ABC ELA Curriculum Map 1st Grade

1. Phase 1 Planning and Educating

1.1. The process of diagraming a curriculum to identify gaps, repetiveness, and areas where curriculum does not align with standards (Schutte, Line & McCullick, 2018)

1.1.1. All team members Superintendent, Myself, 1 Principal, 2 Assistant Principals, 2 Reading Specialist, Technology Integration Coach, 3 Classroom teachers-

1.1.2. Curriculum director- ELA specialist facilitates and consults (Ornstein & Hunkins, 2017).

1.1.3. Superintendent and Assistant Superintendent- express expectations and goals, provide proper professional development, involved in curriculum alignment and group decision making in order to create leaders and teachers who can carry out responsibilities (Spatt & Danna, 2019).

1.1.4. Principals must be trained alongside teachings in order to develop quality curriculum maps (Spatt & Danna, 2019).

1.1.5. Reading Specialist role- provide guidance and information for the teachers to be successful- support teacher buy-in (Rawle, Bowen, Murck & Hong 2017).

1.1.6. Teachers are the focus of implementation because they are directly involved with the implementation in the classroom (Ornstein & Hunkins, 2017).

2. Phase 2 Designing the Curriculum Map

2.1. Is the process of diagraming a curriculum to identify gaps, receptiveness, and areas where curriculum does not align with standards (Schutte, Line &McCullick, 2018)

2.1.1. Backwards Design Approach keeping the end in mind (Okojie, Bastas & Mirlay, 2022)

2.1.2. Standards, sequence, content, assessments, activities, resources, pacing guides and units are items a curriculum map should include (Archambault & Masunaga, 2015.

2.1.2.1. Reading Team members review standards, sequences, content, skills, assessment, activities, resources, essential questions, timelines, pacing guides, and units (Archambault & Masunaga, 2015).

2.1.2.2. Language Team members review standards, sequences, content, skills, assessment, activities, resources, essential questions, timelines, pacing guides, and units (Archambault & Masunaga, 2015).

2.1.2.3. Technology Team using information from Reading and Language Team, research and identify appropriate technology to integrate into program (Johnson, Jacovina, Russell & Soto, 2016).

3. Phase 3- Implementing-Using the curriculum map

3.1. Teachers and reading Specialist analyze and create maps, identify gaps, locate discrepancies and repetitions, analyze various assessments, begin expanding to next grade level, support teacher buy in (Rawle, Bowen, Murck & Hong 2017).

3.2. Teachers and reading specialist will use the curriculum map to evaluate the extent the alignment with the objectives (Lam & Tsui, 2013).

3.3. Director of curriculum and ELA Specialist continue to facilitate meetings and planning provide any surveys or documentation for teachers as they communicate with colleagues, parents, and students (Ornstein & Hunkins, 2017).

3.4. Superintendent, Assistant Superintendent, and Principals will continue to provide opportunities for meetings and planning (Spatt & Danna, 2019).

4. Phase 4 Reflection and Analysis

4.1. All team members meet to ensure curriculum map meets the needs of all learners (Rawle, Bowen, Murck & Hong 2017).

4.2. All team members evaluate to ensure all goals are met (Rawle, Bowen, Murck & Hong 2017).

4.3. Curriculum director will plan for follow up meetings to monitor progress of the implemented map and make necessary changes- all team leaders will attend (Ornstein & Hunkins, 2017).

4.4. Curriculum director , ELA specialist, reading specialist prepare surveys for parents and students (Ornstein & Hunkins, 2017).