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© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
1
The Educator’s Guide
to
Common Core Curriculum CompanionTM
Educator’s Guide by
Judy K. Sargent, Ph.D.
Cooperative Educational Service Agency 7
Curriculum CompanionTM
developed by
CESA 7 School Improvement Services and the Regional Computer Center, Green Bay, Wisconsin
March 2012
CESAs MAKE POSSIBLE THE
SCHOOLS WISCONSIN WANTS CESAs
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
2
The CESA 7 Common Core Standards Curriculum CompanionTM is available through the office of
School Improvement Services at Cooperative Educational Service Agency 7 (CESA 7).
For further information about the Curriculum CompanionTM, contact:
CESA 7 Staff
Judy K. Sargent, Ph.D.
Director, School Improvement Services
jsargent@cesa7.k12.wi.us
Ivan Scott
Director, Regional Computer Center
iscott@cesa7.k12.wi.us
Nancy Schlies
Executive Assistant, School Improvement
Services
nschlies@cesa7.k12.wi.us
Rebecca Pilon
Consultant, Regional Computer Center
rpilon@cesa7.k12.wi.us
Chris Castillero
Mathematics Coordinator
ccastillero@cesa7.k12.wi.us
Rebecca Pilon
Assistant, Regional Computer Center
taustin@cesa7.k12.wi.us
Claire Wick
Literacy Coordinator
cwick@cesa7.k12.wi.us
National Consultants
Mary Brown
English Language Arts Consultant
mbrown@cesa7.k12.wi.us
Dennis Kostac
Mathematics Consultant
dkostac@cesa7.k12.wi.us
CESA 7 (Cooperative Educational Service Agency 7)
595 Baeten Road
Green Bay, WI 54304
Nancy Schlies—920-617-5613
FAX: 920-617-5687
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
3
Curriculum CompanionTM
Development Team
Development Coordination
Judy K. Sargent, Ph.D.
CESA 7 School Improvement Director
Software Development
Ivan Scott
CESA 7 Regional Computer Center Director
English Language Arts
Coordinator
Claire Wick
English Language Arts
Consultant
Yvonne Harness
Software Development
Consultant
Rebecca Pilon
English Language Arts Team
Developers, Vetters and Editors
Pam Aikins
Manitowoc School District
Jennifer Hartman
Manitowoc Public Schools
Pat Scanlan
UW-Oshkosh
Emilie Amundson
Wisconsin DPI
Lisa Hollihan-Allen
West De Pere School District
Michele Schmidt
Ashwaubenon School District
JoAnne Battisti
Seymour, WI
Julie Hyska
Chilton School District
Thomas Scott
UW-Milwaukee
Nicole Bauer
Manitowoc Public Schools
Margo Ireland
Sturgeon Bay School District
Becky Seabaugh
Denmark School District
Mary Brown
Seymour, WI
Candi Lehto
Oconto Falls School District
Lorry Stiles
New Franken, WI
Melissa Buck
Manitowoc School District
Tamara Maxwell
WI Dept of Instruction
Lisa Sugrue
Oshkosh School District
Dick Campbell
Sturgeon Bay, WI
Katie McKnight
Nat’l Louis Univ., Chicago
Joan Steiner
New Holstein School District
Crystal Cook
Howard Suamico School District
Linda Nortier
Clinton, WI
Shelly Thomas
DePere School District
Linda Denstaedt
Clarkston, MI
Barb Novak
Menasha School District
Rachel Trimble
Educator
Lori DiGisi
Massachusetts DOE
Travis Olson
Kiel School District
Christine Van Hoof
Clintonville School District
Nancy Forseth
Chippewa Falls
Michelle Preussler
Manitowoc Public Schools
Angela Wachtel
DePere School District
Tara Foytik
Manitowoc Public Schools
Peggy Ross
DePere School District
Jeanette Hughes
Milwaukee Public Schools
Stacy Gray
Kewaunee School District
Sandra Ruechl
Milwaukee Public Schools
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
4
Mathematics Coordinator
Chris Castillero
Software Development Consultant
Rebecca Pilon
Mathematics Team
Developers, Vetters and Editors
Samantha Anderson
Merrill School District
Sue Hanson-Otis
Franklin School District
Molly Rockstroh
DePere School District
Sandy Atkins
St. Petersburg, FL
Chris Heagle
Seymour, WI
Beth Schefelker
Milwaukee School District
Mike Berken
Pulaski School District
Kathy Hoppe
Howard Suamico School District
Mark Schommer
D.C. Everest School District
Lisa Borowski
Hortonville School District
Jeff Horn
Chilton School District
Melanie Sickinger
Wrightstown School District
Jeffrey Buczek
Algoma School District
Hank Keppner
UW-Milwaukee
Ann Smejkal
Sturgeon Bay School District
Doug Burge
Holmen School District
Dennis Kostac
Green Bay, WI
Billie Sparks
UW-Eau Claire
Deb Dantoin
Sevastopol School District
Marie Kubichek
Green Bay School District
Amanda Waldo
Howard Suamico School District
Tom Ellenbecker
Mishicot School District
Michelle Loewenhagen
Wrightstown School District
Randy Watermolen
Sturgeon Bay School District
Michelle Gerend
Wrightstown School District
Sandy Mahony
Muckwonago, WI
Luann Weyland
Scholastic/Math Solutions
Mike Gould
Scholastic/Math Solutions
Sue Mikle
Howard Suamico School District
Lori Williams
Manitowoc School District
Jodean Grunow
UW- Platteville
Sandra Mountain
Random Lake School District
Denise Williams
Ashwaubenon School District
Mary Guy
UW-Green Bay
Jill Rhude
Ashwaubenon School District
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
5
Contents
About the Project 7
Goals 8
Development Process 8
English Language Arts Curriculum CompanionTM 9
Overarching Enduring Understandings 9
Inquiry Modules 11
ELA Common Core Standards 15
Adding Standards 17
Performance Tasks 17
Lesson Tools 20
Assessment 29
Resources 29
Mathematics Curriculum CompanionTM 31
Critical Focus Areas 31
Inquiry Modules 32
Mathematics Common Core Standards 33
Mathematics Tasks 36
Lesson Tools 38
Assessment 42
Resources 43
Appendix A English Language Arts Year-at-a-Glance Curriculum Maps 44
Appendix B English Language Arts Grade Level Curriculum Maps 52
Appendix C Year-Long Curriculum Maps for Mathematics, K-12 66
References 82
List of Figures
Figure 1. Sequence of Overarching Enduring Understandings in the CompanionTM
tool.
11
Figure 2. Sample year-long curriculum map showing Overarching Enduring
Understandings and Inquiry Modules.
12
Figure 3. Sample screenshot of grade 5 Inquiry Modules for OEU 2. 13
Figure 4. Sample inquiry module overview from grade 7, OEU 3, Module B. 13
Figure 5. Screenshot of Essential Questions. 14
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
6
Figure 6. Screenshot of ELA strands from 1st grade OEU 2, Inquiry Module B. 14
Figure 7. Sample English Language Arts curriculum map for grade 2 16
Figure 8. Screenshot for grade 8 OEU 3, Inquiry Module B, performance task
options.
17
Figure 9. Checklist criteria for an ELA Inquiry Module performance task. 18
Figure 10. ELA Inquiry Module performance task template showing entry fields. 19
Figure 11. Screenshot showing optional Lesson Tools. 20
Figure 12. Model ELA Lesson Plan Template for grades K-5. 21-22
Figure 13. The “Lesson Foundations” section of the K-5 model lesson plan
template
23
Figure 14. Subset of lesson teaching points from grade 10, OEU 2, Module C. 24
Figure 15. ELA lesson plan template for grades 6-12, page 1.
27-28
Figure 16. Example resources provided for grade 7, OEU 2, Module B. 30
Figure 17. Critical Focus Area for grade 6, Module B. 31
Figure 18. Module overview from 8th grade math, Inquiry Module G. 32
Figure 19. Essential questions from 8th grade math, Inquiry Module G. 33
Figure 20. Screenshot showing the three categories of Common Core Standards
in mathematics, and the standards categorized for
application/modeling.
34
Figure 21. Year-long mathematics curriculum map for grade 6. 35
Figure 22. Mathematics task criteria. 37
Figure 23. Model lesson plan template showing “lesson foundations” section of
planning.
39
Figure 24. Setting the stage for learning phase in the model lesson plan template. 40
Figure 25. Exploration and summarization phases of the model lesson plan
template.
41
Figure 26. Final phases in the model lesson plan template. 42
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
7
The Educator’s Guide to the Common Core Standards
Curriculum CompanionTM
About the Project
Curriculum Companion TM was developed to provide educators a comprehensive scope and
sequence to teach the Common Core State Standards. The CompanionTM project was guided be
several goals.
Goals
1. To be comprehensive by including all K-12 Common Core standards in English Language
Arts content and in Mathematics (with the exception of the Literacy in Content
standards, which are to be embedded within other disciplines).
2. To be designed from the Core standards, without a preconceived template.
3. To be developed by content experts knowledgeable in Core standards.
4. To honor the intent of the Core standards.
5. To include expert unpacking of the Core standards.
6. To organize the Core standards in meaningful ways for instruction.
7. To provide a framework and lesson tools for planning instruction.
8. To provide references, linkages and input regarding assessments aligned to the Core
standards.
9. To provide models and templates for performance tasks.
10. To include a process for local alignment of resources.
11. To provide options to link other standards, such as technology standards.
12. To provide an easy-access to the Core curriculum through an online tool.
13. To provide customizability for local alignment and work.
14. To provide opportunities to partner with school districts, service agencies and state
education agencies through the creation a professional learning community “user group”
for the curriculum for sharing, feedback and enhancements.
15. To provide dynamic online mechanisms for educators to provide feedback and input
regarding the curriculum.
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
8
Development Process
The Curriculum CompanionTM was developed during an eleven-month process involving many
educators. The development process evolved in several phases.
Phase I: Design. National, regional and local content experts were drawn together in spring
2011 for the curriculum design. The design work took a creative approach, without using a
preconceived curriculum template. The grade level standards informed the design. The ELA and
Mathematics design teams studied the standards, examined patterns and learning progressions,
and focused on the question, “How can we best organize these standards to help teachers
teach them in the classroom?” Through this deep, thoughtful design work, the design teams
gradually evolved a draft structure that organized the standards in meaningful ways. As the
content design evolved for scope and sequence, so did the design of the software. The software
design followed along by being responsive to the content scope and sequence shaped by the
content design team. Content and software design work was not completed, however, in spring
of 2011; but rather continually evolved through piloted, vetting and editing.
Phase II: Development. During the summer of 2011, designers met with “expert practitioners”
who were teacher leaders in the English Language Arts or Mathematics content, gathered
together in grade band teams (grades K-2, 3-5, 6-8, 9-12). With clear roles for design fidelity,
and work protocols, the grade band teams were charged with developing content, such as
definition of modules, module overviews, essential questions, additional unpacking fields,
performance tasks, among other assignments. During a two-week window in the summer the
English Language Arts and Mathematics teams worked in grade bands to develop this content
through the use of a construction version of the curriculum software. The design team guided
the work of the development teams in the summer. While much was accomplished with the
richness of teacher input, the development work continued into the fall of 2011.
Phase III. Vetting. While remaining close to the initial design and the development of content, it
was important to obtain feedback from external content experts. New English Language Arts
and Mathematics teams of external vetters were convened to view, critique and offer
suggestions about the content developed to that point in time, fall 2011. The results from the
vetting were invaluable to further content development of the curriculum.
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
9
Phase IV. Editing and Software Engineering. As vetting was completed, external editors were
brought onboard to provide technical editing of text and functionality in to the curriculum tool.
Although software construction was ongoing, in January 2012, final software design elements
were engineered to meet the demands of the final curriculum content. This work continued to
April 2012 for first official release of the Curriculum Companion™ software tool. The tool will
continue to be enhanced from this first release forward, as users provide ongoing feedback
about navigation and functions.
English Language Arts Curriculum CompanionTM
The ELA Curriculum CompanionTM scope and sequence includes all ELA Common Core
standards, K-12, with the exception of the “disciplinary literacy” core standards, which will be
embedded within the upcoming Science and Social Studies Curriculum CompanionTM. The
approach to the ELA curriculum was dictated by the core standards. The core standards fall
into strands—reading, writing, speaking and listening, and language. Upon studying the standards
with the emphasis on college and career readiness—it was clear that the four strands must be
integrated to achieve the portrait of a literate individual articulated in the core standards
documents. While content experts from multiple perspectives (early literacy, high school
English, literacy coaches) collaborated about the core standards during the ELA design phase,
the emergence of literacy for students’ futures became critical. Out of this deep design work,
the ELA curriculum scope and structure evolved, with particular attention to the increasing
sophistication in learning needed both within the grade level, and vertically across grade levels.
Key organizing features of that emerged for the ELA Companion™ design are Overarching
Enduring Understandings (OEUs) and Inquiry Modules.
Overarching Enduring Understandings
The primary organizing feature of the ELA Companion™ is the set of four Overarching Enduring
Understandings that are sequenced with increasing sophistication throughout the school year.
These four OEUs are exactly the same in every grade level, from kindergarten though 12th
grade.
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“Enduring understandings are statements summarizing important ideas and core
processes that are central to a discipline and have lasting value beyond the classroom.
They synthesize what students should understand—not just know or do—as a result of
studying a particular content area. Moreover, they articulate what students should
“revisit” over the course of their lifetimes in relationship to the content area” (Grafton,
WI School District)
“Enduring understandings go beyond discrete facts or skills to focus on larger concepts,
principles, or processes. They are transferable—applicable to new situations within or
beyond the subject” (McTighe & Wiggins, p. 10)
In the ELA Companion™, Overarching Enduring Understandings point beyond the specifics to
the larger, transferable insights we want students to acquire in the discipline of English Language
Arts. In this instance, OEUs provide the organizing structure for all Inquiry Modules in this
curriculum framework.
Overarching Enduring Understanding 1. Collaborative, self-directed learners read and
respond widely and deeply to foster a deeper understanding of the human experience.
(meaningful connections)
Overarching Enduring Understanding 2. Collaborative, self-directed learners use a
variety of thinking strategies to analyze, understand, and create text for personal
enrichment, inquiry, and problem solving. (comprehension)
Overarching Enduring Understanding 3. Collaborative, self-directed learners collect,
analyze, and cite specific evidence to formulate questions, construct arguments, make
decisions, and change thinking. (argument/evidence)
Overarching Enduring Understanding 4. Collaborative, self-directed learners obtain,
analyze, and synthesize information from a variety of resources to express information,
change perspectives, clarify thinking, and make informed decisions. (research and
inquiry)
How should teachers think about OEUs? OEUs provide guidance for the teacher regarding the
mindset and big idea that will be the focus for about a quarter of the school year. It’s important
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
11
to keep the OEUs in mind and visible for the teacher, the teacher team, and for the students,
to let them know why we are approaching learning this way.
OEUs in the ELA Curriculum Companion™ When navigating within the English Language Arts
section of the Companion™, users, once in their grade level, will note that the four Overarching
Enduring Understandings are present immediately and are the first selection that the teacher
will make. Figure 1 below presents a sample screenshot of the Overarching Enduring
Understandings within the Companion™ tool.
Figure 1. Sequence of Overarching Enduring Understandings in the Companion™ tool.
Inquiry Modules
Within each Overarching Enduring Understanding, the grade level Common Core Standards
were organized into “chunks” for instruction, called Inquiry Modules, The standards selected
for each Inquiry Module represented the four strands of English Language Arts—reading,
writing, speaking/listening and language.
Inquiry Modules are individual learning segments. Groups of Inquiry Modules are all related to
the Overarching Enduring Understanding at each grade level. Each Inquiry Module contains
Essential Questions (overarching and topical) that provide teachers and learners an opportunity
for active exploration and inquiry into the main ELA concepts.
The Inquiry Module is the connecting element to classroom lessons. The duration of each
Inquiry Module is 2 weeks to 4 four weeks. Thus, the number of lessons planned that are
connected to the Module fit into that duration of time.
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
12
Definition of inquiry in relation to term Inquiry Module:
“A multi-faceted activity that involves making observations; posing questions;
examining books and other sources of information to see what is already known;
planning investigations; reviewing what is already known in light of experimental
evidence; using tools to gather, analyze, and interpret data; proposing answers,
explanations, and predictions; and communicating the results” (NRC, 1996, p.
23)
Routman goes further and states:
“When students are inquirers, they explore issues and questions they care about
and they understand what and why they are studying. They read, write, look,
listen, speak, research, collaborate, interpret, experiment, share, report, explain,
and ask new questions always in connection with explicit teaching, opportunities
to practice what they are being taught, and conferences that support their
learning” (Routman, 2000, p. 464)
Figure 2 displays the organization of Inquiry Modules with OEUs for grade 7. Note that all of
the Year-Long Maps are provided in Appendix A.
Figure 2. Sample year-long curriculum map showing Overarching Enduring Understandings and
Inquiry Modules.
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Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
13
In the Companion™ software tool, after selecting an Overarching Enduring Understand, the
Module titles are displayed for selection. Figure 3 provides a screenshot showing module titles
for Grade 5.
Figure 3. Sample screenshot of grade 5 Inquiry Modules for OEU 2.
Inquiry Module Overviews. For each Inquiry Module, a descriptive paragraph, called the
“module overview,” is provided. This overview paragraph is essential to understanding the
intent of the module, how the module connects to prior and subsequent modules, and the
teaching and learning that needs to take place. The overview expresses the intent of the
standards in the ELA strands that have been organized for teaching and learning for a two- to
four-week period. As teachers work collaboratively in their grade levels and departments, it’s
the overviews and how they are connected to the Overarching Enduring Understandings that
work to bring clarity of focus to planning instruction. Figure 4 displays a sample Inquiry Module
overview paragraph.
Figure 4. Sample inquiry module overview from grade 7, OEU 3, Module B.
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
14
Essential Questions. Within each Inquiry Module, following the overview paragraph, the
Companion™ provides “Essential Questions.” Essential Questions (EQs) are open-ended
questions that provide a link between module content and overarching enduring
understandings. These essential questions may be provocative and foster inquiry into the
module content. Some examples include: What habits do good readers and writers have? How do
mystery writers hook and hold their readers? What strategies help a good reader understand
informational text? These are questions that teachers should keep in mind while teaching the
Inquiry Module. Figure 5 provides an example from the Companion™ tool.
Figure 5. Screenshot of Essential Questions.
ELA Strands. It becomes immediately clear when entering an Inquiry Module that reading,
writing, speaking and listening and language skills are interwoven in literacy instruction. For each
Inquiry Module, the specific strands of ELA with listings of the genres of reading and writing,
along with student focal points for the other strands are described. (see Figure 6).
Figure 6. Screenshot of ELA strands from 1st grade OEU 2, Inquiry Module B.
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
15
ELA Common Core Standards
Within each Inquiry Module, the Common Core standards are defined and categorized. While
the core standards represent the various ELA strands, the Curriculum Companion™ presents the
standards in categories—focus standards, reading foundation standards, and application/transfer
standards (see Figure 7).
Focus Standards are those identified for emphasis to be taught through explicit instruction
(modeling, demonstrating, or thinking-aloud) during the “Mini/Focus Lesson” phase of English
Language Arts instruction.
Reading Foundation Standards are those standards in grades K-5 that were identified in the
Common Core State Standards as essential reading skills in early reading.
“These standards are directed toward fostering students’ understanding and working
knowledge of concepts of print, the alphabetic principle, and other basic conventions of
the English writing system. These foundational skills are not an end in and of
themselves; rather, they are necessary and important components of an effective,
comprehensive reading program designed to develop proficient readers with the
capacity to comprehend texts across a range of types and disciplines. Instruction should
be differentiated: good readers will need much less practice with these concepts than
struggling readers will. The point is to teach students what they need to learn and not
what they already know—to discern when particular children or activities warrant more
or less attention”(CCSS, 2010).
Application/Transfer Standards are standards previously identified as focus standards, for which
students are expected to demonstrate understanding until independence and be able to apply in
new situations.
Unpacked Standards. When standards are “selected” in the Companion™ tool, the unpacking of
the standard is displayed for viewing. The knowledge, skills, understandings, evidence and
teacher vocabulary for each standard is displayed. The grade level curriculum map that follows
in Figure 7 shows the Overarching Enduring Understandings, the Inquiry Modules, and the
common core standards in their categories for instruction.
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
16
Figure 7. Sample English Language Arts curriculum map for grade 2.
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
17
Adding Standards
Users may add standards from other areas, such as technology standards by using the “other
standards” option while within and Inquiry Module.
Performance Tasks
For each Inquiry Module, an option is provided for teachers to develop performance tasks.
Performance tasks are designed by teachers to provide opportunities for students to
demonstrate their knowledge, skills and understandings. These tasks can be viewed as formative
assessments or culminating assessments, depending on the teacher’s purpose. Range of
opportunities for culminating performance task types include paper, demonstrations, multi-media
presentations, graphic illustrations, formal speech, visual explanation, dramatic performance, website,
video, photo essay, podcast, or any combinations of task types, etc. The primary question for the
teacher to ask is, “how can students show what they know and understand?” Figure 8 displays a
screenshot of the options provided for the performance tasks tab—sample performance task,
performance task template, and performance task criteria.
Figure 8. Screenshot for grade 8 OEU 3, Inquiry Module B, performance task options.
“Performance tasks are intended to build on the knowledge, skills, and processes that students
have been exposed to during a unit or course of study and are designed to provide
opportunities for students to pull their learning together. Good performance tasks are
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18
embedded in the important content, skills, and products in any curriculum; they are not an add-
on at the end of a unit of study.” (Erlandson et al., p.4)
“Performance assessment involves asking students to demonstrate their ability to reason, to
perform particular skills, and/or to create specific products. Teachers then observe these
student performances or examine the student products and judge the level of student mastery.”
(Stiggins, 2001)
Figure 9 presents a checklist of criteria for teachers to use when developing or evaluating a
performance task, and Figure 10 displays a model template for a performance task, both
accessed through the Companion™ tool.
Figure 9. Checklist criteria for an ELA Inquiry Module performance task.
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permission of CESA 7.
19
Figure 10. ELA Inquiry Module performance task template showing entry fields.
Following this template, many modules will present a model performance task developed by the
Companion™ authors. These samples can be used as models for team study, and used as a
reference as teachers develop their own performance tasks. As the teacher develops
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20
performance tasks, there is an option for them to be saved in the teacher’s Companion™ for
future use, “My Performance Tasks.”.
Lesson Tools
The ELA Curriculum Companion™ offers options for lesson planning. Include in the tool are
sample lesson plan templates, options to attach local lesson plan templates, and to save lesson
plans as they are developed (see Figure 11).
Figure 11. Screenshot showing optional Lesson Tools.
Model Lesson Plan Templates. In English Language Arts, there are two model instructional
frameworks that are provided in the Companion™ for teacher use—one for grades K-5, and
one for grades 6-12. The Companion™ provides online model K-5 and 6-12 Lesson Plan
Templates as an option for teachers to use. The templates provide auto-fill functionality from
the module, as well as drop-down menus to select standards and teaching focal points to insert
into the lesson plan for a teacher to build upon. For local use, a variety of open fields are
available in the model lesson plan templates for teachers to insert their own planning ideas. The
K-5 Model Lesson Plan template is designed for a workshop approach to literacy instruction.
Figure 12 displays the K-5 Model Lesson plan template.
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continued
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Figure 12. Model ELA Lesson Plan Template for grades K-5.
This template is a selection within the Lesson Tools section of every Inquiry Module. It is recommended that professional learning
and discussion take place prior to using the template to ensure that each teacher understands the phases of the lesson and their
purposes.
Lesson Foundations. The Lesson Foundations section of the lesson plan guides the teacher in framing the important pieces of
information needed prior to developing the actual lesson plan. The Overarching Enduring Understanding and Inquiry Module
designations will be added automatically within the tool and frame the big picture that will contain this lesson. Teachers can name or
number the lesson they are developing. The first step when planning any lesson is to consider the skill levels of the students through
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23
assessment evidence. Teachers should describe student strengths and weaknesses from prior
work. Also, it is critical that teachers describe their linkages to the “Performance Task” in the
Inquiry Module. Before proceeding with planning, the gaps in knowledge, skills and
understandings for students in the class should be described. Lesson resources, such as texts,
sections from basal readers, trade books, media, web links, and other resources should be
listed specifically in the “Lesson Resources” section. Upon this reflective work then, the teacher
can select the Common Core Focus standards for explicit instruction in this lesson. Figure 13
displays the Lesson Foundations section of the model lesson plan template in the Companion™.
Figure 13. The “Lesson Foundations” section of the K-5 model lesson plan template.
Setting the Stage for Learning Phase. Phase I of the Lesson is called “Setting the Stage for
Learning.” In this phase, the teacher is planning for their own actions and the actions of
students for the beginning of the lesson. The teacher’s actions center around setting the stage
for reader’s workshop, writer’s workshop, and language/word study. There are two important
planning considerations for teachers here—a) setting the context for learning, including
strategies such as reading and writing aloud, shared reading and writing, and interactive reading
and writing. In turn, student actions to plan for include observing, listening, processing,
responding and interacting.
Mini/Focus Lesson Phase. The next phase of the lesson is called “Focus/Mini-Lesson Phase,” the
teacher’s actions center around the intentional focus for the lesson, which is carried out in a
whole group setting. The Curriculum Companion™ “teaching points” may be selected through a
The critical
Lesson
Foundations
section of
the Lesson
Plan
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24
drop-down menu from the module to insert into the lesson plan. Lesson teaching points are
designed for explicit instruction based on focus standards in the Inquiry Module. This
instruction may take place during the mini/focus lesson phase of the instructional model. For
each Inquiry Module, these focal teaching points guide the teacher toward their own actions—
such as modeling, facilitating, reviewing, questioning, and cueing. Figure 14 illustrates an example
of lesson teaching points.
Figure 14. Subset of lesson teaching points from grade 10, OEU 2, Module C.
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25
Furthermore, the lesson plan template provides additional cues for the teacher when planning
the mini/focus lesson. The template guides teachers to use these focus/mini-lesson components:
1. Connection: connect today’s lesson with previous lesson or schema
2. Teach: think about the focus of the lesson and best way to demonstrate it (modeling,
demonstrating, think-aloud)
3. Active Involvement: think about how to allow the students to try out what you just
taught them
4. Link: link what you taught to their work for today (“off you go”).
5. And as always, teachers are monitoring students and checking for understanding during
the mini/focus lesson phase of the lesson plan. The student actions during this second
phase will be listening, observing, processing, responding, interacting, and connecting.
Guided Practice Phase. The third phase is called the “guided practice phase”. The teacher has
several options to group students during this phase. The teacher can provide guided practice to
the students in a whole group setting, to small student groups, or to individual students—or in
any combination. During whole group guided practice, the teacher is questioning, prompting
and cueing. In small groups, the teacher is facilitating guided reading, guided writing, book club,
or literature discussion groups. And as during the other phases, the teacher is continually
checking for understanding, and adjusting actions as needed. The teacher is working closely
with students during this phase. In turn, student actions should be interacting, responding,
practicing, problem solving, self-regulating, and self-correcting.
Independent Practice Phase. Gradually releasing responsibility to the students so that they are
independent – that’s the ultimate goal in teaching and learning. In this phase, the teacher
provides students with an independent task for practice. The teacher’s actions are to facilitate
and monitor independent learning. The teacher will also confer with students and check for
understanding on a one-to-one basis to gauge their learning. As they are working
independently, students should be self-regulating, self-assessing, reflecting, extending and
applying their learning to a new setting.
Closure Phase. The learning must always be “anchored” so that student will retain what they’ve
learned. During the closure phase, the teacher plans an activity to provide that anchoring. For
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26
example, the teacher will facilitate and monitor debriefing, sharing and summarizing the new
learning for the day. Students are anchoring their new learning by sharing, reflecting and
extending to new situations.
The Curriculum Companion™ offers alternative approaches to lesson planning, such as uploading
a different lesson plan format, or linking to an online lesson planning device. Also, teachers can
save the lesson plans they’ve developed directly in the Companion™ tool.
In addition to the grades K-5 Lesson Plan template for English Language Arts, the ELA
Curriculum Companion™ also provides a model lesson plan template for grades 6-12. It contains
similar sections, but has differences to align to the gradual release of responsibility approach to
instruction. Figure 15 displays the grades 6-12 model lesson plan template. The phases in the
template include:
1. Lesson Foundations. Considering assessment evidence, lesson resources, and selecting
focus standards for the lesson.
2. Orientation Phase. In this first phase, the teacher works with the whole group to facilitate
orientation to the lesson by a) setting the purpose for the lesson, b) activating
background knowledge, and c) checking for understanding.
3. Focus Lesson Phase. In this phase, the teacher implementing the specific focus for the
lesson by activating the Companion™ “teaching points” selected for the lesson.
4. Guided Instruction Phase. For this phase, the teacher plans for student groupings—whole
group, small group, and/or individual instruction that guide the student through the
learning. In this phase, students are interacting, responding, practicing, problem solving,
self-regulating and self-correcting.
5. Productive Group Work Phase. In this phase, the teacher is facilitating and monitoring the
collaborative work of students in small work groups.
6. Independent Learning Phase. This phase is the “test” of gradual release. In this phase, the
teacher facilitates and monitors students’ work with a practice task, to determine their
level of independent learning.
7. Closure Phase. In the final phase of the lesson, the teacher is facilitating the whole group
as they debrief and share their learning.
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Figure 15. ELA lesson plan template for grades 6-12, page 1.
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Figure 15. page 2 continued.
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Assessment
In the Companion™, an option is provided to link, insert or download information about
assessment related to the specific Inquiry Module. The assessment options reflect Balanced
Assessment options, which are important for consideration when teaching. The three options
are: Summative Assessment, Interim/Benchmark Assessment and Formative Assessment. The
fields provided are open fields for local work. In this section, teachers and teacher teams can
think about careful alignment of assessments for each Inquiry module.
Summative Assessments reflect state or local assessments, typically of all students at the end of
a period of time, such as for a semester, or at the end of a school year.
Interim/Benchmark assessments are administered periodically to gauge learning progress. These
periodic assessments may be from two times per year, to much more frequent, such as every
three weeks.
Formative Assessments refer to the ongoing assessment of learning that happens in the
classroom during lessons. Checking for understanding in a variety of ways—by observing, by
assessing through written tasks, by listening, or by authentic performances– all are examples of
formative assessment.
When aligning assessments, it’s wise to use a scale for the degree of alignment, such as:
0
No Alignment
1
Weak Alignment
2
Partial Alignment
3
Aligned
4
Strong Alignment
Resources
When teachers work with the Companion™, they frequently will be drawn to alignment of
resources first. After reading the module overview and then looking at the ELA strands, the
teachers will have a good idea about the types of resources needed while teaching a particular
Inquiry Module. The Companion™ authors have provided a beginning step for teachers, by
inserting examples of resources and texts that would be appropriate for each Inquiry Module.
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Figure 16 displays an example screenshot showing suggested resources for an Inquiry Module in
grade 7.
Figure 16. Example resources provided for grade 7, OEU 2, Module B.
Resources provided in
the Companion™ tool
are suggestions for
teachers to consider
when they come to this
Inquiry Module.
The “edit” button allows
teachers to insert or link
to their own resources.
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Mathematics Curriculum Companion™
The Mathematics Curriculum Companion™ scope and sequence includes all math Common Core
standards, K-12. The approach to the math curriculum was dictated by the core standards. The
core standards fall into domains and clusters for grade level “Critical Focus Areas”. it was clear
that the domains, clusters and Critical Focus Areas must be organized in a meaningful way for
teachers to bring students to become proficient in using the Standards for Mathematical
Practice articulated in the core standards documents. It became immediately clear to the design
team that “sense-making” was the paramount goal—that mathematics makes sense to students.
The core standards for mathematics make it abundantly clear that the intent is to bring
students to mathematical understanding—to be able to apply, interpret and explain
mathematics. The aim of the Curriculum Companion™ design team was to create a curriculum
that would serve to bring students to the mathematical understandings in the standards. Key
organizing features of the Mathematics Companion™ are critical focus areas, inquiry modules,
and sense-making categorization of standards.
Critical Focus Areas
The Common Core standards document lists critical focus areas specifically for each grade
level, K through 8, and for each Conceptual Category. The critical focus areas sharpen the
content aim for each grade level toward the essential mathematics learning needed, by
describing what students will be doing mathematically. In the Companion™, the critical focus
areas are listed at the beginning of each Inquiry Module (Figure 17).
Figure 17. Critical Focus Area for grade 6, Module B.
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Inquiry Modules
Teachers at each grade level in the Mathematics Curriculum Companion™ will find the content
organized into sequenced Inquiry Modules for teaching. Inquiry Modules consist of a carefully
integrated set of Common Core Standards, organized meaningfully for teaching and learning.
These “chunks” of instruction have been designed to emphasize the intent of the mathematics
standards. The number of modules per grade level varies from two to eight for a year’s worth
of instruction and has been carefully sequenced. Each module is given a title that cues the
teacher about the content.
Inquiry Module Overviews. For each Inquiry Module, a descriptive paragraph, called the
“module overview,” is provided. This overview paragraph is essential to understanding the
intent of the module, how the module connects to prior and subsequent modules, and the
teaching and learning that need to take place. As teachers work collaboratively in their grade
levels and departments, these overviews are designed for discussion, reflection and professional
learning. The overviews illuminate the depth of mathematics learning and the clarity of focus
needed to effectively plan instruction. Figure 18 displays a sample Inquiry Module overview
paragraph from 8th grade.
Figure 18. Module overview from 8th grade math, Inquiry Module G.
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Essential Questions. Within each Inquiry Module, following the overview paragraph, the
Companion™ provides “Essential Questions.” Essential Questions (EQs) are open-ended
questions that provide a link between module content (the standards), the mathematics
practices and critical focus areas(s). These essential questions are designed to stimulate
thinking on the part of the teacher and the students, and consequently foster inquiry into the
module content. Some examples of essential questions include: What happens when I divide a whole into
equal parts? How does knowing the properties of operations help me to multiply and divide? What types of
questions can be answered by multiplication or division? These are questions that teachers should keep
in mind while teaching the Inquiry Module and also should pose for their students to frame
their learning. Figure 19 provides an example of essential questions from the Mathematics
Companion™ tool.
Figure 19. Essential questions from 8th grade math, Inquiry Module G.
Mathematics Common Core Standards
In the Companion™, the Common Core standards are presented in two important ways, a) in
sense-making categories, and b) unpacked in ways to help the teacher plan lessons.
Sense-Making Categories. When the designers convened to study the Common Core standards
and consider how to organize them for instruction, patterns among the standards emerged in a
new light. First, the overarching goal of “sense-making” was evident among the standards. The
design team members discerned that the standards are written in a manner that challenges
teachers to find strategies for the mathematics to make sense to students. Many of the
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strategies for teachers are described within the standards, in terms of what students must do.
However, the taxonomy of standards within the core standards documents did not provide a
schema for instruction. Building upon this ultimate goal of sense-making, the curriculum
designers determined that there are three categories of mathematics core standards:
1. Sense-Making Concepts Standards
2. Sense-Making Strategies Standards
3. Sense-Making Application/Modeling Standards.
These three categories impact how a teacher approaches instruction and what to look for in
student work. Figure 20 shows the three categories of standards within an Inquiry Module. This
screenshot also shows the category of “sense-making application/modeling” is highlighted and
the three standards are listed to the right. Note that these three standards come from three
different domains—operations and algebraic thinking (OA), geometry (G), and measurement
and data (MD), illustrating the integrative nature of the Inquiry Modules within the Curriculum
Companion™.
Figure 20. Screenshot showing the three categories of Common Core Standards in
mathematics, and the standards categorized for application/modeling.
Figure 21 presents a year-at-a-glance curriculum map for grade 6 in the Curriculum Companion™.
Note the sequenced Inquiry Modules, Critical Focus Areas, Student Focal Points, and
categorization of standards.
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Figure 21. Year-long mathematics curriculum map for grade 6.
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Expanded Unpacking. When standards are “selected” in the Companion™ tool, an unpacking of
each standard is displayed. There are eight fields of unpacking that are visible for each standard.
1. Evidence of student attainment. A description of what evidence might look like for a
student to attain the standard.
2. Knowledge. A description of what the student should know to attain the standard.
3. Skills. A description of what the student must do procedurally to attain the standard.
4. Understanding. A description of what the student must understand conceptually to
attain the standard.
5. Related Standards. Lists the standards that would be prerequisite to the standard and
those that are subsequent to the standards within the learning progression.
6. Notations. Lists the specific mathematics notations needed to attain the standard.
7. Student Language for Discourse. Lists the vocabulary and language that teachers should
look for and encourage as students engage in discussion during their whole group and
small groups about the standard.
8. Local Fields. If the district is using the StandardsInsightTM tool, and has been entering local
information for each standard, the local work would be included in the display of the
standard unpacking.
Mathematics Tasks
For some modules, sample mathematics tasks have been linked. These tasks are from online
resources who granted permission for their use. Examples have been included that require high
cognitive demand. A criterion that can be used to evaluate the level of cognitive demand of
mathematics tasks is directly accessible through the Companion™ tool. These criteria are based
on the work of Mary Kay Stein (2011) and displayed in Figure 22.
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Figure 22 . Mathematics task criteria.
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Lesson Tools
The Mathematics Curriculum Companion™ provides several options for teachers to assist in
lesson planning. Teachers are able to:
Use an online model lesson plan template created specifically for the Companion™ and
the Common Core Standards in mathematics
View and use “student focal points” to help target specific learning in lessons
Attach their own lesson plan templates
Save their own lesson plans
All of the lesson tools are available within each Inquiry Module. Lesson planning should occur
once the teacher has studied the module overview, essential questions, critical focus area, and
core standards within the module. The Companion™ model mathematics lesson plan provides
the following lesson components:
Lesson Foundations
Setting the Stage Phase
Exploration Phase
Summarization Phase
Independent Practice Phase
Formative Assessment
Reflection and Adjustment Phase
Lesson Foundations. There are critical first steps necessary to effective lesson planning. These
foundation steps are listed below and shown in Figure 23.
1. Identify the Module and Critical Focus Area
2. State the mathematics goal for this lesson. What is the mathematics that you want
students to know, do and understand at the end of this lesson?
3. List the “student focal point(s)” for the lesson. Suggested student focal points can be
selected directly within the model lesson plan template through a drop-down menu.
4. Describe the math task(s) that are the focus for this lesson.
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5. Rate the cognitive complexity of the task. A set of criteria to evaluate cognitive
complexity is provided within the mathematics task section of the Companion™.
6. List assessment evidence from prior work to describe the strengths and concept
deficiencies you have observed.
7. Then, consider the multiple entry points that are needed to be successful in the math
task. List students with lower entry points and those with higher entry levels.
8. Select the specific sense-making standards for this lesson – concepts, strategies or
application modeling standards.
9. Select the disciplinary literacy standards appropriate for this lesson, given the amount of
reading and writing needed for the task.
10. Identify the resources needed for this lesson (these can be added from the module
resources list)
11. Anticipate the mathematics practices that students would be using during this lesson.
12. Anticipate the strategies that students will be using as they explore the mathematics in
the task you have given them.
13. Anticipate the misconceptions that are likely to arise during this lesson.
Figure 23. Model lesson plan template showing “lesson foundations” section of planning.
Setting the Stage for Learning Phase. During the first stage of the lesson, it’s important to set the
stage for learning with students. During this whole group activity, the goal is to connect
students to the task and engage their attention. Then, plan to introduce the task for exploration
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and inquiry—also with the whole group. During this activity, consider how to pose a task, then
ask and answer clarifying questions until you are sure that students understand the inquiry, and
then present the specific expectations for them. During this phase, students should be
observing you, listening, processing, responding, interacting and questioning (see Figure 24).
Figure 24. Setting the stage for learning phase in the model lesson plan template.
Exploration Phase. This phase is the heart of inquiry, which is necessary to explore and discover
mathematics connections. The teacher’s role here is to facilitate and monitor exploration
options—either individual exploration or small group exploration. Students will be using the
mathematics practice standards, and teachers can plan ahead by anticipating those practices.
Summarization Phase. This phase should not be entered until the students have had adequate
time in inquiry and exploration. As the teacher monitors and questions, the readiness for
summarization will be apparent. In this phase, the teacher will have selected specific students to
show their work and make connections (see Figure 25). The teacher will be guiding the
students to justify and critique those showcase examples. All student work should be respected
as inquiry, and misconceptions viewed as opportunities for further discussion. This is an
opportunity for openness, sharing and discovery. The teacher then clarifies the mathematical
ideas, notations and vocabulary that have been explored in the lesson. Then, teacher should
connect the class work and mathematical ideas back to the lesson goal. During this phase,
students are reflecting, listening, asking clarifying questions, justifying and critiquing.
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Figure 25. Exploration and summarization phases of the model lesson plan template.
Independent Practice Phase. When students have had ample time exploring, and the
mathematical ideas have been summarized, students can be “release” to independent practice.
The teacher should preselect the problem(s) for independent practice and check for
understanding. Students will be working to solve problems independently, checking for
accuracy, reflecting and self-monitoring.
Formative Assessment. Teachers should always consider how they will assess student learning
during the lessons. Many strategies can be used here—from observations, checking work,
providing meaningful specific feedback, applying rubric criteria, and other important formative
assessment strategies.
Reflection and Adjustment. The model lesson plan template provides a space for teacher notes—
comments teachers can make immediately after the lesson. These notes are helpful when
teachers pull this lesson from the tool in the future and might want to make adjustments. Figure
26 below displays the independent practice, formative assessment and reflection phases of the
lesson.
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Figure 26. Final phases in the model lesson plan template.
Assessment
In the Companion™, an option is provided to link, insert or download information about
assessment related to the specific Inquiry Module. The assessment options reflect Balanced
Assessment options, which are important for consideration when teaching. The three options
are: Summative Assessment, Interim/Benchmark Assessment and Formative Assessment. The
fields provided are open fields for local work. In this section, teachers and teacher teams can
think about careful alignment of assessments for each Inquiry module.
Summative Assessments reflect state or local assessments, typically of all students at the end of
a period of time, such as for a semester, or at the end of a school year.
Interim/Benchmark assessments are administered periodically to gauge learning progress. These
periodic assessments may be from two times per year, to much more frequent, such as every
three weeks.
Formative Assessments refer to the ongoing assessment of learning that happens in the
classroom during lessons. Checking for understanding in a variety of ways—by observing, by
assessing through written tasks, by listening, or by authentic performances– all are examples of
formative assessment.
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43
When aligning assessments, it’s wise to use a scale for the degree of alignment, such as:
0
No Alignment
1
Weak Alignment
2
Partial Alignment
3
Aligned
4
Strong Alignment
Resources
When teachers work with the Companion™, they frequently will be drawn to alignment of
resources first. After reading the module overview, and then looking at the Critical Focus
Areas, the teachers will have a good idea about how to utilize their math resources while
teaching a particular Inquiry Module. It is suggested that teachers align their resources carefully,
using the scale for degree of alignment described above.
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Appendix A
English Language Arts Year-at-a-Glance Curriculum Maps
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46
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47
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48
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permission of CESA 7.
49
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
50
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
permission of CESA 7.
51
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
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52
Appendix B
English Language Arts Grade Level Curriculum Maps
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
53
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
54
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
55
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
56
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
57
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
58
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
59
CESA 7 Curriculum CompanionTM
Educator’s Guide
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60
CESA 7 Curriculum CompanionTM
Educator’s Guide
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61
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
62
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
63
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
64
CESA 7 Curriculum CompanionTM
Educator’s Guide
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written permission of CESA 7.
65
© 2011 Wisconsin Cooperative Educational Service Agency 7 (CESA 7) School Improvement Services, Green Bay, WI. All rights reserved, including the right of transmission and reproduction of this material in whole or part in any form, without prior written
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66
Appendix C
Year-Long Curriculum Maps for Mathematics, K-12
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CESA 7 Curriculum CompanionTM
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
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Educator’s Guide
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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CESA 7 Curriculum CompanionTM
Educator’s Guide
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Educator’s Guide
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