People.uncw.edu
2:00 o’clock class
Designing Curriculum and Instruction in Elementary Grades and Special Education
We plan the curriculum and instruction for a whole year or semester by going from the big picture (map), all the way down to the details of what you say and what examples you’ll use.
Here are the steps in more detail.
1. Using the state curriculum, research, experts, curriculum materials, and your own knowledge….
state clear and concrete objectives---what students will do. Think of FINAL objectives FIRST. Paste these into the Appendices for each subject you’ll be teaching.
First we look at the state curriculum (Core Standards) for a subject.
We select and copy important standards/objectives. We paste them in the document for that subject here.
Second, we look at research, expert opinions, and excellent curriculum materials for possible: subjects, strands in subjects, and knowledge items on strands. We copy important strands and items. And we go to the right document in the appendix. and paste them in.
Here are resources on research, expert opinions, and curriculum materials.
Reading/literacy
Florida Center for Reading Research. Assesses lots of programs!
Math
Mathematically Correct. Tells you how to teach math correctly. Tells you what to use and what NOT to use.
(reviews of materials)
Look at materials.
GET THESE. Elementary
GET THESE. Secondary.
Especially Language for Learning and Language for Thinking. Reach System [!!!]
Language for learning. Scope and sequence.
Especially Reading Mastery, Corrective Reading (grade three and up), DISTAR Arithmetic
Language!
DISTAR Arithmetic.
GET THIS BOOK!!!
Look up these.
2. Arrange the objectives, that you’ve pasted into the Appendix for each subject, into a logically progressive sequence. What’s logically progressive depends on the kind of knowledge system you are teaching. Please go here. Also, here. So,
1. In tightly-coupled knowledge systems (usually took skills), such as reading, language, and math, the logical progression is:
Teach pre-skills needed for complex skills that REQUIRE the pre-skills.
Which pre-skills? Do a knowledge analysis of performances relevant to the objectives. For instance, in reading, what basic reading skills are needed to read the final passage accurately, fast, and with comprehension? In a math curriculum, what pre-skills are needed to do the final set of problems? Then, work backwards---always planning to teach pre-skills early and continually until they are USED in the NEXT MORE COMPLEX skill. [Do a knowledge analysis of 100 Easy Lessons, and see of they teach all the pre-skills needed for the next more complex skill?
a. Sound out words. What pre-skills? Did they teach these early and continually?
b. Sentence reading. What pre-skills? Did they teach these early and continually?
c. Text comprehension. What pre-skills? Did they teach these early and continually?
d. Paragraph reading. What pre-skills? Did they teach these early and continually?
In tightly-coupled knowledge systems, many skills interact. For example, long division integrates estimation, multiplication, and subtraction. And subtraction involves counting backwards. Reading a passage accurately, fast, and with comprehension, integrates accurate and fast reading of sentences and words; letter-sound correspondence; saying words slowly (segmenting to sound out) and blending (to say fast); pronunciation; and routines for finding words in text (“What did the ant say?”) and interpreting words (“How did the ant feel about the loud noise?”). So, a curriculum for a tightly-coupled knowledge system will have strands. Every lesson will work on many strands---because all the skills are interdependent.
Examine scope and sequence charts for the tightly-coupled knowledge systems (tool skills) you are teaching. Examine your materials. Then develop a scope and sequence chart that accommodates all the objectives in their logical sequence.
Scope and Sequence Charts, with Strands, for Tool skill Curricula
Lessons/Days
1 10 15 20 25 40 ….. 60……90……120…….
Strands/
subjects
Common
knowledge
and language
Full sentences _________________________________________________________________________
Grammar _________________________________________________________________________
Names ____________________________________
Colors ____________ ___________ ____________
Shapes _______________ _________ ______________
Prepositions _____ ____ ____
Days/time
Days and Weeks______________________________________________________________
Clock time ____________________________
Reading
Blending _____________________
Segmenting _____________________
Letter-sound _______________________________________________
Sounding out ______________________________________________________________________
Vocabulary __________________________________________________________________________
[goes with
language
strand]
Comprehension ___[hear story]______________________________________[read story]_______________
Sentences and
longer text _________________________
Math
Rote counting ______________ [Overlaps are for review and firming pre-skills for the next unit]
Rational counting _________________
Group counting ________________
Addition _______________________
Subtraction __________________________
Multiplication ____________________
2. In loosely-coupled knowledge systems, such as literature, history, and certain sciences, the logical progression might be:
a. A timeline of events that trace historical processes (rise and decline, revolution).
b. Teach big ideas (e.g., theory of revolution, life cycles, the idea in classical Greece that the tragic flaws of a hero produce retribution); then show how the big ideas are revealed in the materials; then have students apply the big ideas by discussion, and generalization to new examples.
c. Teach basic concepts, rules, and theories (e.g., about plants), and then applications of these in projects.
Instead of making a scope and sequence chart of strands, make a scope and sequence chart of UNITS (sequences of lessons) that address specific objectives. For example:
a. Civics [Note: Each unit is a sequence of lessons. There are objectives and assessments for every lesson, unit, and the whole curriculum.]
Unit 1. Revolution.
Lessons 1-5 concepts (liberty, tyranny, representation, democracy, consent)
theory/big ideas on political systems, and examples (Greece, Rome, China)
6-10 Sons of Liberty, British Acts and colonial resistance
10-15 Lexington and Concord, Declaration
16-20 War
Unit 2. Constitution
Lessons 21-30
Unit 3. First strains
Lessons 30-35 Rebellions, Alien and Sedition Acts
Unit 4….
b. Science [Unit 1 Plants……………..][Unit 2. Ecosystems……][Unit 3 Astronomy][Unit 4. Integrative projects]
Plants __________________ [Overlap: talking about connection between one subject and the next.]
Ecosystems _______________________
Astronomy _______________________
Integrative _________________________
projects
Lesson 1 Life
Lesson 2 Living beings Lesson 3 Kinds of living beings: plants, animals, fungi, monera
Lesson 4 Plants
Lesson 5 Kinds of plants
3. Now examine your curriculum materials. Do they enable you to teach everything called for by the objectives? No? Then get supplements. Also, prepare powerpoints, etc.
4. Now make a curriculum map. A curriculum map shows all of the (1) knowledge systems (subjects) in your curriculum; and (2) either the strands within (things you’ll teach within) a tool skill curriculum (math, reading, language), or the Units in a content curriculum; and the (3) times during the day (lessons) when each subject is taught.
Now write in which materials are relevant to which parts of the strands or to which Units. For example, sounding out words is taught between lessons ___ and _____ in 100 Easy Lessons. Long division is taught in chapter 7 in the textbook, with supplements from (urls) on the web.
Curriculum Map of what knowledge to be taught in lessons, and the logically progressive sequence (top to bottom) in which the knowledge will be taught, so that pre-skill elements are taught BEFORE knowledge that NEEDS these elements.
|8:00-8:30 |8:40-9:20 |9:30-10 |
|Lesson |Lesson | |
|Task 1 Facts knowledge here | | |
|Review: name of city, state, country, school, | | |
|principal [retention] | | |
| | | |
|Objective. With error correction and restart, all kids | | |
|(group and individual turns) are 100% and within 4 seconds. | | |
| | | |
|Procedure:… | | |
|Gain attention. Boys and girls. Show me ready…. Yes, you got | | |
|ready sooooo fast! | | |
| | | |
|Frame. Let’s review our facts. When I ask a question, you | | |
|answer that question fast. | | |
| | | |
|What’s the name of our school principal? [write word on board and show how | | |
|to sound it out.] | | |
| | | |
|“Ms. Jennings.” | | |
|Question/instruction (because this is review/assessment) | | |
| | | |
|Verification/error correction | | |
|“YES. The name of our school principal IS Ms. Jennings.” | | |
| | | |
|[repeat and go fast?] | | |
| | | |
|Next fact…. | | |
| | | |
|You are sooo smart. | | |
|Task 2 | | |
|Recite days of the week. Routine knowledge [Acquisition] | | |
| | | |
|Objective. All kids (group and individual turns) say the whole list within | | |
|15 seconds. | | |
| | | |
|Procedure | | |
| | | |
|Boys and girls. | | |
|Today we’re going to learn the days of the week. | | |
|I’ll say the first days…. Here I go. Monday, Tuesday, Wednesday. | | |
|Say the first days of the week with me. Get ready… | | |
|Your turn to say the first days of the week…. | | |
|Yes, Monday, Tuesday, Wednesday. | | |
|The next days are Thursday, Friday. | | |
|Say the next days with me… | | |
|Say those 2 days by yourself.… | | |
|Now say all the days WITH me…. | | |
|Now say all the days by yourself…. | | |
|The last two days are Saturday and Sunday. | | |
|Say them with me… | | |
|Say those last two days by yourself.… | | |
|Now, say all the days of the week with me… | | |
|Now your turn to say ALL the days of the week… | | |
|Yes,…. | | |
|Task 3 | | |
|Color green. Sensory concept knowledge [acquisition.] Acquisition set | | |
|consists of circles, squares, blocks, balls, birds, house, trees. Several | | |
|nonexamples are the same as examples, but not green. Same relevant features; | | |
|different irrelevant features. | | |
| | | |
|Objective. After error correction and restart, all kids (group and individual| | |
|turns) correctly identify all examples and nonexamples 2 seconds. | | |
| | | |
|Procedure. | | |
|Boys and girls. Show me ready. | | |
|Yes, I looove the way you showed me ready!!! | | |
|New color. Green. What’s our new color… | | |
|Yes, green. | | |
|This is green…. What color? | | |
|Yes, green,. | | |
|THIS is green….What color is this? | | |
|Yes, green. | | |
|This is green, too. What color? | | |
|Yes, green. | | |
|This is NOT green. Is this green? | | |
|No. | | |
|… | | |
| | | |
|Test all examples and nonexamples in the acquisition set. | | |
| | | |
| | | |
| | | |
|Task 4. Review/test all colors: red, blue, yellow, green. To ensure | | |
|discrimination among different colors. | | |
| | | |
|Objective. All kids (group and individual turns) are 100% after correction | | |
|and restart. | | |
| | | |
| | | |
|Procedure | | |
| | | |
|Task 5 [throughout] | | |
|Say the whole thing. Higher-order concept. “Whole thing” means subject and| | |
|predicate.” | | |
| | | |
|All kids (group and individual turns) are 100% within 5 seconds, after | | |
|correction and model. | | |
| | | |
|These are “whole things.” | | |
|“This IS green/not green.” | | |
|“The principal is Ms. Jennings.” | | |
| | | |
|“I live in the state of North Carolina.” | | |
| | | |
|“His name is Melvin.” | | |
| | | |
|“I am six years old.” | | |
| | | |
|Procedure. | | |
|Model. “I’ll show you how to say the whole thing. Everybody, look at me and | | |
|say, ‘What’s your name?’ Go.” | | |
|What’s your name? | | |
|“Ms. Ironabs. I can say the whole thing. MY NAME IS Ms. Ironabs. I said the | | |
|whole thing.” | | |
| | | |
|“I’ll show you how to say the whole thing again! Woo hoo! | | |
|“Everybody. Look at me and say, ‘What color is the sky. Go.” | | |
|What color is the sky? | | |
|“Blue. I can say the whole thing. THE SKY IS blue.” | | |
| | | |
| | | |
| | | |
| | | |
|Test. “Now, when I say, ‘What’s YOUR name, you say the whole thing. You say, | | |
|MY NAME is, and say your name. Remember, start with my name is.” | | |
|“What’s your name?” | | |
|My name is (Wormwood, Bedbug, Fungus). | | |
|“Yes, you said the whole thing.” | | |
| | | |
|Error correction. Wormwood doesn’t say the whole thing: | | |
|Model. “I’ll say the whole thing. MY NAME IS Wormwood. Test. “Your turn. | | |
|Say the whole thing.” | | |
|My name is Wormwood. | | |
|Verification. “You said the whole thing.” | | |
|Restest. “What’s your name?” | | |
|My name is Wormwood | | |
| | | |
|More examples. | | |
| | | |
|Review/test. “Now let’s say the whole thing. What’s your name. Say the whole| | |
|thing….” [pre-correction] | | |
|What color is the sky. Say the whole thing. | | |
|What’s the name of our principal? [See what happens without the | | |
|pro-correction.] | | |
| | | |
| | | |
|8:40-9:20 Reading | | |
| | | |
|Task 1. | | |
|Phonemic Awareness, Pronunciation (a, m, s) | | |
|Rule and motor task. “Say what teacher says.” | | |
| | | |
|Objective: All kids (group and individual turns), after correct and restart,| | |
|are 100% within 4 seconds. | | |
| | | |
|Procedure | | |
| | | |
|Gain Attention: “Boys and girls!” | | |
|Frame: “Let’s review our sounds. First I’ll say a sounds and then you’ll say | | |
|that sound” | | |
|Model: “First sound: aaaaaa.” | | |
|Test: “Now you say that sound” (aaaaaa) | | |
|Verify: “Yes! aaaaa!” | | |
|Correct: “This sound is aaaaa. Say the sound” | | |
|Model: “Next sound: mmmmmm” | | |
|Test: “Now you say that sound” (mmmmm) | | |
|Verify: “Yes! Mmmm!” | | |
|Correct: “This sound is mmmmm. Say the sound” | | |
|Model: “Next sound: ssssss” | | |
|Test: “Now you say that sound” (ssssss) | | |
|Verify: “Yes! Ssssss!” | | |
|Correct: “This sound is ssssss. Say the sound” | | |
| | | |
| | | |
|Task 2. Alphabetic principle. Letter-sound correspondence. | | |
|New sound. long e | | |
| | | |
| | | |
|Objective. All kids (group and individual turn, after correction and repeat,| | |
|correctly say the sound within 3 seconds when I touch under the letter. | | |
| | | |
|Procedure | | |
| | | |
|Gain attention: “Boys and girls!” | | |
|Frame: “New sound! First I’ll say a sound and then you’ll say that sound!” | | |
|Model: “New sound: eeeee” | | |
|Lead: “Now we’ll say the sound. Get ready! Eeeeee.” | | |
|Test: “Now you’ll say that sound. Get ready!” (eeeeee) | | |
|Verify: “Yes! Eeeeee!) | | |
|Correct: “This sound is eeeeee. What sound?” | | |
| | | |
| | | |
|Task 3. Phonemic awareness. Blending, or say it fast. | | |
|Review/retention: motorboat, ice cream, sister, if, me | | |
| | | |
|Objective. All kids say it fast within 3 seconds, after correction and | | |
|repeat. | | |
| | | |
|Procedure | | |
| | | |
|Gain attention: “Boys and girls!” | | |
|Frame: “Let’s play say it fast with our old words. First I’ll say a word | | |
|slowly then I’ll say that word fast.” | | |
|Model: “Listen. Motor…Boat. Now I’ll say it fast- motorboat.” | | |
|Test: “Your turn to say it fast. Listen. Motor…Boat. Say it fast!” | | |
|(motorboat) | | |
|Verify: Yes, motorboat! You said it fast!” | | |
|Model: “Listen. Ice...Cream. Now I’ll say it fast- ice cream.” | | |
|Test: “Your turn to say it fast. Listen. Ice…Cream. Say it fast!” (ice cream)| | |
|Verify: Yes, ice cream! You said it fast!” | | |
|Model: “Listen. Sis…ter. Now I’ll say it fast- sister.” | | |
|Test: “Your turn to say it fast. Listen. Sis…ter. Say it fast!” (sister) | | |
|Verify: Yes, sister! You said it fast!” | | |
|Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.” | | |
|Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it fast!” (if) | | |
|Verify: Yes, if! You said it fast!” | | |
|Model: “Listen. mmmmmeeeee. Now I’ll say it fast- me.” | | |
|Test: “Your turn to say it fast. Listen. mmmmmmeeeee. Say it fast!” (me) | | |
|Verify: Yes, me! You said it fast!” | | |
| | | |
|Task 4. Phonemic awareness. Blending. words: see, that, if | | |
| | | |
|Objective. All kids correctly say the words fast within 3 seconds, after | | |
|correction and repeat. | | |
| | | |
|Gain attention: “Boys and girls!” | | |
|Frame: “Let’s play say it fast with our new words. First I’ll say a word | | |
|slowly then I’ll say that word fast.” | | |
|Model: “Listen. Ssseeeeeeeee. Listen again. Sssssseeeeee. Now I’ll say it | | |
|fast. See.” | | |
|Test: “Your turn to say it fast. Listen. Ssssseeeeee. Say it fast.” (see) | | |
|Verify: “Yes, see! You said it fast! | | |
|Model: “Listen. Ththththaaaatttt. Listen again. Ththththaaaaaat. Now I’ll say| | |
|it fast. That.” | | |
|Test: “Your turn to say it fast. Listen. Ththththaaaatttt. Say it fast.” | | |
|(that) | | |
|Verify: “Yes, that! You said it fast! | | |
|Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.” | | |
|Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it fast!” (if) | | |
|Verify: Yes, if! You said it fast!” | | |
| | | |
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| 10:05-10:40 Science | | |
| | | |
| | | |
| | | |
|Sequence of tasks in lessons corresponds to chunks that you got from the | | |
|materials. | | |
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|Chunks in Astronomy | | |
|Identify kinds of knowledge; state objectives; write procedure. | | |
| | | |
| | | |
|Picture of the whole solar system and videos. Point and name what you see. | | |
| | | |
|Gain Attention: Boys and Girls | | |
|Frame: Now we are going to look at the Solar System. This is where we live. | | |
|Point to the Sun-“This is the Sun, you’ve seen the Sun every day.” Point to | | |
|Earth-“We live here and it is called Earth.” Here are things that we don’t | | |
|see very easily. Point to the rest of the planets, asteroids, and moons. Use| | |
|a diagram that has the Moon. Show them a video that shows the planets going | | |
|around the sun, a picture of Saturn that shows its rings, show a picture of | | |
|Jupiter that shows how big it truly is. | | |
| | | |
|Define “solar system”-higher order concept. Define and explain, using words | | |
|and examples and non-examples. | | |
|A solar system is all of the planets, moons, asteroids, and comets that orbit| | |
|a sun. Define all words in definition using examples and non-examples. | | |
|Terminal response: you give them the word and they give you the one sentence | | |
|definition. Identify examples and non-examples. | | |
| | | |
|Say all the parts of a solar system (list). Students identify the parts of a | | |
|solar system (teacher points, students name). | | |
| | | |
|Students recite all parts of a solar system. | | |
|Boys and Girls. Now we are going to learn all of the parts of the solar | | |
|system. When we are done you will say all of the parts of the solar system. | | |
|The first three are the Sun, Mercury, and Venus. Say those with me. Now say | | |
|it by yourself. Continue to list the parts of the solar system in chunks and | | |
|then put it all together. Make sure you point to them. Now you point to each | | |
|part of the solar system just as I have been doing and say the name. | | |
|Model/test-this one is the sun. What is it? Repeat with the rest of the | | |
|objects. Then touch at random and ask them the name. | | |
| | | |
|5 facts about each object (sun, planet, asteroid belts, etc.) (list) | | |
|Sun- medium sized yellow star, started with a cloud of dust that was | | |
|compacted and hot, its five billion years old, 93 million miles away from | | |
|Earth, and the light from the sun is what makes plants grow. | | |
|Boys and girls, now we are going to learn five facts about the sun. Say facts| | |
|and have them memorize them and repeat with other objects. | | |
| | | |
|Say how the solar system formed. (Routine consisting of simple declarative | | |
|statements.) (First…then…then…) | | |
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|Kids make a model/diorama/project of the solar system, using their knowledge | | |
|of the parts and the whole to demonstrate their knowledge. | | |
|This terminal performance integrates all of the knowledge from the chunks. | | |
APPENDICES
STRANDS AND KNOWLEDGE ITEMS FOR DIFFERENT KNOWLEDGE SYSTEMS/SUBJECTS
Go back to Steps for Making a Curriculum Map.
LITERACY/READING
|Paste Standards, Objectives here |Translate into clear and concrete objectives |
|List main curriculum strands/subjects, and examples of knowledge in each. |List main curriculum strands/subjects, and examples of knowledge in |
| |each. |
|From State and/or district curriculum. |From State and/or district curriculum |
|Common Core State Standards for | |
|English Language Arts & Literacy in History/Social Studies, Science, and | |
|Technical Subjects | |
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|Strands | |
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|5. Comprehension | |
|Ask and answer questions about key details in a text. | |
|Retell stories, including key details, and demonstrate understanding of | |
|their central message or lesson. | |
|Describe characters, settings, and major events in a story, using key | |
|details. | |
|Identify words and phrases in stories or poems that suggest feelings or | |
|appeal to the senses. | |
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|From research, experts, and well-designed materials |From research, experts, and well-designed materials |
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Scope and Sequence for Literacy/Reading
Strands
1. Phonemic awareness
a. Blending: compound, 2-syllable, 1-syllable words
b. Segmenting
2. Letter-sound correspondence
m, s (1),
3. Decoding
a. Sounding out
b. Saying fast
5. Comprehension
a. Ask and answer questions about key details in a text.
b. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
c. Describe characters, settings, and major events in a story, using key details.
d. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
ARITHMETIC
|Paste Standards, Objectives here |Translate into clear and concrete objectives |
|List main curriculum strands/subjects, and examples of knowledge in each. |List main curriculum strands/subjects, and examples of knowledge in |
| |each. |
|From State and/or district curriculum. |From State and/or district curriculum |
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|From research, experts, and well-designed materials |From research, experts, and well-designed materials |
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Scope and Sequence for Arithmetic
SCIENCE
|Paste Standards, Objectives here |Translate into clear and concrete objectives |
|List main curriculum strands/subjects, and examples of knowledge in |List main curriculum strands/subjects, and examples of knowledge in |
|each. |each. |
|From State and/or district curriculum. |From State and/or district curriculum |
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|From research, experts, and well-designed materials |From research, experts, and well-designed materials |
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Scope and Sequence for Science
SOCIAL STUDIES
|Paste Standards, Objectives here |Translate into clear and concrete objectives |
|List main curriculum strands/subjects, and examples of knowledge in |List main curriculum strands/subjects, and examples of knowledge in |
|each. |each. |
|From State and/or district curriculum. |From State and/or district curriculum |
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|From research, experts, and well-designed materials |From research, experts, and well-designed materials |
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Scope and Sequence for Social Studies
LANGUAGE AND COMMON KNOWLEDGE
|Paste Standards, Objectives here |Translate into clear and concrete objectives |
|List main curriculum strands/subjects, and examples of knowledge in |List main curriculum strands/subjects, and examples of knowledge in |
|each. |each. |
|From State and/or district curriculum. |From State and/or district curriculum |
|Common Core State Standards for | |
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|From research, experts, and well-designed materials |From research, experts, and well-designed materials |
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Scope and Sequence for Language and Common Knowledge
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