Curriculum Map Development
A Curriculum Map:

Provides daily, weekly, or quarterly guidance to teachers in order to insure that
the written curriculum is the taught curriculum.
Assumptions
It is important to:

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
Pace the objectives so that they can be covered in the amount of time available.
Insure that SBA assessed objectives are covered prior to the SBAs.
Identify what components (pages, routines, etc.) of the adopted materials are to
be used.
Identify the vocabulary that should be taught.
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Mission & Goals
Scope & Sequence
Curriculum
Maps
Materials
Selection
Curriculum Maps
All Staff Professional
Development
Teacher Feedback
Curriculum Map
Revision
Year11
Year
Curriculum
Development
&
Materials Adoption

Year 2 & 3
Implementation
&
Professional
Development
Year 4 & 5
Monitoring
Progress

Monitoring Tools
& Processes
Year 6
Needs
Assessment

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Staff Input
Parent input
Student Achievement
Data
Other Data
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Curriculum & Alignment Institute 2011-2012
# 1 of 8 Curriculum Map
Curriculum Map Development
Year 1
1.
2.
1 week
Gather curriculum writing team
Complete development of
Curriculum Maps
3. Complete Pacing Guides
Day 1
Days 1 - 5
Days 1 - 5
Spring or Summer

Agenda, p 3

Curriculum Development
Map Template, p 4

Sample Completed Map,
p5

LA Map Template
prioritizing materials, p 6

Sample Complete L A Map
Template, p 7

Pacing Guide Template,
p8
Curriculum & Alignment Institute 2011-2012
# 2 of 8 Curriculum Map
Agenda for Curriculum Map Development
Location:
Dates:
Time:
Facilitated by:
Objective:
I.
Complete development of Curriculum Map and Pacing Guide.
Objective for the week: Create a curriculum guide to include:
a. Concept
b. Objectives
c. Essential Vocabulary
d. Instructional Materials
e. Assessments
f. Room for Teacher Activities/Reflections
II.
Create a Pacing Guide to provide year-long overview of use of materials.
Curriculum & Alignment Institute 2011-2012
# 3 of 8 Curriculum Map
Core Curriculum Map Template
Concept
Objective
Essential
Vocabulary
Instructional
Material
Assessment
Teacher
Activities/Reflections
Objective Number:
[Grade ] GLE
Bloom’s Taxonomy:
Objective Number:
[Grade ] GLE
Bloom’s Taxonomy:
Objective Number:
[Grade] GLE
Bloom’s Taxonomy:
Curriculum & Alignment Institute 2011-2012
# 4 of 8 Curriculum Map
SAMPLE Core Curriculum Map—Biology -Quarter OneConcept
Scientific Method
Objective
Essential
Vocabulary
BIO 36: Recognize that
scientific knowledge
changes based on
experimental and
observational data.
Instructional
Material
Assessment
Teacher
Activities/Reflections
Glencoe Biology p xix
(Real World Biology)
AGS Biology, Cycles of
Life Biology in the World
section of each chapter
[10] SG3.1
Bloom’s Taxonomy:
Comprehensio
Scientific Method
BIO 37: Recognize that
scientific advancements
depend on curiosity,
creativity, imagination,
and a broad knowledge
base.
Glencoe Biology p xix
(Real World Biology)
AGS Biology, Cycles of
Life Biology in the World
section of each chapter
[10] SG4.1
Bloom’s Taxonomy:
Comprehension
Scientific Method
BIO 28: Given data,
calculate the mean,
median, mode and
formulate conclusions.
[10] SA1.1
accuracy,
precision,
error,
mass,
unbiased,
peer review
Glencoe Biology p xxxvxxxvii, Chapter 1
AGS Biology, Cycles of
Life Chapter 1
Bloom’s Taxonomy:
Comprehension
Curriculum & Alignment Institute 2011-2012
# 5 of 8 Curriculum Map
Quarter 1
Language Arts Core Curriculum Map Template
-
prioritizes materials -
PREFIXES,
WEEK
SELECTIONS
INSTRUCTIONAL
MATERIALS
OBJECTIVES
SUFFIXES,
GRAMMAR &
CONVENTIONS
ESSENTIAL
VOCABULARY
TEACHER REFLECTIONS
ROOTS
Curriculum & Alignment Institute 2011-2012
# 6 of 8 Curriculum Map
Quarter 1: Unit 1 - Fiction and
Nonfiction
WEEK
Sample Core Curriculum Ma
— 7th Grade Language Arts
SELECTIONS
INSTRUCTIONAL
M ATERIALS
Choose between:
1
American Childhood
OR
pp. 2-7
What is the best way to find the truth?
OBJECTIVES
ACS7-1, 3
WIS7-2, 4, 6
SCW7-1
pp. 48-69
PREFIXES,
SUFFIXES,
ROOTS
transac-
GRAMMAR &
CONVENTIONS
Possessive
Nouns
The Luckiest Time of
All
Barrio Boy
AND
Writing Workshop:
Descriptive Essay
3
Assessment:
Benchmark Test 1
pp. 92-97
Unit 1
Resources:
pp. 127-132
Choose between:
3
All Summer in a Day
OR
Suzy and Leah
point of view
analogy
elements and
types of fiction
and
nonfiction
narrative
context clues
fiction
vs.
non-fiction
pp. 78-91
A Day’s Wait
2–3
TEACHER REFLECTIONS
ACS7-1, 4
Compare:
2
ESSENTIAL
VOCABULARY
pp. 98-127
WVF7-6
R7-2, 4
SCW7-1
WIS7-2, 4
FGU7-5
ACS7-1, 3
SCW7-1
ACS7-3, 7
WIS7-6
SCW7-1
LS7-2
Regular and
Irregular Plural
Nouns
-vit-viv-
Personal
Pronouns
-manere-
author’s purpose
setting
analogy
Curriculum & Alignment Institute 2011-2012
# 7 of 8 Curriculum Map
Pacing Guide Template
3rd Grade
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Unit and Lesson
#s
Sample Completed Pacing Guide Template
3rd Grade – Math Textbook Title
Quarter 1
Unit and Lesson
#s
Extensions
Fact Fluency
Unit 1 Lessons
1-16
Unit 2 Lessons
1-5
Unit 3 Lessons
1-9
Unit 4 Lessons
1-3
Quarter 2
Quarter 3
Quarter 4
Unit 5 Lessons
1-18
Unit 6 Lesson 13
Unit 7 Lessons
1-10
Unit 7 Lessons
11-17
Unit 8 Lessons
1-3
Unit 9 Lessons
1-14
Unit 10 Lessons
1-2
Unit 11 Lessons
1-3, 8-13, 17
Unit 12 Lessons
1-5
Unit 13 Lessons
1-5
SBAs
Unit 11 Lessons
17-22
Unit 14 Lessons
1&2
Unit 13 Lessons
6-11
Extension
Lessons
4th Grade– Math Textbook Title
Quarter 1
Unit and Lesson
#s
Extensions
Fact Fluency-use
teacher’s
discretion based
on class needs
Unit 1 Lessons
1-7
Unit 2 Lessons
1-4
Unit 3 Lessons
1-13
Quarter 2
Unit 3 Lesson
14-21
Unit 4 Lessons
1-3 & 7
Unit 5 Lessons
1-10, 13-17
Unit 6 Lessons
1-5
Quarter 3
Quarter 4
Unit 7 Lessons
1-14
Unit 8 Lessons
1-5
Unit 9 Lessons
1-15
Unit 10 Lessons
1-3
Unit 11 Lessons
1-5 & 11
Unit 12 Lesson 1
SBAs
Unit 11 Lessons
12-15
Unit 12 Lessons
3-5
Extension
Lessons
Curriculum & Alignment Institute 2011-2012
# 8 of 8 Curriculum Map