tonawanda summer curriculum institute monica burgio – irt science julie lorusso – irt ela steve...

Tonawanda Summer Curriculum Institute

• Monica Burgio – IRT Science

• Julie Lorusso – IRT ELA

• Steve Graser – IRT Social Studies

Marzano’s What Works in Schools

If you wanted to teach all of the standards in the National Documents, you would have to change schooling from K-12 to K-22:

• 255 standards across 14 subject areas• 3,500 benchmarks• 13,000 hours of class time available• 9,000 hours of instruction available• 15,500 hours of instruction needed to

cover the 3,500 benchmarks

What is Curriculum Mapping?

An on-going process for planning, implementing, and reflecting on student learning

A living document?

Why Map?Mapping provides a framework for the carefulexamination of curriculum, including an analysisfor:• Gaps• Repetitions• Coherency• Timeliness• Effectiveness• Relevance• Alignment to standards• Alignment of content & skills to assessment• Horizontal and Vertical Alignment

What are the three non-negotiable in a Curriculum Mapping Data

Base that will aid informed decision-making

and accountability?

•CONTENT

•SKILLS

•ASSESSMENT

Courtesy of Heidi Hayes Jacobs, Curriculum Designers: www.curriculumdesigners.com

Content Think, “Table of Contents.” Written using descriptive

nouns

Focus on the integrity of knowledge within the discipline

Identify specific problem solving tools (such as equations, perimeter, word identification, etc.)

SkillsPrecise skills can be:

1. Assessed2. Observed3. Described in specific terms

In the maps:

Skills contain action verbs (Bloom’s taxonomy wheel)

Skills are always associated with content

Assessments Measure Performance

Assessments are demonstrations of learning

Assessments provide observable evidence of performance

Assessment types should be varied

Day 1: Pre K- 1Day 1: Pre K- 1

08/04/08

9-1 – PreK-1

1.Review Maps K-1 and MAP Pre-K2.Standards 1, 2, 6 and 7 to maps (Scientific Method)3.Re-align units if necessary after mapped

Look at current maps for K and 1 and scaffold Pre-K Make MAP

Look at inquiry based standards and “verbs”

Use scientific method model (traffic light) as easy implementation tool

Add to mapsRe-align unit sequence if necessaryAdd readings, parallel tasks,

activities, hands-on science to EACH unit

http://monicabd.wikispaces.com/Tonawanda

• K and 1 put content taught on poster board

• Pre-K – Scaffold backward using K and 1 curriculum and Pre-K Reading Standards as guidelines

http://monicabd.wikispaces.com/Tonawanda

K and 1

• Re-visit Maps -- Change Re-visit Maps -- Change sequence? Vocabulary?sequence? Vocabulary?

• Go through embedded skills Go through embedded skills example (get skills sheet and example (get skills sheet and overview sheet)overview sheet)

• Fill out document (download off Fill out document (download off wiki)wiki)

• Report back at 12:30 as a groupReport back at 12:30 as a group

Day 2: Grades 2-3Day 2: Grades 2-3

08/05/088-1 (Grades 2-3)

1.Review Maps 2.Add Standards 1, 2, 6 and 7 to maps (Scientific Method)3.Deeply align skills with content and formative assessments (similar to ELA alignment)

Review current maps Look at inquiry based

standards and “verbs”Re-align unit sequence if

necessaryUse scientific method model

(traffic light) as easy implementation tool

Add readings, parallel tasks, activities, hands-on science to EACH unit

Re-visit PreK-1Re-visit PreK-1• Re-visit BD and what does it

look like at each level???

• Place Skills into maps

• Develop or attach resources, lessons with skills and/or content

Day 3: Grade 4Day 3: Grade 4

08/06/088-12 (Grade 4)

1. Review Maps 2. Add Standards

1, 2, 6 and 7 to maps (Scientific Method)

3. Deeply align skills with content and formative assessments (similar to ELA alignment)

Review current maps Look at inquiry based standards and “verbs”Re-align unit sequence if necessaryUse scientific method model (traffic light) as easy implementation toolAdd readings, parallel tasks, activities, hands-on science to EACH unit