Curriculum Alignment



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Curriculum Alignment

  • OCTOBER SKY
  • After watching the movie clip from October Sky (1999), discuss with an elbow partner:
  • “What allowed the children to be successful?”
  • FOCUS
  • Teach an aligned (and focused) curriculum.
  • Throughout the lesson, ensure students are learning each segment of the lesson before moving to the next one.
  • Engage in purposeful reading, writing, and talking.
  • Mike Schmoker, Focus, 2011

The Framework

  • ASSESSMENT
  • ACTION
  • ANALYSIS
  • CULTURE
  • Painting the Road
  • Read the except from Driven by Data (p. 11) titled Painting the Road.

Quick Write

  • What are the important things needed to support curriculum alignment?
  • Large group share out
  • Reading the excerpt “An Opening Story) from Driven by Data (p. 3) (5 minutes)
  • Table Talk: At your table, discuss how the reading relates to the question “Where is the bar for learning?” (3 minutes)
  • Group Share: Volunteers/Cold Call 1 or 2 tables to share their thoughts. (2 minutes)

GRADE 4

  • Given a standard: Grade 4
  • 4.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
  • (C)  revise drafts for coherence, organization, use of simple and compound sentences, and audience;
  • Look at the assessment items, which assessment items are aligned?
  • Action: Using the white sheet, list the items aligned to the standards, now turn and talk to your elbow partner and explain why you chose what you chose.

GRADE 4

  • Given a standard: Grade 4
  • 4.15 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
  • (C)  revise drafts for coherence, organization, use of simple and compound sentences, and audience;
  • Now look at the released item (revising and editing)
  • Now, which assessment items are most closely aligned to the State Standard
  • Repeat Action with additional What evidence did you use to deepen the alignment with regard to scope, difficulty and design?

GRADE 7

  • Given a standard: Grade 7
  • (14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
  • (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
  • Look at the assessment items, which assessment items are aligned?
  • Action: Using the white sheet, list the items aligned to the standards, now turn and talk to your elbow partner and explain why you chose what you chose.

GRADE 7

  • Given a standard: Grade 7
  • (14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
  • (C) revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience, and genre have been addressed;
  • Now look at the released item (revising and editing)
  • Now, which assessment items are most closely aligned to the State Standard
  • Repeat Action with additional What evidence did you use to deepen the alignment with regard to scope, difficulty and design?

ENGLISH I

  • Given a standard: English I
  • Writing/Expository [and Procedural] Texts. Students write expository [and procedural or work-related] texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to
  • (A) write an [analytical] essay of sufficient length Readiness Standard that includes
  • (i) effective introductory and concluding paragraphs and a variety of sentence structures;
  • (ii) rhetorical devices, and transitions between paragraphs;
  • (iii) a controlling idea or thesis;
  • (iv) an organizing structure appropriate to purpose, audience, and context;
  • (v) relevant information and valid inferences.

ENGLISH I

  • Given a standard: English I
  • Look at the assessment items, which assessment items are aligned?
  • Action: Using the white sheet, list the items aligned to the standards, now turn and talk to your elbow partner and explain why you chose what you chose.

ENGLISH I

  • Given a standard: English I
  • Now, which assessment items are most closely aligned to the State Standard
  • Repeat Action with additional What evidence did you use to deepen the alignment with regard to scope, difficulty and design?

STANDARDS ARE MEANINGLESS UNTIL YOU DEFINE HOW YOU WILL ASSESS THEM

  • BOOK ENDS - LESSON OBJECTIVES AND DOLS
  • Examine Three Sets of LO’s and DOL’s - Determine if you would score them as UNSAT, PROG, PROF, or EXEMPLARY
  • Table Talk: At your table, discuss your findings
  • Group Share: Volunteers/Cold Call 1 or 2 tables to share their thoughts.
  • FEEDBACK - LESSON OBJECTIVES AND DOLS
  • Examine Three Sets of LO’s and DOL’s - With an elbow partner, discuss ONE LO and DOL and the feedback you would give in order to improve the alignment.
  • Group Share: Volunteers/Cold Call 1 or 2 tables to share their thoughts.
  • Response Card
  • Those know curriculum alignment CAN …
  • Those DON’T know curriculum alignment …


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