DePaul Center for Urban Education and Assessment



DePaul Center for Urban Education and Assessment

THE CONNECTED CURRICULUM

Use this guide to organize standards-based instruction and assessment.

Each grade level should:

← Preview the scope and sequence

← Select/modify/adopt the outcomes (the scope and sequence details competencies students should develop at the grade level)

← Select/modify/construct assessments

The framework develops strategic reading to be integrated/applied—the strategies for each week should be applied in work with basal, non-fiction, trade books, newspaper, other reading materials.

These guides were developed incorporating the Core Curriculum Framework developed by the Center for Urban Education through support from the Joyce Foundation. Correlated instructional and assessment resources developed

through the Polk Bros. Foundation Teacher Leadership Network are available at .

What’s New? Using Performance-based assessment.

What does that mean?

Assessment is based on more than a multiple choice test. It means that students demonstrate what they know and can do with that knowledge.

What do teachers do to make this change?

They teach with activities that require students to apply skills and knowledge. They explain to students just how clear and complete they should make their work. Then they help students see how well they meet the standards—and how to improve their work so they meet and exceed them.

Active Learning/Assessment Projects—here are some examples of performance-based assessments or learning activities.

They are assessments if students do them independently. They are learning activities when teachers guide the students or students work on them in pairs/groups. The more that you involve students in active learning applications the more they’ll be prepared to succeed on the assessments—and the more they’ll learn. These activities integrate skills and knowledge.

|Collect and classify information in a data bank. |Make a glossary. |Rewrite your textbook chapter so a younger student would enjoy it. |

|Create or complete a diagram. |Create or complete a chart. |Organize information for a debate on this topic. |

|Create or complete a timeline. |Create or complete a map. |Write a letter from someone in this situation. |

|Create or complete a graph. |Each student writes one page in a class chapter about the topic. |Make a set of questions for Who Wants to be a Millionaire. |

|Write a booklet about the topic. |Write a diary as if you were a person in the situation you are |Make a top ten fact list. |

| |studying. | |

|Construct a multiple-choice question. |Draw a cartoon to show the sequence. |Change the ending. |

|Write an open-ended question about the topic. List three possible |Use pictures or symbols to communicate the topic without words. | |

|answers. | | |

|Write what’s next. |Outline a page or chapter. | |

|Construct a crossword puzzle. |Write a poem about the topic. | |

The first part of this guide provides examples of how to organize standards-based assessment-instruction.

What Continues? The Chicago Reading Initiative. The following activities are teacher guided or independent.

Activities that can be assessments are marked with an asterisk.

|WORD KNOWLEDGE |Student Activities |

| |Draw words or pictures to explain vocabulary* |

|Instructional Activities: |Chart word-picture-word or word/synonym word/antonym* |

|Teacher displays words and pictures by phonics/structural patterns and |Find word in newspaper, book |

|topic. |Write sentence with word* |

|Teacher develops student vocabulary through weekly vocabulary building |Make/complete grammar chart or glossary* |

|activities. |Make/complete prefix-suffix chart/guide* |

|Teacher lists and then develops vocabulary in each content area. |Build vocabulary in the content areas* |

| |Write with the ‘words of the week’* |

|FLUENCY | |

|Instructional Activities: |Student Activities |

|Teacher reads aloud, thinks aloud. |Read aloud from texts and their own writing* |

|Teacher coaches reading. |Re-read texts individually and in groups* |

|Teacher models fluent reading of a variety of kinds of texts. |Partner reading* |

| |Poetry reading across the curriculum* |

|COMPREHENSION |Student Activities |

|Instructional Activities: Teacher uses a variety of strategies, including |Illustrate text* |

|DRTA; PQROST (for content reading); |Construct and explain graphic organizers* |

|Reading Transfer—read to, read with students; students re-read to learn |Answer questions; justify answer choice* |

|more. |Make up questions (and provide answers)* |

| |Sequence events in pictures or words (may use time-line)* |

| |Write or match sentences that describe or explain ______.* |

| |Infer and explain basis of inference* |

| |Paraphrase* |

| |Summarize* |

| |Identify main idea or theme and explain its basis in text* |

| |Write the next part* |

| |Write a paragraph, poem, booklet, letter about topic* |

| |Make Reader’s guide—write explanation of strategies.* |

|WRITING |Student Activities |

|Instructional Activities: |Write with focus, organization, support, coherence, and clarity* |

|Teacher incorporates writing in all subjects |Edit writing* |

|Teacher does “write aloud”. |Write in a variety of formats—letters, poems, diaries, fiction, non-fiction, booklets…* |

|Teacher integrates writing into reporting learning in all subjects. |Make Writer’s Guide—explains how to write* |

Standards, Benchmarks, Performance Descriptors, Assessments

Note them here concisely. Each week assess that week’s priorities. Every fifth week, assess comprehensively.

|Standard |Benchmark |Performance Descriptors |Assessment |

|Vocabulary | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Reading | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Writing | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Standard |Benchmark |Performance Descriptors |Assessment |

|Fluency | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Math | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Content | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

| | | | |

Then make the FIVE WEEK PLAN.

Each week’s focus should develop the competencies you have identified for the five-week outcomes.

See the next pages for examples.

| |week 1 |week 2 |week 3 |week 5 |Assessment week 5--clarify, expand |

|Word Knowledge | | | | | |

| | | | | | |

|1A | | | | | |

|Strategic | | | | | |

|Reading to integrate, | | | | | |

|apply | | | | | |

| | | | | | |

|Goals 1, 2, 4 | | | | | |

|Fluency | | | | | |

|Goals 1, 4 | | | | | |

| | | | | | |

|Writing | | | | | |

|and Illustrating | | | | | |

|Goal 3 | | | | | |

|MATH | | | | | |

|Choose each week’s | | | | | |

|focus | | | | | |

| | | | | | |

| | | | | | |

|Content | | | | | |

| | | | | | |

|Geography | | | | | |

|Goal 17A, B,C, D | | | | | |

|Research | | | | | |

|Goal 5 | | | | | |

Third Grade Example: Plan for Weeks 1-5

Goals, Standards, Performance Descriptors, Assessments

|Standard |Benchmark |Performance Descriptors |Assessment |

|Vocabulary |Use word analysis skills to recognize new words. |Use word analysis (root words, inflections, affixes) to |Classify words singular, plural; |

|1A Apply word analysis and |Comprehend unfamiliar words with prior knowledge; |identify words. |provide examples of nouns, proper nouns, verbs, |

|vocabulary skills to |verify meaning with resource materials. |Use a variety of resources to clarify meanings of |adjectives. |

|comprehend selections. | |unfamiliar words. |Explain how and why to use dictionary |

| | | |Make own word book/chart |

|Reading |1B Establish purposes for reading, make |Set a purpose for reading. |Read new story and list characters, traits, and |

|1B Apply reading strategies|predictions, connect important ideas, and link text|Infer before, during, and after reading. |events. |

|to improve understanding |to previous experiences and knowledge. | |infer traits, motive, sequence, cause-effect with |

|and fluency. | |Identify setting, plot, character traits and effects on |evidence. |

|2A: Understand how literary|2A Identify literary elements of theme, setting, |story. |Illustrate problem-solution. |

|elements convey meaning. |plot, character | | |

| | | | |

|Writing |Construct complete sentences with subject verb |Construct complete sentences. |Write/edit sentences—with correct punctuation and word|

|3A Use correct grammar, |agreement, appropriate use of parts of speech. |Demonstrate subject-verb agreement. |choice. |

|spelling, punctuation, | |Use appropriate punctuation and capitalization and parts of| |

|structure | |speech. |Write own guide to writing sentences. |

| | | | |

| | | | |

| | | | |

Third grade example--continued

|Standard |Benchmark |Performance Descriptors |Assessment |

|Fluency |NA |Use appropriate presentation techniques: volume, rate, |Read aloud with increased fluency. |

|1B Read with understanding | |tone, pitch. |Explain how to read with appropriate rate. |

|and fluency | | | |

|4B Speak effectively | | | |

| | | | |

|Math | | |Solve problems with this five weeks’ math. Explain |

|Math specifications are to | | |how you solved them. |

|be provided by teachers | | |Make my own math glossary, booklet/chart/guide. |

|depending on math program | | | |

|in use. | | | |

| | | | |

| | | | |

| | | | |

| | | | |

|Content |Identify physical characteristics of places; |Draw map including local landmarks; Locate community, |List, illustrate, explain features of a city; diagram |

|17A locate and describe |Explain geographic representation; use maps to |state, nation—exact and relative—on globe; draw map of |relationships; |

|places, regions, features; |gather information about people, places, |community; locate places on map with number-letter grid; |Write own guide to city including map and vocabulary |

|17C: Understand relations |environments. |explain parts of a map; |terms. |

|between geographic factors |Describe relationships among location of resources,|Compare urban and rural communities. | |

|and society |population, economic activities. | | |

| | | | |

| | | | |

| | | | |

Example—five week plan based on standards/assessments: Third Grade Priorities Weeks 1-5

| |week 1 |week 2 |week 3 |week 4 |Week 5 assess, clarify, expand |

|WORD |Assess student phonics Word |Identify/ |Classify Verbs and verb tense |adjectives |Classify words singular, plural; |

|KNOWLEDGE |Knowledge |classify singular and plural nouns|Use dictionary |Use dictionary |provide examples of nouns, proper nouns, |

| | |This week’s words: |This week’s words: |and alphabetize to 3rd letter |verbs, adjectives. |

| |Set up word wall | | |This week’s words: |Explain how and why to use dictionary |

|1A | | | | |Make own word book/chart |

| |Proper nouns | | | | |

|Strategic |Read/listen to |Read/listen to |Read/listen to |Describe and illustrate problem, |Read new story and list characters, traits, |

|Reading |identify/infer traits of person/ |identify/infer sequence, |identify/infer motive |solution—fiction or non-fiction. |and events. |

|Goals 1, 2, 4 |character |cause-effect with evidence |1B,C, 2A |1B |infer traits, motive, sequence, cause-effect |

|Apply to basal |1B, 2A |1B,C, 2A | | |with evidence. |

|Plus—read a variety of | |Take reading interest inventory. | | |Illustrate problem-solution. |

|materials across the |Follow 1, 2-step directions (4A) | | | | |

|curriculum | | | | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with increased fluency. |

|Teacher models/students| | | | |Students explain how to read with appropriate|

|practice daily | | | | |rate. |

|Goals 1, 4 |Emphasis: appropriate rate |Emphasis: appropriate rate |Emphasis: appropriate rate |Emphasis: appropriate rate | |

|Writing |Write complete sentences: |Add details to descriptive |Write sentences to describe places|Write sentences to describe places|Write/edit sentences |

|and Illustrating |punctuation review |sentence; correct punctuation |(relate to geography) | |—correct punctuation and word choice. |

|Goals 3, 4 | | | | |Write own guide to writing sentences. |

|MATH | | | | |Solve problems with this five weeks’ math. |

|Choose each week’s | | | | |Explain how. Make my own math |

|focus. | | | | |booklet/chart/guide. |

| | | | | | |

|Content |Location: Where are we? |Place: City places |Region: City areas |Movement: City transportation |List, illustrate, explain features of a city;|

|CITY |city |community |central |east, north, river |diagram relationships; |

|Geography |geography |government |downtown |south, travel, west |Write own guide to city including map and |

|Goal 17 A,B,C |key |map key |lake | |vocabulary terms. |

|Research |map |mayor |lakeshore | | |

|Goal 5 |school |people |location | | |

| | | |suburb | | |

EXAMPLE LESSON PLAN FOR WEEK 2, THIRD GRADE

|What's Important? |Monday Make It Clear. |Tuesday Take it, use It. |Wednesday Work with It. |Thursday:Think It Through. |Friday Fix and Finish |

|Vocabulary/Word Knowledge |Today’s words |Today’s words |Today’s words |CHECKPOINT |Add examples and use in sentences. |

|This week’s pattern: |city, cities |alderman, aldermen |boundary, boundaries |Draw pictures of five of this | |

|Singular/plural words |community, communities |problem, problems |compass, compasses |week’s words; give your pictures to|Graph how many words we’ve learned |

| |person, persons, people |tax, taxes |direction, directions |another student to identify your |this week. |

| | | | |words. | |

|Reading |Read Aloud/Think Aloud How to |Read Aloud/Think Aloud How to |Read Aloud/Think Aloud (model |Student Read |Students explain what they learned |

|Comprehension |figure out sequence. |figure out cause-effect. |comprehension) |Aloud/Think Aloud—how to |this week in their reading |

|Read/listen to | | |How to identify/infer cause-effect.|identify/infer cause-effect |guide/report. |

|identify/infer sequence, |Teacher-Guided Reading Group |Teacher-Guided Reading Group | | |Students apply this week’s reading |

|cause-effect with evidence |Activity: use basal, guide reading |Activity: |use basal, guide reading with |use basal, guide reading with |strategies independently. |

| |with questions in basal; students |use basal, guide reading with |questions in basal; students make |questions in basal; students | |

| |make timeline. |questions in basal; students make |timeline, identify cause-effect. |explain how to make timeline, | |

| | |timeline, identify cause-effect. | |identify cause-effect. | |

|Fluency |Teacher models |Teacher models |Teacher models |Student models |Students read for another group/class|

|This week’s reading: poem about|Students read with partner |Students read with partner |Students read with partner | | |

|Chicago | | | | | |

|Math |Teacher demonstrates how to measure|Teacher models again, students |Student models. Students apply to |Students take math challenge—solve |Students write their own math guide |

|Focus |area, students take notes of steps |apply to solve problems in pairs. |solve problems in pairs. Students |problem independently, write |with example problem and solution and|

|Skill/concept of the week—for |to solve problem | |make up problems for other pairs. |explanation of steps. |steps. |

|example, how to measure area. |--“math path”. | | | | |

|Writing |Teacher demonstrates |Teacher demonstrates |Students work independently, |Students edit their work. |Students illustrate their work. |

|This week’s emphasis: |Students apply—Chicago people |Students apply—Chicago government |teacher coaches. |Combine sentences with other | |

|Add details to descriptive |sentences. |sentences. |Sentences about Chicago places and |students to make a sentence story. | |

|sentence; correct punctuation | | |people. | | |

|Content |VOCABULARY |COMPREHENSION |COMPREHENSION |WRITING |FLUENCY |

|Topic: |T: Read aloud newspaper story about|Read our social studies book—pages | |Take quiz—use the Wednesday |Make a display, booklet; |

|City Places |event in Chicago |about cities. |Make a map that shows |questions. |share it/show it—take it to present |

| |S: Draw what you hear |list interesting facts. Then |how our community is part of | |to another class. |

| |S: Start this week’s glossary. |choose your top five facts. |Chicago. |Write about Chicago places. Write | |

| |Include words that name places in a|Then pair and share to put together| |sentences or a poem. | |

| |city and that tell about those |a top ten fact list. |Make up questions about Chicago. | | |

| |places (adjectives). | | | | |

Assessment Organizer This is an example for planning every fifth week’s assessments.

• Keep it clear

• Focus on one assessment each day

• Use a variety of assessments

• Use the other days to fix and expand based on the assessment

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Subject |Subject |Subject |Subject |Subject |

| | | | | |

| | | | | |

|Performance Descriptors |Performance Descriptors |Performance Descriptors |Performance Descriptors |Performance Descriptors |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Assessment |Assessment |Assessment |Assessment |Assessment |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

Assessment Organizer EXAMPLE This is an example for every fifth week’s assessments.

|Monday |Tuesday |Wednesday |Thursday |Friday |

|MATH |READING |WRITING AND VOCABULARY |SCIENCE or |Fix, Finish, Expand with Fluency |

| | | |SOCIAL STUDIES | |

|Performance Descriptors: Applied skills,|Performance Descriptors: Applied skills, |Performance Descriptors: Applied skills |Performance Descriptors: Applied | |

|Word Knowledge, and strategies |strategies, and Word Knowledge emphasized |and vocabulary emphasized previous four |content, skills emphasized previous four| |

|emphasized previous four weeks. |previous four weeks. |weeks. |weeks. | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Assessments |Assessments |Assessments |Assessments |Assessments |

| | | | | |

|K-8 |K-8 assessments: |K-8: |K-8 |Fluency |

|Complete this chart. Show or write what|read the story/history, draw the characters.|Write/draw what each word means. |Write or draw what each word means. |Students read aloud with increased |

|each word/symbol means. (numbers, terms|Tell what happens and why. | | |fluency and explain how to read with |

|and operations words/symbols learned | |Correct the following words/sentences. |Write or draw to explain what you |expression and/or how to read with |

|this five weeks) |3-8 PLUS—added performances | |learned about ______. |appropriate rate. |

| | |2-8 Plus: | | |

| |Explain how you use this skill or strategy |Plan and write a: |Answer the following questions |Comprehensive |

|2-8 Plus: |of reading. |__paragraph | | |

| | |__essay |2-8 Plus: |Students complete portfolio for the five|

|Write an explanation of each math term |Read this text and use the graphic organizer|__story |Write an explanation of the following |weeks’ learning. |

|(teacher lists terms or students |to explain it. |__poem |topic. | |

|provide). | |__ ______________ | | |

| | | |Complete this graphic organizer to show | |

|Solve this problem. Explain how you |Read the following text and answer the |about _________________ |what’s important to understand about | |

|solve it. |questions about it. |Be sure it has clear: |this topic. | |

| | |Focus | | |

|Then solve these problems using more |Teacher provides questions—literal, |Support | | |

|math skills. |inferential, analytic, evaluative. Include |Organization | | |

| |multiple choice and short-answer. |Conventions | | |

| | |Integration | | |

Assessment Week EXAMPLES

Example of Activities to Continue Learning All Week—boldfaced items are the assessment activities of the day. The others are designed to help students FIX and EXPAND the competencies of the five weeks.

| |Monday |Tuesday |Wednesday |Thursday |Friday |

|Content: |Work on student-written text /booklet|continue to work on booklets about |continue to work on booklets about |ASSESSMENT: |class presents to another class |

| |about the topic |the topic |the topic |Students present booklets to each | |

| |(k texts may be pictorial) |(Should include graphics.) | |other; teacher assesses | |

|Reading |Students read aloud and think aloud |ASSESSMENT: |K-2: Students make puppet show based |Students write about what they have |Students make a list of ways to be a |

| |using the strategies they have |Students write/draw in response to |on story. |read that they liked. |good reader. |

| |learned during the previous four |questions about a reading. |3-8: Students exchange test | | |

| |weeks. | |questions, answer them, discuss their| | |

| | |Grades 2-8 Multiple choice and |answers and the questions. | | |

| | |short-answer questions. | | | |

|Vocabulary |Students make glossary of words by | Students complete glossary of words.|ASSESSMENT: |Students check spelling and correct |Students put completed work into |

| |categories—may include pictures and | |Students write sentences with their |if needed. |portfolio. |

| |words. | |vocabulary words (K-1 match with | | |

| | | |pictures) | | |

|Fluency |Students read aloud with partners. |Students read aloud with partners. |Students read a poem aloud with |Student partners prepare poem or |Students present their favorite poem |

| | | |partners. |prose for class read aloud. |or prose with increased fluency. |

|Math |ASSESSMENT: |K-2: Students make math book pages |K-2: Students illustrate math book |K-2: Students finish BIG BOOK. |K-2: Students share BIG BOOK with |

| |K-2: Students use numbers | |pages. | |other classes. |

| |2-8: Students make glossary of words | | | | |

| |from math. | | | | |

| |3-8: Students solve problems, write | | | | |

| |explanations of solutions for | | | | |

| |problems |3-8: Students review | |3-8: Students present math lessons to|3-8: Students make up more test |

| | |the test items |3-8: Students write their own |each other. |questions and solve them using their |

| | |and discuss the |step-by-step guides to the math | |step-by-step guides. |

| | |strategies. |learned. | | |

|Writing |Students write math |Students write about |ASSESSMENT |ASSESSMENT continues: |Students write about their favorite |

| |sentences. |what they read. |Students make their own guide to |Students write about content using |learning. |

| | | |writing with the skills focused on |their own guides. | |

| | | |during this time. | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download