This document discusses the importance of clarity around what students should know, understand, and be able to do (KUDs). It provides examples of KUDs for different grade levels and subjects, including 5th grade science on states of matter, 7th grade math on ratios, and high school history on world leaders. The document emphasizes that planning instruction with clear KUDs in mind can help students hit learning targets and assess formative understanding.

1. What do
students
KNOW,
UNDERSTAND,
and DO?
Surry County Schools

2. Students can hit any
target that they know
about and that stands
still for them.
-Rick Stiggins

3. Planning a focused Curriculum
Means – at the very least –
Clarity About What Students
Should…..

4. KNOW
Facts, Names, Dates, Places, Information
 There are eight continents.
 Winston Churchill
 1866
 The Nile River
 Multiplication Tables
 Procedural information (how to)

5.  Multiplication is another way to do addition.
 Geography is destiny.
 People migrate to meet basic needs.
 All cultures contain the same elements.
 Entropy and enthalpy are competing forces in the
natural world.
 Voice reflects the author.
 Angles are measures of turning.
 Rhythm organizes time and energy of sound and
silence.
 Art is deception.
UNDERSTAND
Essential truths that give meaning to the topic stated as a
full sentence. “I want students to understand THAT…”

6. Be able to doSkills (basic skills, skills of the discipline, skills of
independence, social skills, skills of production)
Verbs or phrases (not the whole activity)
• Analyze
• Solve a problem to find perimeter
• Write a well supported argument
• Evaluate work according to specific
criteria
• Contribute to the success of a group or
team
• Use graphics to represent data
appropriately

7. Take a look at some
examples of KUDs!

8. Grade 5 Science: State of
Matter
 Know
 Science is governed by cause and effect relationships
 Temperature affects and determines temperature of
matter
 Understand
 Definitions of atoms and molecules
 The states of matter
 The arrangement and movement of the molecules in
each state of matter
 Be able to do
 Illustrate the arrangement of molecules in each state of
matter
 Describe how temperature affects each state of matter
 Evaluate how temperature affects the state of matter in
any given object

9. Grade 7 Math: Ratio
 Know
 Equivalent
 Scale
 Compare
 Proportion
 Relative
 Ratios represent relative sizes of quantities
 Understand
 Ratio is the relative relationship between numbers.
 The ratio between numbers is how the numbers compare to each
other
 A whole can be divided into various parts.
 Be able to do
 Record the comparison between two quantities in a standard way
 Recognize and solve problems involving simple ratios
 Convert between fractions, percentages, and ratios
 Represent the relationship between a whole and the parts within
the whole in a variety of ways

10. High School History: World
Leaders
 Know
 Important national and world leaders
 Biographical facts and contributions of different
leaders
 Understand
 We can find out what leaders are like by perceiving
their words and actions.
 Different people may perceive the same leader in
different ways.
 Be able to do
 Describe a national or world leader.
 Distinguish how that leader would appear from 2
different groups’ perspectives.
 Analyze the effects of perspective on description.

11. Unpacking a Learning Target
I will analyze how particular elements of a story
or drama interact (e.g. how setting shapes the
characters or plot).
Know:
Understand:
Be able to do:

12. TALK
1. How do you feel about the
idea of using KUDs as a growth
of learning targets and a pivot
point for instructional planning
and for formative assessment?
2. How clear are your students on
the essential understandings
for lessons, units, and content
areas?
3. What do you do to keep the
important understandings in
the forefront of student thinking
throughout a unit?