Quick Reminders
about KUDs
Walker
First Steps to a Successful KUD
9 Read over your target standards. Determine the DOK for each of
those standards.
9 Begin thinking about what knowledge and skills the students
need to master those standards. Remember the DOK of the
standard is the ceiling for the DOK of the “KNOWs” and “DOs”
that are written for that standard. In other words, you can have
your “KNOWs” and “DOs” written at or below the DOK of the
standard. This will give you a variety of DOK levels in your KUD.
9 Be as detailed as possible in your KUD. Make sure you list
everything students need to Know, Do, and ultimately
Understand for that unit.
Concerning the KNOWs……..
‰ Facts, formulas, vocabulary, or information
‰ Use the stem: By the end of the unit, the student will
know……………..
‰ Cite the standard/element in parentheses after each
“KNOW”. Eg. The products of photosynthesis are the
reactants in respiration. (SB3a)
‰ You can underline your vocabulary in a phrase or sentence
or you can just list the words.
Eg. Products (SB3a), reactants (SB3a), etc.
Walker
Concerning the DOs……..
‰ These are skills and processes and they always begin with a VERB!
‰ Use the stem: By the end of the unit, the student will be able to……………..
‰ Underline key vocabulary and cite the standard/element after each “DO”.
Eg. Compare and contrast mutualism and parasitism. (SB5d)
‰ Do not confuse the DO with an activity. Create a Venn Diagram comparing
mutualism and parasitism.
‰ Remember to have a variety of DOK levels in your “DOs”. The DOK of the
standard is the ceiling, so if your standard is DOK Level 3, you should have a
variety of “DOs” at DOK 3, 2, or 1 for that standard.
Walker
Concerning the Understand……
‰ Check out the State Frameworks for help with the Understand.
‰ Big Ideas, Generalizations, Principles
‰ Use the stem: By the end of the unit, the student will
understand that……………..
(eg. Mankind’s need for energy causes us to continually look
for new sources and ways to conserve.)
‰ The understand will be a complete sentence. It will never
begin with the word UNDERSTAND.
‰ You will only have 1 or 2 understand(s) for a unit.
Think of it this way: If 10 years from now you run into one of your
ex-students in the grocery store, this is the sentence you want
them to remember about the topic.
Walker
KUD Reference Sheet
Know
•
•
•
•
Facts
Vocabulary
Terms
Phrases
9 The chemical equation
for photosynthesis
(SB3a)
9 The meaning of valence
electron (SPS1a)
9 The effects of the
Holocaust (____)
9 Fractions can be
converted into
percentages (______)
Understand
Do
• Principles
• Generalizations
• “Big Ideas”
• Skills/Processes but not activities
• “Dos” start with a verb!
9 All organisms on
Earth are connected
in a web of life.
9 Change is inevitable.
9 Prejudice can lead to
cruel and
unimaginable events
9 Factoring is a way to
simplify expressions.
9 Compare and contrast mutualism,
parasitism, and commensalism.
(SB5b)
9 Use the data from the experiment
to draw a conclusion. (SCS6c)
9 Predict the results of a genetic cross
using a Punnett square.
9 Convert fractions into percentages.
9 Write about the effects of prejudice
in a variety of informational
formats.
Consult your content specific KUD Cheat Sheets for details and more examples.
Everything on the KUD should be assessed at
some point. NOTE: There may be things on
the KUD that you choose not to assess
through the CDA. The teacher will have the
responsibility of assessing these items
through classroom assessments.
A Well
Designed KUD leads to a
Quality Assessment.