Learning Targets:
Determine the Big Ideas: (What is our picture of success for our students? In what context will they be required to perform
this task? With what level of complexity or rigor? Are there exemplars to inform students of their learning target(s)? What
does it look like?)
Step Five: Establish Guiding Questions to Be Answered in Your Instruction: (How are we going to teach it?)
Assessment Method / Timeline: (How will we know if and when they have learned it? How will we respond when
some students don’t learn it, need more practice, or already know it?)
RI 1.2 – Identify the main topic and retell the key details of a text.
identify
retell
I can decide which parts of an informational text are the most important.
I can pick out the main topic of an informational text.
I can retell key details of an informational text.
It is important for readers to know the main topic of an informational text so they understand the author's
message.
Key details support the main topic and help us to gain a better understanding of the text.
Benchmark Unit 1
Formative assessment: Benchmark graphic organizer - throughout unit
I know a main topic is what an
informational text is about.
I know a key detail is a piece of
information that will help me to
understand the text.
Vocabulary:
key details
main topic
identify
retell
text
grade level
informational text
ELL document
Benchmark leveled
groups

2. J. Evans St. Clair County RESA
SMART Goals – Action Planning
Current Reality What is the data showing as the
greatest need?
What specific skills and concepts must
we focus on?
Desired Reality (SMART Goal)
Example: By June 2015, 100 % of all students
will contribute to partner, small group, and
classroom discussions by sharing relevant
information 2-4 times in every discussion
opportunity and attaining an average score of
3 as measured by our school discussion rubric.
What specifically will students do?
To what extent and by when?
As measured by what?
SMART Goal:
Action Plan – Steps
Evidence of Learning/Success
What is our step-by-step plan to
accomplish this goal?
What tools (Formative Assessments) can
we use (or create) to check whether
students are making progress?
Timeline:
Just beginning
By June 2016,100% of all students
will be able to identify main idea
and retell at least two details from
informational text verbally, by
drawing, or writing successfully
obtaining an average score of 80%
on the first grade classroom
graphic organizer.