Handouts
Handout 1:
Agenda
Handout 2:
Notetaking/Notemaking for Video Clip: Putting Mapping to Work
Handout 3:
Considerations
Handout 4:
Bloom’s Verb Wheel
Handout 5:
Bloom’s Taxonomy
Handout 6:
Vertical Read-through Steps
Handout 7:
Horizontal Read-through Steps
Handout 8:
Rubric for Curriculum Map Entries
Handout 9:
Rubric for Implementation of Mapping
Curriculum Mapping: Phases
Module 3 Handout 1: Agenda
Agenda
I. Who Are We Mapping For
II. Implementing the Mapping Process
III. Phases of Curriculum Mapping
IV. How Technology Can Help
Handout 1
Curriculum Mapping: Phases
Module 3 Handout 2: Notetaking/Notemaking for Video Clip
Note-taking
Note-making
Key Points you want to remember
Comments, Connections, Questions
Handout 2
Curriculum Mapping: Phases
Module 3 Handout 3: Considerations for a Quality Map
Considerations for a Quality Map
ESSENTIAL QUESTIONS
 What overarching questions will serve to guide instruction and push students to higher levels of
thinking?
 What overarching questions might help students to link or connect a “BIG IDEA” or topic to other
concepts and/or subjects?
 What specific questions might guide teaching and engage students in uncovering what is the heart of
each “BIG IDEA”/topic?
 What questions point beyond the unit to other transferable ideas/concepts?
 How are your essential questions, skills and assessments connected or hooked?
CONTENT
 What is the “BIG IDEA”/broad topic you will be covering?
 What are the major subcategories (chunks) on which you will spend a significant amount of time?
 What are the major underlying concepts for your “BIG IDEA”/broad topic?
 Are descriptive nouns (i.e., improper fractions as opposed to fractions or United States Civil War as
opposed to civil war)
SKILLS
 What are the enabling skills or processes that will ensure successful mastery of the “BIG IDEA”?
 What skills do students need to be successful at demonstrating the “BIG IDEA”, broad topic and/or
concepts?
 On what skills do you spend a significant amount of time?
 Have you included the benchmarks and critical skills from the state standards?
 Are seeable, measurable verbs. Refer to Bloom’s taxonomy to drive for higher levels of thinking. Do
not use verbs such as know, understand, or use. They are not truly measurable.
ASSESSMENTS
 What would you accept as evidence that students understand the “BIG IDEA”, broad topic, and/or
concept?
 What product or performance will the student produce?
 Do the assessments allow students to demonstrate their learning or understanding on multiple ways?
LESSONS
 As you consider skills, what practice activities would you use to help students learn the concept?
 What specific support materials, books, field trips, videos or web sites do you use or incorporate in
your teaching?
Handout 3
Curriculum Mapping: Phases
Module 3 Handout 4: Bloom’s Verb Wheel
Bloom’s Verbs
And Matching Assessment Types
Remember that your verbs need to be seeable/measurable. No “knew/knows,
understood/understands, used/uses, or demonstrated/demonstrates.”
Handout 4
Curriculum Mapping: Phases
Module 3 Handout 5: Bloom’s Taxonomy
Bloom’s Taxonomy
Knowledge: Recall of data.
Examples: Recite a policy. Quote prices from
memory to a customer. Knows the safety rules.
Key Words: defines, describes, identifies, knows,
labels, lists, matches, names, outlines, recalls,
recognizes, reproduces, selects, states.
Comprehension: Understand the
Examples: Rewrites the principles of test writing.
meaning, translation, interpolation,
Explain in one’s own words the steps for
and interpretation of instructions and performing a complex task. Translates an
problems. State a problem in one's
equation into a computer spreadsheet.
own words.
Key words: comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives examples, infers, interprets,
paraphrases, predicts, rewrites, summarizes,
translates.
Application: Use a concept in a new
situation or unprompted use of an
abstraction. Applies what was
learned in the classroom into novel
situations in the workplace.
Examples: Use a manual to calculate an
employee’s vacation time. Apply laws of statistics
to evaluate the reliability of a written test.
Analysis: Separates material or
concepts into component parts so that
its organizational structure may be
understood. Distinguishes between
facts and inferences.
Examples: Troubleshoot a piece of equipment by
using logical deduction. Recognize logical
fallacies in reasoning. Gathers information from
a department and selects the required tasks for
training.
Synthesis: Builds a structure or
pattern from diverse elements. Put
parts together to form a whole, with
emphasis on creating a new meaning
or structure.
Keywords: analyzes, breaks down, compares,
contrasts, diagrams, deconstructs, differentiates,
discriminates, distinguishes, identifies, illustrates,
infers, outlines, relates, selects, separates.
Examples: Write a company operations or
process manual. Design a machine to perform a
specific task. Integrates training from several
sources to solve a problem. Revises and process to
improve the outcome.
Handout 5
Key Words: applies, changes, computes,
constructs, demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares, produces,
relates, shows, solves, uses.
Curriculum Mapping: Phases
Module 3 Handout 5: Bloom’s Taxonomy
Keywords: categorizes, combines, compiles,
composes, creates, devises, designs, explains,
generates, modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises,
rewrites, summarizes, tells, writes.
Evaluation: Make judgments about
the value of ideas or materials.
Examples: Select the most effective solution. Hire
the most qualified candidate. Explain and justify
a new budget.
Keywords: Appraises compares, concludes,
contrasts, criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes supports.
Handout 5
Curriculum Mapping: Phases
Module 3 Handout 6 : Vertical Team Read-Through
CURRICULUM MAPPING
Vertical Team Read-Through
Review Protocol
In your vertical teams, please complete the items noted on the Vertical Team Read-Through Response
Sheets as you proceed through the following steps of the process. This feedback will be used by team
members in their Horizontal Team Read-Through sessions.
Convene to the table or location your team is assigned.
Appoint a facilitator to keep the group on task and discourage debate. (Keep in mind that the
purpose of this process is to identify the questions and areas that need to be discussed further at a
later time.)
Appoint a recorder to neatly record the information discussed in the group on the Curriculum
Mapping Response Sheets.
Option One based on Available Time:
Each teacher distributes copies of their map report to the mailboxes of each member of their vertical
team.
Teachers individually read the maps of their team members. Feel free to underline, circle or write
notes in the margins. You are looking for the following:
 That the maps were written in such a way that you are clear about what the students
experienced
 Ah hahs - What was something you learned?
 Possible gaps
 Possible repetitions
 Questions related to items on the curriculum maps that may need to be addressed
Option Two based on Available Time:
Each teacher distributes copies of their maps to each member of their vertical team.
Teachers individually read the maps of their team members. There should be no discussion among
team members as you study the group of maps. Feel free to underline, circle or write notes in the
margins. You are looking for the following:
 That the maps were written in such a way that you are clear about what the students
experienced
 Ah hahs - What was something you learned?
 Possible gaps
 Possible repetitions
 Questions related to items on the curriculum maps that may need to be addressed
Appoint a time keeper to keep the group focused and on task.
Handout 6
Curriculum Mapping: Phases
Module 3 Handout 6 : Vertical Team Read-Through
Using a round robin format, the facilitator will ask each member of the group to take one minute
and highlight aspects of his/her map.
Next, the facilitator will ask the group to focus individually on each person's map in order and
note feedback on each of the following areas:
 ah hahs - What was something you learned?
 possible gaps
 possible repetitions
 questions related to items on the curriculum maps that may need to be addressed
These responses are recorded on large paper by the recorder. After everyone passes, the facilitator
proceeds on to the next person's map and repeats the process until everyone's map has been
reviewed.
Individual members of the team should record the responses on their response sheets to bring to the
table for discussion as part of the horizontal team read-throughs.
After everyone's map has been reviewed, the group should discuss the items recorded and asterisk
the priority areas.
Handout 6
Curriculum Mapping: Phases
Module 3 Handout 6 : Vertical Team Read-Through
Vertical Team Read-Through Response Sheet
1, Ah Hahs --- What was something learned?
2. Possible gaps identified
3. Possible repetitions identified
4. Questions related to items on the maps that may need to be addressed
Handout 6
Curriculum Mapping: Phases
Module 3 Handout 7: Horizontal Team Read-Through
CURRICULUM MAPPING
Horizontal Team Read-Through
Review Protocol
In your horizontal teams, please complete the items noted on the Horizontal Team Read-Through Response
Sheets as you proceed through the following steps of the process. This feedback will be used by the staff to
consider curriculum revisions and/or refinements.
Convene to the table or location your team is assigned.
Appoint a facilitator to keep the group on task and discourage debate. (Keep in mind that the
purpose of this process is to identify the questions and areas that need to be discussed further at a
later time.)
Appoint a recorder to neatly record the information discussed in the group on the Curriculum
Mapping Response Sheets.
Option One based On Available Time
Each teacher distributes copies of their map report to each member of their vertical team.
Teachers individually read the maps of their team members. There should be no discussion among
team members as you study the group of maps. Feel free to underline, circle or write notes in the
margins.
Based on your reading of your team’s maps and the feedback from any previous vertical team
meetings, address the following questions:
 What is essential for students to address in content and skills?
 Are there agreed upon assessments that show evidence of student proficiency in the above
content/skills?
 What do we address that may be unnecessary or developmentally not appropriate?
 Establishing formats for map entries to promote clarity for readers.
Option Two based On Available Time
Each teacher distributes copies of their map report to the mailbox of each member of their vertical
team.
Teachers individually read the maps of their team members. Feel free to underline, circle or write
notes in the margins.
Based on your reading of your team’s maps and the feedback from any previous vertical team
meetings, address the following questions:
 What is essential for students to address in content and skills?
 Are there agreed upon assessments that show evidence of student proficiency in the above
content/skills?
Handout 7
Curriculum Mapping: Phases
Module 3 Handout 7: Horizontal Team Read-Through
 What do we address that may be unnecessary or developmentally not appropriate?
 Establishing formats for map entries to promote clarity for readers.
Appoint a time keeper to keep the group focused and on task.
Using a round robin format, the facilitator will ask each member of the group to highlight aspects of
his/her map and their learning from their vertical team experience for the members of this team.
Next, the facilitator will ask the group to focus on each of the focus questions
Culmination of the discussion should be recorded and provided to the leadership in terms of:
 Agreed upon essential content and skills
 Agreed upon assessments
 Any places of question or disagreement
 Any observations for consideration
Handout 7
Curriculum Mapping: Phases
Module 3 Handout 7: Horizontal Team Read-Through
Horizontal Team Read-Through Response Sheet
1. Agreed upon essential content and skills
2. Any places or question or disagreement
3. Any observations for consideration
4. Questions related to items on the maps that may need to be addressed
Handout 7
Curriculum Mapping: Phases
Module 3 Handout8 : Rubric for Curriculum Map Entries
Rubric for Curriculum Map Entries
Map Component
Degree of Detail on Content
Essential Questions
Precise Skills
Targeted Assessment
Developmental Focus
Accuracy of Entries
Conceptual Understanding
Internal Alignment
Alignment to Standards
Handout 8
Score of 4
Details succinct, clear, specific
references to key concepts, facts,
materials
Engaging, targeted, insightful
question that frames and aligns
content, skills and assessment
Commences with an action verb;
reflects standards and desired
proficiencies
Specific product and performance
providing evidence of student
learning; aligns with other elements
Age, stage of development is
reflected in all entries
Consistent and accurate reflection
of operationalized curriculum
anchored in real time
Conveys a depth of understanding
of curriculum supported by salient
details
Demonstrates a clear, coherent,
complete correspondence between
content, assessment, skills and
essential questions
Clear precise evidence of alignment
to both content and proficiency
standards throughout all entries
Score of 3
Score of 2
Score of 1
Describes main concepts and
subject matter
Identifies title of unit or course
Generic heading, vague
Clear focus question
Simplistic, uneven in quality and
lacking in relevance
Absent
Clear action verb
Generic verb; broad process verb
Vague, missing or inaccurate
Product or performance is listed
Generic products only; teacher role
is noted but not students’ roles (i.e.
– teacher observation)
Limited attention to developmental
appropriateness
General representation of
curriculum with little attention to
timeframes
Shows some understanding with
some support
Absent, incomplete or unfocused
Demonstrates alignment between
some of the key elements internally
but not all
Minimal attention evident to
alignment
No alignment; elements are missing
Alignment is evident to most
standards; minor revision is
necessary
Alignment is spotty; many entries
do not correspond to external
standards
No alignment; elements are missing
Uneven reflection of developmental
appropriateness
Reasonable representation of
operational curriculum
Shows understanding with adequate
support
No attention to developmental
considerations
Inaccurately displays data on maps
Understanding is not evident
Curriculum Mapping: Phases
Module 3 Handout 9: Rubric for Implementation of Mapping
Rubric for Implementation of Mapping
Aspect
Review of Data
Resolution of Problems
Range of Participation
Mechanics
Presentation
Handout 9
Score of 4
Score of 3
Honest exchange
employing mapping and
assessment data with a
focus on both horizontal
and vertical articulation
Exchange between
teachers employing
mapping data and
assessment data but only
on vertical OR
horizontal articulation
Focus is maintained
Focus is maintained on
consistently on the needs learners but on occasion
of the population
veers
Every teacher in the
Majority of teachers
building has made
have made entries using
entries consistent with
the site criteria
the site criteria
Exhibits correct spelling, Exhibits generally
punctuation,
correct spelling,
paragraphing, grammar
punctuation,
and usage. Error free
paragraphing, grammar
and usage. Few errors
Neat, professional;
attractive, extra care in
details. Employs
template consistently
Neat, easy to read.
Score of 2
Score of 1
Occasional reference to
data in exchanges with
limited articulation
concerns
No use of direct
assessment or mapping
data and no articulation
Focus is highly
inconsistent on learners
No focus on learners
Only some teachers have No entries have been
made entries using the
made by any staff
site criteria
Exhibits minor errors in
spelling, punctuation,
paragraphing, grammar
or usage that do not
interfere with
communication
Sometimes hard to
follow; inconsistent use
of format; careless
Exhibits errors in
spelling, punctuation,
paragraphing, grammar
or usage that interferes
with communication
Confusing and
inconsistent entries with
little attention to
template