Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,
● 80% of our students will graduate from high school college or career ready
● 90% of students will graduate on time
● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
How to Use the Literacy Curriculum Maps
Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):
http://www.tncore.org/english_language_arts.aspx / Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:
http://achievethecore.org/page/642/text-complexity-collection / Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder / Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions Resources:
http://achievethecore.org/page/710/text-dependent-question-resources / Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary / Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Text Complexity in the Pearson Textbooks
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as meeting all non-negotiable criteria and some indicators of superior quality.Non-negotiable criteria are Foundational Skills (as applicable),Complexity of Texts,Quality of Texts, andText-Dependent Questions.
All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:
· The Item Sampler (MICA) can be found here: https://micatime.com/
· TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools
· Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA!
· Ten Things to Know about TNReady from the TDOE
· TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.
· Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks
Using the Curriculum Maps, Grades 6-8
· Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”
· Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.
· Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
· Plan your weekly and daily objectives, using the evidence statements to help.
· Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.
· Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.
· Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.
· Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
/ TN State Standards / Evidence Statements / Content /Weeks 1-3
Reading Selections (Unit 6)
· Literary Analysis Workshop - “From Black Ships Before Troy” and “Black Cowboy, Wild Horses”
· “The Lion and the Bulls” (fable) and “A Crippled Boy” (Vietnamese folk tale) (Lexile 840; challenging context and vocabulary)
· Reading for Information: “Satellites and Sea Lions” (news release) and “California Sea Lions” (encyclopedia entry)
See text complexity rubrics on pg. 838-839
Big Question: How Much Do Our Communities Shape Us? (Unit 6) / Sample MICA Items on RL 6.2, RL 6.3, RL 6.5, 6.L.4
https://micatime.com/
Create an exam using the text “The Crane Wife of Hokkaido,” including question IDs 43813, 43172, 43816, 43331, and 43171.
For writing practice, consider sample MICA Items on W 6.2
https://micatime.com/
Create an exam using question IDs 44008 or 44010. Editing tasks are found with ID numbers 43977 and 43837.
Reading Complex Texts / Literature
RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Informational
RI.6.5
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.2
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.9
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
These standards are constant and should be taught throughout each quarter.
Cite Evidence: RL1/RI1
Analyze Content: RL/RI.6.2-9 / Literature
Evidence Statements - Literature
· Providesadescriptionofhowthethemeor central idea isconveyedthroughparticulardetails.
· Provides a summary of the text distinct from personal opinions or judgments. RL.6.2
· Provides a description of how a particular story’s or drama’s plot unfolds in a series of episodes toward a resolution.
· Provides a description of how the characters respond or change as the plot moves toward a resolution. RL.6.3
· Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL.6.5
Evidence Statements – Informational
· Provides an analysis of how a particular sentence, paragraph, chapter or section fits into the overall structure of a text.
· Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.5
· Provides a statement of how the central idea is conveyed through particular details.
· Provides an objective summary of the text distinct from personal opinions or judgments. RI.6.2
· Provides a comparison and contrast of one author’s presentation of events with that of another. RI.6.9 / Prentice Hall Literature – Reading Selections
Unit 6: Folk Literature – Elements of Folk Literature, Determining Themes in Folk Literature, Analyzing Structure and Theme
Literary Analysis Workshop pg. 822 RL.6.2, RL.6.3, RL.6.5
· Elements of Folk Literature
· Determining Themes in Folk Literature
· Analyzing Structure and Theme
· Skill Focus: elements of folk literature, stated or implied theme, structure, plot, setting, characters, patterns, irony, diction, folk and fairy tales, fables, legends, myths, fantasy
· Literary Text Glossary (definitions of skills)
www.scsliteracy.weebly.com
(sign in, more, found on the middle school pg)
· List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf
§ See pages 26-71 for ELA Tier 3
· Close Read: Story Development pg.828
· Model Skill: “From Black Ships Before Troy”
http://achievethecore.org/page/1132/black-ships-before-troy-the-story-of-the-iliad
· Independent Practice: “Black Cowboy, Wild Horses” RL.6.2, RL.6.3, RL.6.5
§ Black Cowboy, Wild Horses Unit http://achievethecore.org/search?q=Black+Cowboy%2C+Wild+Horses
§ After You Read pg. 837 (Text Dependent Questions)
1. (Key Ideas and Details) What examples does the story provide about Bob Lemmon’s legendary ability? (Infer) What danger does Bob face in approaching the mustangs too soon?
2. (Infer) How does Bob depend on Warrior? (Opinions, Arguments, Intertextual Connections) Why does it seem that Warrior’s goals or dreams are the same as Bob’s goals?
“The Lion and the Bulls” pg. 848 (fable) and “A Crippled Boy” (Vietnamese folk tale) pg. 850 (Lexile 840; challenging context and vocabulary) RL.6.2, RL.6.3, RL.6.5
See text complexity rubrics on pg. 838-839
· Skill Focus: cause and effect, fables and folktales, fantasy, theme, structure, plot, irony, diction
· Literary Text Glossary (definitions of skills)