Deconstructing

Standards Practice:
Developing Learning Targets
Mastering Curriculum Mapping
Module 1 ‐ Activity 6

Once you have determined if a standard is a speci ic

Module 1 ‐ B: Deconstructing the learning target, the next step is to begin breaking down the
Standards – the First Step in the Process standards that are not. To do this, you will analyze each
standard one by one. In the Module One video, you can see
Viewing Time: 60 minutes this task carried out by a work group who is going through
the process of deconstructing the Common Core State
Standards at the state level. Standards that are not speci ic
Activity Objective(s): and measurable and comprised of just one topic or skill
must be deconstructed into learning targets.
1. Write learning targets that are
speci ic and measurable.

Overview: In the last activity you practiced determining if a standard is a learning target.
In this activity, you will practice what to do after making that determination. You will be
assigned one standard from the Common Core State Standards for English Language Arts.
This standard has been selected because it is comprised of more than one learning target
and therefore needs to be deconstructed. Practicing this process will enable you to
deconstruct your own standards depending on your needs at the individual, school,
district, or state agency level.

Estimated Time to Complete Activity: 20 minutes

Materials: Developing Learning Targets Recording Tool

Step1: Recall what you have learned about developing learning targets from Module 1.

Step 2: Review the information from the Summary and Overview section, Chart 1 and
Chart 2 (on the Developing Learning Targets Recording Tool pages three through six).

Step 3: Practice deconstructing the provided standard into multiple learning targets. The
selected standard is already illed in for you in box 1 (on the Developing Learning Targets
Recording Tool pages three through six). Complete the remaining parts of Chart 3 (pages
seven and eight).

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Mastering Curriculum Mapping
© Educational Impact
Module 1: Activity 6
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Deconstructing Standards Practice:
Developing Learning Targets
Adaptations or Extensions for this Activity:
For Professional Re lection: After viewing the course, return to the Developing Learning
Targets Recording Tool. How do you feel about the way that you broke the assigned
standard into learning targets? Do you feel there is any room for improvement? If so,
where? How can practicing the skill of developing learning targets aid you in the
curriculum mapping process?

For your Professional Portfolio: Does this activity help accomplish a school wide
improvement goal or an individual goal for professional growth? Include a copy of this
activity in your Professional Portfolio as evidence of re lective practice in the area of
curriculum planning. This activity can serve as a portfolio artifact that demonstrates your
effort to apply what you have learned. Thus improving your knowledge of curriculum as
well as your understanding of planning standards‐based instruction.
For Professional Learning Groups/Independent Study (peer or small group): Meet
with your Professional Learning Group and divide into two groups. Complete Chart 3 (on
the Developing Learning Targets Recording Tool pages seven and eight) together with
your small group. Share your results with the whole group. Discuss similarities and
differences between the learning targets of the two groups. Work together as whole group
to reach an agreement regarding the differences. Combine the results of the two groups
into one set of learning targets for this standard.

Course facilitator for this course (university or professional development setting):

Utilize this activity as a small group project after viewing Module 1. Divide course
participants into groups and assign each group one of the Common Core State Standards.
Have each group break their assigned standard into learning targets and create a poster
listing the standard and the learning targets that are developed. Groups can utilize the
chart on pages seven through eight of the Developing Learning Targets Recording Tool for
guidance. Have each small group share their poster with the whole group.

For sharing this activity on a Learning Community Site (such as the EI Online
Community Bulletin Boards): Post one of the learning targets that you created on the
Learning Community Site for this course. Review the other posted learning targets for this
activity discussion. Are the learning targets posted by your colleagues similar to the
learning targets that you have developed? What are the differences? What might be the
reason for the differences? Is there anything that you have read that makes you want to
revise any of the learning targets that you created?

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Mastering Curriculum Mapping
© Educational Impact
Module 1: Activity 6
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 Deconstructing Standards Practice
Developing Learning Targets Recording Tool

Directions: For this activity, you will practice deconstructing the standard provided on Chart 3. Begin by reviewing the
information from the Summary and Overview section, Chart 1 and Chart 2. Review Module 1, Segment B as necessary.
When you are ready to practice deconstructing a standard, then complete Chart 3.

Summary & Overview

What are learning target statements?

Learning target statements must conform to three criteria:

 Be specific and measurable
 Contain a performance verb that describes what students will do to demonstrate achievement
 State the specific context in which the student will apply that performance

What do you do if you determine that a standard needs to be deconstructed into learning targets?
 Identify required level of learning
 Determine type of learning targets needed: Knowledge, Reasoning, Performance, and Product
 Establish the concepts to be taught and the skills needed to achieve mastery of the standard
 Write learning targets that are specific and measurable

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Mastering Curriculum Mapping Module 1: Activity 6
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 Deconstructing Standards Practice
Developing Learning Targets Recording Tool
What is the process for determining if a standard is a learning target?
• Analyze the wording of the standard to determine key concepts, skills, and the ultimate type of learning target.
 Read through the standards
 Circle verbs to identify key skills
 Underline nouns and noun phrases to identify key concepts
 Determine whether the standard is already a learning target - is it specific and measurable?

• If it is NOT a learning target, then:

 Write a progression of simpler to more complex learning targets that reflect what students would need to
know and be able to do in order to master the standard by the end of the school year. Be sure that you are
addressing all key concepts and key skills - both explicit and implicit
 Check to be certain that your ultimate learning target is of the same type as the standard; are you
requiring the same level of thinking?

Example:

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.

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 Deconstructing Standards Practice
Developing Learning Targets Recording Tool
Chart 1: The text on this chart explains what you will put in each area of the chart.

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 Deconstructing Standards Practice
Developing Learning Targets Recording Tool
Chart 2: Example of a completed chart.

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 Deconstructing Standards Practice
Developing Learning Targets Recording Tool
Chart 3: Complete this chart using the standard provided for Step One (first box).

Step One
Standard: Recall relevant information from experiences or gather relevant information from print and
digital sources; summarize or paraphrase information in notes and finished work, and provide a list of
sources.
Step Two
Type:

✔ Knowledge 
✔ Reasoning 
✔ Performance 
✔ Product
Step Three
Learning Targets
What are the knowledge, reasoning, performance, or product targets underpinning this objective?
Knowledge Targets Reasoning Targets Performance Targets Product Targets

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 Deconstructing Standards Practice
Developing Learning Targets Recording Tool
Knowledge Targets Reasoning Targets Performance Targets Product Targets
(continued) (continued) (continued) (continued)

Source of standard: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects; Writing Standards for K–5; Research to Build and Present Knowledge Standard 8/Grade 5

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