The 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.

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

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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


Director, School Improvement Services

[email protected]

Ivan Scott

Director, Regional Computer Center

[email protected]

Nancy Schlies

Executive Assistant, School Improvement

Services

[email protected]

Rebecca Pilon

Consultant, Regional Computer Center

[email protected]

Chris Castillero

Mathematics Coordinator

[email protected]

Rebecca Pilon

Assistant, Regional Computer Center

[email protected]

Claire Wick

Literacy Coordinator

[email protected]

National Consultants

Mary Brown

English Language Arts Consultant

[email protected]

Dennis Kostac

Mathematics Consultant

[email protected]

CESA 7 (Cooperative Educational Service Agency 7)

595 Baeten Road

Green Bay, WI 54304

Nancy Schlies—920-617-5613

FAX: 920-617-5687


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Development Team

Development Coordination


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


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


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


Angela Wachtel


Tara Foytik


Peggy Ross


Jeanette Hughes

Milwaukee Public Schools

Stacy Gray

Kewaunee School District

Sandra Ruechl

Milwaukee Public Schools


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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


Sandy Atkins

St. Petersburg, FL

Chris Heagle

Seymour, WI

Beth Schefelker

Milwaukee School District

Mike Berken

Pulaski School District

Kathy Hoppe


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


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


Tom Ellenbecker

Mishicot School District

Michelle Loewenhagen


Randy Watermolen


Michelle Gerend


Sandy Mahony

Muckwonago, WI

Luann Weyland

Scholastic/Math Solutions

Mike Gould

Scholastic/Math Solutions

Sue Mikle


Lori Williams


Jodean Grunow

UW- Platteville

Sandra Mountain

Random Lake School District

Denise Williams


Mary Guy

UW-Green Bay

Jill Rhude



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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


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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

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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


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The Educator’s Guide to the Common Core Standards


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.


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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.


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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


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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.


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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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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.


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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 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.


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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.

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Figure 7. Sample English Language Arts curriculum map for grade 2.



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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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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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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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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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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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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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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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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.



29

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.



38

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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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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Appendix B

English Language Arts Grade Level Curriculum Maps


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Appendix C

Year-Long Curriculum Maps for Mathematics, K-12


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Documents

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