Curriculum Maps: Grades K - 3 How To Read Curriculum Maps
Curriculum Maps: Grades K - 3How to read curriculum mapsThe numbers in the top row of the curriculum map correspond to the months of theschool year. For example, if your school year begins in September, then Septemberwould be month 1 on the map. If your school year begins in August, then Augustwould be month one.The shaded boxes marked with "X" represent the months in which a particular skillshould be taught.The map can be read using either a "horizontal trace" or a "vertical trace". To do ahorizontal trace, you select a skill you are interested in, then trace across the rowto find the months marked with an "X" for that skill. This will tell you which monthsa skill should be taught. To perform a vertical trace, select a particular month, thentrace down the column to find the shaded boxes. The shaded boxes correspond tothe skills that should be taught that month.Curriculum maps are organized by grade and big idea. Within each big idea, thereare multiple objectives children should accomplish. It is important to note thatthese are time-sensitive maps in the sense that the skills children should masterare linked to particular points in time during the academic year. These skills arecumulative and developmental. One of the features that can help teachers prioritizeskills are items with an asterisk that are considered more important than others.This doesn’t mean that the other skill areas don’t need to be taught, but theasterisk items should be given priority.Curriculum Maps are included for the following grades and big ideas:KindergartenPhonemic AwarenessAlphabetic PrincipleVocabularyComprehensionFirst GradePhonemic AwarenessAlphabetic ond GradeAlphabetic rd GradeAlphabetic ding.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.1Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.2Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.3Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.4Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.5Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.6Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.7Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.8Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.9Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.10Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.11Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.12Revision Date: Aug-08-2008
Curriculum Maps: Grades K - 3This document is included with materials that are available for the uses listed below(full statement is available at: http://dibels.uoregon.edu/news.php#ed use)Permission To Use StatementAug. 15, 2008* Schoolwide Model Materials * Curriculum MapsThe Schoolwide Model is a proprietary name referring to the work of Drs. EdwardKame'enui, Deborah Simmons (now at Texas A&M University), and other selectcolleagues working for and with the Center on Teaching and Learning (CTL) at theUniversity of Oregon. Our intent is to make the materials listed above available tothe educational entities listed below. Such use, however, is not intended to anddoes not place the materials in the public domain. Photocopy masters of thematerials are available at (reading.uoregon.edu). Schools, school districts andmulti-district agencies may make unlimited photocopies of these materials forinternal educational use. Materials may not be resold or distributed on a for-profitbasis or outside of your organization. We require that users copy the materialswithout modification except as agreed to in advance and in writing by the Center onTeaching and Learning. Modifications that would be agreed to include changing thecolor or font of the materials. Modifications that would not be permitted includealtering the content or removing logos or acknowledgements. Your use of thematerials is conditioned on the use restrictions above and the following provisions:THE STATE OF OREGON ACTING BY AND THROUGH THE STATE BOARD OF HIGHEREDUCATION ON BEHALF OF THE UNIVERSITY OF OREGON PROVIDES THESEMATERIALS "AS-IS" AS A RESEARCH AND TEACHING COURTESY AND ONLY TO THEEXTENT OF ANY RIGHTS HELD IN THE MATERIALS BY THE UNIVERSITY OFOREGON. THE UNIVERSITY OF OREGON MAKES NO REPRESENTATIONS ORWARRANTIES OF ANY KIND CONCERNING THE WORK, EXPRESS, IMPLIED,STATUTORY OR OTHERWISE, INCLUDING, WITHOUT LIMITATION, WARRANTIES OFTITLE, MARKETABILITY, MERCHANTIBILITY, FITNESS FOR A PARTICULARPURPOSE, NONINFRINGEMENT, OR THE ABSENCE OF LATENT OR OTHER DEFECTS,ACCURACY, OR THE PRESENCE OF ABSENCE OF ERRORS, WHETHER OR NOTDISCOVERABLE. SOME JURISDICTIONS DO NOT ALLOW THE EXCLUSION OFIMPLIED WARRANTIES, SO SUCH EXCLUSION MAY NOT APPLY TO YOU. EXCEPT TOTHE EXTENT REQUIRED BY APPLICABLE LAW, IN NO EVENT WILL THE UNIVERSITYOF OREGON AND STATE OF OREGON BE LIABLE TO YOU ON ANY LEGAL THEORYFOR ANY SPECIAL, INCIDENTAL, CONSEQUENTIAL, PUNITIVE OR EXEMPLARYDAMAGES ARISING OUT OF THIS PERMISSION OR THE USE OF THE MATERIALS,EVEN IF THE UNIVERSITY OF OREGON HAS BEEN ADVISED OF THE POSSIBILITYOF SUCH DAMAGES.reading.uoregon.edu University of Oregon Center on Teaching and Learning. All rights reserved.13Revision Date: Aug-08-2008
Curriculum maps are organized by grade and big idea. Within each big idea, there are multiple objectives children should accomplish. It is important to note that these are time-sensitive maps in the sense that the skills children should master are linked to particular points in time during the academic year. These skills are
Topographical Maps Slopes on Topographical Maps Landforms on Topographical Maps Landforms on Topographical Maps What are contour lines? Contour lines are lines drawn on topographic maps joining places of equal height above sea level. On topographical maps contour lines are the brown l
Seismic Hazard Area Maps; 5. Volcanic Hazard Area Maps; 6. Mine Hazard Area Maps; 7. Aquifer Recharge and Wellhead Protection Areas Maps; . 9. Flood Hazard Area Maps; 10. Marine Shoreline Critical Salmon Habitat Maps; and . 11. Oak and Prairie Area Maps. Pierce County Code Chapter 18E.10 GENERAL PROVISIONS Page 4/247 The Pierce County Code is .
Early Childhood (K-3) Syllabus 1-4 The following diagram illustrates the connections among the Curriculum Framework, the progress maps, the Curriculum Framework Curriculum Guides and the K-10 syllabuses. Connections among the Curriculum Framework, the Curriculum Framework Progress Maps/Outcomes and Standards Framework, the Curriculum Framework Curriculum Guides and the Early Childhood (K-3 .
Third and fourth graders had access to 129 programs, while youth at both ends of the age spectrum had far fewer programs serving these critical transition periods. GRADES Preschool, K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Grades 11-12 Transition to College 46 119 129 119 80 66 57 15 NUMBER OF PROGRAMS SERVED
Grades 6-8 Boys Athletics, Grades 7-8 Girls Athletics, Grades 7-8 Art, Levels 1-2 HS Art I Band, Levels 1-3 Mariachi, Levels 1-3 Choir, Levels 1-3 Theatre Arts, Levels 1-3 Spanish 1, Grades 7-8 Spanish 1 for Native Speakers, Grades 7-8 Spanish II, Grade 8 Leadership Grade 6 Intro to Comp. Sci., Grade 6 AVID, Grades 7-8 Multimedia Grades 7-8 .
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
From 2012 the two 2002 curricula, for Grades R-9 and Grades 10-12 respectively, are combined in a single document and will simply be known as the National Curriculum Statement Grades R-12. The National Curriculum Statement for Grades R-12 builds on the previous curriculum but also updates it and aims to provide clearer specificationof what
In the midst of Michel’s awakening to the sensuous, sensual existence, to the Dionysian world in nature and himself, he observes: [Marceline] led the way along a path so odd that I have never in any country seen its like. It meanders indolently between two fairly high mud walls; the shape of the gardens they enclose directs it leisurely course; sometimes it winds; sometimes it is broken; a .
