Course Description
This course will focus on the advanced design, implementation, and evaluation of standards-aligned curriculum for students in early elementary grades (typically grades 1–3). Students will engage with research-based instructional frameworks and critically examine state and national content standards across core disciplines, including literacy, mathematics, science, and social studies. Emphasis will be placed on interdisciplinary curriculum integration, differentiated instruction for diverse learners, assessment-informed instructional design, and the strategic use of digital tools to enhance learning outcomes. Through applied learning experiences and critical analysis, students will construct rigorous curriculum units that demonstrate developmentally appropriate practice, instructional coherence, and responsiveness to student diversity. (3 credits)
Prerequisites
- EDU 501: Integrated Foundations of American Education
- EDU 503: Curriculum Design Models
Student Learning Outcomes (SLOs)
Students who successfully complete this course will be able to:
- Synthesize theoretical research on infant and toddler development to inform curriculum design and implementation.
- Apply knowledge of child development theory to create developmentally appropriate curriculum components.
- Demonstrate familiarity with curriculum design models that support equitable, standards-aligned instruction.
- Design differentiated learning experiences using UDL and equity-centered frameworks.
- Develop integrated instructional experiences that promote inquiry, equity, and disciplinary literacy.
- Apply MTSS and UDL principles to adapt curriculum that supports equity and access.
Course Activities and Grading
| Assignments | Weight |
|---|
Discussions (Weeks 1-8) | 25% |
Blogs (Week 1-8) | 25% |
Assignments (Weeks 1-7) | 25% |
Final Project (Week 8) | 25% |
Total | 100% |
Required Textbook
- This course uses Open Educational Resources (OER). OER are openly licensed, educational resources that can be used for teaching, learning and research. OER may consist of a variety of resources such as textbooks, videos and software that are at little or no cost for students.
Course Schedule
Week | SLOs | Readings and Exercises | Assignments |
1 | 1,2 | Topic: Foundations of Early Elementary Curriculum - Developmental theory in early childhood education
- Common developmental traits and accomplishments in Grades 1–3
- Applying developmental knowledge to curriculum planning
- Read and Review:
| - Read and review assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Assignment - Developmental Snapshot + Standards Connection
|
2 | 3,4 | Topics: Curriculum Design Principles and Frameworks - Understanding by Design (UbD) and backward curriculum planning
- Universal Design for Learning (UDL) and inclusive access
- Curriculum alignment, clarity, and equity-focused planning
- Developmentally appropriate, playful learning as a design principle
- Read and Review:
- Read K–12 Universal Curriculum Design Principles (CSDE, 2022), pp. 1–14
- Read Understanding by Design Framework (Wiggins & McTighe, 2011)
- Read CAST UDL Guidelines (CAST, 2024)
- Read DAP: Planning and Implementing an Engaging Curriculum to Achieve Meaningful Goals(NAEYC, 2020)
- Read Learning through play: a review of the evidence(Zosh, Hirsh-Pasek, et al, 2017, the Lego Foundation)
- Read The Power of Play: Encouraging Cognitive Development Through Structured Activities (David, 2025)
| - Read and review assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Assignment - UbD Stage 1 Planner + Reflection
|
3 | 3,4 | Topics: ELA Scope and Sequence in Early Elementary - Progression of foundational literacy skills (phonics, fluency, comprehension, writing)
- Using screening tools and commercial curricula to inform instruction
- Integrating literacy across content areas and disciplines
- Read and Review:
- Read CT Core Standards: English Language Arts, K–5 Progression(CSDE, 2015), pp. 9–22
- Read Common Core State Standards Key Shifts in English Language Arts(Common Core State Standards Initiative, 2010)
- Read The science of reading explained(Jiban, NWEA, 2024)
- View What is the science of reading?[Video] (UFLI, 2021)
- Review Connecticut's Approved K-3 Reading Curriculum Models or Programs(CSDE, 2024)
- Review What Constitutes a Science of Reading Instruction?(Shanahan, 2020)
- Review Approved Menu of Research-based K-3 Literacy Universal Screening Assessments 2025-26 (CSDE, 2021)
- Review Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Common Core State Standards Initiative, 2010), focus on Grades 1 - 3
| - Read and review assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Assignment - ELA Scope and Sequence Planning Tool + Reflection
|
4 | 3,4 | Topic: Mathematics in Early Elementary - Developmental progressions in operations, number sense, measurement, and geometry
- Concrete-representational-abstract (CRA) and developmental math learning models
- Designing for conceptual understanding through visuals, tools, and manipulatives
- Read and Review:
- Review Common Core State Standards For Mathematics K-2 Domain Progressions(Gottlieb, 2020)
- Read Common Core State Standards: Key Shifts in Mathematics (Common Core State Standards Initiative, 2010)
- Review NCTM Elementary Standards Overview(NCTM, n.d.)
- View Introduction to the Common Core State Standards for Mathematics[Video] (Belford, 2016)
- View The 8 Standards for Mathematical Practice[Video] (Math Videos that Motivate, 2020)
- Read What Is The Concrete Representational Abstract (CRA) Approach And How To Use It In Your Elementary Math Classroom(Johnson, 2025)
- Read Using the CRA Framework in Elementary Math (Savas and Beverly, 2024)
- Read SEEING AS UNDERSTANDING: The Importance of Visual Mathematicsfor our Brain and Learning(Boaler, Chen, Williams, and Cordero, 2016)
- Read Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts(Boaler, 2015)
| - Read and review assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Assignment - Math Concept-Based Lesson Design
|
5 | 3,4,5 | Topics: Science & Social Studies Standards in Early Elementary - Inquiry-based learning and phenomenon-driven instruction (NGSS)
- Civic competencies, cultural relevance, and global awareness (Social Studies)
- Disciplinary literacy and integration with ELA/math
- Read and Review:
- Read Next Generation Science Standards (NGSS) Fact Sheet(NGSS, n.d.)
- View How to Read the Next Generation Science Standards(Achieve, 2016)
- Read Three Dimensional Learning(NSTA, 2016)
- Read NGSS DCI Arrangements, (review Grades 1-3) (NGSS, 2013)
- Read NGSS K-5 by Topic (review Grades 1-3) (NGSS, 2013)
- Read Topic Arrangements of the NGSS(NGSS, 2013)
- Read CT Social Studies Framework (CSDE, 2015), p. 6-12 and 19-51
- ReadPower of Playful Learning in the Early Childhood Setting (Zosh et al., 2020), Chapter 5
- Read “Why Do You Think That?” Exploring Disciplinary Literacy in Elementary Science, History and Visual Arts(Kennedy, 2024)
- Read Addressing Disciplinary Literacy: An Examination of Teachers’Instruction in First Grade (Martin, Stefanski, and Martin, 2020)
- Read Empowering Elementary Students With Disciplinary Literacy(Collier, 2023)
| - Read and review assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Assignment - Integrated Mini-Lesson Design – Science or Social Studies + Literacy
|
6 | 4,6 | Topics: Differentiation and Diverse Learners - Overview of MTSS structure and purpose
- Designing accessible Tier 1 instruction using UDL and DAP
- Using data to inform Tier 2/3 supports and responsive differentiation
- Read and Review:
- Read CAST UDL Guidelines (CAST, 2024)
- Review CAST UDL Guidelines Frequently Asked Questions (CAST, 2024)
- Review If Equity is a Priority, UDL is a Must(Novak, 2021)
- Read Tomlinson’s Differentiated Instruction Framework (Tomlinson, 2017), selected pages
- Read Revised Menu of Grades K–3 Literacy Universal Screening Assessments (CSDE, 2025) p. 1-6 (begins on p. 8 of the PDF)
- Read MTSS: What Is a Multi-Tiered System of Supports?(Pendharkar, 2023)
- Review Essential Components of MTSS(American Institutes for Research, 2025) (spend time reviewing all resources on this site)
- View MTSS in 90 Seconds - What is a Multi-Tiered System of Support?[Video] (CharacterStrong, 2024)
- Read What is Culturally Sustaining Pedagogy?(IES, n.d.)
- Review Components of Social, Emotional, and Intellectual Habits: Kindergarten through Grade 3(CT SDE, 2016)
| - Read and review assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Assignment - Differentiation Without Deficit – Designing for Equity
|
7 | 5,6 | Topics: Assessment & Technology Integration for Responsive Curriculum Design - Formative vs. summative assessment in unit design
- Using universal screening data to inform instruction
- Embedding tech tools for differentiation and engagement
- Evaluating digital content for inclusivity and access
- Read and Review:
- Read DAP: Observing, Documenting, and Assessing Children’s Development and Learning (NAEYC, 2020)
- Read Understanding By Design® Framework (McTighe& Wiggins, 2011)
- Read Department of Education Introduces Two AI Programs (Appel, 2025)
- Review Using Rubrics for Instruction and Assessment in the Elementary Classroom [Podcast] (The Classroom Commute, Podcast, n.d.)
- Read Data-Based Decision-Making for Core Instruction: Not Just for Intervention(Wang & Yoon, 2025)
- Read UDL and Blended Learning: Removing Barriers with Design. (Tucker, 2021)
- Review Connecticut Interim Assessments: Smarter Balanced and Next Generation Science(CT SDE, 2025)
- Review Common Sense Education: Apps and Websites for Learning (n.d.) (spend time exploring the various ed tech tools)
- Watch GRASPS for Assessment Design(Scott, 2013)
| - Read and view assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Assignment - Designing Assessments That Matter
|
8 | 1-6 | Topic: Final Project – Curriculum Unit Design - Integrating course content into final curriculum unit
- Peer review using a standards-based rubric
- Reflecting on design choices and responsiveness to learners
- Read and Review:
- Review course readings and references selected across all weeks
- Revisit UbD Framework Summary (Wiggins & McTighe, 2011)
- Reflect on feedback from previous weeks’ discussions and assignments
| - Read and view assigned material
- Review the lecture material
- Participate in Discussion Board
- Participate in Blog/Vlog
- Submit Final Project - Designing a Standards-Based Curriculum Unit for Grades 1–3
- Complete Course Evaluation
|
COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.
