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 Work 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/1098/text-set-project-sequenced-under-construction / Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Curriculum Maps, Grades K-2
● Begin by examining the text(s) selected for the week and the target Reading Foundational Skills. Read them carefully and become familiar with both the text(s) and the target foundational skills for the week. At this grade band, decoding and language comprehension are of equal importance and need to be addressed fully every day.
● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:
○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.
● Plan your weekly and daily objectives, using the learning target statements to help.
● Study the suggested performance assessments in the right-hand column, and match them to your objectives.
● When planning for the reading of a text, 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. Remember that at this grade band complex text will probably need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.
● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills.
● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for 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 DOE Curriculum Standards / Learning Outcomes / Content & Tasks /Week 1-Lesson 8
Reading Selections
· “A Musical Day”
· “Drums”
Big Idea: Music is part of our everyday life.
Read for the Record selection—Not Norman: A Goldfish Story
Reading Foundational Skills
RF.1.1a-Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3b-Decode regularly spelled one-syllable words.
RF.1.4a-Read on-level text with purpose and understanding. / Strategies and Skills
· Identify beginning, middle, and ending sounds
· Segment sounds orally
· Match sounds to letters
· Blend sounds to decode simple CVC words
· Read aloud
· Strategies for systematic and explicit phonemic awareness and phonics instruction in Unit 3 of the TNCore Summer Training 2013 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx
· Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/
Learning Targets (I Can…)
· Identify parts of a sentence (capital letter, period, complete thought).
· Read and spell words with short o and blends with l.
· Read familiar text. / Print concepts, phonemic awareness, phonics, fluency
· Print Concepts: Complete Sentences
· Phonemic Awareness: Segment Phonemes and Middle Sounds
· Phonics: Short o; Blends with l
· Fluency: Phrasing--Natural Pauses
Performance Assessments
· Journeys Progress Monitoring
· Journeys Grab-and-Go Assessments
· Teacher-created
Literacy Station Activities
· Phonics/word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught, Journeys flip chart
· Fluency station-read words and phrases; read along with a recording
· http://www.fcrr.org/curriculum/studentCenterActivities.shtm -phonics and fluency activities
Reading Literature and Informational Text
RL.1.6-Identify who is telling the story at various points in a text.
RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.
RI.1.6-Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.7-Use the illustrations and details in a text to describe its key ideas. / Strategies and Skills
Comprehension Skill
· Sequence of Events
· Narrator
Comprehension Strategy
· Analyze and Evaluate
Learning Targets (I Can…)
· Retell a story in the correct sequence.
· Tell who is telling the story in a text.
· Use illustrations to help with meaning. / Performance Assessments
· Journeys Progress Monitoring
· Journeys Grab-and-Go Assessments
· Journeys Cold Reads
· Teacher-created
Performance Task - Optional
· Complete a story map or retell the story using story sequence cards.
Text-dependent questions:
· Why does Aunt Viv come? (key details)
· Who is telling the story and how do you know? (author’s craft)
· How would you describe Aunt Viv? (inferences)
· What do the children in “A Musical Day” have in common with Yolanda Martinez in “Drums?” (intertextual connections)
Literacy Station Activities
· Comprehension station: Sequence (story map, story sequence cards, retelling), Journeys flip chart
· http://www.fcrr.org/curriculum/studentCenterActivities.shtm -comprehension activities
Writing/Research
W.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.7-Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / Strategies and Skills
· Write to inform
· Locate information
· POW + TIDE graphic organizer (TDOE)
· Information about Self-Regulated Strategy Development (SRSD) http://iris.peabody.vanderbilt.edu/module/srs/
Learning Targets (I Can…)
· Write a thank-you note.
· Use exact adjectives to make writing clear.
· Work with friends to find information. / Routine Writing
· Write in response to text (p. T239)
Writing Tasks
· Prewrite, draft, proof and publish a thank-you note
Writing Resources from TDOE
http://www.tncore.org/training/2014summer-training-materials/2014stts-early1-2.aspx
Speaking and Listening
SL.1.1a-Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.6-Produce complete sentences when appropriate to task and situation. / Strategies and Skills
· Listen politely
· Stay on topic
Learning Targets (I Can…)
· Follow rules for classroom discussion.
· Speak in complete sentences. / Performance Assessments
· Journeys Progress Monitoring
· Journeys Grab-and-Go Assessments
· Teacher-created
Opening Routines:
Teacher’s Edition
pp. T208, T232, T242, T254, T264
Guided Retelling: p. T229
Classroom Conversation: p. T238
Language
L.1.1a-Print all upper- and lowercase letters.
L.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.1.2a-Capitalize dates and names of people.
L.1.2b-Use end punctuation for sentences. / Strategies and Skills
· Recognize and use complete sentences
· Recognize and use statements
· Use context to define words
· Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction
Learning Targets (I Can…)
· Print letters correctly.
· Speak in complete sentences when discussing text.
· Identify statements.
· Write statements. / Vocabulary
· Define Words
· Daily Vocabulary Boost
· Enrich Vocabulary (p. T250)
Vocabulary for Explicit Instruction
· Today, now, lot, band (instrumental), guitars, drums
Language Arts
· Statements
Literacy Station Activities
· Vocabulary station: illustrate words,
· http://www.fcrr.org/curriculum/studentCenterActivities.shtm -vocabulary activities
Performance Assessments
· Journeys Progress Monitoring
· Journeys Grab-and-Go Assessments
· Teacher-created
Week 2-Lesson 9
Reading Selections
· “Dr. Seuss”
· “Two Poems from Dr. Seuss”
Big Idea: Many things cause stories and poems to be funny.
Reading Foundational Skills
RF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).