Curriculum

Implementation Plan
Sarah Leach
English Language Arts
Hartland Consolidated School 4th grade
Proficiency Based Learning

Table of Content
Curriculum Team
3
End of the Year Goals 4
Administrations Responsibilities 5
Required Instructional Approaches 6
Teachers Responsibilities7
Assessments 8
Monthly Focus and State Standards
Timeline
15-23
Barriers and Solutions 24

9-14

Curriculum Team
Professionals
Curriculum Specialists
Guidance to creating productive curriculum

Teachers (General Education and Special Education)

Experienced input on specific student population
Differentiation methods tailored to specific population

Literacy Coaches
Professional guidance on most productive literacy approaches

Administration
Support and input in regards to budget concerns, materials, and
resources

End of the Year Goals

Gr. 4 Lexile Band: 740L 940L (informational text)
DRA level 40 with Total Score 85+
Fountas & Pinnell level S T
NWEA RIT 207+
Meet proficiency in all CCSS for reading and writing

Administrations
Responsibilities
Introduce curriculum
Identify specific expectations
Provide necessary materials and resources (including ensuring funding)

Provide Professional Development Opportunities

Provide continual support to staff
Guidance from literacy and writing coach

Establish and implement timeline

Deadlines
Meetings
Review assessment results
Discuss needs for success

Ensure adequate materials and resources

Student computers
Software

Communicate with Parents

Meetings
Letters

Required Instructional Approach

Reading/Writing Workshop
Direct instruction of concepts, strategies, and
techniques
Shared, guided, and independent reading and
writing times
Conferencing with small groups and individuals
Sharing and publishing work
Assessments

Teachers Responsibilities
Follow curriculum
Ensure understanding
Ensure necessary materials available

Clear understanding of standards

Establish differentiation methods
Ensure students are meeting proficiency levels

Meet deadlines
Attend meetings
Assessments

Work Collaboratively
With curriculum team and colleagues

Continue communication with parents and students

Explain expectations
Provide additional support techniques
Answer questions as needed

Assessments
Reading
Fountas & Pinnell
Benchmark Assessment
NWEA MAP for reading
(includes writing)
CKLA assessments
Reading log of independent
reading
Running records

Writing
Formal and informal
assessments within CKLA
Formal assessments using
specific criteria and rubrics
Speaking and Listening
Formative assessments
such as participation
checklists and rubrics

Monthly Focus
September

October

November/Dece
mber

Narrative
Middle Ages
Poetry
Informative
Repetition &
Writing
Literary Devices
Paragraphs
Alliteration
Descriptive
Parts of Speech Point of View
Prefixes (un,
Figurative
Language
(using sensory
non, en)
Language
Establish
Tone
details)
Oral Reading
Using
classroom
Fluency*
discussion
Discussion
Establish
guidelines
protocols*
classroom
discussion
guidelines
* These
requirements will continue monthly throughout the school
year.

State Standards
September

RL.4.1
RL.4.6
RI.4.1
RF.4.4
W.4.3
W.4.3.a
W.4.3.b
W.4.3.c
W.4.3.d
W.4.3.e

October

RL.4.4
RI.4.2
RI.4.7
RF.4.4.a
W.4.2
W.4.2.a
W.4.2.b
W.4.2.c
SL.4.1
L.4.2
L.4.2.a
L.4.2.d
L.4.4.b

November/Decembe
r

RL.4.2
RL.4.5
RF.4.4.b
RF.4.4.c
SL.4.1.a
L.4.1.e
L.4.1.g
L.4.4
L.4.4.a
L.4.5
L.4.5.a
L.4.5.b
L.4.5.c

Monthly Focus
January
Islamic Rights in the
Middle Ages
Sentence
Fragments, Run on
sentences
Four Sentence
Types
Prefixes and Root
Words
Notes and
Paraphrasing
Informative
Paragraphs
Historical Fiction

February
Inventions
Collaboration
Research
Presenting
Documentation
Inventing
Invention
Convention
Oral Presentation

March
Geology
Commas and
Quotation Marks
Sequencing Multiple
Adjectives
Root Words and
Suffixes
Informational
Pamphlet
Wiki Entry
Descriptive
Paragraph

State Standards
January

RL.4.9
RI.4.3
W.4.1.a
W.4.1.b
W.4.1.c
W.4.1.d
SL.4.1.b
L.4.1.f

February

RL.4.7
W.4.7
W.4.8
W.4.9
W.4.10
SL.4.2
SL.4.4
L.4.4.c
3-5-ETS1-1
3-5-ETS1-2
3-5-ETS1-3

March

RI.4.9
W.4.1
W.4.2.d
W.4.2.e
W.4.4
SL.4.1.c
L.4.2.b
L.4.2.c
L.4.1.d

Monthly Focus
April
American Revolution
Commas & Quotation
Marks
Root words, Prefixes, &
Suffixes
Cause & Effect
Subject Action Verb
Agreement
Pronoun Action Verb
Agreement
Modal Auxiliary Verbs
Cause & Effect Essays

May

June

Writing purpose/types
Treasure Island
Subject/Verb Agreement
review and free choice
Modal Auxiliary Verbs
writing
Review of various
Relative Pronouns
Dialogue
concepts covered in
Coordinating
fourth grade
Conjunctions
Root words, Prefixes,
Suffixes
Adventure Stories
Oral Presentation

State Standards
April

RI.4.4
RI.4.5
RI.4.8
RF.4.3
RF.4.3.a
SL.4.1.d
L.4.1
L.4.1.a
L.4.1.b
L.4.1.c
L.4.3.b

May

RL.4.3
RI.4.6
SL.4.3
W.4.9.a
W.4.9.b
SL.4.5
SL.4.6
L.4.3
L.4.3.a

June

RI.4.10
RL.4.10
W.4.5
W.4.6
L.4.3.c
L.4.6

Timeline
August/September 2016
M

TH

31
*

1*

2*

6*

12

13

14

15
*

16

19

20

21
*

22

23

26

27

28

29
*

30

8/31 9/2 Introduce curriculum to staff:

discuss concerns, implementation ideas,
assessment strategies, and provide
materials needed
9/6 Introduce curriculum to students
9/15 Formative assessments due; review
results
9/21 Discuss summative assessments and
implementation and differentiation
strategies
9/29 Summative assessments due; review
results; discuss next months agenda

Timeline
October 2016
M

TH

F
1

5*

11

12

13* 14

17

18

19* 20

24

25

26

31

21

27* 28

10/5 Prior assessment due; discuss

implementation and differentiation
strategies
10/13 Formative assessments due;
review results
10/19 Discuss summative
assessments and implementation
and differentiation strategies
10/27 Summative assessments due;
review results; discuss next months
agenda

Timeline
November/December 2016
M

TH

2*

10

14

15

16
*

17

18

28

29

30

1*

7*

12

13

14

15
*

16

19

20

21

22

11/2 Prior assessments due; discuss

implementation and differentiation
strategies
11/16 Formative assessments due;
review results
12/1 Discussion implementation and
differentiation strategies
12/7 Discuss summative assessments
12/15 Summative assessments due;
review results; review next months
agenda

Timeline
January 2017
M

T
H

4*

10

11

12
*

13

17

18
*

19

20

23

24

25

26
*

27

30

31

1/4 Prior assessments due; discuss

implementation and differentiation
strategies
1/12 Formative assessments due;
review results
1/18 Discuss summative
assessments and implementation
and differentiation strategies
1/26 Summative assessments due;
review results; discuss next
months agenda

Timeline
February 2017
M

TH

1*

9*

10

13

14

15* 16

17

27

28

2/1 Prior assessments due;

discuss implementation and
differentiation methods
2/9 Formative assessments
due; review results
2/15 Discuss summative
assessments and next
months agenda

Timeline
March 2017
M

TH

2*

3
10

8*

13

14

15

16

20

21

22* 23

27

28

29

24

30* 31

3/2 Februarys summative assessment

due; prior assessments due; review
results
3/8 Discuss implementation and
differentiation strategies
3/22 Formative assessments due;
review results; discuss summative
assessments
3/30 Summative assessments due;
review results; discuss next months
agenda

Timeline
April 2017
M

TH

5*

10

11

12

13* 14

24

25

26* 27

28

4/5 Prior assessments

due; discuss
implementation and
differentiation strategies
4/13 Formative
assessments due; review
results; discuss
summative assessment
4/26 Discuss next months
agenda

Timeline
5/4 Aprils summative
May 2017
M

TH

4*

10* 11

15

16

17

22

23

24* 25

30

31

12

18* 19
26

assessments due; prior

assessments due; review
results
5/10 Discuss
implementation and
differentiation strategies
5/18 Formative
assessments due; review
results
5/24 Discuss
implementation and

Timeline
June 2017
M

12

13

14*

TH

1*

6/1 Mays summative

assessments due; discuss
end of year strategies for
success
6/14 Review curriculum,
implementations,
differentiation strategies;
make adjustments to
curriculum as needed based
on yearly results

Possible Barriers and Solutions

Barriers
Timeline not being met
Students not meeting
proficiency
Teachers overwhelmed
Parental Resistance
Materials/resources not
accessible

Solutions
Adjust deadlines to accommodate
changes to schedule
Ensure proper differentiation is
being established
Ensure effective Professional
Developments and continual
support occurring
Ensure regular, specific
communication with parents
Establish budget and
materials/resources before
implementing curriculum

References
MSAD 53. (2016). Curriculum. Retrieved from
http://www.msad53.org/curriculum
Wiles, J. W. & Bondi, J. C. (2015). Curriculum
development: A guide to practice. Upper Saddle
River, NJ: Pearson.