A pacing guide is sometimes referred to as a curriculum map, scope and sequence, standards schedule, instructional calendar, or road map. It is specific to a particular content area and level (e.g., 9th grade Algebra 1) and details when particular content standards should be taught and/or assessed.

• Project Read Phonics Guide And Lesson Plans
• Phonics Guide And Lesson Plans
• Phonics Guide And Lesson Plans H-6

While still offering teachers flexibility on how to teach, its integration with common assessments is crucial to judging student progress (e.g., to turn 'Students didn't know that answer because I haven't taught that yet' into 'I covered that and expected students to do better; now I know some students require intervention, and I might change the way I'm teaching that'). Whether you are crafting a pacing guide from scratch or selecting one that has already been written (e.g. From a publisher or other district), there are many considerations you must keep in mind in order to best help students, teachers, and otehr stakeholders. This lesson walks you through important pacing guide design considerations.

Also, there are many theories on what a 'Pacing Guide' does and does not include, and many theories on the form it will take. Your staff will likely require pacing guide information in different formats based on what they are doing. This lesson will highlight 4 popular formats. Have related resources handy.

For example:. District or school directives (e.g., if the available. Has been completed, via the ' Implement a System of Common Assessments' chapter in this manual). Recorded answers from the ' Determine Some Specifics for Assessment Structure' step of the ' ' lesson. A copy of the available at for each common assessment your pacing guide will relate to (e.g., 10 form copies if your common assessment system will involve 10 assessments and thus 10 units).

and/or. Crosswalk Documents (available from different sources) show how and/or (available for core subjects like English and ). Assessments that will possibly be incorporated. Texts and curriculum.

Sample pacing guides (e.g., from another school or district, one that came with your textbooks, etc.). School and/or District calendar (e.g., with existing testing dates). You are likely (and it is recommended) to be working on a pacing guide with a team of colleagues who have experience and expertise in the area (e.g., grade/level and subject) for which you are crafting or selecting the guide. To be sure you are all speaking the same language, it is helpful to address these frequently-misunderstood terms: Assessment As assessment is anything by which we can measure student learning. Thus is might be a multiple-choice test (often selected for its efficiency and objective scoring), but it might also be a portfolio, composition, speech, set of open response questions, task, lab activity.

Numerous options are available. An ideal assessment measures student learning in a way that fits the standards being measured.

While common assessments might measure learning for a standard in one way, it's important that teachers use multiple measures (i.e., measure it in a variety of ways). Benchmark A benchmark assessment is 1 in a series that measures student progress on crucial goals throughout the school year. Terms may cross over; for example, benchmark assessments are typically common assessments, etc. Common A common assessment is one that teachers in similar classrooms all administer in a similar way. In other words, all 7th Grade English teachers administer 7th Grade ELA Assessment 1 at the end of September, then they all administer 7th Grade ELA Assessment 2 at the end of November, etc. This allows teachers to check students' progress as a whole (e.g., entire site), compare results to share what is working in their classrooms, etc. Remember that terms may cross over: e.g., a common assessment may also be an interim assessment, etc.

Formative A common misunderstanding is that a test is either summative or formative; in actuality, these terms describe what you do with the results, and a test may be used for both summative and formative purposes. Formative 'tests' give teachers and students feedback at regular intervals throughout the course of instruction so they can then act upon this feedback to improve learning. This feedback may come from a formal assessment, or it may simply be on-the-spot feedback from a response board, clickers, etc. Interim Interim assessments are those administered at regular intervals. Remember that terms may cross over: e.g., an interim assessment may also be a common assessment, it can be used for formative or summative purposes, etc. Pacing Guide A pacing guide is sometimes referred to as a curriculum map, scope and sequence, standards schedule, instructional calendar, or road map.

It is specific to a particular content area and level (e.g., 9th grade Algebra 1) and details when particular content standards should be taught and/or assessed. While still offering teachers flexibility on how to teach, its integration with common assessments is crucial to judging student progress (e.g., to turn 'Students didn't know that answer because I haven't taught that yet' into 'I covered that and expected students to do better; now I know some students require intervention, and I might change the way I'm teaching that'). Summative Remember that a test can be both summative and formative.

Summative testing involves using test results to evaluate the degree to which students have mastered contents/standards at a particular point in time. This can also involve evaluation of instructional programs, curriculum, practices, progress toward district goals, etc. Why do you want a pacing guide?.

Improve student performance and reduce gaps in student achievement. Avoid gaps in learning when students transfer from school to school or move from grade/level to grade/level. Avoid unintended repetition in learning when students transfer from school to school or move from grade/level to grade/level. Render results that inform decisions made concerning (e.g., changes needed in) instructional strategies, programs, curriculum, etc. Inform collaboration between educators.

Facilitate alignment of and. Highlight cross-curricular opportunities. Help teachers be more effective while making lesson planning easier and saving them time. Help teachers and students make the most of their time.

Review any district or school directives (e.g., if the available. Has been completed, via the ' Implement a System of Common Assessments' chapter in this manual, and recorded answers from the ' Determine Some Specifics for Assessment Structure' step of the ' ' lesson).

Be sure you know the answers to these questions if there has already been a decision/directive (otherwise, make this decision as you work with the standards and complete this lesson):. How many assessments/units are involved?. Approximately how long will each assessment be?. Will there be a standards focus - e.g., only power/essential standards - or should all standards be accounted for evenly? Is this guide driven by, or a combination of the two?. WIll all units/standards be assessed immediately after they are taught, and/or will there be any comprehensive testing (e.g., standards taught since the start of school, like a mock state test)?. Are there any special notes, such as district or school directives regarding dates (e.g., all teachers of all subjects and grades will assess Benchmark 1 on a particular date)?.

What assessment naming conventions should be used (e.g., Grade 1 Math Benchmark 1, Grade 1 Math Benchmark 2, etc.). Etc. Now you're ready to determine which fit in which units (e.g., which standards will all be taught in the time leading up to Grade 7 English Benchmark 1, which will assess all of those standards, etc.). Spread out your copies of the available. You should have 1 copy for each common assessment your pacing guide will relate to (e.g., 10 form copies if your common assessment system will involve 10 assessments and thus 10 units).

Complete the ' Test Name' portion of the forms if you know them already, as well as any other spaces at the top of the forms you're sure about (revise as necessary as you progress). You may add these details later (e.g., 'Unit Short Name') as your standards are placed and finalized. Cut up the that will be accounted for by your pacing guide so that you have a separate, sortable piece for each standard. If you have access to sample pacing guides (e.g., from another school or district, one that came with your textbooks, one you used in the past, etc.), you may use it to help you determine which standard goes where.

You might even place standards on the according to one of those guides as a starting point. Either way (starting with an existing guide or starting from scratch), consider each of the following as you decide which standard should go in each unit:. Keep in mind the answers you determined in the 'Where to Start' section of this lesson. Also, read complete verbiage of the selected and/or being assessed and ask yourself:. 'When is the best time to teach this standard?' . 'What is the necessary rigor level?

If it's tough, would the standard work better later in the school year and/or after other/preliminary standards are taught?' Review as necessary. 'Which other standards will it work best with it terms of time (e.g., mastery of 1 standard may better prepare students for this standard, some standards can be taught within the same lessons, etc.)?' . 'Which other standards will work best with it in terms of test format (e.g., is the assessment a speech with rubric, or a multiple choice test, etc.)?' When you are finished sorting, review the standards in each unit/assessment.

Checking for these aspects is especially important:. The testing dates/order works well for the standards (i.e., students should have mastered the standard by then). The standards work well together (e.g., opportunities for lessons to combine multiple standards, standards are related, etc.). Is the number of standards per unit/assessment/unit as ideal as possible (e.g., balanced, 'doable,' etc.)?.

Consider the assessment series as a whole. Does it seem logical? Will it make sense to all stakeholders? Make revisions as necessary, and complete all spaces at the top of the forms (discuss as necessary). Next, paste the standards into place. After you've opened the Microsoft Excel file, note there are 8 separate spreadsheets within the same file. Look near the bottom of your screen and you'll see tabs, as seen in the image above.

Click on any of these tabs to view the spreadsheet housed there. Here's an account of what the tabs contain:. Tab Label ' ACalendarEx' = Pacing Guide Assessment Calendar Example. Tab Label ' ACalendarForm' = Pacing Guide Assessment Calendar Form.

Tab Label ' LCalendarEx' = Pacing Guide Lesson Plan Calendar Example. Tab Label ' LCalendarForm' = Pacing Guide Lesson Plan Calendar Form. Tab Label ' StanListEx' = Pacing Guide Standards List Example. Tab Label ' StanListForm' = Pacing Guide Standards List Form. Tab Label ' StanMatrixEx' = Pacing Guide Standards Matrix Example.

Tab Label ' StanMatrixForm' = Pacing Guide Standards Matrix Form. Note key features: 1. A key explains calendar terms. Dates are provided for each week on the calendar, as well as the week # of the session. The latter makes it easier to “roll over” the calendar for the next year. While other standards and concepts can also be covered, the calendar can summarize main concepts (e.g., sub-strands, power standards) that will be assessed at the end of the week(s). Days of the week correspond with what is scheduled below.

Tests are frequent (you want to know right away if/what intervention is needed) and short. Diagnostic only relates to standards students need to “hit the ground running” so teachers can plan according. Assessment names are uniform and make it clear which test to give students. Color coding tells teachers when to teach a concept, when it is first assessed, when a reteach (e.g., splitting students between colleagues or handled within the classroom) takes place as needed, when teachers analyze results together, and when any “next tier” interventions occur.

Common benchmark assessments also occur at regular intervals to catch old mastery that is slipping, gage progress, etc. View the Pacing Guide Lesson Plan Calendar Example (from file, tab ' LCalendarEx'); note it is multiple pages long. This level of detail typically comes after your pacing guide is implemented and teachers discuss and share lessons that 'work' (e.g., assessment data implies these lessons are successful with students). This level of detail is not meant to be imposed on teachers (e.g., 'You must teach this way!' ); rather, it is intended as a powerful resource teachers may choose to use on an as-needed basis to help make their lives easier in their quest to provide students with quality lessons and assignments. Also, it should not be stagnant; rather, it should be forever evolving to contain the best lessons teachers using it find/create.

Note key features (many of which are similar to the Pacing Guide Assessment Calendar): 1. Dates are provided for each week on the calendar, as well as the week # of the session. The latter makes it easier to “roll over” the calendar for the next year. Some subjects have simultaneously running units, as one set of standards integrates with that of the other (as demonstrated above). While other standards and concepts can also be covered, the calendar can summarize main concepts (e.g., sub-strands, power standards) that will be assessed at the end of the week(s). Days of the week correspond with what is scheduled below. The calendar shows what is done in class, as well as what work is sent home with students (with the 2 correlating, of course).

Brief names are used to describe in-class lessons and homework, but another resource (e.g., binders in the faculty lounge cabinets) should contain these lessons in an easy-to-find order so teachers can easily locate the exact lesson and homework assignment to which the calendar refers. Note key features: 1. While this particular example has separate columns for domain, strand, sub-strand, and standard (so users may sort information by any criteria), your version does not have to do this. However, if you merely list the standard, be sure its easy for users to know what it relates to.

Including the common assessment that assesses each standard as its own columns allows users to sort by benchmark and easily see a list of standards they should be focusing on during a particular time period. Quarter (or trimester, semester, etc.) and the week # of the session make it clear when students should be expected to demonstrate mastery of the standard. This feature (as opposed to just dates - though you may certainly include them, as well) makes it easier to “roll over” the list for the next school year. Note key features: 1. The common assessment number makes sequence clear (e.g., 'Is this the 2nd common assessment we're giving?'

Quarter (or trimester, semester, etc.) and the week # of the session make it clear when students should be expected to demonstrate mastery of the standard. This feature (as opposed to just dates - though you may certainly include them, as well) makes it easier to “roll over” the list for the next school year.

Writing out the name of the unit/assessment helps communicate the teaching focus. Since only standard abbreviation appear here, be sure teachers all know how to access their meaning. For example, provide them with copies of the Pacing Guide Standards List (explained earlier), include a key on the front or back of this matrix, or do the same with a web address to an online key.

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Project Read Phonics Guide And Lesson Plans

Anytime a standard (as featured in the first column) has its mastery assessed by the assessment, place an X in the box below the appropriate assessment. If you opt to distinguish between particular standards (e.g., those you've deemed as power standards or essential standards), you might want to 'fill in' certain boxes or use a color-code system. Just be sure all users know what the differences mean. A row at the bottom totaling standards (on which each assessment focuses) can help you check the balance of your assessment series and manage your time. For example, Common Assessment 8 ( above) assesses far more standards than the other tests. Does this require revision, or is there a reason for it and will time allow for it?

Phonics Guide And Lesson Plans

These are the kinds of questions that might arise as you create your own. A pacing guide can constitute a big change for teachers, and the way you handle its roll-out is crucial.

Phonics Guide And Lesson Plans H-6

There are free ways to survey entire grade levels or subject areas (e.g., etc.) to obtain feedback on your pacing guide draft(s). Note that free, electronic surveying options will require minimal time compared to hard-copy or email approaches. You should acquire feedback from teachers before your pacing guide is put into use. While feedback is definitely welcome afterward and revisions are possible, teachers will be reorganizing their school year (lessons, photocopies, computer files, etc.) according to the plan you put into place, and you don't want to keep throwing changes at them. Also, assessments should be crafted to accompany this pacing guide, so any changes down the road would mean changes to assessments, as well. You should therefore try to catch any necessary changes before the school year begins, and afterward you should not make changes lightly. Thus, the more time teachers can spend dissecting the guide ahead of time to provide feedback and have changes considered, the better.

Remember to include other stakeholders (e.g., administrators, curriculum heads, instructional coaches, etc.), as well. When pacing guide materials are finalized, be sure everyone who needs copies has copies. These should be posted somewhere online, and teachers should have electronic copies so they can add their own notes, save time if posting standards onto other documents, etc. The Pacing Guide Lesson Plan Calendar Example and Pacing Guide Lesson Plan Calendar Form (from file) can be helpful resources as teachers plan to instruct according to the guide.