Purpose: Throughout this course, you have been learning about best practices in curriculum design. Simultaneously, you have been examining your own practice with the goal of improving your instruction

Purpose: Throughout this course, you have been learning about best practices in curriculum design. Simultaneously, you have been examining your own practice with the goal of improving your instruction
Unit 4 Curriculum Map Directions: Select a local, state, or national standard for all students and design a curriculum map that is responsive to whole group, small group, and individual needs, interests, and abilities. Age: 9yrs Grade Level: Grade 4 Content Area: English Language and Arts Standard(s): Standard 4-1: The student will read and comprehend various literary texts in print and non-print formats. Flexible Grouping Pre-Assessment Content (The topic you teach) Thinking Process (Bloom’s or DOK) Activities Formative Assessment Product Summative Assessment Whole Group Read the extract as whole group as presented in the board or through textbook and identify character, theme, main point and hardest vocabulary Teaching the student meaning of vocabularies, and how to read and comprehend literary text presented through at varying readability level, either through tape, text extract, audio format. Analyze, draw a conclusion, distinguish, Interpret and read independently Pass the perspective Entry and Exit slips Help student in analyzing literary text, draw conclusion, distinguish and interpret Midterm exam Common work for the whole class Charades and Hangman will be used to get students to act out vocabulary from reading and have their classmates guess what they are Low-stakes Quizzes and Polls Small Group Assign text extract to read based on learning level and identify theme, main point, analyze the text. Teaching the student meaning of vocabularies, and how to read and comprehend literary text presented through at varying readability level, either through tape, text extract, audio format. Meeting small group of struggling learner to re-teach an idea or skill for the struggling learner to extend the thinking or skill Analyze, draw a conclusion, distinguish, Interpret and read independently Tierd activities End of chapter quizzes End of chapter Proceeding the group reading with different levels of support, challenges or complexity. Arrange student into small group guide them on to identify, analyze and interpret literary text with varying length of time. Offering additional support for struggling learner to encourage an advanced learner to pursue a topic in greater depth. Whisper race: – student group in small group with variety learning abilities who will read a text of around two sentence and whisper the paragraph to new person and last one will write down the paragraph and most accurate paragraph wins. Text Taboo could be good for small groups. Self-reflective notes. Small groups on their products Offer assistive support to student in analyzing literary text, draw conclusion, distinguish and interpret Individual Students End-of-chapter/unit test identifying character, theme, figurative language, make inference and analyze the text Teaching the student meaning of vocabularies, and how to read and comprehend literary text presented through at varying readability level, either through tape, text extract, audio format. Meet each student individual to offer assisted support for the challenge they experience while identifying difficult vocabulary, analyze text or make inference from the text. Analyze, draw a conclusion, distinguish, Interpret and read independently Literary postcard: A student must depict a key scene from their reading on the front of the postcard and then have choices as to the form of their writing on the opposite side Sticky notes Exam Offer work that address the individual needs, offer manipulative or hands on support for students who need them Mind maps activity could be used to enhance student recall of information as well as synthesize information from multiple sources Participation card Allow student to work alone References South Carolina Department of Education. (2008, August 1). South Carolina academic standards for English language arts: Retrieved from https://static1.squarespace.com/static/5c1d35191137a65972107b0f/t/5c26b5d5f950b760dd3cc7c0/1546040791404/SC+English+Standards+2008+Version.pdf Shap, K. Curriculum Analysis Project The curriculum chosen is the Engage NY Grade 3 ELA curriculum. Taylor, B. K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17.
Purpose: Throughout this course, you have been learning about best practices in curriculum design. Simultaneously, you have been examining your own practice with the goal of improving your instruction
Unit 6 Unit of Study Review Template Directions: Review your Curriculum Map from Unit 4. Use this template to design a sequence of activities that introduce a skill or concept, allow for practice and reinforcement, and finally mastery. You may use your Curriculum Map for one portion of your Unit of Study. Add a standard that will either occur before the standard in your initial curriculum map, or after it. Scaffold an instructional sequence for your diverse learners in this order: Introduce the concept/skill Reinforce and practice the concept/skill Master the concept/skill Consider these questions: What skills or concepts need to be taught prior to the first standard you selected? What needs to be initially introduced to students? What skills or concepts need to be taught after the first standard you selected? What needs to be practiced and reinforced? What opportunity can you provide for mastery? Follow this Unit of Study with the written portion of this Assignment by using the outline in the Assignment description in Unit 6. INTRODUCE THE CONCEPT/SKILL Age: Grade Level: Content Area: Standard(s): Flexible Grouping Pre-Assessment Content (The topic you teach) Thinking Process (Bloom’s or DOK) Activities Formative Assessment Product Summative Assessment Whole Group Small Group Individual Students REINFORCE AND PRACTICE THE CONCEPT/SKILL Age: Grade Level: Content Area: Standard(s): Flexible Grouping Pre-Assessment Content (The topic you teach) Thinking Process (Bloom’s or DOK) Activities Formative Assessment Product Summative Assessment Whole Group Small Group Individual Students MASTER THE CONCEPT/SKILL Age: Grade Level: Content Area: Standard(s): Flexible Grouping Pre-Assessment Content (The topic you teach) Thinking Process (Bloom’s or DOK) Activities Formative Assessment Product Summative Assessment Whole Group Small Group Individual Students