DEVELOPING THE SCOPE AND SEQUENCE GRIDS

1. This is the portion of the curriculum guide which provides a MAP or the one that
shows how the learning develops from grade level to grade level.

2. These discussions need to be conducted on a K-12 basis. The list of skills/concepts

on the left side of the grid is generated by using the brainstorming process, asking
"what skills or concepts are part of this program goal?"

3. The SCOPE = the depth that the skills/concepts are to be taught within a program
goal.
A. Identify the skills/concepts, using single word labels when possible. (Verbs do
not belong on the list of skills/concepts.)
B. Define the scope so it is learner-based, not teacher interest or teacher expertise.

4. The SUBSKILLS/SUBCONCEPTS = the pieces of learning that belong to each

skill/concept. This list is placed in the curriculum guide and will
A. provide focus points when discussing "how to build the learning" (sequencing)
B. be developed by identifying and listing the subsets of the learning.
(for example: .01 Sentence Structure: a. simple, b. compound, and c. complex)

5. The SEQUENCE = building the learning that is taught to the students.

A. Use the subskills/subconcepts to build the learning of a skill/concept from
I®MM.
B. Focus on the sequential relationships of the learning.
C. Indicate "who" teaches "what" and to "what extent". Levels of Learning:
I = Introduce (to teach formally for the first time),
E = Expand (to build upon the skill/concept in a sequential manner),
M = Mastery (to require demonstration of the use of a skill/concept correctly
80 percent of the time),
ME = Mastery Expanded (to build upon mastery of the skill/concept), and
MM = Maintain Mastery (to require application of previously mastered skills/
concepts with materials of increasing difficulty).
D. Use ME (as appropriate) but there must be M again after one or more of these
before the MM is used.
E. Place only two MMs beyond M.
F. Place more than one Level of Learning in a "box" on the grid, IF appropriate.
(Whenever this is done, it requires at least one learner outcome for each Level of
Learning that is indicated.)
 K 1 2 3 4 5 6 7 8 9 10 11 12
Example: .01 Solar System
I/E E M ME ME M MM MM

G. Begin with who MASTERS a skill/concept, then who INTRODUCES, and then
go to EXPANDS, MASTERY EXPANDED, and MAINTAINS MASTERY.

6. REMEMBER: The curriculum decisions that are made should be based on what
OUGHT to be, not on what IS! The pertinent questions: (a) Should IT be taught? Or
(b) "How will 'this learning' help students in the future?"

Level of Learning
(Building the Learning; align with a “cognitive” taxonomy such as Bloom’s
taxonomy. Place in the cell in the grid for each grade level as needed)

Introduce (I): To teach formally for the first time.

Expand (E): To build upon the skill/concept in a sequential manner.

Mastery (M): To require demonstration of the use of a skill/concept correctly

80 percent of the time.

Mastery To build upon mastery of the skill/concept.

Expanded (ME):

Maintain To require application of previously mastered skills/concepts

Mastery (MM): with material of increasing difficult

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 Sample Language Arts Scope and Sequence Grids

SUBJECT: Language Arts

STRAND: Reading and Literature
PROGRAM GOAL: #3 To integrate comprehension skills.

Skills and Sub skills Pre K 1 2 3 4 5 6 7 8 9 10 11 12 MN

Standard code
01. Author’s Intent (purpose) I E E E M ME ME ME M MM MM
02. Sequence of Events I E M MM MM
03. Bias I E E E M MM MM
04. Graphic Organizers I E M MM MM
05. Illustrations I E M MM MM
06. Summaries I E E E M ME ME M MM MM
07. Inference/Generalization I E M ME M MM MM MM MM MM MM
08. Prediction I E M MM MM
09. Connections (prior knowledge, life, I E M ME ME M ME ME ME M MM MM MM
book)
10. Interpretations (meaning of a story) I E E M ME ME ME M ME ME ME M MM
11. Main Idea/Key Idea/Central idea I E M ME ME ME M ME ME M MM MM MM MM
12. Supporting Details I E M ME ME M ME ME M MM MM
13. Multiple-step Instructions I E E M MM
14. Compare/Contrast I E E E M MM MM M ME M
15. Fact/Opinion I E E M ME ME M MM MM
16. Cause/Effect I E E M
17. Logical Notes (highlight, underline, I E E E M ME ME M
outline, skim)

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 Sample Science Scope and Sequence Grids

SUBJECT: SCIENCE
STRAND: History and Nature of Science
PROGRAM GOAL: #1 To integrate the impact of past and present scientific knowledge with daily decision making.

K 1 2 3 4 5 6 7 8 ES BI EN CH PH AS ME AP
.01 Natural hazards
a. Effects of I E E E
M/
MM
MM

b. Consequences of I E E E
M/
MM
MM

.02 Human-induced hazards

a. Pollution (Greenhouse Effect, Ozone I E E E M ME ME M MM MM MM
Depletion)
b. Recycling (benefits/techniques/ I E E M ME ME ME M MM MM
reasons for)
c. Negative effects I E E M ME ME ME M MM MM
.03 Population growth
a. Factors influencing I E MM
M/
MM
b. Capacity I E MM
M/
MM
.04 Natural resources
a. Renewable I E E M
M/
MM
MM

b. Nonrenewable I E E M
M/
MM
MM

c. Economic impact I E E
M/
ME
M MM MM

d. Exploitation/Destruction/Enrichment I E E
M/
ME
M MM MM

ES = Earth Science
EN = Environmental Science
I = Introduce E = Expand M = Mastery ME = Mastery Expand MM = Maintain Mastery BI = Biology
CH = Chemistry
PH = Physics
AS = Astronomy
ME = Meteorology
AP = Anatomy Physiology
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