1. Based on the work of Heidi Hayes Jacobs and Susan Udelhofen
Curriculum Mapping
Pam Lange
Based on the work of Heidi Hayes Jacobs and Susan Udelhofen

2. escWorks: Please Create Account
This planning guide is to assist you as you plan for your building data retreat. It shows the handouts, discussion guides, and reports that we used and how we printed them.

3. 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.
This is what is going to pull all of the initiatives together. We did a snapshot last year and was able to find some gaps, using the reports on TechPaths can really pull that out. The different focuses at each building, by the end of the year everyone should be at the same place or level. Oct 5 expectation – this is what we will do on Oct Pur

4. Considerations for a Quality Map
Unit
Essential Questions
Content
Skills
Assessments
Standards

5. Lesson Plans VS Mapping
Ongoing process
What we are actually teaching
What students are actually learning
Daily vs Monthly

6. 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

7. 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.  

8. 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
What is Content?
Content is expressed as nouns and can be a topic, theme, specific unit of
study, title of book, or concept. Examples of content include:
Math examples:
Addition and subtraction facts
Estimation
Place value
Polynomial functions
Probability and statistics
Integers
Language Arts examples:
Paragraph writing
Personal narrative writing
Othello
Short stories (including specific titles)
Poetry (including the specific type)
Spelling
Social Studies examples:
Manifest destiny
Progressive era
Environment
Citizenship
Communities
United States Constitution
Science examples:
Photosynthesis
Cells
Scientific measurement
Scientific notation
Atomic structure
Plants

9. Content Examples: 3-D Shapes: Sphere, Cone, Cylinder
Poetry: Haiku, Diamante

10. 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!

11. Action Verbs Research Respond Retrieve Review Revise Role-play Search
Seek
Select
Show
Solve
Structure
Support
Synthesize
Teach
Test
Translate
Use
Utilize
Write
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
Differentiate
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

12. 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

13. Skills VS Activity Skill is what we want the students to be able to do
Activity provides practice concerning a skill

14. 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”
Intentional versus incidential

15. 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

16. 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?
There are two different assessments that we are going to talk about—Assessment of Learning and Assessment for Learning. It is important to understand the difference in the two. They are sometimes referred to as summative and formative assessments. This is partially true, but we are going to be using the terms Assessment of Learning and Assessment for Learning.

17. Good Luck
If you have questions, please contact Pam Lange at