CURRICULUM MAP
Title of Unit: Reading Triumphs
Unit 1, Week 1-5, Lesson 1-25
Author: Veronica B. Sanchez-Cordova
Subject/Content Area: Reading
Enduring Understandings & Essential
Questions
 What words can you blend with the short /a/ sound?
 What sentences can you read with high frequency words
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for this lesson?
How can you recognize words with the short a /a/
sound?
Record facts about characters while reading.
Retell the story using evidence in text and illustrations.
How do you segment phonemes?
Say words with the short a sound.
What do the words jump, run, leap, and hop mean?
Describe these actions.
Identify the characters and setting of the story.
Content (knowledge), skills, and
dispositions
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*Phonemic awareness
*Phonics
*High Frequency Words
*Oral Vocabulary
*Build Fluency
*Reading Triumphs
*Comprehension
*Write
*Grammar
*Writing
*Informal Assessment
*Formal Assessment
Instructional Objectives
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*Blend phonemes
*Blend words with /a/a.
*Read high frequency words
*Develop oral vocabulary
*Improve word accuracy
*Read words in connected text
*Write letters, words, and a sentence.
*Identify phonemes in isolation
*Identify story structure: character and setting
*Segment phonemes
*Write letters, words, and labels
*Model fluency
*Review phonemes
*Review blending short a words
*Review high frequency words
*Review story structure: character and setting
*Increase reading speed
*Write and share simple sentences
*Read independently
Activities
(How will students learn the content?)
 Phonemic Awareness
 *Listen for /a/ - The children will orally blend the phonemes as I point to each markers.
 Phonics
 *Introduce Short /a/a
 *Review Initial Consonants-The children blend words, sound by sound.
 Character and Setting –The students will point out characters and setting, they will
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describe the characters and setting.
Daily Writing Prompts
Dictation – The students will write complete sentences.
Grammar
*Sentences
*Mechanics: Sentence Capitalization – The students will identify capital letters that have
been written on the board and write sentences with correct capital letters.
Writing
*Ideas: Personal Narrative
Activities
(How will students learn the content?)
 High Frequency Words
 *and, I, jump, not- The children will make up sentences using the words,
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provide sentence starters and have children write sentences on the board.
Oral Vocabulary
*Movement words- the children will define words, show action or movement,
use each word in a sentence or pantomime words.
Fluency
*Word Automaticity, connected text –The children will blend and say words
after teacher.
Read
*“Jump!”
*“Pam Run”
*“Sam Can Nap” - The students will read and blend words, choral reading,
independent reading, or partner reading.
Strategy
Analyze Story Structure
Activities
(How will students learn the content?)
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Informal Assessment
*Quick Check
Formal Assessment
*Weekly Assessment
 ISIP Early Reading is a comprehensive assessment for developing readers in
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Pre-Kindergarten through 3rd Grade. ISIP Early Reading assesses all critical
areas of early reading development including:
Phonemic Awareness
Alphabetic Knowledge
Vocabulary
Comprehension
Fluency
Starfall.com is a free public service to teach children to read with phonics
Assessments (How will students demonstrate
mastery of the content/how will you assess
students?)
 *Quick Check – informal teacher observations of each lesson
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to determine how effectively students participate in and
complete a lesson
*Monitoring progress – weekly assessments to monitor
mastery of skills, evaluate grade level skills, and to determine
readiness to take exit test.
*Fluency Assessment – oral reading accuracy, speed, and
expression to verify or clarify instructional decisions
DIBELS (Dynamic Indicators of Basic Early Literacy Skills).
Sight word tests (teacher made) every nine weeks
MAP® Measures of Academic Progress®
Resources
 -Reading Triumphs
 -Practice Book
 -Sound-Spelling Workboards
 -Large Letter Cards:
 -Word Cards
 -Markers or counters
 -Pocket Chart
 -Photo Cards
Resources
 -Letter tiles
 Comprehension Cards
 -Markers and counters
 Listening Library
 Take Home book
 Assessment Book
 Online Resources:
 Interactive White Board
 Graphic Organizer
 Computer
Standards Addressed
 Language Arts Standard 1
 Reading and listening for comprehension. Students will apply
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strategies and skills to comprehend information that is read,
heard and viewed.
Language Arts Standard 2
Writing and speaking for expression. Students will
communicate effectively through speaking and writing.
Language Arts Standard 3
Literature and Media Students will use literature and media
to develop an understanding of people, societies and the self.
ITSE Standards for Students
 1. Creativity and Innovation
 Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes
using technology
 2. Communication and Collaboration
 Students use digital media and environments for
communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the
learning of others.
ITSE Standards for Students
 3. Research and Information Fluency
 Students apply digital tools to gather, evaluate, and use information.
 4. Critical Thinking, Problem solving, and Decision
Making
 Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources.
 5. Digital Citizenship
 Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior
Areas that I Incorporated that were
new to this Curriculum Mapping
I wanted to incorporate these topics because when working with a
special education K-2 these are issues needed to be addressed in my class
daily. Without addressing these three areas, because of student need,
these areas need to be addressed before the lesson, during the lesson,
and after the lesson.
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Self- personal hygiene, safety choices, consequences, self-expression,
Community- family, friendships and the
World-, technology, our surroundings and population.
Online Computer Programs I-station is an Early Reading comprehensive assessment for developing readers
in Pre-Kindergarten through 3rd Grade. ISIP Early Reading assesses all critical
areas of early reading development including: Phonemic Awareness, Alphabetic
Knowledge, Vocabulary, Comprehension, Fluency
 Starfall.com which is a free public service to teach children to read with phonics
Areas that I incorporated that were new
to this Curriculum Mapping
 Personal Hygiene Web sites
 http://www.youtube.com/watch?v=sD-eoInsKuk
 Friendships Web sites
 http://www.youtube.com/watch?v=KxDTjRPmVNA
 Safety Choices Web Sites
 http://www.youtube.com/watch?v=eV-OZc9jcWc
 World Surroundings Web sites
 http://www.youtube.com/watch?v=sQIzoLURl2g
 Consequences Web sites
 http://www.youtube.com/watch?v=70Uy7d4bHY&feature=related
 Technology
 http://www.youtube.com/watch?v=JEIHogpVJ1k
http://www.youtube.com/watch?v=m6deHVIfFaU&feature=relmfu
Areas that I incorporated that were new
to this curriculum mapping
 Self Expression
 http://www.youtube.com/watch?v=Q7uP-QnIWjk
 Family
http://www.youtube.com/watch?v=GiRUF7hvWuM
Population
 http://www.youtube.com/watch?v=sc4HxPxNrZ0
 http://www.youtube.com/watch?v=4B2xOvKFFz4&featu
re=relmfu
Why I chose Curriculum Mapping?
 To ensure that I am covering the standards, benchmarks, and
objectives in the 1st Grade Reading Triumphs Intervention
Program.
 My goal is to help my students develop real world concepts
when learning how to read. I want to make my teaching
strategies become clear and create a balance between
teacher-directed concepts and student thinking.
Through this process I Discovered:
 I need to participate in more grade level planning
 correlating with the K-2 team on a more regular basis besides
social activities
 I also learned that as a Special Education team we should be
working more collaboratively to ensure that the skills we teach
are being carried over from primary to intermediate grades.
 I need to becoming more familiar with Models like
Understanding by Design, Differentiated Instruction, and 21st
century concepts that provided to help included, and combine
these models into our current curriculum to have a successful
competitive curriculum.
My Predictions
 I predict these changes will run smoothly.
 Through this, delivery of the curriculum it
would be conveyed that these are vital
strategies used to focus on the quality of
learning for the future of children to
become productive citizens and this will
help them in all aspects of life
Conclusion
 When addressing Self, Community and the World
by identifying some of the roles they play in their
various situations, it will help students to explore
their beliefs, values, and the basic needs.
 They will also need to identify their own values
and the affect these various roles will play in
within themselves, the community and the world,
while still learning how to read and write.