INVESTIGATION:CURRICULUM

MAPPING1ST GRADE

Heidie M. Vázquez Avilés

EDPE-3036-001

Dr. Carlos O. Cordero Jiménez

NORMATIVE DOCUMENTS FOR PLANNING

Curriculum Frameworks

Circular Letters

Curriculum tools (First grade):

• Curricular alignment (CAT)

• Pacing calendars

• Curriculum maps

• Attachments and resources

Puerto Rico Core Standards (PRCS 2014)

CURRICULUM FRAMEWORK

ENGLISH PROGRAM(2003)

CURRICULUM TOOLS Curriculum tools are use for planning. They facilitate

monitoring, tracking and uniformity of the development of the curriculum content.

CURRICULUM ALIGNMENT TOOL (CAT)

PACING CALENDAR (SCOPE AND SEQUENCE)

CURRICULUM MAP

ATTACHMENTS AND RESOURCES

CURRICULUM STRUCTURES

CURRICULUM PACING

CURRICULUM MAP

ATTACHMENTS AND

RESOURCES

CURRICULUM ALIGNMENT

They are well connected.

ACCESSING THE ENGLISH CURRICULUM

http://www.de.gobierno.pr/1

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ACCESSING THE ENGLISH CURRICULUM

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4

ACCESSING THE ENGLISH CURRICULUM

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ACCESSING THE ENGLISH CURRICULUM ALIGNMENT TOOL (CAT)

CURRICULUM ALIGNMENT

It refers to the process of

interpreting learning

standards, then developing

learning objectives that are

directly targeted to the

standards.

Curriculum Alignment Tool (CAT) – Summary Across Units

ACCESSING THE ENGLISH CURRICULUM PACING CALENDAR

Is a planning tool that helps teachers plan the

pacing of their instruction.

These calendars mirror the scope and

sequence timelines in a visual format to

support instructional planning.

CURRICULUM PACING CALENDAR

Pacing Calendar

ExampleUnit 1.1

My Emotions(4 weeks)

months

weeks

ACCESSING THE ENGLISH CURRICULUM MAPS

EXAMPLE

• Unit 1.1

My Emotions

(4 weeks)

• Unit 1.2 Our Diverse Community

(4 weeks)

• Unit 1.3

Working it Out

(4 weeks)

• Unit 1.4

How can I help?

(6 weeks)

• Unit 1.5

Let’s Celebrate

(4 weeks)

• Unit 1.6

Folktales

(4 weeks)

• Unit 1.7

Habitats

(4 weeks)

• Unit 1.8 How Can We Change?

(4 weeks)

FIRST GRADE UNITS

36 weeks of instruction

Transversal themes:• Communities,

Feelings, Senses, Multiculturalism

Integration Ideas:• Art, Social Studies,

Science

1.1My emotions Transversal

themes:• Multiculturalism,

Culture, Social Issues

Integration Ideas:• Social Studies,

History, Art

1.2 Our Diverse Community

TRANSVERSAL THEMES AND INTEGRATION IDEAS OF EACH UNIT

Transversal themes:• Values, Attitudes,

and Human Virtues, Skills and Competencies, School to Work

Integration Ideas:• Social Studies,

Math, Reading, Writing

1.3 Working it

OutTransversal themes:• Knowledge, Values,

Attitudes, and Human Virtues, Skills and Competencies, School to Work, EconomyIntegration Ideas:

• Social Studies, Reading, Writing, Math

1.4 How can I help?

TRANSVERSAL THEMES AND INTEGRATION IDEAS OF EACH UNIT

Transversal themes:• Knowledge, Values,

Attitudes, and Human Virtues, Cultural Diversity

Integration Ideas:• Social Studies,

Reading, Writing, Music, Art

1.5Lets’

celebrateTransversal themes:• Values, Attitudes,

and Human Virtues, Skills and Competencies, Cultural Diversity

Integration Ideas:• Social Studies,

Reading, Art, Writing

1.6 Folktales

TRANSVERSAL THEMES AND INTEGRATION IDEAS OF EACH UNIT

Transversal themes:• Knowledge, Life

Skills, Environment

Integration Ideas:• Math, Science,

Social Studies, Art, Writing, Reading

1.7Habitats Transversal

themes:• Knowledge, Values,

Attitudes, and Human Virtues, Skills and Competencies, Environment

Integration Ideas:• Science, Art,

Reading, Writing, Social Studies

1.8 How

can we change?

TRANSVERSAL THEMES AND INTEGRATION IDEAS OF EACH UNIT

CURRICULUM MAP = ALIGNED INSTRUCTION

Essential Questions (EQ)Enduring Understandings

(EU)

Transfer (T) and Acquisition (A) Goals

UnitClass

Time (weeks)

CURRICULUM MAP = ALIGNED INSTRUCTION

CURRICULUM MAPPING

Curriculum mapping is

a process for collecting

and

recording curriculum-

related data that

identifies core skills and

content taught,

processes employed,

and assessments used

for each subject area

and grade level.

The curriculum

map, promotes:

conceptual understanding

alignment with the

standards

identifying activities of

understanding

the use of assessment

the student needs

the integration of technology

CURRICULUM MAPPING

In other words, curriculum mapping is a process that helps teachers keep track of what has actually been taught throughout an entire year.

Basically is a form of escalated learning based on skills.

The map becomes a tool that is used to help modify and refine next year’s instruction.

One of the most effective curricular designs is called Backward Design Process or Understanding by Design (UbD).

Many teachers begin with textbooks, favored lessons, and time-honored activities rather than deriving those tools from targeted goals and standards.

BACKWARD DESIGN PROCESS

BACKWARD DESIGN PROCESS

The logic of backward design suggests a planning

sequence for curriculum.

This sequence has three (3) stages.

• Determine what you want your students to know at the completion of the unit.

• Keep in mind:• academic goals and standards,

• enduring ideas and essential questions to explore, and

• potential long-term application of these ideas and skills.

• The big ideas and essential questions should spark inquiry and discussion, require justification of opinions, and create meaningful connections with prior learning.

Identify desired results (objectives)

• Think about the understanding and how they can be utilized as an assessment avenue for students to demonstrate their understanding.

• Make use of different assessments.

• Assessments must be reliable, valid, practical and student friendly. 

Determine aceptable evidence

(assessment)

• Develop a learning plan consisting of lessons, activities, and teaching methods to maximize student understanding of the unit’s big ideas and core skills.

• Select carefully activities which move students closer toward reaching the ultimate goals.

Plan learning experiences and

instruction (activities)

STAGES OF THE BACKWARD DESIGN PROCESS

Desired Results

“If you don't know where you're going, then any road will take you there.”

"Si no sabes a dónde vas, cualquier camino te llevará allí."

STAGE 1

In this stage, students most know, understand and do; but teachers should use the:

curriculum goals and learner outcomes,

big ideas,

essential questions, and

enduring understandings.

Teachers should also focus on the students’ output, not her/his input; and should focus also on the students’ ability to make use of what is learned.

Desired ResultsSTAGE 1

Essential Questions (EQ) have no one obvious right answer.

They uncover, rather than cover up a subject’s controversies, puzzles and perspectives.

They address the philosophical or conceptual foundations of a discipline.

The EQ’s are framed to provoke and sustain student interest.

Revisiting Essential Questions

Desired ResultsSTAGE 1

Questions should...

lead to larger essential unit ideas.

be framed for maximal simplicity.

be worded in students-friendly

language.

provoke discussion.

Guidelines for Essential Questions

In this stage, we have to turn and talk to ourselves which contents and skills are most critical to the unit.

Desired ResultsSTAGE 1

For example:

Which standards are crucial? Where am I in the year? What skills can I build on? What skills need to be

reinforced? What skills need to be

introduced? Does my unit’s essential

questions fulfill their purpose? How might I revise my

questions? Why am I having my students

read this text?

How does the text support the essential questions?

What makes this text great literature?

What specific lessons or ideas does it have to offer? What students know, understand, and be able to do?

What is worthy of understanding?

What enduring understandings are desired?

Assessment EvidenceSTAGE 2

In this stage, students independently recognize, apply and explain. For that, we have to ask ourselves:

What exactly are you assessing for?

Could students do the proposed assessment well but not truly have mastered or understood the content or skills?

How can students apply and transfer their learning?

What are your ideas for the formative or summative assessment?

What is evidence of their understanding of content?

What do students need to be able to recognize, apply, or explain?

What skills do they need to demonstrate mastery of?

Alignment: Does the formative or summative assessment address the essential questions and reflect the concepts (contents and skills) focused on?

Formative and/or Summative Assessment Design

Learning PlanSTAGE 3

Otherwise known as Teaching Point.

Include content and skills (concepts).

Everything have to be student-friendly language.

What students will know and be able to do?

What are the most appropriate instructional activities to acquire

experiences?

Only at this step teachers can use teaching methods, lesson

plans, and appropriate resource material.

Learning Targets

SUMMARY…

● Summary of indicators to work.

● Essential Questions

(EQ)● Enduring

Understanding (EU)

● Transfer goals● Acquisition goals● Focus, domain,

skills and vocabulary

● Performance tasks

● Other activities (evidence)

● Learning Activities

1 2 3Desired Results

Assessment Evidence

LearningPlan

STAGE 1DESIRED RESULTS

Indicators

Essential QuestionsEnduring

Understanding

FocusConcepts (Content and skills)

Transfer GoalsAcquisition Goals

ACTIVITIES TO ACHIEVE PERFORMANCE TASKS

BEFORE• Exploration

DURING• Tasks:

• Search• Exploration

AFTER• Final Action

• Evidence of acquired learning

Activities prior the execution of the performance task.

Activities during the performance task.

Activities performed after completing the performance task.

Ex. Exhibition

STAGE 2 ASSESSMENT EVIDENCE

Performance tasks

Other activities

STAGE 3 LEARNING

PLANSample

lessons at the end of the map

Activities

RESOURCES THAT HELP IMPARTING INSTRUCTION

Conections to

literature

RESOURCES THAT HELP IMPARTING INSTRUCTION

Additional Resources

There are three components that are interrelated and form the basis of our education system; these must be articulated in a consistent manner:

ALIGNMENT

Curriculum: range of content and skills in specific areas and the sequence in which they are taught.

Instruction: activities and strategies used to deliver the content.

Assessment: tools used to assess and collect data of the progress and achievements of students toward mastery of content and

skills.

In an aligned and coherent educational system:

If these three components are not properly articulated the

student learning process is interrupted.

ALIGNMENT

the assessment documents

is what students learn or

what they have learned

what students learn is

derived from standards-

based curriculum

and instruction.

&

ALIGNMENTS

VERTICALALIGNMENT

Compare all standards of a content area

and expectations through all

grades.

HORIZONTAL ALIGNMENT

Ensures that all teachers teach the

same thing: content with sequence.

DETAILED VIEW OF

THE VERTICAL

ALIGNMENT

Vertical alignment compares all standards, expectations and indicators of a subject through all grades.

Ensures that as students progress from one grade to another, they are adding and enhancing foreknowledge (previous knowledge).

Ensures that, as standards become wider and deeper, fundamental new ideas are introduced and more complex skills are worked.

Establishes the pre-requisites that are taught in earlier grades.

DETAILED VIEW OF THE HORIZONTAL ALIGNMENT

The horizontal alignment ensures that all teachers in a grade will attend a specific content, following a similar line of time.

Teachers across grades (in the same school and through schools) follow a common curriculum to ensure that all students receive the same educational opportunities.

Pacing calendars help teachers maintain horizontal alignment.

It also ensures preparation for tests aligned with the standards.

Make sure that your course curriculum is aligned with the Standards of Learning.

Develop a pacing guide to ensure that all tested topics are taught.

Use curriculum mapping as a tool to monitor and “fine tune” your curriculum.

REVIEW

PUERTO RICO CORE STANDARDSPRCS (JULY 2014)

DEFINITION OF PUERTO RICO CORE STANDARDS

Puerto Rico Core Standards for the English Program are the skills

and knowledge expected from students in English Language Arts,

Mathematics, Science, Literacy, History/Social Studies and

Technical Studies, that requires preparing students for College and

Career Readiness (CCR).

Reference: Puerto Rico Core Standards 2014 – English Program

PUERTO RICO CORE STANDARDS

Teachers have to use this document to plan

instruction to meet the needs of all learners.

The teachers have to get involved in the teaching

process with responsibility to obtain higher levels of

academic achievement.

With this in mind, we will be able to guarantee the

development and academic excellence for each and

every student in Puerto Rico.

Reference: Puerto Rico Core Standards 2014 – English Program

PUERTO RICO CORE STANDARDS

PRCS 2014 represent a rigorous curriculum that integrates high essential professional knowledge of the 21st century, the 4 pillars of education.

Reference: Puerto Rico Core Standards 2014 – English Program

Essential Competencies

To know

To know how

Knows to be

Be able to coexist

ESSENTIAL COMPETENCIES THAT STUDENTS MUST MASTER

...an apprentice.

...an effective communicator.

...an entrepreneur.

...being ethical.

...an active member of the community.

According to the PRCS, the student profile of Puerto Rico must have essential

competencies that are acquired through their education.

In other words, the student as...

PUERTO RICO CORE STANDARDS

The Department of Education has designed an educational reform aiming towards meeting the different need of our students.

Reference: Puerto Rico Core Standards 2014 – English Program

Curriculum

Curriculum materials

Support the construction of integral human beings able to

transform our country.

PUERTO RICO CORE STANDARDS

The standards are designed to strengthen

the college graduate students profile high

school studies. These tool provide infinite

possibilities for their future so as to revitalize

our country.

Reference: Puerto Rico Core Standards 2014 – English Program

DIVISION OF THE PUERTO RICO CORE STANDARDS

The PRCS for the English Program are

divided into five (5) distinct standards:

Listening

Speaking

Reading

Writing

Language

DIVISION OF THE PUERTO RICO CORE STANDARDS

SPEAKING

WRITINGREADING

LISTENING LANGUAGESKILLS

EXPECTATIONS AND GRADE LEVEL INDICATORS PUERTO RICO CORE STANDARDS

Each standard consists of both College and Career Readiness (CCR) expectations and grade level indicators.

The CCR expectations and grade-specific indicators are necessary complements that together defines the skills and competencies that all students must master.

Reference: Puerto Rico Core Standards 2014 – English Program

PUERTO RICO CORE STANDARDS The PRCS in English were written by grade level from K-12.

For each standard and expectation, indicators are side-by-side to adjacent grades to show their progression across grades.

The standards also provide a clear vision of the academic rigor educators and parents in Puerto Rico should aim for in the education of Puerto Rico’s children.

These learning goals help ensure that students meet social, academic, college, and work expectations, are prepared to succeed in a global economy and society, and are provided with rigorous content and application of higher knowledge thinking.

Reference: Puerto Rico Core Standards 2014 – English Program

ESSENTIAL DOCUMENTS PUERTO RICO CORE STANDARDS

There are essential documents that the Committee researched and used for language learning, teaching, and assessment.

They served as key resources to support the development of the PRCS in English.

All of these documents and ideas were organized in order to provide rigor, clarity, and progression of across grade levels.

ReferencePRCS 2014

English Program

THE... PRDE 2007 academic content

standards (previous academic standards of Puerto Rico).

California English Language Development Standards (CA-ELDs).

Learning Progression Frameworks (LPFs).

World Class Instructional Design and Assessment (WIDA).

English Language Development Standards.

Common European Framework of Reference

VISIONPUERTO RICO CORE STANDARDS

The English Program of the Department of Education of Puerto Rico aims to develop students who can communicate...

in the English language in order for them to be college and career ready.

They should feel committed to their native language and Hispanic culture, simultaneously developing a strong sense of solidarity, respect and appreciation for other cultures.

CREATIVELY REFLECTIVELY CRITICALLY

MISIONPUERTO RICO CORE STANDARDS

Develop students to communicate effectively in the English language, recognizing that the mastery of their vernacular is essential for effective learning of other languages.

Therefore, the integration between

is crucial.

Students will communicate orally and in written in the English language.

The curriculum will foster critical and creative thinking needed to meet the expectations and demands of the contemporary global society.

It will provide enriching educational experiences, integrated, and challenging which will take into consideration, in addition to knowledge and skills, the social, economic, cultural, and personal background of each student.

In this way, they can respond to new challenges and social responsibilities and will be able to grasp the opportunities of the twenty-first century global world.

English and Spanish

GOALSPUERTO RICO CORE STANDARDS

The English Program is directed towards the development of a student who is able to communicate effectively, both orally and in written in the English language.

LEARNING FOCUSED GOALS In order for students to achieve learning in the English language it

is necessary to:

Understand what they hear.

Express their ideas in formal and informal conversations with correct grammar, intonation and pronunciation.

Understand and interpret what they read for enjoyment of reading.

Make use of English as a communication mechanism for different purposes framed in a variety of contexts.

Write with clarity, precision, and correction.

STANDARDSPUERTO RICO CORE STANDARDS

ENGLISH PROGRAM 2014

LISTENINGPUERTO RICO CORE STANDARDS

This standard includes skills for present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style that are appropriate to purpose, audience, and task.

LISTENINGSTANDARD

building on others’ ideas

for knowledge

SPEAKINGPUERTO RICO CORE STANDARDS

This standard includes, but it’s not limited to skills necessary for formal presentations.

It require students to develop a range of broadly useful oral communication and interpersonal skills.

They must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources to evaluate what they hear, use and display strategically to help achieve communicative purposes, and adapt speech to context and task.

SPEAKINGSTANDARD

adaptable communication and partnership collaboration

READINGPUERTO RICO CORE STANDARDS

This standard places equal importance on the complexity of what students read and the skill with which they read.

It defines a grade-by-grade level of text complexity that rises from beginning reading to the college and career readiness high school level.

Whatever they are reading, students must also demonstrate a gradually growing ability to understand more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a broader range of textual evidence, and becoming more perceptive to contradictions, ambiguities, and poor reasoning in texts.

READINGSTANDARD

text involvedness and the growth

of comprehension

WRITINGPUERTO RICO CORE STANDARDS

This standard recognize the fact that some writing skills, such as the ability to plan, revise, edit, and publish, are relevant to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives.

It stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts.

The significance of forms of writing: types of essays, research, and investigations, notably included in this strand states the importance of writing skills that are important to research and are infused throughout the document.

WRITINGSTANDARD

text styles, responding to reading, and

research

LANGUAGEPUERTO RICO CORE STANDARDS

The Language standards include the essential “rules” of written and spoken English.

The Standard is presented as a matter of skills and abilities.

The vocabulary focuses on understanding words and phrases, their relationships, and the acquisition of new vocabulary, particularly general academic words and phrases.

LANGUAGESTANDARD

conventions, applicable and effective use,

and vocabulary

LEGEND OF THE STANDARDSPUERTO RICO CORE STANDARDS

1 L 1 a

Grade Standard IndicatorSub-

indicatorExample: 1.L.1a

Standards of Learning

Listening (L)

Speaking (S)

Reading (R)

Writing (W)

Language (LA)

CONTENT STANDARDS, GRADE-LEVEL

EXPECTATIONS AND INDICATORS

PUERTO RICO CORE STANDARDS ENGLISH PROGRAM 2014

College and Career Readiness Expectations for Listening

Kindergarten – Sixth grade

1. Comprehend and analyze information from a variety of

listening activities to ask and answer questions on social,

academic, college, and career topics.

EXAMPLE OF THE LISTENING STANDARD

College and Career Readiness Expectations for Speaking

Kindergarten – Sixth grade

1. Engage in discussions on a variety of social, academic, college, and career topics in diverse contexts with different audiences.

2. Evaluate information and determine appropriate responses to answer questions effectively.

3. Interact in social, academic, college, and career conversations using accurate and appropriate language.

4. Provide, justify, and defend opinions or positions in speech.

5. Choose appropriate language according to the task, context, purpose, and audience.

6. Plan and deliver different types of oral presentations/reports to express information and support ideas in social, academic, college, and career settings.

EXAMPLE OF THE SPEAKING STANDARD

College and Career Readiness Expectations for Reading

Kindergarten – Sixth grade

1. Read critically to make logical inferences, and cite specific textual evidence to support conclusions drawn from the text.

2. Determine main ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.G., A section, chapter, scene, or stanza) relate to each other and the whole.

College and Career Readiness Expectations for Reading

Kindergarten – Sixth grade

6. Assess how point of view or purpose shapes the content and style of a text.

7. Integrate and evaluate content presented in diverse media and formats.

8. Delineate and evaluate an author’s argument through evidence specified in a text.

9. Compare and contrast two or more authors’ presentations of similar themes or topics.

10. Read and comprehend complex literary and informational texts independently and proficiently.

Foundational Skills (FS) for ReadingKindergarten – Sixth grade

A series of Foundational Skills have been included at the end of the reading and writing sections.

These are important skills for students to learn, but they don’t correspond to College and Career Readiness expectations.

Although these standards have been placed at the bottom of Reading and Writing for structural reasons, this does not imply that these standards should be taught in any specific order.

Foundational Skills are basic ideas, principles and facts that should be mastered before becoming lifelong readers.

FOUNDATIONAL SKILLS CCR EXPECTATIONS

11. Phonemic Awareness

12. Phonics

13. Print Features and Text Organization

EXAMPLE OF THE SPEAKING STANDARD

College and Career Readiness Expectations for WritingKindergarten – Sixth grade

1. Write arguments to support point of view using valid reasoning and sufficient evidence.

2. Write informational texts to examine and convey complex ideas and information clearly and accurately through the selection, organization, and analysis of relevant content.

3. Write literary texts to develop real or imagined experiences or events using effective technique, details, and structure.

4. Develop and strengthen writing as needed by using the writing process (planning, drafting, revising, editing, rewriting, or publishing).

5. Use technology, including the internet, to interact and collaborate with others and produce and publish writing.

College and Career Readiness Expectations for WritingKindergarten – Sixth grade

6. Conduct research projects of varying lengths based on focused questions to demonstrate understanding of the subject.

7. Draw evidence from literary or informational texts to support analysis, reflection, and research.

8. Write routinely over short and extended time frames for a variety of tasks, purposes, and audiences.

FOUNDATIONAL SKILLS (NO CCR EXPECTATIONS):

9. Print Features and Text Organization

10. Phonics

EXAMPLE OF THE WRITING STANDARD

College and Career Readiness Expectations for LanguageKindergarten – Sixth grade

1. Demonstrate command of the conventions of English grammar and usage.

2. Apply English conventions using appropriate capitalization, punctuation, and spelling.

3. Demonstrate understanding of how language functions in different contexts to make effective choices for meaning, style and comprehension.

4. Determine or clarify the meaning of unknown words and phrases by using context clues, analyzing meaningful word parts, and consulting reference materials.

5. Demonstrate understanding of figurative language, word relationships, and variation in word meanings.

6. Accurately use a variety of social, academic and content-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and Career-Readiness level.

EXAMPLE OF THE WRITING STANDARD

REVIEW

LEARNING LANGUAGE IS COMPOSED OF 4 SKILLS:

FACT TO REMEMBER ABOUT THE CURRICULUM MAP

Teachers have a set of skills to teach their students,

but the list of skills are scheduled throughout the

academic year in a very uniformed manner; all the

teacher has to do is follow the schedule strictly,

combine skills with dynamic activities and he/she

should be great. 

REFERENCES

Department of Public Education in Puerto Rico:

English Program 2014:

• Curriculum Maps

• Puerto Rico Core Standards (PRCS 2014)

• Curriculum Alignment Tool (CAT)

• Pacing Calendar

• Curriculum Framework

For your attention

Any questions?