1. Unwrapping Standards

2. Unwrapping Priority Standards & communicating clear student expectations is an essential part of implementing core curriculum for all

3. Define Curriculum
What is your definition of curriculum?

4. Types of Curriculum
Recommended – Standards as defined by experts in their field.
Written – State standards, local goals and objectives (ie., curriculum binders).
Supported – Curriculum for which materials are actually available, such as textbooks and software. 4

5. Selecting Priority Standards
Criteria
Critical life knowledge and skill
Critical foundation for future learning
Critical for meeting benchmark on OAKS

6. Identifying Learning Targets
Examining standard and related indicators to determine learning targets of exactly what students need to:
Know (concepts or content)
Be able to do (skills)
Term was first shared with Larry Ainsworth by Don Viegut, asst. superintendent in Merrill, Wisconsin. May use “analyzing” in place of “examining.” Key slide—add “important nouns” and “verbs” The topic/context bullet refers to the activities and lessons teachers will use to impart the “unwrapped” concepts and skills—what they will use to teach these concepts and skills.

7. Identify Learning Targets from Power/Priority Standards
Analyze the wording of your Power Standards to determine exactly what students must know and be able to do.
This slide and the next provide the directions for “unwrapping” the matching Priority Standards that participants have already written on their CFA Planning template, p For those working on computers, suggest CAPITALIZING all the verbs rather than trying to use the drawing tool to circle each one. The other option is to highlight the concepts in one color and the skills in another.

8. KNOW
Underline the key concepts (important nouns and noun phrases).

9. DO
Circle the skills (verbs)—not all verbs, just those representing what students must be able to do.
CAPITALIZE vs circle verbs if creating a document on the computer

10. Remember BLOOMS? Creating Evaluating Analyzing Applying Understanding
Remembering

11. Create a Graphic Organizer
“Unwrapped” Skills With Approximate Bloom’s Taxonomy Levels
(2) RECOGNIZE (main idea)
(2) PROVIDE (supporting evidence)
(4) CONTRAST (facts, supported inferences, opinions)
(4) DRAW (inferences, conclusions, generalizations)
(5) SUPPORT (inferences/conclusions w/ text evidence, prior knowledge)
What Students
Need to Be Able To Do
Point out to participants how the exact same skills that were circled in the three Priority Standards for reading comprehension above are now represented here in their “unwrapped” forms. Note that each skill is accompanied in parentheses with the particular concept or concepts it relates to. Without the parenthetical, educators would later be asking themselves, “Recognize what? Or Provide what?” Even though it seems repetitive (writing the concepts on the first slide and then writing them again by each of the related skills), it’s necessary for the later design of assessment items.
This will be the first time they see the approximate levels of Bloom’s Taxonomy for each of the “unwrapped” skills. Explain that by identifying the Bloom levels for each “unwrapped” skill, this will focus their attention when writing selected- and constructed-response assessment items on matching the level of rigor indicated by the skill with the item itself. For example, if the skill is “analyze” there must be an analysis item. Past seminar participants have repeatedly commented that this identification of the Bloom level for each skill to later be used when writing corresponding assessment items is one of the most important features of the CFA seminar. Tell them they’ll see the Bloom’s list of verbs in a few moments.

12. What is Curriculum Mapping?
Curriculum Mapping is the documentation and discussion of what we teach.
It is a collaborative process that helps us understand teaching and learning throughout the Elementary and Middle School .
·        The simple definition is that CM is a form of documenting curriculum.
·        What is exciting about CM is that it presents a simple, organized solution to our major challenge of collecting, examining, improving, and spiraling our curriculum—which was expressed as a major concern among teachers on the AFG survey.
·        The format can vary and be adapted for a school’s needs, but most curriculum maps include columns for (1) a timeline (months of the year), and then (2) content, (3) units or broad activities, and (4) assessment for each curriculum unit that is taught. Additional columns can include (5) the applicable essential question for units and (6) standards and benchmarks.
·        The beauty of a curriculum map is that it is easy to use and read. It is simple in format—like a structured overview, showing the entire year’s worth of curriculum at a glance.
·        It can be done with pen on paper to start with, and then transferred onto the computer, or created completely on the computer—in either case, using a standard format throughout a district—or, for us, from pre-school through 12th grade.
·        Each content area would have its own CM for the year. So, for example, Grade 1 math would have its own yearlong map. So would KDES and MSSD ESL classes, 9th grade PE, high school Geometry, etc.

13. Types of Curriculum
Assessed – What is actually assessed at the state and local level.
Taught – The content that teachers actually deliver.
Intended – The written district guide for grade level benchmarks/objectives.

14. Why Curriculum Mapping?
It benefits ALL students.
Mapping is a COMMUNICATION tool.
Mapping is a PLANNING tool, it keeps us FOCUSED and targets necessary information.
Promotes PROFESSIONALISM and teaching creativeness.
Why map your curriculum?
Our rationale is listed on this slide.
(EACH COMES TO SCREEN INDIVIDUALLY)
READ THE SLIDE
With a K-12 overview of what is actually going on in the classrooms, individual teachers can build on previous years to better prepare students for the future.
There are virtual “Grand Canyons” in curriculum communication. We must look at students’ expectations over time to make effective curriculum decisions.

15. Benefits
Mapping is not burdensome, in fact it replaces repeat teachings and (eventually) lesson plans.
Mapping allows us to focus on fewer goals, and therefore, teach concepts in depth.
Mapping will eliminate wasted review and expand teaching time.
It vertically shows curriculum steps.

16. Curriculum Mapping Attempts to:
Create a “snapshot” of the educational activities of every classroom within the district.
Capture the content skills and assessments taught by every teacher in the district.
Organize this information into an easily accessed visual that presents a timeline of instruction by teacher and course.

17. How…
Let’s see…..

18. Sample Curriculum Map Essential Questions Content/Activities Outcomes
Assessment
Standards
August
September
October
November
December

19. Essential Questions… Focus on a broad topic of study.
Have multiple answers and perspectives. They address “why” or “how”.
They are “mental Velcro” that helps ideas stick in students’ minds.

20. Essential Questions Examples
Which is more important – water or air?
What is change?
What if Shakespeare were a woman?

21. Content
Content is the essential concepts and topics covered during a month.  

22. Content Examples Cultural diversity Water cycle Bridge to Terabithia
Local Government Systems
Fire Safety

23. Outcomes
Outcomes are key abilities and processes students will develop related to specific content.

24. Outcome Examples Reading a map Writing a play
Analyzing non-fiction text
Writing persuasive essays
Matching words and pictures

25. Assessment
Assessments are the products or performances that demonstrate student learning.
Assessments are what the student does (the actual product or performance), not the evaluation tool used to assess the product.

26. Assessment Examples Group presentation Brochure Research Paper
Essay exam
Puppet show
Debate

27. Activities
Key activities that lead to acquisition of knowledge and skills.
Describe the "how" for the knowledge and skills.

28. Activities Examples Writing persuasive letters to local government
Water analysis of local river
Critique a work of art
Create a 50 states quilt

29. Once we have our Maps, what do we do with them?

30. Maps are never finished; they are a work in progress!
Documentation
Examination
Revision
Examination
Revision
Examination
Revision
Documentation
Revision
Documentation
Keep in mind, maps are never finished; they are a work in progress.
Documentation
Examination

31. Michael Schmoker, Michael Fullan, Doug Reeves, Larry Lazotte and other researchers find that collaboration among teachers is critical if we are to improve student achievement. Mapping provides the process for that to occur, resulting in increased student achievement.