Target Analysis

Directions:
● Make a copy of this form in Google Drive, or copy and paste the contents into a Word document.
● To get started on the exercises, go to the VA SOLs
http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml and select a subject/grade level that
reflects an area where you plan to teach.
● Select one SOL that is complex and uses language your students would have trouble understanding.
The SOL must be a reasoning, skill, product or disposition target. In other words, you cannot use a
knowledge target for this assignment!
● Paste the standard and associated sub-objectives into the table below. Classify the type of target for the
main standard and each sub-objective.
● Make a list of the knowledge, reasoning, skill and product targets that underpin each sub-target.
● You aren’t writing what students COULD do to show mastery, instead you are writing what they
MUST know/do in order to show mastery. (See pp. 60-68 in the textbook for help deconstructing the
standard.)
● For each sub-target, write a series of small goals in "I can..." statements that reflect smaller learning
targets students would need to master to meet this SOL.
● Translate and rewrite the overall standard in kid-friendly language. Focus on the content students need
to know (these will be all the nouns) and all the cognitive operations students need to use to meet the
goal (these will be the verbs).
● For each sub-target, list the method you would use to assess (and why you would use this method).

Target Analysis

Main Standard and all sub-targets:

2.7 The student will
a) count and compare a collection of pennies, nickels, dimes, and quarters whose total value is $2.00
or less; and
b) use the cent symbol, dollar symbol, and decimal point to write a value of money.

Type of Target: ____ Reasoning ____ Skill _____ Product ____ Disposition

Note: As explained above, you cannot select a knowledge target for this assignment!

Student-friendly Translation:
The student will sort different types of coins that makes up $2.00 and use different symbols to write how
much money is in front of them.

Sub-target Type of Target Underpinning “I can” statements Method of Assessment and

knowledge, BRIEF justification
(Note: paste the reasoning, skill (Note: These are for
sub-objectives and product students, not for you. So,
below) "I can count to 10", not "I
targets can teach students to count
to 10")
(Note: Underpinning
means prerequisite.
 What knowledge,
skills etc do students
need to have before
they can begin to
master this target?)

A. count and Performance ● Counting I can count pennies, I believe that the best way
compare a ● Patterns nickels, dimes, and to assess this part of the
collection of ● Addition quarters together to standard is by using a
pennies, make $2.00. performance assessment,
nickels, dimes, because this kind of
and quarters assessment can determine
whose total the skill level of the
value is $2.00 student’s counting, pattern,
or less; and and addition skills.

B. use the cent Performance ● Place I can use the cent and For this part of the SOL, I
symbol, dollar Value dollar symbol to show think that either a
symbol, and ● Counting the amount of money performance or selected
decimal point to there is. response assessment can
write a value of I can use the decimal be appropriate to use. For
money. point to tell which example, when using a
number represents the performance assessment,
dollar and which students can use coin
number represents the manipulatives to determine
cents in money. the value of money and
write it down. For selected
response, a picture of the
coins and a list of possible
answer choices can be
provided.