1. Standards Cheat
Sheet

2. Standard
“A general statement of what a
student should know & be able to
do”

3. Benchmark
“What a student should know at a
specific time”

4. Indicator
“Specific statement of knowledge or
skills that is measurable”
• Includes Knowledge & Application at
different cognitive levels

5. Delta Indicators
“Indicators that may be testable
items on the state assessment”

6. Star indicators
“Mark the K-4 indicators that are
foundational for the 6th grade
assessment”

7. Secret code?

8. H7B3I5 (K)
History,7th grade, benchmark
three, indicator five,
(knowledge), testable indicator

9. cognitive demand main concept
(K) describes the reasons for the Exoduster movement from the South to
Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise
of Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton.
embedded concepts

10. Deconstructing the Indicator
Indicator:
Main Concept(s): Embedded Concept(s):
Three Story Intellect
GATHER (1) PROCESS (2) APPLY (3) What researched based classroom activities will be used to
-describes -compares -evaluates
teach the cognitive demand and concept?
-recalls -contrasts -imagines
-tells -interprets -predicts
-lists -explains -speculates
how/why
-identifies -hypothesizes
-classifies
-defines -generalizes
-cause/affect
-recognizes -concludes What research based reading strategies can you use to teach the
-infers
-knows -problem solves indicator?
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?

11. Deconstructing the Indicator
(A) compares characteristics of traditional, command, market, and mixed economies on the
Indicator: basis of property rights, factors of production and locus of economic decision making (e.g.,
what, how, for whom).
Main Concept(s): Embedded Concept(s):
Impact of economic systems;
•Owner v. worker; market policies; lotus of control;
tenants of each system
Level of Cognitive Demand required by the
2 What researched based classroom activities will be used to
GATHER (1) PROCESS (2) APPLY (3) teach the cognitive demand and concept?
-describes -compares -evaluates
-recalls -contrasts -imagines Hold a Socratic seminar debating pros and cons of each market
-tells -interprets -predicts system
-lists -explains -speculates
how/why
-identifies -hypothesizes What research based reading strategies can you use to teach the
-classifies indicator?
-defines -generalizes
-cause/affect
-recognizes -concludes Create a word wall with vocabulary terms found in reading
-infers passages related to each type of market system.
-knows -problem solves
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?
Performance Assessment: Create political cartoons that humorously depict two of the economic systems.
Formative: which statement best exemplifies a command economy?