data analysis was how curriculum aligns with state standards. A common response from the teachers was that the fifth grade reading curriculum was aligned to the Ohio
Academic Content Standards. All four reading teachers identified the curriculum map as the guide used to teach the state standards in the fifth grade reading classroom. Teachers A1 and B1 shared that their schools have a curriculum map that is aligned to the state standards. Teacher B1 stated “We have a district-wide curriculum map that is aligned with the state standards.” Teacher A2 stated the following:
Our curriculum map is aligned to the state standards and whatever indicator or whatever content statement that I'm working on, I just make sure that the stories or the, the lessons or the activities that go along with the standards match up to that curriculum map.
Likewise, the principals both said that the curriculum map provided by the district is used by fifth grade reading teachers in delivering state standards. Principal PB stated,
Our map is based on about a 4- to 6-week month where standards are already mapped out for teachers, and what they are able to do is break down their reading program to help those standards that are already within that curriculum. And I think it's also a great way that we can do some cross-curriculum, because our
reading map is also tied into our social studies maps, so we're able to cross- curricular their reading and social studies.
Principal PA also shared that while it is not a requirement of the state, but rather a district-driven initiative, “They do have a curriculum map and there are things on the ODE website that the state does provide that we expect for teachers to be able to use in order to supplement the map.” PA also shared that she was not directly involved in the process, but from her school “A third grade reading teacher and the lead teacher for third through sixth grade participated in the curriculum alignment process.” On the other hand, principal PB shared,
I used to work on the curriculum team to help put the maps together a couple of years ago and we, as a group of teachers, just met and looked at those programs or differentgrade levels, and just came up with, based on the state assessment what standards we needed to have our students meet.
A review of the curriculum map (see Appendix J) detailed the state standards in units with specific months assigned as a pacing guide to cover the standards.
Of note, only two participants in this research study were directly involved in the curriculum alignment process. Both PA and PB shared that only two teachers from each school participated in the curriculum alignment process. While all of the participants were aware of and used the curriculum map, they had differing views on the alignment of their reading programs to the state standards and the curriculum map. A review of the
fifth grade reading textbooks found a phonics-based program which integrated comprehension, fluency, and writing. Teacher B2 shared,
As the teacher or the support, we're not really familiar with the actual correlation between the state standards and the reading program. We just entrust in our administration of making sure that we have the necessary materials that we need to teach.
PA shared that she “allowed my teachers leverage to use novels” to supplement the reading program. Teacher A2 explained how limiting the textbooks were in the fifth grade reading classroom,
The textbook they were using in the fifth grade I thought was very low for fifth grade. It wasn't a challenge at all, the stories were basically boring. They weren't relating to the kids, and I don't think the textbook was relating to the fifth grade, so I would try to bring in a lot of novels, because the textbook, I didn't think was very appropriate.
Even though the textbooks did not align to the standards outlined in the
curriculum, the teachers shared strategies that they used to teach to the standards. Teacher B1 shared “We will ensure that students know and understand what the standard is by breaking down the standard into student-friendly language.” Teacher A2 said “I did a lot of hands-on, which brought out writing.” Teacher A1 and teacher B2 explained using phonics to get students to learn. They used formative assessments to evaluate students’ mastery of the state standards. For example, teacher A1 used “formative-type
assessments, more paper pencil type things,” and teacher A1 used “formative assessments all throughout, the class day, week observation, whether it's exit slips, or a warm-up from the previous day's lesson.”
In summary, all six participants indicated that the curriculum map was aligned to the state standards. My review of the curriculum map document revealed that although the curriculum map gave details of state standards, there was no evidence of alignment of the fifth grade reading program materials to the state standards. Most of the teachers suggested that they did not believe that their reading program was aligned to the map because they were not integrally involved in the process. While the principals allowed the use of other materials to meet the standards, some teachers felt disengaged from the curriculum alignment process. However, the teachers found strategies to teach and
measure students’ mastery of the standards outlined in the curriculum map. The onus was then on teachers to align their textbook materials to standards.
Subquestion 2: What Are Teacher’s Perceptions on the Best Instructional Practices