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 (CCRA) 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 guides. Educators will use this guide 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
Links to Support Vocabulary Instruction & Development
http://www.learningunlimitedllc.com/2013/07/5-steps-vocabulary-instruction/
https://wvde.state.wv.us/strategybank/VocabularyStrategies.html
https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html
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 / 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.
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.
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.
Text Complexity for 6-12
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.
Third Quarter / TN State Standards / SPIs, GLEs, Evidence Statements / ContentWeeks 1-3
Reading Selections
· Literary Analysis Workshop: from “Kindertransport” (drama) and from “Anne Frank & Me” (drama)
· “The Diary of Anne Frank, Act I” (Lexile 1080; drama; See text complexity measures pgs. 848-849)
· “The Diary of Anne Frank, Act II” (Lexile 1080; drama; See text complexity measures pgs. 916-917)
Big Question: Is it our differences or our similarities that matter most? (Unit 5) / Weeks 1-3
Sample MICA Items on RL 8.4 and RL 8.6
https://micatime.com/
Create an exam using the paired texts “Ocean Watch” and “Into the Artic,” including question IDs 44497, 44499, and 44494.
Reading Complex Texts / Literature
RL.8.3
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
RL.8.4
Determine the meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
RL.8.6
Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or horror.
RL.8.7
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
Review
RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the character, setting, and plot; provide an objective summary of the text.
These standards are constant and should be taught throughout each quarter:
Cite Evidence: RL1, RI1
Analyze Content: RL/RI.8.2-9 / Literature
Evidence Statements
· Provide an analysis of how particular lines of dialogue or incidents in a story or drama propel the action. RL.8.3
· Demonstrate the ability to determine the meaning of words and phrases as they are used in a text (e.g. figurative, connotative) and/or provide an analysis of the impact of specific word choice on meaning and/or tone, including analogies or allusions to other texts. RL.8.4
· Provide an analysis of how one or more differences in the points of view of the characters and the audience and/or reader (e.g. through the use of dramatic irony) create such effects as suspense or humor. RL.8.6
· Provide an analysis of the extent to which a filmed production of a story or drama stays faithful to or departs from the text or script, including an evaluation of the choices made by the director or actors. RL.8.7
Review
· Provides an analysis of how the theme or central idea relates to the characters, setting, and/or plot. Provides an objective summary of a text. RL.8.2 / Prentice Hall Literature – Reading Selections
Unit 5: Drama - Elements of Drama, Analyzing Dramatic Elements, and Character, Action, and Theme
Literary Analysis Workshop pg. 804-813
Skills Focus: characterization, plot, theme, dialogue, cause-effect relationship, irony, types of drama, point of view RL.8.3 RL.8.4 RL.8.6
· Next Generation Glossary of Informational and Literary terms
§ See www.scsliteracy.weebly.com
(found on the middle school page)
· 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: Character, Action, and Theme
· Model: from “Kindertransport” (drama) p.809
· Independent: from “Anne Frank & Me” (drama) p.810-812
· After You Read pg. 813: Text Dependent Questions
§ (Key Ideas and Details) In what city does the train journey begin? What are the conditions on the train? Why are the people treated this way?
§ (Infer) Read the short biography of Anne Frank on page 969 and the excerpts from her diary on pages 970-974.
§ (Opinion) Does Cherie Bennett’s Anne Frank seem like the real Anne Frank? Explain. Compare your answers with a partner.
“The Diary of Anne Frank, Act I” (Lexile 1080; drama) exemplar p. 854-915 RL.8.3, RL.8.4, RL.8.6
· Skills Focus: cause/effect, moral dilemma, setting, characterization, flashback, critical view of medium, symbolism, dialogue
· Next Generation Glossary of Informational and Literary terms
§ See www.scsliteracy.weebly.com
(found on the middle school page)
· 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
· Before You Read pg. 849. (Act I)
· Reading Skill: Cause and Effect
· Literary Analysis: Dialogue
· Critical Thinking pg. 912: Text Dependent Questions
· (Key Ideas and Details) In Scene 1, what objects does Mr. Frank find in the secret rooms? (Infer) How are these objects connected with the rest of the act?
· (Arguments) What does Mr. Frank’s reaction to the crisis involving the thief reveal about his personality, as compared with Mr. Van Daan’s? In general, what do the stresses faced by the families tend to bring out more – their differences or their similarities? Support your answer with specific examples.