Last Updated on Wednesday, July 02, 2008 at 5:02 AM
Harlan County Public Schools shared this exemplary Intermediate Reading Curriculum Map and description below.
Harlan County Public Schools
Intermediate Reading Curriculum Map
Harlan County Public Schools began the curriculum mapping process after a true reflection on what the district held within their vision for Harlan County students. This vision is to provide ALL students with a quality education to meet the requirements of 21st century. In order to achieve such a task, the district curriculum department knew through their many observations, formal and informal assessments that ALL students were not exposed to the same curriculum and skill continuums, as they transitioned either horizontally or vertically among our schools.
With this knowledge in mind, the district curriculum department began the process of alignment of the district curriculum. The first initial steps to district alignment process began with the vision that Superintendent Saylor had for the district curriculum. That vision was to ensure that any curriculum being developed was built on the foundation that involved all stakeholders from the eleven schools within the district. To achieve this stakeholder involvement, the curriculum department was charged with the task of identify teacher leaders from each of the schools to assist in the process of developing a curriculum aligned to the standards that they were to implement. This team of stakeholders from across the district in various content areas came together under the leadership of curriculum department staff and aligned the curriculum to the National Standards, Program of Studies, and Core Content. Upon completion of the alignment, the district presented district-wide professional development to acclimate teachers and staff on the newly aligned curriculum.
After the initial implementation and acclimation of the newly aligned curriculum, the district staff knew that the district curriculum was still not complete. Upon review of the indicators from the Standards and Indicators document for Standard 1: Curriculum, the district curriculum department began to assess were the newly aligned curriculum fell under a specific performance standard. This is when the district knew that the curriculum needed more then just alignment but a process for implementation. Using the aligned curriculum, the district curriculum staff began to identify specific skills needed at each grade level to ensure that teachers knew what skills built on their implementation and design of classroom instruction. The district developed grade level skill matrixes to inform teachers at specific grade levels when to introduce, develop, master and reinforce skills for their classroom instruction. Upon completion of the skill matrixes, those matrixes were shared with all schools in district-wide professional development that was completed by the district curriculum staff and school improvement team leaders that are represented at each school.
Where do we go from here? Right now, the district is in the process of letting the teachers become aware and comfortable with using the newly aligned curriculum and skill matrixes that are accessible via a hyperlinked software document. The intentions of the district this summer of 2004 is to continue with the mapping of curriculum with the placement of standards-based units of study into the existing skill continuum matrixes. When these units are placed within the hyperlinked software teachers will have access to units that are identified with their skill responsibilities and implementation; thus, ensuring that all students will be exposed to instruction that is focused on standards. The district hopes to achieve this during the summer of 2004 and implement in the 2004-2005 school year.
The district's intentions with this curriculum initiative is to ensure that teachers are equipped with the necessary knowledge and aligned to state and local standards. Hopefully, our efforts and support of our great staff of teachers, parents, and students Harlan County Public Schools can succeed in what our district leadership and stakeholders has envisioned us to achieve.
If you have questions or comments about this map or process, please contact Anita Tolliver, Professional Development Coordinator, Harlan County Schools.
Harlan County Public Schools
Intermediate Reading Curriculum Map
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Program of Studies |
Core Content |
Academic
Expectations |
Recommended Curriculum Framework Implementation |
Int. |
Dev. |
Mast. |
Rein. |
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Descriptors: |
Descriptors: |
Instructional Resources/Guides/Informational Websites |
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Students apply a variety of appropriate reading strategies to make sense of a variety of print and non-print texts (literary, informational, practical/workplace, and persuasive) to reach personal goals, to understand the human experience, to create products, to accomplish authentic tasks, and to develop ideas in written/oral responses. |
The coding numbers assigned to each bullet reflect that reading skill(s) are assessed through all four types of reading . To understand code, replace the x with the appropriate subdomain number
Literature subdomain 1; Informational subdomain 2; Persuasion subdomain 3; and Practical/Workplace subdomain 4 |
Literature Circles.com |
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Understand and respond to a variety of reading materials, making connections to students' lives, to real world issues, and/or to current events. |
RD-E-1.0.6 Explain the meaning of a passage taken from texts appropriate for elementary school students.
RD-E-1.0.10 Connect literature to students' lives and real world issues.
RD-E-2.0.10 Connect the content of a passage to students' lives and/or real world issues. |
1.2, 2.24, 2.25 |
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P1 |
P2-P4 |
4 |
5 |
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Utilize text features and organizational patterns to interpret transactive reading materials (informational, practical/workplace, and persuasive). |
RD-E-x.0.5 Recognize the purpose of capitalization, punctuation, boldface type, italics, and indentations used by the author.
RD-E-2.0.6 Use of text features (e.g., pictures, lists, tables, charts, graphs, tables of contents, indexes, glossaries, headings, captions) to understand a passage.
RD-E-4.0.10 Identify text features and organizational aids (e.g., bold face print, italics, illustrations) that provide additional clarity. |
1.2, 2.24, 2.25 |
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P3 |
P4 |
4 |
5 |
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Respond to authors' opinions and details used to support those opinions. |
RD-E-1.0.9 Explain a character's actions based on a passage.
RD-E-2.0.9 Make predictions and draw conclusions based on what is read.
RD-E-3.0.6 Identify an author's opinion about a subject. |
1.2, 2.24, 2.25 |
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P2 |
P3-P4 |
4 |
5 |
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Recognize characteristics and elements of different kinds of literary works. |
RD-E-1.0.8 Describe characters, plot, setting, and problem/solution of a passage. |
1.2, 2.24, 2.25 |
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P1-P2 |
P3-P4 |
4 |
5 |
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Identify and apply information contained in directions and forms to complete authentic tasks. |
RD-E-4.0.7 Follow directions in a passage. |
1.2, 2.24, 2.25 |
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P1-P2 |
P3-P4 |
4 |
5 |
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Employ reading strategies to locate and apply ideas and information for inquiry projects and other authentic tasks. |
RD-E-2.0.8 Identify main ideas and details that support them.
RD-E-3.0.8 Identify information that is supported by fact.
RD-E-4.0.6 Locate and apply information for authentic purposes. |
1.2, 2.24, 2.25 |
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P3 |
P4 |
4 |
5 |
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Select and read materials for enjoyment. |
RD-E-1.0.7 Demonstrate knowledge of the characteristics of fiction, nonfiction, poetry, and plays. |
1.2, 2.24, 2.25 |
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P1-P2 |
P3-P4 |
4 |
5 |
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Employ reading strategies (e.g., word analysis, re-reading, context clues, pre-reading, raising questions, predicting, drawing conclusions). |
RD-E-x.0.1 Use word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meaning of words in passages.
RD-E-x.0.2 Use knowledge of synonyms, antonyms, and compound words for comprehension.
RD.E.x.0.3 Know that some words have multiple meanings as the word is used.
RD-E.x.0.4 Recognize the meaning of word when a prefix or suffix has been added to a base word. |
1.2, 2.24, 2.25 |
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P1-P2 |
P3-P4 |
4 |
5 |
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Respond to a variety of reading materials by summarizing, identifying sequence, generalizing, and comparing/contrasting. |
RD-E-2.0.7 Identify the organizational pattern in a passage: sequence, cause and effect, and/or comparison and contrast.
RD-E-3.0.7 Identify fact and/or opinion.
RD-E-4.0.8 Explain why the correct sequence is important. |
1.2, 2.24, 2.25 |
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P2 |
P3-P4 |
4 |
5 |
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Use vocabulary and comprehension strategies in context, as well as technology, to understand text. |
RD-E-4.0.9 Interpret specialized vocabulary (words and terms specific to understanding the content) found in practical/workplace passages. |
1.2, 2.24, 2.25 |
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P2 |
P3-P4 |
4 |
5 |
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Speaking, Listening, Observing
Students construct meaning from observing and listening and apply techniques for effective speaking to communicate ideas and information for a variety of authentic purposes, situations, and audiences. |
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Adjust communication based on audience, purpose, and situation. |
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1.3, 1.4, 1.12 |
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P3-P4 |
4 |
5 |
6 |
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Prepare and deliver formal presentations individually and/or collaboratively for specific audiences, purposes, and situations, with and without technology and visual aids. |
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1.3, 1.4, 1.12 |
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P3 |
P4-4 |
5 |
6 |
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Use appropriate delivery techniques including correct and appropriate language, nonverbal cues, and visual aids. |
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1.3, 1.4, 1.12 |
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P3 |
P4-4 |
5 |
6 |
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Apply listening, speaking, and observing skills to conduct and to respond to authentic inquiry tasks. |
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1.3, 1.4, 1.12 |
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P4 |
4 |
5 |
6 |
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Inquiry
Independently and collaboratively, students use a variety of resources, methods, and research tools to access ideas and information to learn and to communicate ideas for a specific purpose. |
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Identify information and resources needed to address student-developed questions. |
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1.1 |
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P4 |
4,5 |
6 |
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Take notes from research. |
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1.1 |
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P3 |
P4,4 |
5 |
6 |
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Use technology as a research tool to explore and gather ideas and information for authentic tasks. |
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1.1 |
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P3 |
P4 |
4 |
5,6 |
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Develop questions to obtain ideas and information for authentic tasks. |
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1.1 |
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P4 |
4,5 |
6 |
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Identify types of resources for a variety of tasks and select resources appropriate for specific tasks. |
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1.1 |
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P3,P4 |
4 |
5 |
6 |
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Identify sources by title and author in written and oral products. |
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1.1 |
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P3 |
P4,4 |
5 |