Unpacking+a+SOL

Go back to: Teacher Collaboration Cycle =Unpacking a SOL=

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Important things to consider when unpacking a SOL:
Vocabulary - including the nouns and verbs of the standard The Essential Skills and Knowledge for that SOL What the child must already know to be successful

Also consider the SOL Crosswalk

Steps to Unpacking:

 * 1) ==== Identify the verbs and nouns in the standard as well as any key vocabulary. What is the standard asking the student to do? ====
 * 2) ==== ﻿Look up the Essential Skills and Knowledge. The information in this section will usually represent a higher level of thinking then what is found in the standard itself. This information is used to determine how to assess the learning. At this time, list what the child should be able to do after the teaching. ====
 * 3) ====Think about what the child must have in place to be able to do the standard. For example: it may be difficult to move on to estimation if a child does not firmly understand place value. List the prerequisites the students must have in place prior to learning the new information. Circle the crucial areas of knowledge. This will be what you want to assess, review and remediate if necessary prior to beginning the new learning. The crosswalk can be used to see how and when the prerequisites were taught.====

Discussion Question:
=== If your last name begins with a letter between A-F, please respond to the discussion question 1 ; G-L discussion question 2 ; and M-R discussion question 3 on this page. All others should read through the discussion question and posts and respond/comment as appropriate. ===

Once you have completed these steps you have unpacked the SOL.
==Now you are ready to begin thinking about how you will frame, or create, your instruction to ensure that you bridge the gap between the prior learning and the expectations for mastery of the current learning.==