Curriculum Mapping to N T A Meet State Standards Informing & Inspiring New Teachers a Kappa Delta Pi publication Volume 23, No. 3 By Aaron R. Gierhart KDP Executive Director FAYE SNODGRESS Managing Editor SALLY RUSHMORE Assistant Editors KATHIE-JO ARNOFF LAURIE QUAY EMILY ZOSS Art Director CHUCK JARRELL NTA Advisors THERESA BECCATELLI HEATHER COWHERD ROBERT GRIGGS MADELINE KOVARIK JACQUELINE MANN LISA MURLEY ROBIN QUICK ADRIENNE REDDY GINA RILEY STEPHANIE SCHAEFER TINA SNOW NICHOLAS J. ULIANO PLANNING & COLLABORATION I can relate to the experiences of a new teacher. After teaching first grade for 5 years, I recently elected to switch to third grade. Multiplication has replaced addition, and geography skills have expanded beyond the student’s route to school. With the rigor of Common Core State Standards (CCSS) and upcoming testing for my small rural school district, it is imperative my third graders show they have learned the planned curriculum. Fortunate-ly, my district began mapping our curriculum about three years ago, so I have digital maps to offer guid-ance as I teach third-grade content for the first time. Essentially, curriculum maps are digital represen-tations of what each grade level in a district teaches within each content area. They detail when and for how long content topics are taught during the school year. Additionally, maps can include further details, depending on the district’s scope and the compo-nents of the mapping software. My district maps each unit of instruction within a content area using the Rubicon Atlas (www.rubicon.com). The map of each unit includes learning standards, essential questions, learning objectives, and assessments. Take advantage of previously created curriculum maps and opportunities to participate in creating or updating them. The benefits for you as a new profes-sional educator and for your students fall into four main categories. Lesson Planning • Use curriculum maps as a convenient, centralized guide for daily lesson design. At the beginning of the school year, I saw on the curriculum map that I was to teach a short review unit on prob-lem solving using the scientific method. The mapping software also contained the instructional objectives and essential ques-tions. When I met with my new grade-level team, I was better prepared to ask specific questions about experiment designs we might use in this unit. • Save team meeting time with prior use of curriculum maps. Without my prior access to the curriculum maps, my new team would have had to take consider-able time explaining the unit and objectives to me before beginning specific, collabora-tive lesson-planning dialogue. As teachers, our time is precious. I highly recommend using curriculum maps to lesson plan and collaborate efficiently. ISSN 1070-7379 published four times during the school year by Kappa Delta Pi, 3707 Woodview Trace, Indianapolis, IN 46268-1158. Send all subscription orders and editorial correspondence to address above, call 1-800-284-3167, or visit KDP Online at www.kdp.org. Subscription rate: $14.00, members, per year, $25.00 for 2 years; $20.00, nonmembers, $35.00 for 2 years. Single copies, $7.00 (+s&h). Third-class bulk permit paid at Columbus, Ohio. Postmaster does not return issue to publisher with address change. Subscriber must send changes to: Kappa Delta Pi, 3707 Woodview Trace, Indianapolis, IN 46268-1158. ©2016 Kappa Delta Pi. All rights reserved.