1. Common Core Standards Building Curriculum Units
Facilitated by:

2. Intended Outcomes
Deconstruct the standards to gain a deeper understanding of the embedded:
Academic Vocabulary
Declarative Knowledge
Procedural Knowledge
Level of Cognitive Rigor
Create a unit for instruction…
Group standards (logically taught together)
Brainstorm Assessment Evidence
Identify Vocab-Declar-Proc.
Build Cognitive Rigor Matrix
Identify Resources
Introduction (approx. 10 minutes)
Introduce yourself.
Note that the purpose of this session is to build an awareness of NEW Math Shifts, Math Practices, and explore implications for classroom instructional strategies.
Ask participants to introduce themselves (if appropriate) and if time permits, introduce an icebreaker or warm-up activity.

3. Ready to Build? Understand the significance of… Acceptable Evidence
Vocabulary, Declarative & Procedural
Cognitive Rigor Matrix
Understand the deconstructing process and can identify/build the items listed above
Facilitator - Assessment items are checks for understanding
This perspective may help participants
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4. STEP 1 Identify content standards (logically taught together)
Use resources to provide information
Highlight verbs & nouns
Identify vocabulary in each standard
Identify the level of cognitive rigor per standard
NOTE: Identify “1 most significant” per week of unit (6 week unit has up to “6 most significant”)
This is intended as a guide to…
ensure you do not have too many priorities
provide a starting point for the next step
As participants review the nouns and verbs that have been highlighted discuss the levels of rigor requited by each standard. The majority of standards have several verbs and students are required to master all of them to master the standard.
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5. STEP 2a For each content standard…
Brainstorm: “What is acceptable evidence of student understanding?”
Identify criteria
Provide at least 12 sample items
Useable & doable
Choose up to “3” agreed-upon best items to represent the level of rigor of the standard
What cognitive level of thinking is necessary?
Place star () in appropriate Bloom’s-DOK box on matrix
Provide BRIEF learning activity/matrix box to “map” prerequisites

6. STEP 2b Draft Cognitive Rigor Matrix
Mark () in appropriate Bloom’s-DOK box
Provide brief learning activity per matrix box
maps prerequisites
Provide assessment item per matrix box
for progress monitoring and grouping
OPTIONAL …THIS MAY BE COMPLETE AFTER THE UNIT IS BUILT
What cognitive level of thinking is necessary?
Place star () in appropriate Bloom’s-DOK box on matrix
Provide BRIEF learning activity/matrix box to “map” prerequisites

7. STEP 3: Work in Curriculum Document
Content Standards
Select “prioritized” (in bold or color)
Indicate Level of Cognitive Rigor
Task Analyze each standard…
Academic Vocabulary
Declarative Knowledge (KNOW)
Procedural Skills (ABLE TO DO)
LATER – work on prerequisites Conceptual & Procedural
Provide at least one assessment item per standard
Resources & Instruction
Provide page numbers, graphics, etc
Provide at least one supplemental + online resource
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8. STEP 3 - considerations
What core resources align with this unit and these standards; and are available to students?
What other sources may help?
Add at least one online resource!
What are effective instructional strategies that “fit”?
Math practices? Writing expectations (argument)?
Close Reading? Classroom Instruction That Works?
LATER (AFTER teaching the unit) - Return to provide exemplary learning activities and/or exemplary scaffolding strategies
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9. Work Time Step 1 – Self check Step 2 – self-check…
Have we have identified 1 standard per week
Step 2 – self-check…
Is there a clear examples of how to assess rigorous student understanding of each standard?
Is there information that provides guidance for a teacher to scaffold learning to “on-grade-level”?
Step 3 – self-check… (see curriculum audit)
Does the information listed provide a clear focus on vocabulary, declarative knowledge, procedural skills?
Are there clear recommendations for resources?

10. Reflection 3 things you want to remember
2 things that square with your beliefs
1 question still on your mind
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11. Wrap-Up
Thank you for your hard work!
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