Curriculum Alignment
OCTOBER SKY
After watching the movie clip from October Sky (1999), discuss
with an elbow partner:
“What allowed the children to be successful?”
FOCUS
• Teach an aligned (and focused) curriculum.
• Throughout the lesson, ensure students are learning each
segment of the lesson before moving to the next one.
• Engage in purposeful reading, writing, and talking.
Mike Schmoker, Focus, 2011
The Framework
ASSESSMENT
ACTION
ANALYSIS
CULTURE
Painting the Road
Read the except from Driven by Data
(p. 11) titled Painting the Road.
Quick Write
• What are the important things needed to support curriculum
alignment?
• Large group share out
An Opening Story
• Reading the excerpt “An Opening Story) from Driven by Data
(p. 3) (5 minutes)
• Table Talk: At your table, discuss how the reading relates to
the question “Where is the bar for learning?” (3 minutes)
• Group Share: Volunteers/Cold Call 1 or 2 tables to share their
thoughts. (2 minutes)
GRADE 4
• Given a standard: Grade 4
4.15 Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to:
(C) revise drafts for coherence, organization, use of simple and compound
sentences, and audience;
Look at the assessment items, which assessment items are aligned?
Action: Using the white sheet, list the items aligned to the standards, now turn
and talk to your elbow partner and explain why you chose what you chose.
GRADE 4
• Given a standard: Grade 4
4.15 Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to:
(C) revise drafts for coherence, organization, use of simple and compound
sentences, and audience;
Now look at the released item (revising and editing)
Now, which assessment items are most closely aligned to the State Standard
Repeat Action with additional What evidence did you use to deepen the
alignment with regard to scope, difficulty and design?
GRADE 7
• Given a standard: Grade 7
(14) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to:
(C) revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how
well questions of purpose, audience, and genre have been addressed;
Look at the assessment items, which assessment items are aligned?
Action: Using the white sheet, list the items aligned to the standards, now turn
and talk to your elbow partner and explain why you chose what you chose.
GRADE 7
• Given a standard: Grade 7
(14) Writing/Writing Process. Students use elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose text.
Students are expected to:
(C) revise drafts to ensure precise word choice and vivid images; consistent
point of view; use of simple, compound, and complex sentences; internal and
external coherence; and the use of effective transitions after rethinking how
well questions of purpose, audience, and genre have been addressed;
Now look at the released item (revising and editing)
Now, which assessment items are most closely aligned to the State Standard
Repeat Action with additional What evidence did you use to deepen the
alignment with regard to scope, difficulty and design?
ENGLISH I
•
Given a standard: English I
Writing/Expository [and Procedural] Texts. Students write expository [and procedural or
work-related] texts to communicate ideas and information to specific audiences for specific
purposes. Students are expected to
(A) write an [analytical] essay of sufficient length Readiness Standard that includes
(i) effective introductory and concluding paragraphs and a variety of sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a controlling idea or thesis;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant information and valid inferences.
ENGLISH I
• Given a standard: English I
Look at the assessment items, which assessment items are aligned?
Action: Using the white sheet, list the items aligned to the standards, now turn
and talk to your elbow partner and explain why you chose what you chose.
ENGLISH I
• Given a standard: English I
Now, which assessment items are most closely aligned to the State Standard
Repeat Action with additional What evidence did you use to deepen the
alignment with regard to scope, difficulty and design?
STANDARDS ARE MEANINGLESS UNTIL
YOU DEFINE HOW YOU WILL ASSESS
THEM
BOOK ENDS - LESSON OBJECTIVES AND DOLS
• Examine Three Sets of LO’s and DOL’s - Determine if you
would score them as UNSAT, PROG, PROF, or EXEMPLARY
• Table Talk: At your table, discuss your findings
• Group Share: Volunteers/Cold Call 1 or 2 tables to share their
thoughts.
FEEDBACK - LESSON OBJECTIVES AND DOLS
• Examine Three Sets of LO’s and DOL’s - With an elbow
partner, discuss ONE LO and DOL and the feedback you
would give in order to improve the alignment.
• Group Share: Volunteers/Cold Call 1 or 2 tables to share their
thoughts.
Response Card
• Those know curriculum alignment CAN …
1.
2.
3.
•
Those DON’T know curriculum alignment …
1.
2.
3.