Introduction
The purpose of curriculum is to focus instruction in a grade level content / skill area.
The development of this curriculum map is a result of months of research, collaboration and hard work on the part of the enti re Teaching &
Learning Division. The document itself is a living document; it is meant to be revisited on an annual basis by all those who use it: teachers,
paraprofessionals, special educators and other staff.
This particular model is a ‘back to basics’ approach to curriculum. The FRCS curriculum model is focused on standards based, measureable
learning objectives for all students. Our curriculum outlines the core knowledge base in a grade level; what a student should know and be able to do
by the end of a given year in a specific subject or skill area.
The FRCS curriculum model does not subscribe to any one boxed program or canned curriculum. Rather, FRCS develops its own curriculum and
employs a variety of instructional materials and learning experiences to facilitate student achievement of our learning objectives. Our curriculum is
thoughtfully designed to identify the core skills and knowledge that students need to be successful in each subsequent grade at FRCS and beyond!
The enclosed document includes a complete subject area curriculum for one grade level as well as an overview of a vertical curriculum articulation.
The vertical articulation provides the context for this grade level curriculum; outlining what a student should have mastered prior to entering this
grade and what he or she will master upon promotion to the next grade level.
Vertical Curriculum Articulation
What is vertical articulation?
Vertical curriculum articulation is education-jargon for a map of standards that students will learn at each grade level in a particular content or skill
area. It is organized in a variety of forms, but the simplest (and easiest to read) is just a chart of standards and the years in which students should
master each standard in that subject.
What is the purpose of vertical curriculum articulation?
Vertical articulation gives curriculum direction and purpose. And in terms of this single grade level curriculum, it provides the context for the
learning objectives outlined in this map. It outlines what students have learned in the past and what they will be expected to learn long after
completing this grade level. ‘Backward design’ (another great education-jargon term for the 21st
century)
How is this applicable for my classroom?
No matter which grade you teach, you are but one point in a child’s learning experience. The vertical curriculum articulation found on the next page
outlines where your role lays in the entire progression of students’ learning in this subject. As students arrive in your class this year and you begin
your pre-assessments, this vertical articulation will help you identify which concepts and skills your students still need and which
MATHEMATICS: VERTICAL ARTICULATION OF K-4 DOMAINS
DOMAIN
GRADE LEVEL
K 1 2 3 4
Counting and Cardinality K.CC.1-7
Operations and Algebraic Thinking K.OA.1-5 1.OA.1-8; MA.9 2.OA.1-4 3.OA.1-9 4.OA.1-5
Number and Operations in Base Ten K.NBT.1 1.NBT.1-6 2.NBT.1-9 3.NBT.1-3 4.NBT.1-6
Number and Operations - Fractions 3.NF.1-3 4.NF.1-4
Number System
Ratios and Proportional Relationships
Expressions and Equations
Functions
Measurement and Data K.MD.1-3 1.MD.1-4; MA.5 2.MD.1-10 3.MD.1-8 4.MD.1-7
Geometry K.G.1-6 1.G.1-3 2.G.1-3 3.G.1-2 4.G.1-3
Statistics and Probability
Curriculum Currently
Aligned
Curriculum Currently
Unaligned
MATHEMATICS: VERTICAL ARTICULATION OF 5-8 DOMAINS
DOMAIN
GRADE LEVEL
5 6 7 8
Counting and Cardinality
Operations and Algebraic Thinking 5.OA.1-2
5.OA.3 (UA)
Number and Operations in Base Ten 5.NBT.1-7
Number and Operations - Fractions 5.NF.1, 3, 4, 6
5.NF.2,5,7
Number System 5.NS.MA.1 6.NS.1-8 7.NS.1-3
8.NS.1
8.NS.1-2
Ratios and Proportional Relationships 6.RP.1-3 7.RP.1-3
Expressions and Equations 6.EE.1-9 7.EE.1-4; MA.4c
8.EE.2
8.EE.1-8
Functions 8.F.1-5
F.IF.4 (Algebra I)
Measurement and Data 5.MD.1,3,4
5.MD.2,5
Geometry 5.G.1-4 6.G.1-4 7.G.1,2,4,5,6, MA.7
8.G.1-3,6-9
8.G.1-4,6-8
G.GPE.5
7.G.3 8.G.5,9 (Covered in grade 7
Pre-Algebra)
Statistics and Probability 6.SP.1-5 7.SP.1-8 8.SP.1-4
Curriculum Currently
Aligned
Curriculum Currently
Unaligned
MATHEMATICS: VERTICAL ARTICULATION OF HIGH SCHOOL DOMAINS (Grades 9 & 10)
DOMAIN Geometry Algebra 2
Number and Quantity N.Q.2-3
MA.3a
N.CN.1,2,7-9
N.VM.1,3,6,8,12
Geometry G.CO.1, 6-11
G.SRT.1-8
G.C.1-5
G.GPE. 5-7
G.CO.2-5; 12-13
G.SRT.9-11
G.GPE.1,2,4
G.GMD.1-4
G.MG.1-3; MA.4
Statistics and Probability S.CP.1-9
S.MD.6-7
S.ID.4
S.IC.1-6
S.MD.6,7
Algebra A.SSE.1,2,4
A.APR.1-7
A.CED.1-4
A.REI.2,11
Functions F.IF.4-7 F.IF.8,9
F.BF.1,3,4
F.LE.4
F.TF.1,2,5,8
Curriculum Currently
Aligned
Maps Currently Unaligned
Curriculum Map Overview: How to read your grade level Curriculum Map
Organization of Map
The scope and sequence of this curriculum is organized into 3 terms. Each term is organized into units of instruction
Each unit has the following elements and each element is described on the following pages
Teachers develop unit plans to articulate the EXPERIENCES they will facilitate for students to achieve learning objectives within the
curriculum
State Standard:
Each unit of curriculum identifies the state standards mandated by the state of Massachusetts at each grade level range for that subject area.
Measurable Student Learning Objective: (“The Students Will Be Able To”):
For each state standard, FRCS curriculum identifies measureable student objectives that chunk the standards into lesson sized, teachable objectives.
The objectives should drive every lesson plan and should drive the instruction each day. These are the objectives that an instructor should
communicate to students each day prior to the start of a lesson.
Each student objective is a measurable learning goal that focuses lesson planning and instruction. The learning objectives are your: TSWBAT (the
student will be able to) list; they are your lesson objectives. These learning objectives should drive both instruction and assessment. If we focus
instruction on a specific learning objective and develop formative assessments to assess that objective, we create a seamless transition between our
expectations for learning and actual student learning experiences. Essentially, these objectives help focus our instruction on our students’ core
understanding. They identify what students need to know to be successful this year and beyond. Please note that these objectives are the minimum
expectation for students and that by no means does this limit your ability to add additional content , activities and experiences for your students.
However, before going beyond or deeper into content areas, please ensure that your students have mastered the basic learning objectives for a given
standard first.
The learning objectives in our curriculum should also drive your assessments. Each objective is purposefully designed to be inherently measurable.
Upon completing a lesson, the objectives lend themselves to formative assessments. For example, if you do a lesson with the objective: TSWBAT:
“Compare and contrast the Igneous and Metamorphic rocks”, then your formative assessment (ie: exit slip) at the end of that lesson can be as simple
as the open response question: “Compare and contrast the Igneous and Metamorphic rocks.” If a student can do or demonstrate the learning
objectives for a specific standard, then the student demonstrates understanding of the objective. When a student demonstrates understanding of ALL
of the associated objectives with a given standard, the student demonstrates understanding of the standard itself! At that point, if time permits,
students can explore the topic greater depth through enrichment learning.
To help you create formative assessments for these objectives, we have included a list of all of the measurable action verbs that were used in
development of this curriculum. They are the same words that are used in each of the measurable learning objectives so that as a school system, we
use the same vocabulary to talk about teaching and learning. These definitions (and formative assessment suggestions) can be found at the end of this
curriculum in Appendix A: “Assessing Student Objectives”. Please take some time to review this and see your IL with follow up questions.
Measurable learning objectives are the singular most important element of any curriculum; without it, we are just teaching activities.
As departments develop objectives based benchmark assessments, the same vocabulary of measurable action verbs will be used to consistently
communicate the depth of learning and the assessment expectations for students at each benchmark point. For example, if the learning objective
indicates that a student should be able to simply “identify” some set of concepts, the depth of learning is really only recognition and thus lends itself
to a multiple choice assessment of that understanding. However, if the objective indicates that a student should be able to compare and contrast two
major concepts, the expected depth of learning is significantly greater. Thus the expectation of the assessment is also greater; perhaps an open
response or Venn Diagram explaining the two concepts.
With the entire district speaking the same language when it comes to what students will learn, how deep their learning will be and how they will be
assessed for understanding, we are able to create a comprehensive, cogent curriculum that develops a students’ knowledge right up Bloom’s
Taxonomy. As a result, we will be able to better educate our students grade to grade and check for understanding with confidence, quickly
identifying any learning gaps and addressing them so that every student successfully assesses our curriculum!
Learning Plan: Resources, Activities and Experiences
This is where the great instruction happens! For every student objective, our curriculum identifies and suggests resources, activities and experiences
that will help your students master it. Instruction is more than a textbook and this section of the FRCS curriculum provides instructors with resources
and suggested lessons beyond the textbook. While the text is a resource, it is only one of many.
The resources and ideas in this section have been developed by veteran instructors, colleagues and instructional leaders. They are in our curriculum
map because they’ve been tried and they work for kids. This element of the curriculum map is an excellent resource to differentiate an instructional
approach to reach different populations of your students. .
The Instructional strategies and lesson suggestions are open ended so that you may modify them to meet the needs of your students and classroom.
If after reviewing your curriculum map and your ancillary resources, you are still looking for creative ways to help your students achieve a learning
objective, please don’t hesitate to contact your instructional leader! Your IL can provide additional resources, strategies, ideas or even model a lesson
for you or co-teach the lesson with you. This element of the curriculum is designed to be periodically updated and improved so please feel free to
contribute your strategies and ideas and support your colleagues by emailing them to your instructional leader any time!
Vital Vocabulary:
These are the words students must know in order to understand each objective. Students should be able to use these words appropriately and within
the correct context, not necessarily recite textbook definitions. To be able to use vocabulary appropriately is more valuable than memorizing a
definition. This list is not exhaustive, so please feel free to add vocabulary to meet your students’ needs. However, mastery of these words and the
underlying concepts is critical for students to understand and master the learning objective.
Essential Question(s):
This acts as the starting point (pre-assessment) as well as a summative assessment for each unit. At the beginning of each unit of instruction, this
question acts as the activator and initiates the discussion of the topic. At the end of the unit, students should be able to answer the essential
question(s) and demonstrate they have achieved understanding the learning goals/objectives. How you assess this question is left to you as the
classroom instructor, be it a written essay, oral, a report or a classroom discussion. You may also consider restating the essential question as an open
response question at the end of each unit.
Term 1
Topics 1-4
Common Core
Standard
Student Learning objective(s ) [The Student
Will Be Able To]
Required vocabulary
(define using reference sections of
textbook)
Learning P lan
Suggested Activities, Resources & Experiences
1.NBT 1 Read and write numbers 1-12
Count how many are in a set
Recognize patterned arrangements of
numbers without counting
Recognize 2 part spatial patterns of
numbers
Use objects to act out word problems
one ,two, three, four, five, six, seven,
eight, nine, ten , eleven, twelve
Topic 1 Envision-Numbers to Twelve
reteach/enrichment sheets as needed
Envision center activities and technology
component
Have children roll number cubes to create a picture story. Then
have students draw a picture of their story
1.NBT 1 Compare numbers 1-12
Order numbers 1-12
Use a number line
Use objects to act out ordering numbers
to solve story problems
more, fewer, greater than, less than,
least, greatest, before, after, between
Topic 2 Envision-Comparing and Ordering Numbers
reteach/enrichment sheets as needed
Envision center activities and technology
Component
order number cards
1.OA 1, 6, 7 Recognize parts of a number as a strategy
for addition
Understand numbers can be broken into
parts of the whole in different ways
Write addition sentences to find the
whole of given parts
Write addition sentences to solve stories
about joining
Add in any order
Use objects to solve story problems
in all, inside, outside, part, whole,
double add , plus +, sum, equals =,
addition sentence, join, order, addend
Topic 3 Envision-Understanding Addition
reteach/enrichment sheets as needed
Envision center activities and technology
component
Create stories the children will need to solve and draw
1.OA 1,3,5,6,7,
MA.9 Solve problems by finding the missing
part
Find the missing part of a number when
one number is known
Use subtraction to find the missing part
Write and solve subtraction number
sentences
missing part, subtract, difference, equal
sign, minus sign, subtraction sentence,
compare
Topic 4 Envision-Understanding Subtraction
reteach/enrichment sheets as needed
Envision center activities and technology
Component
Have children use counters to show subtraction sentences
Tell and act out stories about separating
to find how many are left and how 2
groups are different
Write related addition and subtraction
sentences
Use counters to act out and solve story
problems
Term 2
Topics 5-8
Common Core
Standard
Student Learning objective(s) [The Student Will Be Able
To]
Required vocabulary
(define using reference sections
of textbook)
Learning P lan
Suggested Activities, Resources & Experiences
1.OA 1, 2,7,8 Use counters and a tens frame to model numbers up to
10
Understand relationship of numbers to 5 and ten on a
tens frame
Show 10 as two parts
Use counters to find the missing parts of ten
Make tables to solve problems
tens frame Topic 5 Envision-Five and Ten Relationships
reteach/enrichment sheets as needed
Envision center activities and technology
component
Have students use cubes in a bag to determine parts of ten
1.OA 1,2, Count on to add, starting with the greater number
Recognize doubles as a strategy for remembering sums
Use doubles facts to learn near doubles
Use a tens frame to write and model addition sentences
and addition facts
Draw pictures to solve addition story problems
Near double Topic 6 Envision-Addition Facts to 12
reteach/enrichment sheets as needed
Envision center activities and technology
Component
Make a class book of story problems
1.OA 3,4,5, 6,
MA.9
Master concepts of 0 less than, 1 less than, 2 less than
when subtracting 0, 1, or 2
Learn to use doubles addition facts to master related
subtraction facts
Understand how addition facts relate to subtraction facts
Write related addition and subtraction facts to 12
Draw a picture and write a number sentence to solve
subtraction problems
0 less than, 1 less than, 2 less
than
Topic 7 Envision-Subtraction Facts to 12
reteach/enrichment sheets as needed
Envision center activities and technology
Component
Play war with number cards to practice math facts
1.G.1,2 Identify and name standard plane shapes and geometric
shapes and recognize them in the environment
Sort plane shapes and geometric solids, identify their
properties and sort by attributes
Combine 2D shapes to make new 2D shapes
Break apart large shapes to make smaller shapes
Learn the difference between flip, rotation, and slide
Rectangle, triangle, plane shapes,
circle, square, sort, side, corner,
slide, flip, turn, symmetry, line of
symmetry, solid figure, cube,
rectangular prism, sphere,
cylinder, cone, flat surface,
vertex, vertices, congruent
Topic 8 Envision-Geometry
reteach/enrichment sheets as needed
Envision center activities and technology
component
Find plane and geometric shapes in the classroom
Identify plane shapes that are the same size and shape
Understand symmetry
Make organized lists to solve problems
Count flat surfaces and vertices on geometric solids
Term 3
Topics 9-12
Common Core
Standard
Student Learning objective(s) [The Student Will Be Able
To]
Required vocabulary
(define using reference sections
of textbook)
Learning P lan
Suggested Activities, Resources & Experiences
Describe elements in repeating patterns
Identify a pattern unit and predict what comes next to
extend the pattern
Find a pattern to solve problems
patterns, repeats, predict Topic 9 Envision-Patterns
reteach/enrichment sheets as needed
Envision center activities and technology
component
Have children create their own patterns for classmates to solve
1.NBT 1, 2, 4, 5, 6 Read write and count numbers 11-20
Count groups of ten
Find and extend skip counting patterns on a hundreds
chart in sets of 2’s, 5’s, and 10’s
Identify numbers of even or odd
Use ordinal numbers through twentieth to identify
position
Solve problems by finding patterns in a table of related
number pairs
skip count, even, odd, pair Topic 10 Envision-Counting Number Patterns to 100
reteach/enrichment sheets as needed
Envision center activities and technology
component
make place value necklaces using beads to represent each place
value
1.NBT 2,4, 5, Read and write 2 digit numbers as groups of 10 and
some left over
Count groups of ten up to 10 tens and write how many
Use groups of tens and ones to show and write a given
two-digit number
Model and break apart a 2 digit number and write
expanded form
tens, ones, digit, break apart
ten, expanded form
Topic 11 Envision-Tens and Ones
reteach/enrichment sheets as needed
Envision center activities and technology
Component
Have children sort beans, pasta and other small objects into
groups of tens and ones
1.NBT 3,4,5,6 Write numbers and use a hundred chart to show
numbers that are 1 more and one less, and ten more
and ten less than 2 digit numbers
Compare 2 digit numbers using symbols
Find missing numbers on a hundreds chart
Estimate the positions of numbers on a number line
marked only in multiples of 10
Use words before, after, and between to order numbers
up to 99
1 more, 1 less, 10 more, 10
less, equal to =, closest ten
Topic 12 Envision-Comparing and Ordering Numbers to 100
reteach/enrichment sheets as needed
Envision center activities and technology
Component
Use number cards to order numbers to 100
Grade 1
Topics 13-16
Common Core
Standard
Student Learning objective(s) [The Student Will Be Able
To]
Required vocabulary
(define using reference sections
of textbook)
Learning P lan
Suggested Activities, Resources & Experiences
1.MD
MA.5 Identify all coins and their values
Identify value of different coin combinations
Identify groups of coins that have the same value
Solve problems by using the try, check, and revise
strategy
penny, cent, nickel, dime,
quarter, half dollar, dollar, value
Topic 13 Envision-Money
reteach/enrichment sheets as needed
Envision center activities and technology
component
Money Bingo
Have children create a store where they have to buy items
using play money
1.MD 1,2 Compare and order lengths and weights of objects
Estimate, measure, and compare lengths of objects by
using nonstandard unit
Estimate and measure the lengths of objects in inches,
centimeters and feet using a ruler
Find the distance around a shape
Estimate and compare capacities of containers
Use cups, pints, liters, and quarts to measure
Select appropriate units for measuring
Estimate and compare temperature
longest, shortest, estimate,
measure, inch, foot, centimeter,
perimeter, cup, pint, quart, liter,
pound, grams, kilograms,
temperature
Topic 14 Envision-Measurement
reteach/enrichment sheets as needed
Envision center activities and technology
component
Have children measure objects in their desks and record their
findings
1.MD 3 Identify hour and minute hand
Tell time to the hour and half hour using digital and
analog clocks
Estimate and order time durations using, minutes,
hours, and days
Read and use a calendar
Use a schedule
Hour hand, minute hand, hour,
o’clock, minute, half hour,
calendar, day, week, month, year,
schedule
Topic 15 Envision-Time
reteach/enrichment sheets as needed
Envision center activities and technology
component
Time bingo
Create time journals
1.OA 1,2,3 Recognize doubles relationship and use it as a strategy
for remembering addition facts with two like addends
Master addition facts where the addends are 1 or 2 apart
Solve 2 question problems by using the answer from the
first problem to answer the second problem
Master addition facts where one addend is 8 or 9
Use associative and commutative properties to add 3
numbers
Make a table to solve problems
doubles plus one, doubles plus 2 Topic 16 Envision-Addition Facts to 18
reteach/enrichment sheets as needed
Envision center activities and technology
component
Play Around the World Math Facts
Grade 1
Topics 5-8
Common Core
Standard
Student Learning objective(s) [The Student Will Be Able
To]
Required vocabulary
(define using reference sections
of textbook)
Learning P lan
Suggested Activities, Resources & Experiences
1.OA 3,4,6
MA.9 Learn the relationship between addition and subtraction
Use part part whole model to find facts in a fact family
Use related addition facts to find the missing part and
solve a subtraction problem
Draw pictures and write number sentences to solve
addition and subtraction story problems
related facts, fact family Topic 17 Envision-Subtraction Facts to 18
reteach/enrichment sheets as needed
Envision center activities and technology
Component
Use dominos to have children create facts families
1.MD4 Use real objects to graph answers to questions and draw
conclusions
Use picture graphs, bar graphs, to answer questions and
draw conclusions
Describe the location of an object shown on a grid
Record data using tally marks
Collect data and organize it in a graph and a picture
graph
Use data in a table to complete a bar graph
Describe the likelihood of an event as certain,
impossible, likely, unlikely
Picture graph, bar graph, grid,
left, right, up, down, tally
marks, data, certain,
impossible, likely, unlikely
Topic 18 Envision-Data and Graphs
reteach/enrichment sheets as needed
Envision center activities and technology
Component
Provide daily graphing opportunities
1.G3 Determine whether a shape is divided in equal or
unequal parts
Describe equal parts of a shape
Show and describe parts of a set
Draw pictures to solve problems related to parts of a
group
Equal parts Topic 19 Envision-Fractional Parts
reteach/enrichment sheets as needed
Envision center activities and technology
component
Make fraction kites
1.NBT 4,5,6 Add two multiples of 10 for sums to 100
Use a hundreds chart to add and subtract multiples if 10
to a 2 digit number
Add and subtract 1 digit numbers to 2 digit numbers
with and without regrouping and record the sum in
horizontal form
Subtract a multiple of 10 from a 2 digit number
regroup Topic 20 Envision-Adding and Subtracting with Tens and Ones
reteach/enrichment sheets as needed
Envision center activities and technology
component
Give children an equation that they need to solve and make a
story for.
Measurable Action Words & Formative Assessment Types
As educators, it is vital that we are consistent and transparent with our learning expectations. This section provides us with a common set of
terminology associated with student learning objectives and assessment. It will help you design your unit and lesson plans with the end in mind;
developing assessments for student objectives and then developing lessons and units to help your students achieve these objec tives. We don’t want to
teach to a test, but we do want to ensure that we assess our students’ learning of the core skills and knowledge outlined by the state. This section
standardizes the vocabulary that we all use to identify not only what our students should know, but the depth of knowledge they should attain and the
means through which we assess their understanding.
Objectives and assessments:
Each standard has at least one associated student objective. These objectives should act as your lesson objectives and should be the learning goal of
your students. In order to assess student learning of these objectives, it is important that we are using common terminology. A list of measurable
action verbs used in this document as well as a description of what level of understanding students should be able to demonst rate to achieve such
objectives is located on the next page. In addition, recommendations for developing your own formative assessments to check for understanding of
each objective are included. These definitions are broad so that you may apply them to your own assessments as needed.
Developing formative and other classroom assessments:
Less is more: While essay assessments take more time to correct, they provide more insight into your students’ depth of understanding. You don’t need to give nearly as many questions and students are required to really show what they know.
Assess the objectives as the core knowledge and leave the ‘nice-to-knows’ off the formal assessments
Teach to the objective and standard, not the text. Text and text assessments are not specific to MA and thus don’t always assess what DESE identified standards. This doesn’t mean you can’t assess knowledge outside of them, but assessment should focus on the standards and
objectives
Assess each day: a quick 1 question exit slip gives you a good idea if a student grasps the concept.
Reading the chart below:
Each heading indicates a depth/level of understanding aligned with Bloom’s Taxonomy
“Skill definition” is the action verb for a given objective. It’s what the student should be able to do
“Assessment format expectations and suggestions” are just that: the kind of formative assessment you can use to see if a student can
demonstrate the particular level or depth of understanding
Analytical & Evaluative Skills Skil ls Defini tion Assessment format expectations and suggestions
Analyze: Given or collect information or data to support a
conclusion.
Expectations for analysis are some form of explanation based on given or collected data.
Written assessments are usually in the form of a lab report (ie: conclusions section)
Categorize / Rank: Students are given or collect a set of
examples or specimens and must sort them into appropriate
groups or classes based on their characteristics.
Students usually test the examples or specimen to determine their characteristics. Students
organize their categorization in a table and support with data and written or oral explanation.
Compare & Contrast: Identify and explain the similarities and
differences of two or more concepts
Expectations for this skill focuses on writing about science concepts: essay or graphic
organizer form (ie: Venn Diagram)
Differentiate Between: Students describe the differences
between two or more concepts, specimen, examples or items.
This can be done using a ‘T-chart’ or other graphic organizer. This can also be incorporated
into a written response
Simplify: Summarize Written or oral explanation of a concept in students’ own words
Evaluate: Determine the significance Usually assessed in written form. Students support their evaluation with data or background
knowledge
Synthesis & Application Skills Skil ls Defini tion Assessment format expectations and suggestions
Determine: Decide upon or identify Pick out the correct term or concept from a group. Provide and fill in the correct term or
concept.
Diagram / Illustrate: Students create a drawing that includes
labels and written explanation.
Expectations are that students can generate scientific diagrams or illustrations. Labels and
explanation should be included.
Solve / Calculate: find the answer or solution (usually
mathematically)
Given some data set, students find the answer or solution. Include work and units. Formulas
are provided by instructor
Design / Create / Develop / Construct: Make or build This is very broad, but the expectation is that a performance assessment of some kind is given
Demonstrate: show The expectation for this is that students physically show a skill or demonstrate an
understanding in written form.
Comprehension Skills Skil ls Defini tion Assessment format expectations and suggestions
Classify: Arrange and assign to a category The assessment expectation is that students can arrange examples into appropriate categories. This
may be matching or listing and may or may not include a brief explanation
Describe: Students’ written or oral description Expectations are that students can describe (orally or written) a concept in their own words.
‘Describe’ objectives focus more on broad comprehension than explanation of detailed
mechanisms
Explain: Written explanation, usually with a diagram Students should be able to explain a concept in detail and provide supporting fact and/or data;
diagrams often accompany this in sci.
Predict: Forecast or hypothesize an outcome based on
supporting data or background knowledge
This is usually done as the hypothesis for a lab or sci fair project. The expectation is that students
support hypotheses with ‘why’.
Summarize: Paraphrase content into simpler terms Summaries are usually written and often act as follow up assessments to a passage that is read.
Distinguish Between: Determine differences between The expectation is that students can accomplish ½ of the compare-contrast essay by identifying key
differences between two (usually similar) concepts or ideas. Usually written.
Recall Skills
Skil ls Defini tion Assessment format expectations and suggestions
Define: Provide a definition.
Assessing this skill is more effective if put in the student’s own words or description. Matching or
student generated definitions
Label / Name: Provide or choose a name for an item,
object or concept.
The expectation is either to match or write in a label for a given diagram or fill in the blank
Recognize: pick out from a variety of possible choices Multiple choice is the most common recognition skill assessment
Sequence: Place the concepts or items in a specific,
relevant order
Expectations are that students can either select or write a series of concepts in an appropriate and
accurate sequence
Identify Select or list (usually characteristics) label, list or
identify
Students should be able to select or write in the appropriate concept or vocabulary word
Organize / List: Put associated concepts in order Students create an order that may or may not be based on a standard criterion. This can be written,
oral or physically done
FRCS Unit Plan
Teacher __________________________ Grade Level _______________
Unit Title ___________ Length of Unit ______________
Essential Question(s): _________________________________________________________________
Student Learning Outcomes/Objectives (SWBAT):
Assessments:
Learning Experiences:
Reflection:
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