“Developing Quality Maps: Nuts, Bolts, and Staff Development” Dr. Ann Johnson

Overview of the Session: ● Nuts and Bolts ● Types of Maps ● Quality Tips ● Steps to Consider ● Getting Started

Curriculum Mapping Calendar-based curriculum mapping is a procedure for collecting and maintaining a database of the operational curriculum in a school and/or district.

District Curriculum Map A COLLABORATIVE DOCUMENT THAT IDENTIFIES THE NONNEGOTIABLES FOR EACH COURSE/SUBJECT ● Core content ● Benchmark and critical skills ● Assessments

District Math Map-Grade 5

Individual Map Is a document that reflects the nonnegotiables and allows the teacher to customize instruction by adding additional skills, appropriate activities, assessments, and essential questions

Individual Map 5th Grade Math – One Month Map Teacher - Christensen Essential Questions Why is it necessary to find common denominators? How does performing operations affect amounts less than 1 whole? How are fractions related to division? Content Computation and Estimation Meanings of Operations Numbers, Properties and Representations

Skills ● Computation and Estimation ESTIMATE AND SOLVE ADDITION AND SUBTRACTION OF FRACTIONS WITH DENOMINATORS OF COMMON MULTIPLES SIMPLIFY PROPER FRACTION, IMPROPER FRACTIONS, AND MIXED NUMBERS TO LOWEST TERMS Determine equivalency among fractions ● Meanings of Operations USE MULTIPLE REPRESENTATIONS TO ILLUSTRATE MULTIPLICATION AND DIVISION ● Numbers, Properties and Representations READ, WRITE, AND MODEL DECIMALS, FRACTIONS AND PERCENTS IDENTIFY EQUIVALENT FRACTIONS ORDER FRACTIONS, DECIMALS, PERCENTS AND WHOLE NUMBERS NAME MULITIPLES AND FACTORS INCLUDING GCF AND LCM

Assessments Grade 5 Strand 5 Test Quick checks on benchmarks Performance Tasks: 2 inch squares (Estimation), Portfolio Pizza (Fractions), Party Seating (Fraction), Filling the Pool (representation) Activities ● Computation and Estimation Everyday Counts Calendar Fractions Bull’s-Eye Cover-Up ● Meanings of Operations Grid paper addition. Grid paper multiplication ● Numbers, Properties and Representations Everyday Counts Calendar Number Line (Placing Fractions) That’s Me (Fractions) In and out of the circle That’s Me (Fractions, Decimals, & Percents) Equivalent Memory

Content THE “WHAT” THAT IS TO BE TAUGHT ● Key concept, BIG IDEA, or theme ● Discipline, interdisciplinary, or student- centered ● Written in noun form

Middle School Example: American Citizenship Content Legislative Branch ● Powers of Legislative Branch ● Qualifications, Duties and Powers of the Members of the Legislative Branch ● Bill Into Law Process

Elementary Example: 1 st Grade Math Content Addition ● Patterns ● Associative Principle ● Counting and Sets

Skills WHAT STUDENTS NEED TO KNOW OR BE ABLE TO DO IN ORDER TO DEMONSTRATE MASTERY OR UNDERSTANDING OF THE CONTENT ● Are specific, observable and measurable ● Include benchmarks and critical skills from district consensus map

Skills ● Include additional skills that support the content ● Reflect an expectation of higher levels of thinking (i.e. Bloom’s taxonomy) ● Include appropriate cross- curricular skills ● Begin with action verbs

Elementary Example: 1 st Grade Math Skills EXPLAIN A COMPLEX PATTERN DISTINGUISH BETWEEN DIFFERENT KINDS OF PATTERNS MATCH ONE-TO-ONE CORRESPONDANCE DEMONSTRATE AN UNDERSTANDING OF JOINING OBJECTS TO MAKE A LARGER GROUP

Middle School Example: American Citizenship Skills DEFINE THE POWERS OF THE LEGISLATIVE BRANCH DESCRIBE THE QUALIFICATIONS, DUTIES AND POWERS OF THE MEMBERS OF THE LEGISLATIVE BRANCH IDENTIFY THE STEPS USED IN PASSING A BILL INTO LAW

Middle School Example: American Citizenship Skills (cont.) Analyze the effects of the Legislative Branch on citizens (critical skill) Develop an opinion using supporting details (reading skill)

Quality Filters ● Do they start with action verbs? ● Are they precise? ● Do they include state standards? ● Do they reflect national standards? ● Are they rigorous?

Assessments EVIDENCE OF LEARNING ● Are tangible products, projects, or observable performances ● Are demonstrations of learning

● Include multiple types of assessments to give a more complete picture of learning ● Written in noun form Assessments

Middle School Example: American Citizenship Assessments ● Bill into Law Performance Task includes: −Roles determined by qualifications, duties, and powers of the members −Organization includes House and Senate, committees, process for bill into law ● Persuasive Paper: How is this “law” going to affect the students (the people)? ● Debate (Interdisciplinary project-Social Studies/Language Arts) −Why have a Congress? Is there a better way?

Elementary Example: 1 st Grade Math Assessments... What might be an appropriate assessment for 1 st grade students to show their understanding of addition?

Quality Filters ● Are they culminating experiences? ● Do they include the integration of multiple skills? ● Do they allow students to show you what they know in different ways?

Activities OPPORTUNITIES FOR STUDENTS TO PRACTICE SKILLS. ● Hands-on? ● Engaging? ● Incorporate different learning styles?

Middle School Example: American Citizenship Activities ● Graphic organizer on qualifications, duties, and role of members and organization of the Legislative Branch ● “Who’s Most Powerful” activity ● Graphic organizer on steps used to pass bill into law ● Reading Strategy Activity: Knowledge Rating Scale

Elementary Example: 1 st Grade Math Activities ● Use pattern blocks to build specific types of patterns ● Goes on a pattern hunt and looks for different types of patterns ● Uses counting jars ● Uses manipulatives to practice making groups

Essential Questions Over-arching questions that provide focus and engage students ● Encourage higher-level thinking ● Help students make connections beyond content being studied ● Focus on “So why is this important?

Essential Questions What are possible essential questions for the first grade math example or the middle school American Citizenship example?