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Long-range Curriculum Map: Process

by

Lavern Stubbs

ED8533 Advanced Curriculum Mapping: Reflection and Practice

Instructor: Dr. Song

Capella University

Winter, 2014
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Table of Content

Introduction3

Curriculum Map..4

Conclusion.....10

References.12
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Introduction

After many years of teaching, it is my belief that Reading Language Arts is the basis for all other

subjects. It was not an easy task when it came to mapping, but Leon Benade (2008) explained that the key

purpose of mapping is to ensure that delivered curriculum content is addressing defined skills or competencies

and providing opportunities for students to be assessed against standards, learning outcomes, or achievement

objectives. The process of creating this long-range curriculum map required some literature review, the

Common Core Standards, and the curriculum map template that was provided. Feebody and Luke (1999)as

stated by Benade, helped explain the 3 dimensions of literacy utilizing the Four Resource Model.

The first thing that was decided upon was the literacy activities such as the text types that were

available. Once this was established, the literacy practices discussed in the Four Resource Model helped

determine how the students should be assessed and which practices would be effective to teach the standards.

Benade also explained, What curriculum mapping does is ensure that a school and its teaching staff are teaching to these

standards in a systematic, organized wayone that eliminates unnecessary overlaps or gaps so that student chances of

achievement are maximized (2008, p. 100). Once activities and assessments are implemented then the process can

continue.

After it was determined what resources that was available, the map became the real-time road map that can be

used to help the students learn how to decode words in order to make meaning of words which leads to students using text

to become critics and analyst that are described by Beanade (2008). Overall the map is used to map the strengths of

students with the focus on strategies aimed at developing the students weaknesses in order to look at what is really being

taught verses what was planned and this is farther explained by Wiggins et al. (2005).

Wiggins and McTighe (2005) would describe my process to be content -focused design instead of

results -focused design. Yet it was easier for me to then look at the standards or learning outcomes that helped

me with the essential questions. Wiggins et al wrote, A benefit of framing curricula around essential

questions is that the questions naturally suggest the right kinds of higher-order assessment tasks to anchor local

curriculum. A practical strategy for drafting the most appropriate performance assessments is to imagine that

the essential questions provide the general specs for any particular assessment (2005, p. 282). The essential
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questions in this map were centered round reading comprehension, the process of writing, and listening and

speaking skills.

Teacher: Lavern Stubbs Subject: Reading/Lang. Arts

Grade: 1st Grade Month: August, September, November

Standards / Essential Questions Content Skills Products / Resources

Unwrapped Assessments
August State Rubric
Writing
WRITING Narrative piece
(Pre-Writing Assessment, How do students
demonstrate
Launch Writers Workshop) competency in the Response to
ELA2W1 writing process? Literature
The student demonstrates Piece
competency in the writing
process. The student Student Writing
(b). Journals Lucy Calkins
Uses traditional organizational Kit
pa Teacher
tterns for conveying observation
information
(e.g., chronological order, Planning/
Checklist/rubrics
similarity and difference, Readers
answering questions). writing
(h). Response Journal
Prewrites to generate ideas
orally. Teacher
(i). Phonics Basal
How can phonics observation
Uses planning ideas to produce Balanced
a rough draft. help you figure Literacy
out words you do Student
(k) not know? Responses Notebook
. Creates documents with
legible handwriting. Checklists
(q). Reading comprehension
Uses common rules of Rubrics
spelling.

Phonics DRA Assessment

ELA2R1
The student quickly applies Readers
knowledge of letter-sound Response Journal
correspondence Books for
and spelling patterns to decode teaching writing
unfamiliar words. The student Guided skills
(a Reading/Running
). Reads words containing Records
blends, digraphs, and
diphthongs. Readers
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(b). Workshop
Recognizes, reads, and writes Conference Media Center
words contai
ning regular plurals, irregular Classroom
plurals, Library
and possessives.
(c)
. Reads compound words and Fluency Mini Lessons
contractions in grade
appropriate texts. Basal
(d). Guided Reading
Reads and spells words books
containing How do communication
students
r
demonstrate
-controlled vowels and silent reading
letters. proficiency?
(e).
Reads and spells words
containing irregular vowel
patterns.
(f).
Reads multisyllabic words.
How can
(g). Vocabulary
breaking
Applies learned phonics skills down words help
when reading you understand
and writing words, sentences, what they mean?
and stories.
Fluency
ELA2R2
The student demonstrates the
ability to Big books
read orally with speed, Rubric
accuracy, Newspapers
and expression. The student
(a). Student Writing
Magazines
Applies letter-sound Samples
knowledge to Focus Poems
decode quickly and accurately.
Vocabulary Writers
Workshop
ELA2R3
The student acquires and uses
grade-level words to Notebooks
communicate
effectively. The student Student Writing
(d). Samples
Word Wall
Determines the meaning of What Planning/wri
unknown words on the basis of determines Teacher
context. effective Observation
ting
communication?
Comprehension
ELA2R4 Checklists and
The student uses a variety of Rubrics
strategi Novels
es to gain meaning Readers
from grade-level Response Journal
text. The student
(j). Why do you need
Self-monitors comprehension to know what you Running Records
read?
and attempts to clarify Writing Anchor charts
meaning.
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(p).
Uses word parts to determine
meanings. Why is it
(q). important to
write correctly
Uses dictionary, thesaurus, and and coherently?
glossa
ry skills to determine word
meanings Word Matters
LA2LSV1
The student uses oral and
visual strategies to
communicate. The
student
(a).
Interprets information comprehension
presented a
nd seeks clarification when
needed.

September
Guided Reading
WRITING What skills are
needed to
Reponse to Literature understand what
ELA2W1 is read?
The student demonstrates Writers
competency in the writing Workshop Basal
process. The student Reading
(f). Anchor charts
Begins to write a response to Read Aloud
literature that demonstrates
understanding of the Readers
text and expresses and Workshop
supports an opinion. Learning
Letter Writing Ladders
ELA2W1 Shared Reading
The student demonstrates
competency in the writing
process. The student Fluency
(e). State Rubric
Begins to use appropriate form
atting conventions for letter How do you
writing (e.g., date, salutation, LISTENING,
identify main idea
body, and supporting
closing). details in a story? SPEAKING,
ELA2W1
The student demonstrates VIEWING Lucy Calkins
competency in the writing What is the
Kit
process. The student importance of
(s). visualization? Focused Poetry
Begins to use commas (e.g., in Listening
a series, in dates,
after a friendly letter greeting,
in a friendly letter
closure, and between cities and
states), and periods after gr Writers
ade-appropriate abbreviations. Workshop
Basal
READING Balanced
(Schema-Making Literacy
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Connections) Notebook
Comprehension
ELA2R4
The student uses a variety of
strategi Media Center
es to gain meaning
from grade-level Classroom
text. The student Why is it Writing Library
(a). important to
Reads a variety of texts fo write correctly? Basal
r information and pleasure. Guided Reading
(h). books
Makes connections between
text Big books
s and/or personal experiences.
(j). Newspapers
Self-monitors comprehension
and attempts to clarify Magazines
meaning.
(l). Focus Poems
Recognizes plot, setting, and
character w Word Wall
ithin text, and compares and
contrasts LISTENING,
these elements among texts. Reading SPEAKING, Novels
(Visualization) VIEWING
ELA2R4 How do you
The student uses a variety of identify main idea Anchor charts
strategi and supporting
es to gain meaning details in a story?
from grade-level
text. The student
(g).
Interprets information from
illustrations, diag
rams, charts, graphs, and
graphic organizers.
LISTENING, SPEAKING,
VIEWING
ELA2LSV1 Why is effective Listening
communication
The student uses oral and necessary?
visual strategies to
communicate. The student
(a).
Interprets information
presented a
Handwriting
nd seeks clarification when
needed. Writing
(c). Writers
Why is it
Uses increasingly complex important to
Workshop
language patterns write correctly?
and sentence structure when
communicating.
(d).
Listens to and views a variety
of
media to acquire information.

October
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WRITING
Narrative
ELA2W1
The student demonstrates
competency in the writing Basal
process. The student
(a). Anchor charts
Writes text of a length Organization
appropriate to Why are revisions Learning
address a topic and tell the necessary in Ladders
story. publishing a
(b). writing piece? State Rubric
Uses traditional organizational
pa Lucy Calkins
tterns for conveying Why is effective
communication
Kit
information
necessary? Vocabulary
(e.g., chronological order, Basal
similarity and difference, Balanced
answering questions). Literacy
(f). How does the use Notebook
Begins to write a response to of comprehension
literature that demonstrates strategies impact
understanding of the reading? Communication Read Aloud Media Center
text and expresses and
supports an opinion.
(g).
Begins to write a persuasive
piece Why is it
that states and supports an important to Reading
opinion. write correctly Readers
(u). and coherently? Workshop Classroom
Recognizes appropriate uses of Library
quotation marks.
READING
(Questioning)
ELA2R4
LISTENING,
The student uses a variety of
SPEAKING,
strategies to How does the use
VIEWING
gain meaning from grade- of comprehension
level text. The student strategies impact
(a). reading?
Basal
Reads a variety of texts for Guided Reading
information and pleasure. books
(c).
Generates questions before, Big books
during, and after reading.
(j). Newspapers
Self-monitors comprehension
and Magazines
attempts to clarify meaning.
LISTENING, SPEA Focus Poems
KING, VIEWING
ELA2LSV1 Word Wall
The student uses oral and Novels
visual strategies to
communicate. The student
(a). Anchor charts
Interprets information
presented a
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nd seeks clarification when
needed. Focused Poetry State Rubric

November
WRITING
Writing for Readers Teaching
Strategies and Skills
ELA2W1 Lucy Calkins
The student demonstrates Kit
competency in the writing
process. The student
(k).
Creates documents with
legible handwriting.
(l).
Consistently writes in
complete senten
ces with correct subject/verb
agreement.
(q).
Uses common rules of
spelling.
(r).
Uses appropriate capitalization Basal
and punctuat Balanced
ion (periods, question and Literacy
exclamation Notebook
marks) at the end of sentences
(declarativ
e, interrogative, and
exclamatory; simple
and compound).
Craft of Revision
ELA2W1
The student demonstrates
competency in the writing
process. The student
(j).
Rereads writing to self and
others, revises to
add details, and edits to make
corrections.
(v).
Uses the dictionary and
thesaurus to support word
choices.
READING
(Making Predictions and
Inferring)
ELA2R3
The student acquires and uses
grade-level words to
communicate effectively. The
student
(d).
Determines the meaning of
unknown words on the basis of
context.
ELA2R4
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The student uses a variety of
strategi Shared Reading
es to gain meaning
from grade-level Guided Reading
text. The student
(b).
Makes predictions from text
content. Writers
(d). Workshop
Recalls explicit facts and
infers implicit facts.
(i).
Identifies and infers main idea
and supporting details.
(j).
Self-monitors comprehension
and attempts to clarify
meaning.
(k).
Identifies and infers cause-
and-effect relationships.
(o).
Recognizes the authors
purpose.
LISTENING, SPEA
KING, VIEWING
ELA2LSV1
The student uses oral and
visual strategies to
communicate. The
student
(d).
Listens to and views a variety
of
media to acquire information.

Conclusion
Throughout this long-range curriculum map, it has been a challenge to utilize the template. It would

have been easier to have the standards in print for this map instead of having to go back and forth to copy and

paste. Yet I agree with Leon Benade , Curriculum mapping ...is an invaluable tool that can help schools clean

their closets (Erickson, 2004, p. vi). It is an analysis and assessment of a schools current curriculum offerings

in relation to prescribed competencies or standards of performance (2008, p. 95). Often, many of the resources
are tucked on a shelf or in the closet, but when having to utilize resources to help meet the standards, they can

then become reusable with a purpose.

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Running head: CURRICULUM MAP

In the book, Understanding by design written by Wiggins and McTighe, it related a curriculum map to

being like a recipe. This is what will be important for teachers to know when working on a curriculum map, yet

the beginning can start with the following:

- Begin with the content standards (Common Core Standards)

- Consider real-world applications

- Begin with a key resource or favorite activity

- Begin with an important skill

- Begin with a key assessment

- Begin with an existing unit

Once the teachers understand that the Standards that can be found at www.bibb.k12.ga.us and also at www.

gadoe.org will lead the process of creating the long-range map, and then they are ready to complete the map.

The map should consist of defined skills, competencies, assessments and learning outcomes. It will be

important that the map is monitored and reported on a monthly basis or possibly every three months. Although

this was Reading Language Arts, the approach to each subject would be the same but according to the state

because only 4 states have adopted the CCSS in Reading Language Arts according to CCSS Initiative 2011;

Gewertz, 2011; Morris, 2012).

This process is better in groups and what made this more challenging for me is that I was unable to get

feedback from my peers because it took me too long to get the map completed. The other thing that I did not

find in this map was technology. Glatthorn, Boschee, Whitehead, and Boschee (2012) noted that teachers

usually create a detailed plan on the incorporation of technology. This would mean looking at the technology

standards and implementing them into this template. To make it easier, a curriculum database would be

sufficient for teachers to be able use this map. Glatthorn et al further explains that a database team will be

beneficial for teachers and administrators.

Overall, the process for creating this long-range curriculum map was with the help of literature reviews,

the Common Core Standards, and the curriculum map template that was not easy to manipulate and change. I
must say that I learned a lot about curriculum mapping and its importance to teacher planning.
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References

Benade, L. (2008). A Critical Review of Curriculum Mapping: Implications for the Development of an

Ethical Teacher Professionality. New Zealand Journal Of Teachers' Work, 5(2), 93-104.

Glatthorn, A.A, Boschee, F., Whitehead, B.M., & Boschee, B. F. (2012. Curriculum Leadership:

Strategies for Development and Implementation. (3rd ed.). Thousand Oaks, CA: SAGE Publications.

MORRIS, R. J. (2012). Find Where You Fit in the Common Core, or the Time I Forgot about Librarians

and Reading. Teacher Librarian, 39(5), 8-12

SIMANDAN, V. M. (2012). USING THE FOUR RESOURCE MODEL TO MAP OUT PLANS FOR

A LITERACY LESSON. Journal Plus Education / Educatia Plus, 8(1), 232-237.

Concept/Definition Maps to Comprehend Curriculum Content. (2011). Reading Teacher, 65(3), 211-

213. doi:10.1002/TRTR.01029

Wiggins, Gran & McTighe, Jay. (2008). Understanding by Design (2nd ed.) Alexandria, VA: Association

for Supervision & Curriculum Development (ASCD)