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Curriculum Mapping Pam Lange Based on the work of Heidi Hayes Jacobs and Susan Udelhofen escWorks: Please Create Account http://www.sdesa7.org 2 Curriculum Mapping Goal Curriculum Goal: By the end of 2009, K-12 staff will curriculum map three or more content areas using TechPaths software. Purpose is to get the district organized to begin or continue the curriculum mapping process. Considerations for a Quality Map Unit Essential Questions Content Skills Assessments Standards Lesson Plans VS Mapping Ongoing process What we are actually teaching What students are actually learning Daily vs Monthly Unit Broad Noun Think of the unit name as being a “title” of a book Examples: Number Sense Thomas Jefferson: His Presidency Core Standard: Example 7.R.1.2 Content Content is written beginning with a noun. Content is the vehicle by which you teach the skills. Content is key concepts, facts, or events. Content is the essential concepts and topics covered during a month. Content topics/concepts/issues/problems/themes Math examples: Addition and subtraction facts Estimation Place value Polynomial functions Probability and statistics Language Arts examples: Paragraph writing Personal narrative writing Othello Short stories (including specific titles) Poetry (including the specific type) Social Studies examples: Manifest destiny Environment Citizenship Communities United States Constitution Science examples: Photosynthesis Cells Scientific measurement Atomic structure Plants Content Examples: 3-D Shapes: Sphere, Cone, Cylinder Poetry: Haiku, Diamante Skills Skills are written as Action Verbs (See handout) Precise skills can be assessed, observed and described in specific terms. Identifies what you really want students to be able to do. Skills are key abilities and processes students will develop related to specific content. This is often the most challenging aspect of mapping. The skills are what the kids do to learn the content! Action Verbs Adapt Adjust Analyze Apply Appraise Argue Articulate Ask Assess Build Calculate Challenge Check Classify Clarify Collect Combine Compare Complete Compute Conclude Conduct Connect Consider Contrast Construct Correct Create Critique Decide Deduce Defend Define Demonstrate Derive Describe Design Detect Develop Devise Differentiat e Discuss Display Distinguish Document Engage Establish Estimate Evaluate Examine Exhibit Experiment Explain Explore Express Find Generalize Help Identify Illustrate Incorporate Induce Inquire Inspect Instruct Integrate Interact Interpret Invent Investigate Judge Justify Label Locate List Model Modify Monitor Organize Participate Perform Plan Predict Present Prioritize Produce Propose Prove Pursue Question Rate Reason Recognize Reflect Represent Research Respond Retrieve Review Revise Role-play Search Seek Select Show Solve Structure Support Synthesize Teach Test Translate Use Utilize Write Examples of Precise Skills finding main idea and supporting details alphabetizing to the second letter identify subjects and predicates interpret data represented in a graph identify root words, suffixes and prefixes label the parts of a friendly letter explain the difference between fact and opinion compare and contrast the benefits, costs and limitations of nuclear power define the hypothesis and conclusion of an “if-then” statement Skills VS Activity Skill is what we want the students to be able to do Activity provides practice concerning a skill Standards Aligned to the unit Align the standards that you are “assessing”. Can you show if the student mastered the standard with the skill/s you are teaching? Not what standards you are “touching on” Assessments Include all forms of assessments Crucial component of the maps Often the least developed, inclusive or balanced Include all classroom assessments Summative (Of Assessments) Formative (For Assessments) Observable evidence that learning has occurred Written as nouns Summative and Formative Assessment Assessment of Learning (Summative Assessment): How much have students learned as of a particular point in time? Assessment for Learning (Formative Assessment): How can we use assessments to help students learn more? Good Luck If you have questions, please contact Pam Lange at [email protected].