ela curriculum
DESCRIPTION
ELA Curriculum. New Brunswick Public Schools – September 5, 2012. Welcome Back. On your index card please write down one thing you want to do in literacy this year. Goals for Today. 1. Become more familiar with the ELA Curriculum 2. TALK ABOUT IT 3. Share ideas 4. - PowerPoint PPT PresentationTRANSCRIPT
ELA CURRICULUM
New Brunswick Public Schools – September 5, 2012
Welcome Back
On your index card please write down one thing you want to do in literacy this
year.
Goals for Today
1. Become more familiar with the ELA Curriculum
2. TALK ABOUT IT 3. Share ideas 4.
Focus for English Language Arts What we teach – Coherent Curriculum How we teach- Sound Lessons Purposeful Reading and Writing –
Authentic Literacy
Common Core
Standards Alignment and the curriculum Supporting all students to meet the
Common Core Standards. Students experience Common Core-
aligned instruction
Curriculum Components
Unit Maps Heading, Unit Number & Title Timeline Enduring Understandings Essential Questions Summative Assessment Objectives Resources Technology Integration Are there any questions about the format?
Curriculum highlights
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level.
Students will need to learn a strategy or skill, for example, and apply it in varying circumstances and within varying levels of text complexity.
Example: Check for Understanding
Curriculum highlights
There are ELA standards that demand much more instructional and practice time than the unit affords.
Sometimes the skill is applied orally and then in writing, but there are many ways that students acquire skills.
The standards have objectives written to address the level and expectation that students should meet.
ELA Curriculum Shift
Standards increase in complexity from K-12, helping to articulate what students need to know and be able to do along this trajectory and assist with differentiation
Literacy-building in all content areas Emphasis on teaching reading of
informational text No matter what level students are working
on, all students will be working on the same standard. (differentiation)
ELA Curriculum Shift
Emphasis on steadily increasing students' ability to understand more and more complex text over time
DRA-2 will provide evidence of student progress.
Integration of research skills across standards and grades (use of leveled libraries)
Curriculum Components
Activity Maps Suggested Activities/ Strategies and
Resources Teacherspayteachers.com, pinterest,
Missmelissahoward.wikispaces.com, Daily 5, CAFÉ, Words their Way
Curriculum Infusion Levels of Instruction
Prize Slide
Lesson Planning
Effective lesson planning is at the core of effective teaching
Organization is the key to success
“The effective teacher is one who teaches to an objective, at the correct level of difficulty, and then monitors and adjusts instruction to maximize student learning.”
Madeline Hunter
Steps to Lesson Planning
Getting Students Ready to LearnReviewAnticipatory Set - focus attention, gain interest - the "hook", connect new to knownStating the objective
How to choose a good fit book Youtubelink here Instruction
Input and modeling
Steps to Lesson Planning
Checking for Understanding- Check for understanding
Guided practice - provide feedback without grading
Independent PracticeIndependent practice - usually for a graded assignment
What does it look like?
Guiding Questions-KUD
What should students know? do? The “Know” goals represent facts and
procedural knowledge such as know the names and locations of all continents and major bodies of water.
(Every letter has a sound)
Guiding Questions Continued What should students understand? (letters and sounds produce words.etc) The “Understand” goals are also known
as “big ideas,” “essential understandings,” or generalizations, and represent ideas that are
transferable to other contexts (e.g. time, cultures, situations).
Guiding Questions Continued What should students be able to do? (Students will be able to write as a form of
communication) The “Do” goals represent skills and are
transferable to other contexts such as: write persuasively for a given topic and specified
audience, or compare and contrast similarities and differences of two civilizations.
Differentiation
Content - Because students vary in readiness, skill levels, interests and learning styles, it is important to vary or differentiate content in response to those student traits
Process - varying learning activities or strategies to provide appropriate methods for students to explore the concepts.
Product - varying the complexity of the product that students create to demonstrate mastery of the concepts
Other areas of emphasis
MODELING Formative Assessment Guided Practice Independent Practice Individual measurability Infusion of Technology Input Instructional grouping MODELING
Think Pair Share your thoughts Revisit your initial goal Closing statements Questions
