2:00 o’clock class

Designing Curriculum and Instruction in Elementary Grades and Special Education

We plan the curriculum and instruction for a whole year or semester by going from the big picture (map), all the way down to the details of what you say and what examples you’ll use.

Here are the steps in more detail.1. Using the state curriculum, research, experts, curriculum materials, and your own knowledge….state clear and concrete objectives---what students will do. Think of FINAL objectives FIRST. Paste these into the Appendices for each subject you’ll be teaching.

First we look at the state curriculum (Core Standards) for a subject.

http://www.ncpublicschools.org/acre/standards/common-core/

We select and copy important standards/objectives. We paste them in the document for that subject here.

Second, we look at research, expert opinions, and excellent curriculum materials for possible: subjects, strands in subjects, and knowledge items on strands. We copy important strands and items. And we go to the right document in the appendix. and paste them in.

Here are resources on research, expert opinions, and curriculum materials.

Reading/literacy

http://people.uncw.edu/kozloffm/Introduction_to_Reading_First.htm

Florida Center for Reading Research. http://www.fcrr.org/ Assesses lots of programs!

http://www.fcrr.org/science/pdf/Foorman/Foorman_Role_of_Instruction.pdf

http://www.fcrr.org/publications/publicationspdffiles/critical_elements.pdf

http://people.uncw.edu/kozloffm/reading.html

Math

Mathematically Correct. http://www.mathematicallycorrect.com Tells you how to teach math correctly. Tells you what to use and what NOT to use.

http://homeschoolmath.blogspot.com/2006/02/scope-and-sequence-chart-grades-1-7.html

http://www.mathematicallycorrect.com/books.htm (reviews of materials)

http://www.mathematicallycorrect.com/booksy.htm

http://people.uncw.edu/kozloffm/Resources.html

Look at materials.

http://sopriswest.com/

http://curriculumassociates.com/

http://www.curriculumassociates.com/products/detail.asp?title=SkillsSS GET THESE. Elementary

http://www.curriculumassociates.com/products/detail.asp?title=AdvSSS GET THESE. Secondary.

https://www.sraonline.com/

https://www.mheonline.com/discipline/tags/1/2/ Especially Language for Learning and Language for Thinking. Reach System [!!!]

https://www.mheonline.com/assets/sra_download/LanguageforLearning2008/MoreInfo/ScopeandSequence/L4L_ScopeAndSequence.pdf Language for learning. Scope and sequence.

https://www.mheonline.com/discipline/tags/1/3/ Especially Reading Mastery, Corrective Reading (grade three and up), DISTAR Arithmetic

Language! http://www.fcrr.org/FCRRreports/PDF/Language.pdf

DISTAR Arithmetic. https://www.mheonline.com/program/view/1/3/224/0076020231/

http://www.singaporemath.com/Default.asp?Redirected=Y

http://saxonpublishers.harcourtachieve.com/en-US/saxonpublishers.htm

http://www.keypress.com/

http://www.amazon.com/Designing-Effective-Mathematics-Instruction-Approach/dp/0131192442/sr=8-1/qid=1170731693/ref=sr_1_1/104-7061756-3418364?ie=UTF8&s=books GET THIS BOOK!!!

http://www.amazon.com/Teach-Like-Champion-Techniques-Students/dp/0470550473

http://coreknowledge.org/ Look up these. http://books.coreknowledge.org/search.php?mode=search&page=1

http://coreknowledge.org/CK/resrcs/index.htm

2. Arrange the objectives, that you’ve pasted into the Appendix for each subject, into a logically progressive sequence. What’s logically progressive depends on the kind of knowledge system you are teaching. Please go here. Also, here. So,

1. In tightly-coupled knowledge systems (usually took skills), such as reading, language, and math, the logical progression is:

Teach pre-skills needed for complex skills that REQUIRE the pre-skills. Which pre-skills? Do a knowledge analysis of performances relevant to the objectives. For instance, in reading, what basic reading skills are needed to read the final passage accurately, fast, and with comprehension? In a math curriculum, what pre-skills are needed to do the final set of problems? Then, work backwards---always planning to teach pre-skills early and continually until they are USED in the NEXT MORE COMPLEX skill. [Do a knowledge analysis of 100 Easy Lessons, and see of they teach all the pre-skills needed for the next more complex skill?a. Sound out words. What pre-skills? Did they teach these early and continually?b. Sentence reading. What pre-skills? Did they teach these early and continually?c. Text comprehension. What pre-skills? Did they teach these early and continually?d. Paragraph reading. What pre-skills? Did they teach these early and continually?

In tightly-coupled knowledge systems, many skills interact. For example, long division integrates estimation, multiplication, and subtraction. And subtraction involves counting backwards. Reading a passage accurately, fast, and with comprehension, integrates accurate and fast reading of sentences and words; letter-sound correspondence; saying words slowly (segmenting to sound out) and blending (to say fast); pronunciation; and routines for finding words in text (“What did the ant say?”) and interpreting words (“How did the ant feel about the loud noise?”). So, a curriculum for a tightly-coupled knowledge system will have strands. Every lesson will work on many strands---because all the skills are interdependent.

Examine scope and sequence charts for the tightly-coupled knowledge systems (tool skills) you are teaching. Examine your materials. Then develop a scope and sequence chart that accommodates all the objectives in their logical sequence.

Scope and Sequence Charts, with Strands, for Tool skill Curricula

Lessons/Days 1 10 15 20 25 40 ….. 60……90……120…….

Strands/subjectsCommonknowledge and language Full sentences _________________________________________________________________________ Grammar _________________________________________________________________________ Names ____________________________________ Colors ____________ ___________ ____________ Shapes _______________ _________ ______________ Prepositions _____ ____ ____ Days/time Days and Weeks______________________________________________________________ Clock time ____________________________Reading Blending _____________________ Segmenting _____________________ Letter-sound _______________________________________________ Sounding out ______________________________________________________________________ Vocabulary __________________________________________________________________________ [goes with language strand] Comprehension ___[hear story]______________________________________[read story]_______________ Sentences and longer text _________________________

Math Rote counting ______________ [Overlaps are for review and firming pre-skills for the next unit] Rational counting _________________ Group counting ________________ Addition _______________________ Subtraction __________________________ Multiplication ____________________

2. In loosely-coupled knowledge systems, such as literature, history, and certain sciences, the logical progression might be:a. A timeline of events that trace historical processes (rise and decline, revolution).b. Teach big ideas (e.g., theory of revolution, life cycles, the idea in classical Greece that the tragic flaws of a hero produce retribution); then show how the big ideas are revealed in the materials; then have students apply the big ideas by discussion, and generalization to new examples.c. Teach basic concepts, rules, and theories (e.g., about plants), and then applications of these in projects.

Instead of making a scope and sequence chart of strands, make a scope and sequence chart of UNITS (sequences of lessons) that address specific objectives. For example:

a. Civics [Note: Each unit is a sequence of lessons. There are objectives and assessments for every lesson, unit, and the whole curriculum.]Unit 1. Revolution. Lessons 1-5 concepts (liberty, tyranny, representation, democracy, consent) theory/big ideas on political systems, and examples (Greece, Rome, China)6-10 Sons of Liberty, British Acts and colonial resistance10-15 Lexington and Concord, Declaration16-20 War

Unit 2. Constitution Lessons 21-30

Unit 3. First strains Lessons 30-35 Rebellions, Alien and Sedition Acts

Unit 4….

b. Science [Unit 1 Plants……………..][Unit 2. Ecosystems……][Unit 3 Astronomy][Unit 4. Integrative projects] Plants __________________ [Overlap: talking about connection between one subject and the next.] Ecosystems _______________________ Astronomy _______________________ Integrative _________________________ projects

Lesson 1 LifeLesson 2 Living beings Lesson 3 Kinds of living beings: plants, animals, fungi, moneraLesson 4 PlantsLesson 5 Kinds of plants

3. Now examine your curriculum materials. Do they enable you to teach everything called for by the objectives? No? Then get supplements. Also, prepare powerpoints, etc.

4. Now make a curriculum map. A curriculum map shows all of the (1) knowledge systems (subjects) in your curriculum; and (2) either the strands within (things you’ll teach within) a tool skill curriculum (math, reading, language), or the Units in a content curriculum; and the (3) times during the day (lessons) when each subject is taught.

Now write in which materials are relevant to which parts of the strands or to which Units. For example, sounding out words is taught between lessons ___ and _____ in 100 Easy Lessons. Long division is taught in chapter 7 in the textbook, with supplements from (urls) on the web.

Curriculum Map of what knowledge to be taught in lessons, and the logically progressive sequence (top to bottom) in which the knowledge

will be taught, so that pre-skill elements are taught BEFORE knowledge that NEEDS these elements.

8:00-8:30 Lesson

8:40-9:20Lesson

9:30-10 10:05-10:40Lesson

10:45-11:15Lesson

11:15-11:45Lesson

11:50-12:30

12:40-1:20Lesson

1:25-2:00Lesson

2:05-2:30Lesson

Common Knowledge and Language. Strand curriculum.Full sentences with proper grammar.

Names of persons, places.

Colors, shapes, prepositions: concepts

Days of the week; times of day; months; seasons.

Materials (wood, stone, paper, etc.) and qualitiesSee the lesson here.

Reading 1. Strand curriculum.Saying words fast (blending sounds) and saying words slowly(segmenting).

Letter-sound correspondences(sounds that go with letters).

Sounding out words and saying them fast.

Comprehension (retelling) and vocabulary.

Reading sentences and longer text.

SnackRules and routines for setting table, passing food, cleaning up.

Science. Unit curriculumPlants: Kinds Life cycle

Ecosystems

Astronomy: Solar systems:sun, planets, orbits, moons.

Galaxies

Light years

Galaxies

Math. Strand curriculum.Many routines.Rote counting(“one, two, three…”)

Rational counting.“One, two, three blocks.”

Group counting. “Three red blocks and 2 blue blocks.”

Addition

Subtraction

Multiplication.

Reading 2. Strand curriculum.Continue from Reading 1.

LunchRules and routines for setting table, passing food, cleaning up.

StoryVocabulary/ concepts

Retell and predict, using proper grammar and syntax.

Applications/IntegrationTeachReal-world activities to generalize and apply knowledge:

Find shapes, colors

Draw stories

GardenMake mobiles of solar system

Invent ecosystem

Daily ReviewNote weak knowledge to firm or reteach now and to review the next day.See phases of instruction.

Now make our own curriculum map.

Note: Time is relative. Sometimes lessons can be short (e.g., just review). Other times, much longer; e.g., reading plus story retell, invention,

drawing.

8:00-8:30 Lesson

8:40-9:20Lesson

9:30-10 10:05-10:40Lesson

10:45-11:15Lesson

11:15-11:45Lesson

11:50-12:30

12:40-1:20Lesson

1:25-2:00Lesson

2:05-2:30Lesson

Ecosystems

5. Now plan lessons for each day---all the way down to wording for each task.

Be mindful of features, general lesson organization here and here, explicit vs. more discussion and inquiry here, what to look for here (what to look for), big ideas here and here, all forms of knowledge here, concepts here, routines here, facts here, here, phases of learning (acquisition, generalization, fluency, integration, retention here.

Prepare guided notes and other advance organizers .

Here is day 20. We constructed it from the curriculum maps and scope and sequence charts.

8:00-8:30 8:40-9:20 9:30-10 10:05-10:40

10:45-11:15 11:15-11:45

11:50-12:30

12:40-1:20 1:25-2:00 2:05-2:30

Common Knowledge

Task 1. Review from yesterday, knowledge on which they were weak, as determined by post-lesson 19 review.

Task 2. New, generalization, and fluency.“Say the days of the week fast!” “If Monday is the first day of the week, and if today is Monday, then what do you know about today?” (deductive generalization).

Task 3. New color. Green

Task 4. New shape. Rectangle.

Reading 1

Task 1. Review sample from lessons 17-19.

Task 2. New letter-sound. n, h.

Task 3. Decoding new words made with new and old sounds

Task 4. New vocabulary taught with synonyms: hem, harm, and using new and old letter-sounds (h)

More? See Reading 2.

SnackTeachRulesSet upShareAskClean up

ScienceTeachPlants kinds parts growth

Maps

Astronomy

MathTask 1. Review rational countingand group counting

Task 2. Continue with more simple addition

Task 3. Generalization test: new addition examples

Task 4. Fluency (speed drills) with acquisition and generalization examples.

Task 5. Review a sample of all.

Reading 2Teach Review lesson 1 and new

Lunch StoryTeachGeneralize, review, and integrate as much as you can from earlier lessons:Letter-sound

Decode Compreh

Colors and shapes.

Objects and materials

Grammar and syntax

ApplicationTeachReal-world activities to generalize and apply knowledge:Find shapes, colors

Draw stories

Garden

Count groups

Add groups

ReviewAllNote weak knowledge to firm or reteach now and to review the next day. See this on correcting errors, firming, and reteaching.

Scripted Lessons

Look at the strands! What follows day 20? Make sure to review earlier lessons, teach something new, generalize to new examples, work on fluency, and integrate earlier material learned. For example, facts could be integrated into a description. “Let’s describe our school. We describe our school by saying facts. Let’s review facts about our school….”

Day 20 Day 21

8:00-8:30 Subject: Common knowledge Task 1 Facts knowledge hereReview: name of city, state, country, school, principal [retention]

Objective. With error correction and restart, all kids (group and individual turns) are 100% and within 4 seconds.

Procedure:…Gain attention. Boys and girls. Show me ready…. Yes, you got ready sooooo fast!

Frame. Let’s review our facts. When I ask a question, you answer that question fast.

What’s the name of our school principal? [write word on board and show how to sound it out.]

“Ms. Jennings.”Question/instruction (because this is review/assessment)

Verification/error correction“YES. The name of our school principal IS Ms. Jennings.”

[repeat and go fast?]

Next fact….

You are sooo smart.

Task 2Recite days of the week. Routine knowledge [Acquisition]

Objective. All kids (group and individual turns) say the whole list within 15 seconds.

Procedure

Boys and girls.Today we’re going to learn the days of the week.I’ll say the first days…. Here I go. Monday, Tuesday, Wednesday.Say the first days of the week with me. Get ready…Your turn to say the first days of the week….Yes, Monday, Tuesday, Wednesday.The next days are Thursday, Friday.Say the next days with me…Say those 2 days by yourself.…Now say all the days WITH me….Now say all the days by yourself….The last two days are Saturday and Sunday.Say them with me…Say those last two days by yourself.…Now, say all the days of the week with me…Now your turn to say ALL the days of the week…Yes,….

Task 3Color green. Sensory concept knowledge [acquisition.] Acquisition set consists of circles, squares, blocks, balls, birds, house, trees. Several nonexamples are the same as examples, but not green. Same relevant features; different irrelevant features.

Objective. After error correction and restart, all kids (group and individual turns) correctly identify all examples and nonexamples 2 seconds.

Procedure.Boys and girls. Show me ready.Yes, I looove the way you showed me ready!!!New color. Green. What’s our new color…Yes, green.This is green…. What color? Yes, green,.THIS is green….What color is this?Yes, green.This is green, too. What color?Yes, green.This is NOT green. Is this green?No. …

Test all examples and nonexamples in the acquisition set.

Task 4. Review/test all colors: red, blue, yellow, green. To ensure discrimination among different colors.

Objective. All kids (group and individual turns) are 100% after correction and restart.

Procedure

Task 5 [throughout]Say the whole thing. Higher-order concept. “Whole thing” means subject and predicate.”

All kids (group and individual turns) are 100% within 5 seconds, after correction and model.

These are “whole things.” “This IS green/not green.” “The principal is Ms. Jennings.”

“I live in the state of North Carolina.”

“His name is Melvin.”

“I am six years old.”

Procedure.Model. “I’ll show you how to say the whole thing. Everybody, look at me and say, ‘What’s your name?’ Go.”What’s your name?“Ms. Ironabs. I can say the whole thing. MY NAME IS Ms. Ironabs. I said the whole thing.”

“I’ll show you how to say the whole thing again! Woo hoo! “Everybody. Look at me and say, ‘What color is the sky. Go.”What color is the sky?“Blue. I can say the whole thing. THE SKY IS blue.”

Test. “Now, when I say, ‘What’s YOUR name, you say the whole thing. You say, MY NAME is, and say your name. Remember, start with my name is.”“What’s your name?”My name is (Wormwood, Bedbug, Fungus).“Yes, you said the whole thing.”

Error correction. Wormwood doesn’t say the whole thing:Model. “I’ll say the whole thing. MY NAME IS Wormwood. Test. “Your turn. Say the whole thing.”

My name is Wormwood.Verification. “You said the whole thing.”Restest. “What’s your name?”My name is Wormwood

More examples.

Review/test. “Now let’s say the whole thing. What’s your name. Say the whole thing….” [pre-correction]What color is the sky. Say the whole thing.What’s the name of our principal? [See what happens without the pro-correction.]

8:40-9:20 Reading

Task 1.Phonemic Awareness, Pronunciation (a, m, s)Rule and motor task. “Say what teacher says.”

Objective: All kids (group and individual turns), after correct and restart, are 100% within 4 seconds.

Procedure

Gain Attention: “Boys and girls!” Frame: “Let’s review our sounds. First I’ll say a

sounds and then you’ll say that sound” Model: “First sound: aaaaaa.” Test: “Now you say that sound” (aaaaaa) Verify: “Yes! aaaaa!” Correct: “This sound is aaaaa. Say the sound” Model: “Next sound: mmmmmm” Test: “Now you say that sound” (mmmmm) Verify: “Yes! Mmmm!” Correct: “This sound is mmmmm. Say the sound” Model: “Next sound: ssssss”

Test: “Now you say that sound” (ssssss) Verify: “Yes! Ssssss!” Correct: “This sound is ssssss. Say the sound”

Task 2. Alphabetic principle. Letter-sound correspondence.New sound. long e

Objective. All kids (group and individual turn, after correction and repeat, correctly say the sound within 3 seconds when I touch under the letter.

Procedure

Gain attention: “Boys and girls!” Frame: “New sound! First I’ll say a sound and then

you’ll say that sound!” Model: “New sound: eeeee” Lead: “Now we’ll say the sound. Get ready! Eeeeee.” Test: “Now you’ll say that sound. Get ready!”

(eeeeee) Verify: “Yes! Eeeeee!)

Correct: “This sound is eeeeee. What sound?”

Task 3. Phonemic awareness. Blending, or say it fast.Review/retention: motorboat, ice cream, sister, if, me

Objective. All kids say it fast within 3 seconds, after correction and repeat.

Procedure

Gain attention: “Boys and girls!” Frame: “Let’s play say it fast with our old words.

First I’ll say a word slowly then I’ll say that word

fast.” Model: “Listen. Motor…Boat. Now I’ll say it fast-

motorboat.” Test: “Your turn to say it fast. Listen. Motor…Boat.

Say it fast!” (motorboat) Verify: Yes, motorboat! You said it fast!” Model: “Listen. Ice...Cream. Now I’ll say it fast- ice

cream.” Test: “Your turn to say it fast. Listen. Ice…Cream. Say

it fast!” (ice cream) Verify: Yes, ice cream! You said it fast!” Model: “Listen. Sis…ter. Now I’ll say it fast- sister.” Test: “Your turn to say it fast. Listen. Sis…ter. Say it

fast!” (sister) Verify: Yes, sister! You said it fast!” Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.” Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it

fast!” (if) Verify: Yes, if! You said it fast!” Model: “Listen. mmmmmeeeee. Now I’ll say it fast-

me.” Test: “Your turn to say it fast. Listen.

mmmmmmeeeee. Say it fast!” (me) Verify: Yes, me! You said it fast!”

Task 4. Phonemic awareness. Blending. words: see, that, if

Objective. All kids correctly say the words fast within 3 seconds, after correction and repeat.

Gain attention: “Boys and girls!” Frame: “Let’s play say it fast with our new words.

First I’ll say a word slowly then I’ll say that word fast.”

Model: “Listen. Ssseeeeeeeee. Listen again. Sssssseeeeee. Now I’ll say it fast. See.”

Test: “Your turn to say it fast. Listen. Ssssseeeeee. Say it fast.” (see)

Verify: “Yes, see! You said it fast! Model: “Listen. Ththththaaaatttt. Listen again.

Ththththaaaaaat. Now I’ll say it fast. That.” Test: “Your turn to say it fast. Listen.

Ththththaaaatttt. Say it fast.” (that) Verify: “Yes, that! You said it fast! Model: “Listen. iiiiifffffff. Now I’ll say it fast- if.” Test: “Your turn to say it fast. Listen. iiiiiffffff. Say it

fast!” (if) Verify: Yes, if! You said it fast!”

10:05-10:40 Science

http://people.uncw.edu/kozloffm/astronomy.doc

Sequence of tasks in lessons corresponds to chunks that you got from the materials.

Chunks in AstronomyIdentify kinds of knowledge; state objectives; write procedure.

1. Picture of the whole solar system and videos. Point and name what you see.

Gain Attention: Boys and GirlsFrame: Now we are going to look at the Solar System. This is where we live. Point to the Sun-“This is the Sun, you’ve seen the Sun every day.” Point to Earth-“We live here and it is

called Earth.” Here are things that we don’t see very easily. Point to the rest of the planets, asteroids, and moons. Use a diagram that has the Moon. Show them a video that shows the planets going around the sun, a picture of Saturn that shows its rings, show a picture of Jupiter that shows how big it truly is.

2. Define “solar system”-higher order concept. Define and explain, using words and examples and non-examples.

A solar system is all of the planets, moons, asteroids, and comets that orbit a sun. Define all words in definition using examples and non-examples. Terminal response: you give them the word and they give you the one sentence definition. Identify examples and non-examples.

3. Say all the parts of a solar system (list). Students identify the parts of a solar system (teacher points, students name).

Students recite all parts of a solar system.Boys and Girls. Now we are going to learn all of the parts of the solar system. When we are done you will say all of the parts of the solar system. The first three are the Sun, Mercury, and Venus. Say those with me. Now say it by yourself. Continue to list the parts of the solar system in chunks and then put it all together. Make sure you point to them. Now you point to each part of the solar system just as I have been doing and say the name. Model/test-this one is the sun. What is it? Repeat with the rest of the objects. Then touch at random and ask them the name.

4. 5 facts about each object (sun, planet, asteroid belts, etc.) (list)

Sun- medium sized yellow star, started with a cloud of dust that was compacted and hot, its five billion years old, 93 million miles away from Earth, and the light from the sun is what makes plants grow.

Boys and girls, now we are going to learn five facts about the sun. Say facts and have them memorize them and repeat with other objects.

5. Say how the solar system formed. (Routine consisting of simple declarative statements.) (First…then…then…)

6. Kids make a model/diorama/project of the solar system, using their knowledge of the parts and the whole to demonstrate their knowledge.

This terminal performance integrates all of the knowledge from the chunks.

APPENDICESSTRANDS AND KNOWLEDGE ITEMS FOR DIFFERENT KNOWLEDGE SYSTEMS/SUBJECTS

Go back to Steps for Making a Curriculum Map.

LITERACY/READING

Paste Standards, Objectives hereList main curriculum strands/subjects, and examples of knowledge in each.

Translate into clear and concrete objectivesList main curriculum strands/subjects, and examples of knowledge in each.

From State and/or district curriculum.Common Core State Standards forEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical Subjectshttp://www.ncpublicschools.org/acre/standards/common-core/

Strands

5. Comprehension1. Ask and answer questions about key details in

a text.2. Retell stories, including key details, and

demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and major events in a story, using key details.

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

From State and/or district curriculum

From research, experts, and well-designed materials From research, experts, and well-designed materials

Scope and Sequence for Literacy/Reading

Strands1. Phonemic awareness a. Blending: compound, 2-syllable, 1-syllable words b. Segmenting

2. Letter-sound correspondence m, s (1),

3. Decoding a. Sounding out b. Saying fast

5. Comprehension a. Ask and answer questions about key details in a text. b. Retell stories, including key details, and demonstrate understanding of their central message or lesson. c. Describe characters, settings, and major events in a story, using key details. d. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

ARITHMETIC

Paste Standards, Objectives hereList main curriculum strands/subjects, and examples of knowledge in each.

Translate into clear and concrete objectivesList main curriculum strands/subjects, and examples of knowledge in each.

From State and/or district curriculum.

http://www.ncpublicschools.org/acre/standards/common-core/

From State and/or district curriculum

From research, experts, and well-designed materials From research, experts, and well-designed materials

Scope and Sequence for Arithmetic

SCIENCE

Paste Standards, Objectives hereList main curriculum strands/subjects, and examples of knowledge in each.

Translate into clear and concrete objectivesList main curriculum strands/subjects, and examples of knowledge in each.

From State and/or district curriculum. From State and/or district curriculum

From research, experts, and well-designed materials From research, experts, and well-designed materials

Scope and Sequence for Science

SOCIAL STUDIES

Paste Standards, Objectives hereList main curriculum strands/subjects, and examples of knowledge in each.

Translate into clear and concrete objectivesList main curriculum strands/subjects, and examples of knowledge in each.

From State and/or district curriculum. From State and/or district curriculum

From research, experts, and well-designed materials From research, experts, and well-designed materials

Scope and Sequence for Social Studies

LANGUAGE AND COMMON KNOWLEDGE

Paste Standards, Objectives hereList main curriculum strands/subjects, and examples of knowledge in each.

Translate into clear and concrete objectivesList main curriculum strands/subjects, and examples of knowledge in each.

From State and/or district curriculum.Common Core State Standards for

From State and/or district curriculum

From research, experts, and well-designed materials From research, experts, and well-designed materials

Scope and Sequence for Language and Common Knowledge