Table of Contents

Step 2: Task Analysis

The skills, knowledge, and concepts addressed in the CA CCSS often need to be broken down into component parts or “chunks” for planning and implementing instruction and assessment. Task analysis involves breaking a standard down into the building blocks necessary for student mastery of that content standard. It requires the identification of the teachable and measurable sub-skills that lead to proficiency in the skills, knowledge, or concepts of a content standard. The task analysis process provides a road map for sequencing instruction and assessment to fully address the content standard.

Refer again to the Grade 4 example:
 

Grade 4, Reading Standard 2 for Informational Text
Determine the main idea of a text and explain how it is supported
by key details; summarize the text.


 

The following questions are key to the task analysis process:

What are the teachable and measurable sub-skills required to reach proficiency on this content standard? 

What skills, concepts, or knowledge do students need to have in order to determine the main idea of a text, explain how it is supported by key details, and to summarize the text?
 

The graphic below provides an example of the teachable and measurable sub-skills identified through a task analysis of the example Grade 4 reading standard:
 


2.  Task Analysis Sub-skills:

Be able to define concept of main idea; be able to identify main idea in text; be able to define concept of detail; be able to identify details in text; be able to verbally explain how details support the main idea; be able to explain in writing how details support the main idea; be able to define concept of summarizing/summary of text; be able to verbally summarize text; be able to write a summary of text.

 



Select the link to view the Graphic Organizer in progress: Graphic Organizer: Steps 1 and 2


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