Download Steps for Developing Curriculum Mapping and Assessments Using

Steps for Curriculum Mapping and Assessments Using Marzano’s rubrics
1. Use State Benchmarks (National or other benchmarks if you don’t have state
benchmarks), what students need to know for school, and what students need to know
in life to determine the “essential Learnings”. These go in the “essential Learning” box
below. Strive for 4-8 “essential learnings” per course.
2. If there are building blocks for the “essential learnings” these go in the “benchmarks
supporting essential learning” box.
3. State the “big ideas” the most important things that you want students to know. These
are stated in kid friendly language.
4. When students are finished for the year, what are the most “essential questions” they
should be able to answer? This goes in the “essential questions” box.
5. Using the “essential learnings” develop common assessments. The process is outlined
under the “essential learning” document.
SAMPLE-Fifth Grade Essential Benchmarks
Reading and Literature
Strand 1 – Reading and Literature
Sub-strand A. Word Recognition, Analysis and Fluency - The student will decode unfamiliar words using
phonetic and structural analysis and will read with fluency and expression.
Essential Learning
# of Questions
Overall % of Test
I.A.2 - Read aloud narrative and expository text with fluency,
accuracy and appropriate pacing, intonation and expression.
Benchmarks Supporting Essential Learning
 Read unfamiliar, complex and multi-syllabic words using advanced phonetic and structural analysis.
 Read aloud grade appropriate text (that has not been previewed) with accuracy and comprehension.
Big Ideas:
 Fluency is important to understanding what I read.
 Reading daily (voracious reading) can improve a reader’s fluency.
Essential Questions:





What is fluency? (expression + comprehension + accuracy + speed/pacing)
How does fluency help you understand what you read? (accuracy + pacing = + comprehension)
What can I do to improve my fluency?
Why is it important to pick a “just right” book?
What do you do when you come to a word you don’t know?
Assessments:
 See the process outlined below.
Instructional Strategies/Resources:

Summer curriculum writing
________________ Essential Benchmarks
Strand –
Reading and Literature
Sub-strand
Essential Learning
Benchmarks Supporting Essential Learning
Big Ideas:
Essential Questions:
Assessments:

Instructional Strategies/Resources:

Summer curriculum writing
# of Questions
Overall % of Test
Process for Developing Common Assessments
1.
Develop the scope and sequence for the content area across grade levels. An example is shown
below. There are templates for each part of the process. In most cases the scope and sequence
will be created by a different teacher than the one that developed the assessment.
Here are the essential learnings for 4th and 5th grade to copy and paste as you are working on
assessments.
“Essential Learnings” for K-5 Math
Kindergarten
1st
2nd
3rd
4th
5th
Number Sense and
ComputationUnderstand the
relationship between
quantities and whole
numbers.
Number Sense
and Computation-
Number Sense
and
Computation
Number Sense
and
Computation
Number Sense
and
ComputationRepresent,
estimate, round
and compute
numbers in
various ways to
solve real-world
problems.
Number Sense and
Computation –
Compute fluently
and make
reasonable
estimates with
fractions, decimals,
percentages, and
whole numbers.
Understand how
operations relate.
Understand the
concept of
negative numbers.
Patterns,
Functions,
Algebra
Patterns,
Functions,
Algebra
Patterns,
Functions,
Algebra –
Understand
patterns in tables
and graphs.
Apply operations
in the correct
order to
compute
numbers.
Patterns,
Functions, Algebra
– Understand and
describe patterns
in numbers,
shapes, tables, and
graphs and
represent
relationships using
equations.
Patterns, Functions,
Algebra – Identify,
create, complete,
and extend simple
patterns using
shape, color, size,
number, sounds and
movements.
Patterns may be
repeating, growing
or shrinking such as
ABB, ABB, ABB or
●,●●,●●●.
Count, compare,
and represent
whole numbers up
to 120, with an
emphasis on
groups of tens and
ones. Use a variety
of models and
strategies to solve
addition and
subtraction
problems in realworld and
mathematical
contexts.
Patterns,
Functions,
AlgebraRecognize and
create patterns;
use rules to
describe patterns.
Use number
sentences
involving addition
and subtraction
basic facts to
represent and
solve real-world
and mathematical
problems.
Kindergarten does
not have State
Standards related to
Data
Number Sense and
ComputationUse objects and
pictures to represent
situations involving
combining and
separating.
Geometry and
Measurement –
Recognize and sort
basic two- and threedimensional shapes;
use them to model
real-world objects.
Data, Shapes,
ProbabilityUse counting and
comparison skills
to create and
analyze bar graphs
and tally charts.
Geometry and
Measurement –
Describe
characteristics of
basic shapes and
use basic shapes
to compose and
decompose other
objects. Use basic
concepts of
measurement in
real-world and
mathematical
situations
involving length,
time, and money.
Data, Shapes,
Probability
Data, Shapes,
Probability
Data,
Shapes,
Probability –
Represent
and
interpret
data and
model
outcomes of
simple
probabilities.
Data, Shapes,
Probability –
Represent and use
data to draw
conclusions and
identify trends.
Calculate and
apply probability
concepts.
Geometry and
Measurement –
Use spatial
relationships and
attributes of two
and three
dimensional
shapes to
describe shapes.
Geometry and
Measurement –
Sort, classify, and
compare two and
three dimensional
objects. Measure
and calculate
length, area, and
capacity.
4th Grade AM and 5th Grade Math -- Assessment/Everyday Math Curriculum Map
Unit Three – Geometry Explorations
Geometry and Measurement – Use spatial relationships and attributes of two and three
dimensional shapes to describe shapes.
Assessment 1 – After Lesson 3.4
Concept: Drawing and Measuring Angles
Essential Learning: Geometry and Measurement
Assessment 2 – After Lesson 3.7
Concept: Properties of Polygons (including triangles)
Essential Learning: Geometry and Measurement
Assessment 3 – End of Unit
Concept: Properties of Polygons (including triangles)
Drawing and Measuring Angles
Essential Learning: Geometry and Measurement
Grade Math -- Assessment/Everyday Math Curriculum Map
Unit
–
Essential Learning –
Assessment 1 – After Lesson
Concept:
Essential Learning:
Assessment 2 – After Lesson
Concept:
Essential Learning:
Assessment 3 –
Concept:
Essential Learning:
2.
You can use curriculum resources or www.perspectiveforeducators.com for selecting the
questions. Use the end of unit assessment in Everyday math to develop the end of unit
assessment.
3. Select at least 3-R2’s, 3-R3’s, and 1-R4. There is a sample and a template below.
4. E-mail the document to the next reviewer.
Sample 4th Grade Accelerated Math/Grade 5
Essential Learning: Geometry and Measurement
Name ___________________________________
Date ____________________
Use after 3.7. (See scope and Sequence)
R2
1. What type of angle do Elm St. and Maple Ave. form? ___________________
R2
2. What type of angles are found in the letter “T”? ________________________
R2
3. What word describes this figure?
A. Parallelogram
B. Quadrilateral
C. Rhombus
D. Trapezoid
R3
4. A plane figure has sides of 4 inches. The total of the sides is 20 inches. What
is the figure?
A. Triangle
B. Rectangle
C. Pentagon
D. Trapezoid
R3
5. Which quadrilateral has only two parallel sides?
A. Parallelogram
B. Quadrilateral
C. Rhombus
D. Trapezoid
R3
6. Which polygons have obtuse angles?
A.
B.
C.
D.
R4
1
1, 2, 3
1, 2, 4
2, 3, 4
3, 1, 4
2
3
4
7. Is it possible for an equilateral triangle to also be an obtuse triangle?
Explain your answer.
Sample Grade 4 AM and Grade 5-Math Assessment 2 Unit 3
Student Name_________________________Date_________
Use after 3.7. (See scope and Sequence)
Essential Learning – Geometry and
Measurement
Rubric
Level
Question 1
R2
Question 2
R2
Question 3
R2
Question 4
R3
Question 5
R3
Question 6
R3
Question 7
R4
Overall Rubric Grade: ___________________________________
Score
Sample Unit 3 Assessment 3 End of Unit: Answer Key
[1] Acute
[2] Right
[3] B. Quadrilateral
[4] C. Pentagon
[5] D. Trapezoid
[6] B. 1, 2, 4
[7] No, because all of the angles in an equilateral triangle equal 60º.
One of the angles in an obtuse triangle has to be greater than 90º.
Grade Assessment
Essential Learning:
Name ___________________________________
Use after
R2
1.
R2
2.
R2
3.
R3
4.
R3
5.
R3
6.
R4
7.
Unit
Date ____________________
Grade Assessment
Unit
Student Name_________________________Date_________
Use after
Essential Learning –
Rubric
Level
Question 1
R2
Question 2
R2
Question 3
R2
Question 4
R3
Question 5
R3
Question 6
R3
Question 7
R4
Overall Rubric Grade: ___________________________________
Score
Unit
[1]
[2]
[3]
[4]
[5]
[6]
[7]
Assessment
: Answer Key