The document provides a five-step process for unpacking essential standards and establishing learning targets: 1) Identify key words in standards, 2) Map out what students will do, know, and understand, 3) Analyze the level of thinking, 4) Determine big ideas and context for performance, and 5) Establish guiding questions and assessments. It then applies these steps to unpack standard RI 2.1 on asking and answering questions about informational texts. Specific learning targets are defined for this standard around formulating and answering who, what, where, when, why and how questions as well as monitoring comprehension. A SMART goal and action plan are outlined to improve students' ability to ask and answer these questions in

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 2.1 – Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Ask
Answer
Demonstrate
I can formulate who, what, where, when, why and how questions about an informational text.
I can answer who, what, where, when, why and how questions about an informational text.
I can create who, what, where, when, why and how questions about an informational text.
I can determine what information I am being asked to find in the text.
I can monitor my comprehension of a text by asking appropriate questions as I read
Why is knowing how to accurately answer who, what, where, when, why and how questions important to readers? Why is it important for readers to
also ask these types of questions while reading an informational text?
A reader must monitor their understanding of informational text by asking questions before, during, and after reading
Benchmark Unit 1
Benchmark graphic organizer
revisit at end of unit 1
Students must know how to formulate who, what, where, when,
why and how questions
Students must know that the answers to who, what, where,
when, why, and how questions
Students must know that a key detail is a piece of information in
an informational text that aids in their comprehension.
Students must know key words in questions give the reader
clues about what information is being sought.
Students must identify key words within a question.
Students must know that "who" questions refer to people within a
text.
Students must know that "what" questions refer to things or ideas
in a text.
Students must know that "where" questions refer to a location
within a text.
Students must know that "when" questions refer to the time of
the events within a text.
Students must know that "why" questions refer to the cause of
events within a text.
Students must know that "how" questions refer to events in the
text.
Students must determine what information they are being asked
to find in the text.
Students must monitor their comprehension of a text by asking
appropriate questions as they read.
key details in
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:
By June 2016, 100% of all
students will be able to ask and
answer who, what, when, where
and why questions in
informational text with an average
of 80% as measured by the
Benchmark graphic organizer.