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Analyzing the Structure of Academic Standards (ELA & Math)

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Analyzing the Structure of Academic Standards (ELA & Math)

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This assignment explores the organization and components of the Common Core State Standards for both English Language Arts and Mathematics. It breaks down domains, clusters, and standard examples across grade levels. This makes it a valuable source for understanding how academic expectations are structured. This resource helps teachers navigate and interpret standards to make sure lessons are aligned with what students need to master.

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This site provides access to all Common Core standards by subject and grade level.

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Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life. The standards clearly demonstrate what students are expected to learn at each grade level, so that every parent and teacher can understand and support their learning.
The standards are:

1. Research and evidence based

2. Clear, understandable, and consistent

3. Aligned with college and career expectations

4. Based on rigorous content and the application of knowledge through higher-order thinking skills

5. Built upon the strengths and lessons of current state standards

6. Informed by other top-performing countries to prepare all students for success in our global economy and society

According to the best available evidence, the mastery of each standard is essential for success in college, career, and life in today's global economy.

With students, parents, and teachers all on the same page and working together toward shared goals, we can ensure that students make progress each year and graduate from high school prepared to succeed in college, career, and life.

The standards focus on core concepts and procedures starting in the early grades, which gives teachers the time needed to teach them and gives students the time needed to master them.

The standards draw on the most important international models, as well as research and input from numerous sources, including educators from kindergarten through college, state departments of education, scholars, assessment developers, professional organizations, parents and students, and members of the public.

Because their design and content have been refined through successive drafts and numerous rounds of state feedback, the standards represent a synthesis of the best elements of standards-related work in all states and other countries to date.

For grades K-8, grade-by-grade standards exist in English language arts/literacy and mathematics. For grades 9-12, the standards are grouped into grade bands of 9-10 grade standards and 11-12 grade standards.

While the standards set grade-specific goals, they do not define how the standards should be taught or which materials should be used to support students. States and districts recognize that there will need to be a range of supports in place to ensure that all students, including those with special needs and English language learners, can master the standards. It is up to the states to define the full range of supports appropriate for these students.

No set of grade-specific standards can fully reflect the great variety of abilities, needs, learning rates, and achievement levels of students in any given classroom. Importantly, the standards provide clear signposts along the way to the goal of college and career readiness for all students.

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Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life. The standards clearly demonstrate what students are expected to learn at each grade level, so that every parent and teacher can understand and support their learning.

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This is where my state's academic standards are found. These are here for reference and lesson planning.

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Learning begins at birth and continues throughout every stage of life. The Academic Standards team oversees the standards for learning for children and students in Arizona from birth to high school graduation. The Academic Standards team leads standards work across the state by writing, revising, and implementing the standards with different stakeholders. This team provides professional learning opportunities, resources, guidance, and technical assistance to build educator and caregiver capacity in best practices across the birth through twelfth grade continuum. The Academic Standards team leads state-level work related to early childhood, literacy, computer science, educational technology, English Language Arts, history and social sciences, math, science, and world and native languages. Academic Standards Front Desk 602-364-2333.
Academic Standards Annual Report FY22

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Learning begins at birth and continues throughout every stage of life. The Academic Standards team oversees the standards for learning for children and students in Arizona from birth to high school graduation. The Academic Standards team leads standards work across the state by writing, revising, and implementing the standards with different stakeholders.

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This article by Larry Ainsworth outlines a step by step approach to "unwrap" academic standards. It explains how to identify key concepts, skills, and learning targets with a standard, helping teachers plan instruction and assessments more effectively. It is a great guide for understanding what students really need to know and be able to do.

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Today's guest blog is written by Larry Ainsworth, author of "Unwrapping" the Common Core: A Practical Process to Manage Rigorous Standards (2014). To "unwrap" or not to "unwrap"? - Actually, there is no question.
In addition to the voluminous numbers of standards teachers must impart to their students each year, there is the added challenge of really understanding what the standards means. It's one thing to read a standard and get a general sense of what it's about. It's another thing to thoroughly understand what it explicitly and implicitly indicates. What is it that students must know and be able to do as stated in each of these learning outcomes?

"Unwrapping" is a simple method that all teachers in all grade levels can use to deconstruct the wording of any standard in order to know its meaning inside and out.

Why is this important? If teachers aren't crystal clear about the full and precise intent of a given standard, how can they accurately teach it? How can they accurately assess student understanding of it? How can they clearly communicate to students the specific learning intentions for a unit of study? Answer: Without first analyzing the standard, they can't.

"Unwrapping" the Priority Standards (those standards pre-determined by teachers to require the greatest emphasis) is the very first step in planning effective instruction and assessment.

How to "Unwrap"

Working alone or with colleagues, teachers examine each Priority Standard within a particular unit of study. They underline the teachable concepts (important nouns and noun phrases) and circle or CAPITALIZE the skills (verbs) that students are to demonstrate. Some of these concepts and skills represent surface or concrete learning (lower-level foundational knowledge and procedures); others represent deeper or abstract understanding (higher-level insights and applications). Together, these "unwrapped" concepts and skills represent what students are to know and be able to do by the end of the unit of study.

ELA and Math Examples

Here's an example of an "unwrapped" sixth grade Priority Standard in the strand of Reading Informational Text:

RI.6.6: DETERMINE an author's point of view or purpose in a text and EXPLAIN how it is conveyed in the text.

And here's an example of an "unwrapped" second grade math Priority Standard in the domain of Number and Operations in Base Ten:

2.NBT.9: EXPLAIN WHY addition and subtraction strategies work, USING place value and the properties of operations.

In both of these examples, the key concepts (nouns and noun phrases) that students must learn have been underlined, and the specific skills (verbs) that student must demonstrate appear in CAPS.

This same process would then be repeated with the three or four other Priority Standards assigned to these ELA and math units of study, respectively.

Create a Graphic Organizer

After the "unwrapping" step is completed, teachers next prepare a graphic organizer (outline, bulleted list, concept map, or chart) as a visual display of the "unwrapped" concepts and skills. They then determine each skill's approximate levels of Bloom's Taxonomy and Webb's Depth of Knowledge. This reveals each skill's level of cognitive rigor. (Note: Both taxonomies are used to assist educators in accurately matching the identified levels of cognitive rigor to selected- and constructed-response questions when they later write their unit assessment.)

The majority of educators I've worked with prefer using a three-column chart in which the concepts are listed in the first column, the skills in the second column, and the levels of rigor in the third. In this way, they can see "at a glance" all of the learning targets and corresponding levels of cognitive rigor that will be the focus for instruction and assessment during the unit. In addition, the concepts listed in the first column provide many of the unit's vocabulary terms.

ELA and Math Examples

Here are two abbreviated examples of ELA and math graphic organizers that contain the same "unwrapped" concepts and skills as shown above. (Note: A completed graphic organizer would also include the other "unwrapped" Priority Standards for the unit.)

Not Just "Word Shuffling"

Transferring the underlined concepts and capitalized skills from the standards document to the graphic organizer may appear to be mere "word shuffling," but it is much more than that. Even though the first task is to separate concepts from skills, the two remain tightly connected. It is the reorganization of the concepts and skills into this visual format that enables teachers to grasp a standard's precise meaning and to determine its degree of cognitive challenge.

The assigning of approximate Bloom's and DOK levels to the concept-skill pairs on the graphic organizer is a mentally stimulating (and sometimes challenging!) exercise, but one that teachers find extremely valuable. While working through the process, trust your professional judgment, and let yourself practice deciding these levels. Collaborate with grade-level or course-level colleagues whenever possible, and "agree to disagree" while you are deciding the levels. Keep in mind that you can always revisit and revise your initial decisions later-usually during the drafting of assessment items. You are then zeroing in on what the "unwrapped" concept and skill are calling for so you can write an assessment question that closely matches.

Your Turn

The power of this professional practice reveals itself in the doing of it! Here's a simple way to get started:

1. 1Identify three or four Priority Standards as the focus for an upcoming unit of study.

2. "Unwrap" each Priority Standard by underlining its key concepts (nouns and noun phrases representing what students need to know) and circling or CAPITALIZING the skills (verbs representing what students need to demonstrate).

3. Create a graphic organizer that includes all of the "unwrapped" concepts and skills. Assign an approximate Bloom's and DOK skill level to each concept-skill pair. A highly recommended resource for this step is a set of matrices created by Karin Hess (click here). Whereas this document applies specifically to math and social studies, a separate document is available that applies to math and science.

4. When finished, double check that every concept and skill in the "unwrapped" Priority Standards appears on your graphic organizer. In this way, you can confidently set aside the standards documents and plan your unit of study directly aligned to your targeted Priority Standards.

Where to Next?

In addition to the two initial "unwrapping" steps presented here, the full process also includes the identification of Big Ideas and Essential Questions. Derived from the "unwrapped" Priority Standards, Big Ideas are the key understandings, the "aha's" or "take aways" you want the students to discover on their own by the end of the unit of study. Teachers pose open-ended Essential Questions at the beginning of the unit to engage students to discover for themselves the related Big Ideas. In a subsequent blog post, I will describe and illustrate how to derive the Big Ideas and Essential Questions from the "unwrapped" Priority Standards.

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Unwrapping the Standards: A Simple Way to Deconstruct Learning Outcomes (Opinion)

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In the 2nd in a series of guest posts by Larry Ainsworth, he helps teachers unlock the standards.

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Formative & Summative Assessments: Purpose, Practice, and Planning

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Formative & Summative Assessments: Purpose, Practice, and Planning

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This presentation outlines the key differences between formative and summative assessments, explains how to align them with learning objectives, and highlights their role in tracking progress and guiding instruction. It also emphasizes the importance of data literacy and communication tools like Google Classroom to keep students and families informed. It is a helpful all in one reference fore building thoughtful standard based assessments.

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Comparing Lesson Planning Templates for Effective Instruction 

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Comparing Lesson Planning Templates for Effective Instruction 

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This resource compares the COE single lesson plan and the 3 day unit plan formats. It explains their strengths, structure, and instructional use. It highlights how each format supports different teaching goals, levels of details and differentiation needed. The reflection section reinforces how intentional planning enhances student understanding and how instruction flexibility and strategy choice can impact lesson success.

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Unpacking Standards into Clear Learning Objectives

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Unpacking Standards into Clear Learning Objectives

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This assignment demonstrates the process of unpacking both ELA and Math standards to create specific learning objectives. It includes an analysis of verbs and nouns within standards, necessary skills for mastery, and sample objectives that align with grade level expectations. This is a great tool for learning how to scaffold instruction and plan intentional lessons.

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Micro Teach: Animal Habitats & Leanring Objectives in Action

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Micro Teach: Animal Habitats & Leanring Objectives in Action

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This micro teach presentation introduces students to various habitats and demonstrates how to align learning activities with specific instructional objectives. Students explore the connections between animals and their environments through direct teaching, hands on activities, and an exit ticket. The learning objectives are clearly outlined and supported through visual content and interactive practice, showing how to design a lesson that meets targeted educational goals.

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Learning Objectives: What They Are and How to Use Them 

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Learning Objectives: What They Are and How to Use Them 

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This article provides a clear overview of what learning objectives are, why they matter, and how to write them effectively. It talks about how well crafted objectives help guide instruction, align assessments, and clarify expectations for both teachers and students. The article also outline best practices for constructing objectives using action verbs and outcome based language. This makes it a valuable tool for creating purposeful lesson plans that support student success.

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Using Bloom's Taxonomy to Design Effective Learning Objectives

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Using Bloom's Taxonomy to Design Effective Learning Objectives

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This article by Nancy E. Adams talks about how Bloom's Taxonomy serves as a foundational tool for writing effective, measurable learning objectives. It breaks down each cognitive skill level, from remembering to creating. It also provides examples of how these levels can be used to promote deeper learning and critical thinking. This article also discusses the revised taxonomy and introduces the four types of knowledge: factual, conceptual, procedural, and metacognitive. This is a valuable resource for teachers. It emphasizes the importance of designing objectives that challenge students to engage in higher thinking and apply their knowledge in meaningful ways.

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Differentiation Strategies for ELA and Math Instruction 

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Differentiation Strategies for ELA and Math Instruction 

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This assignment provides targeted differentiation strategies for ELA and Math activities based on specific standards and learning objectives. It outlines tailored approaches for various student groups including ELLs, students with disabilities, gifted learners, and early finishers. The reflection emphasizes the importance of adapting instructions to meet diverse learning needs, promote engagement, and support student success across cognitive, linguistic, and emotional areas.

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Comprehensive Lesson Plan: Character Analysis & Differentiated Assessment

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Comprehensive Lesson Plan: Character Analysis & Differentiated Assessment

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This full lesson plan, built around the COE Lesson Plan Template, integrates a range of instructional components and emphasizes student centered assessment. It includes multiple forms of assessment: exit tickets, group discussions, and written analysis. It also offers clear strategies for differentiating evaluation for ELLs, students with special needs, and gifted learners. It is a great model for planning, inclusive and effective assessments that align with standards and learning objectives.

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Instructional Models and Strategies in Practices

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Instructional Models and Strategies in Practices

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This assignment analyzes and applies a variety of instructional strategies, including direct instruction, project based learning, cooperative learning, and inquiry based methods. It highlights how each strategy supports different learning goals and connects to standards through engaging activities. The assignment includes real world applications in both ELA and Math showing how to differentiate instruction while using proven teaching methods that enhance student understanding and participation.

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Assessment and Differentiated Learning: Supporting Diverse Student Needs

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Assessment and Differentiated Learning: Supporting Diverse Student Needs

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This article explores the intersection of assessment and differentiated instruction. It emphasizes how assessment data can be used to personalize learning and improve outcomes for all students. it highlights strategies for adapting instruction based on student readiness, interests, and learning profiles. It also discusses the roles of formative assessment in building flexible student centered teaching. This resource supports both effective evaluation and responsive differentiation in the classroom.

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Using Observation to Improve Differentiation for Gifted Learners

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Using Observation to Improve Differentiation for Gifted Learners

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This article talks about a tool called the COS-R that helps schools see how well teachers are actually using differentiation strategies, especially for gifted students. It breaks down why watching what happens in the classroom really matters and how teachers can use those observations to reflect, improve, and try out new ideas like critical thinking and problem solving activities. Basically, it is all about using real classroom feedback to grow and make sure we are meeting the needs of every student, not just teaching one way for everyone.

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Balancing Formative and Summative Assessments for Student Growth

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Balancing Formative and Summative Assessments for Student Growth

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This article by Catherine Garrison and Michal Ehringhaus highlights the importance of integrating both formative and summative assessments in classroom practice. It defines each type, explains their purposes, and outlines key strategies like student self assessment, goal setting, descriptive feedback, and peer evaluation. The resource emphasizes that formative assessment is not just a tool but a teaching approach that informs instruction, supports student agency, and leads to more meaningful outcomes. It is a valuable guide for teachers striving to use assessment as a way to support, not just measure, student progress.

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Selecting Instructional Strategies to Match Learning Goals and Learners

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Selecting Instructional Strategies to Match Learning Goals and Learners

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This article by Cynthia Weston and P.A. Cranton explains how educators can intentionally select instructional methods and materials based on learning objectives, student needs, and instructional settings. It outlines four main types of instructional strategies: instructor centered, interactive, individualized, and experimental. It offers guidelines for when and how to use each effectively. The article also gives teachers a framework for matching strategies to cognitive, affective, and psychomotor learning domains. This can help teacher design instruction that is both effective and engaging.

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Effective Instructional Strategies fro Inclusive Classrooms 

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Effective Instructional Strategies fro Inclusive Classrooms 

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This article breaks down what makes teachers effective in classrooms with all kinds of learners, including students with disabilities or those who might be struggling. It talks about the balance between direct teaching, like modeling or giving clear steps, and more student centered discussion based approaches. What is cool is that it shows how good teaching is not just one method. It is a mix of strategies, classroom management, and keeping students engaged. This source is helpful if you want to learn how to reach all your students, not just some.

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Differentiation in Real Classrooms: What's Actually Working (and What's Not)

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Differentiation in Real Classrooms: What's Actually Working (and What's Not)

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This article looks at how the idea of differentiation moves from policy to practice in schools, using a real case study from Australia. It explains how teachers tried different ways to meet diverse student needs, like flexible grouping, personalized plans, and adjusting assessments. They also faced confusion, pressure from inspections, and lack of support. The article makes it clear that real differentiation is more than just grouping or streaming. It is about knowing your students, valuing their backgrounds, and adapting your teaching in meaningful ways. It also shows how schools can push for equity and social justice through smart, student centered strategies.