Shelby County Schools
IntroductionIn 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 ready90% of students will graduate on time100% 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 plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:Regular practice with complex text and vocabulary.Reading, writing, and speaking grounded in evidence from texts. Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. (An example of an effective daily lesson agenda appears at the end of this document.) Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.right2266950KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)00KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)Using the WIDA MPIsWIDA 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.Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Suggested Activities-Suggested Tasks, DBQs, TBQs, and Assignments– Suggestions for use in planning lessons with literacy connections. (Coded in green)Resources – Links to additional resources & Daily Lesson Plan sampleWIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Common Core State Standards: Focus on VocabularyEffective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction for native English speakers. (Examples of Tier 1 words are: clock, write, happy and walk.)Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas and may appear of redundant in oral language. Tier 2 words present challenges to students who primarily meet them in print. (Examples of Tier 2 words are: obvious, complex, establish and verify.)Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Examples are: legislative, molecule, and genre.)Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery…Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.Provide a student-friendly definition of the word.Suggest synonyms or antonyms for the word.Put the new word into a context or connect it to a known concept, morpheme, or root.Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall.Use the new words in context of the lesson.Ask questions that contain the new word; so, students must process its meaning in multiple ways.Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.Expect pairs of students to construct semantic word maps for new vocabulary.Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information.? DBQS/TDQs, may not only be in the form of an actual question, but rather tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents.?? Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills. TDQ ResourcesUnderstanding Text-Dependent QuestionsA Guide to Creating Text Dependent and Specific Questions for Close Analytic ReadingWIDAWIDA 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 have access to “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.WIDA is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: 1-2 Writing“Homes and habitats”Entering:Draw and label pictures of different types of homes or habitats from models (e.g., on bulletin boards)Beginning:Identify different types of homes or habitats from pictures or models using general vocabulary (e.g., "Birds here.")Developing:Describe different types of homes or habitats from pictures using some specific vocabulary (e.g., "Birds live in nests.")Expanding:Compare different types of homes or habitats from illustrated scenes using specific vocabulary (e.g., hives v. caves)Bridging:Produce stories about different types of homes or habitats using grade-level vocabularyExample: 1-2 Listening“Neighborhoods/Communities”Entering:Match signs around neighborhoods with actions based on oral commands and pictures or field trips (e.g., "Stop, look, listen" at railroad crossings) with a partnerBeginning:Identify signs or places in communities from oral statements and pictures or field trips (e.g., "Firefighters work here.") with a partnerDeveloping:Locate places in relation to other places or signs in neighborhoods or communities from pictures, maps, or field trips and oral statements (e.g., "The house is next to the park.") with a partnerExpanding:Find specific locations on neighborhood or community maps based on detailed oral statements (e.g., "The school is at the corner of First and Oak.") with a partnerBridging:Construct or complete neighborhood or community maps with places and signs based on a series of oral directionsGrade 1 Pacing GuideTime1st QuarterTime3rd QuarterWeeks 1-4GovernmentRecognize good citizenshipDiscuss the purpose of lawsDistinguish between conflict and cooperationWeeks 1-3HistoryInterpret timelines to show the sequence of eventsUnderstand past, present, and future Weeks 5-7CultureUnderstand and appreciate diversity of human culturesDifferentiate between family traditions and customsWeeks 4-6HistoryRecognize major historical events that shaped our Nation and State Weeks 8-9GovernmentUnderstand the Pledge of Allegiance and patriotic symbols Weeks 7-9HistoryInterpret historical passagesIdentify Tennessee leaders and their contributionsTime2nd QuarterTime4th QuarterWeeks 1-4GeographyIdentify Earth’s components: oceans, landforms, ecosystems, climateUse map keys, symbols, and cardinal directions to find locations on a map/globeWeeks 1-3Economics – Global IssuesDistinguish between natural resources, finished products, and goods/servicesRecognize Global and Environmental Issues Weeks 5-7Government – HistoryUnderstand the voting process and electionsIdentify and study current leaders Weeks 4-6Culture – Geography – EconomicsMemphis in May- Locate honorary country on a map Compare and contrast: culture, geographic features, climate, symbols, products, goods/services, and stories Weeks 8-9CultureDifferentiate between Needs and Wants Determine factors that influence a person to use money or save moneyWeeks 7-9Culture – Geography – History – EconomicsRecognize Global and Environmental Issues-Memphis in May. Locate Memphis in May country on a map/globe. Compare and contrast culture, holidays, and national symbols.* Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.TN State StandardsGuiding Questions/VocabularyTier 2 & 3 Instructional Activities & ResourcesHistory- Topic: Things Change Over TimeWeeks 1-3Suggested Texts:Then and Now by Samantha Berger If You Lived 100 Years Ago by Ann McGovern (Lexile-770L)Long Ago and Today by John SerranoMartin’s Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport (Lexile-410L)1.35 Place events in students’ own lives in chronological order. 1.36 Produce complete sentences to describe people, places, things and events with relevant details that relate to time, including the past, present, and future. 1.37 Interpret information presented in picture timelines to show the sequence of events and distinguish between past, present, and future. 1.38 Compare ways individuals and groups in the local community and state lived in the past to how they live today, including forms of communication, types of clothing, types of technology, modes of transportation, types of recreation and entertainment. 1.35 What are some of the major events that have happened in your life? I can sequence events in my life.1.36 How have things changed over time? I can describe how technology (televisions, telephones, computers, transportation) has changed over time.I can describe how the availability of food (restaurants, fast food, farms) has changed over time.I can describe how the city of Memphis has changed over time. I can describe how children of America have changed over time (homes, school, recreation, families).1.37 What do you think Memphis will look like in the future?I can sequence events from past to present.1.38 How has technology (communication, computers, transportation, etc.) changed over time? I can describe and compare different types of technology and transportation used today form that of long ago.1.38 How have events from the past changed our lives in the present?Content Vocabulary ( Tier 3):independence, transportation, equalityAcademic Vocabulary ( Tier 2):past, present, future, sequence, chronologicalVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies Create a timeline of students’ own lives in chronological order. Students may refer to: for timelines to complete the assignment. Literacy RL.7 1.36 List three ways that technology has changed over time. Draw a then-and-now picture to illustrate one of the ways. Then add a picture of what you think the object will look like in the future. Write sentences that describe what it will do and how it will work in the future. 1.37 Compare the way people in our community and state lived in the past to how they live today in a class book titled, Memphis Then & Now. Tell a family story and draw pictures representing the sequence of events in the story. Read the following article and answer the text dependent questions: Literacy SL.1.4 1.38 Use a search engine and find pictures of clothing, communication, and entertainment from long ago and from the present. Compare and contrast the images. Play the interactive game: Make a chart of inventions that are used for entertainment. Students will interview a parent/teacher/grandparent to write about what they did for entertainment when they were in first grade. Literacy RI.1.5History-People, Events, and Turning PointsWeeks 4-6 Suggested Texts:Tennessee by Julie Murray Abdo & DaughtersMy First Biography: Martin Luther King, Jr. by Marion Dane Bauer (Lexile-670L)A Hero in Disguise (Harriet Tubman) (Lexile-710L)The Right to Vote (Susan B. Anthony) (Lexile 470L)Sacagawea Biography for Kids (Lexile 760L)David Crockett (Lexile 970L)The Wright Brothers (Lexile 1000L)1.36 Produce complete sentences to describe people, places, things and events with relevant details that relate to time, including the past, present, and future. 1.39 Use informational text to help describe the importance of celebrating these national holidays: Dr. Martin Luther King, Jr. Holiday.1.40 Differentiate between fact and fiction when sharing stories or retelling events using primary and secondary sources.1.36 How did people and events help shape our Nation?I can explain how people and events helped shape our nation.1.39 Why do you celebrate Dr. King’s birthday? Why should we work together to help others in need?I can describe the importance of celebrating Dr. King’s life.1.40 How did historical events (American Revolution, Civil War, War of 1812, World War I, Nineteenth Amendment, World War II, and Civil Rights Movement) impact our Nation? I can identify facts and fiction when sharing stories.Content Vocabulary (Tier 3):history, past, present, future, hero, independence, leaderAcademic Vocabulary (Tier 2):People, place, events, important, fact, fictionVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies Read aloud the following passages and have students answer the text dependent questions: (Harriet Tubman), (Susan B. Anthony), (Sacagawea), (Davy Crockett), (Cesar Chavez), (The Wright Brothers). Skill practice option 1: Students choose a hero and write to show the main idea and details about why that person helped our nation. Skill practice option 2: Students will create a Helping Hand Poster: Name one thing they would like to change in the world (ex. Homelessness, hunger, racism, etc.) and write sentences about how they can make a difference (Journeys literacy connections: prepositions, prepositional phrases, phrasing: punctuation, expression) Literacy RI.1.71.39 Create a timeline with captions of the lives of Dr. Martin Luther King, Jr. and prominent Tennesseans using History Timeline Templates via . Students will also write an acrostic poem about Dr. King. Use the link for poems. Literacy W.1.71.39, 1.40 Go on a virtual field trip to the home of young Martin Luther King Jr. After watching and hearing about the life of Dr. Martin Luther King, Jr., watch and sing along with “Sing About Martin” at . Discuss why “caring” and “loving” are words associated with Martin Luther King Jr. and other African American leaders. Students will create a T-Chart of facts and opinions.HistoryWeeks 7-9History: Love of Our Country and Our StateSuggested Texts:Arthur Meets the President by Marc Brown (Lexile-480L)Presidents’ Day by Anne Rockwell (Lexile-800L)V is for Volunteer by Michael ShouldersTennessee-Facts-Symbols-States by Kathy FeenyOur Country (Emergent Reader) (Susan Canizares and S. Berger) (Lexile-30L)The American Flag (Welcome Books) (Lloyd G. Douglass) (Lexile-520L)1.39 Use informational text to help describe the importance of celebrating these national holidays: Presidents’ Day.1.41 Identify holidays, historic events, symbols, and famous people from Tennessee. Students will be introduced to the lives of Tennessee leaders and their contributions. 1.42 Ask and answer questions about historical events that helped shape our Nation and explain the role Tennessee played in these events.1.43 Through the use of drawings, discussions, or writings, express reasons the contributions made from these Tennessee leaders were important in the development of the state: Nancy Ward , John Sevier, Sam Houston , Sam Davis , Casey Jones , Austin Peay, Anne Dallas Dudley , Cordell Hull , Cornelia Fort, Diane Nash1.39 Why do we celebrate Presidents’ Day? If you could talk to President Washington or President Lincoln, what would you ask?I can explain why we celebrate Presidents’ Day?1.41 Can you identify Tennessee leaders? What are some examples of Tennessee’s state symbols? What are other ways that we show patriotism for our country?I can identify Tennessee’s leaders. I can research and identify patriotic symbols of Tennessee.1.42 How did leaders in Tennessee participate in events that impacted our Nation? I can explain the role of Tennessee in historical events.1.43 What are other ways that we show patriotism for our country? I can use drawings and writing to create a Tennessee Hall of FameContent Vocabulary (Tier 3):President, national, historic, Tennessee, tradition, state Academic Vocabulary (Tier 2):Leader, holiday, symbols, celebrateVocabulary Strategies:See Page 4 of the Curriculum MapVocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies, 1.41 Create a Venn Diagram to compare and contrast presidents George Washington and Abraham Lincoln. (Lexile 440L)Students will then write an opinion piece on which President they think was the best and why. Students may use the link for graphic organizers. Literacy RI.1.101.41 Students will read about Tennessee governor , Tennessee State Congress Students will find their Senator and Representatives based on Districts. Students will write a letter to the governor or congressman asking a question about how that leader is contributing to Tennessee. 1.41 Research Project -Interpreting Patriotic SymbolsStudents will research, discuss, and write about the patriotic symbols for the State of TN and United States of America. Literacy W.1.7 .Students will explain the meaning of the song "America the Beautiful” (Katharine Lee Bates and Samuel A. Ward) and identify American symbols in the song. Literacy RI.1.10Create an artistic representation (drawing, model, costume, etc.) of a patriotic symbol. Create a poster that describes the representation, how it was made, and why it was chosen. Present the information to the class. Literacy W.1.11.42 Use drawings, discussions, or writings to express why the Tennessee leaders were important in developing our state and country. Literacy RI.1.10 Use a graphic organizer to compare and contrast two Tennessee leaders.Use the following link for graphic organizers: Students will create a Tennessee Hall of Fame booklet. Display pictures of TN leaders with short biographies. Literacy W.1.1 Additional Resources Pacer Kids Against Bullying Exchange Patriotic Holidays State Symbols World Book Kids What Rights, Duties, and Obligations Does American Citizenship Entail?: Geography Activities Make Learning Fun York State K-12 Social Studies Resource Toolkit: Kindergarten-Grade 4 Celebrating Patriotic Holidays Tennessee State Symbols World Book Kids What Rights, Duties, and Obligations Does American Citizenship Entail? Reading and Study Skills: Geography Activities Make Learning Fun 10 Children’s books that teach diversity Social Studies Games and Movies Kid’s Encyclopedia Time for KidsTennessee History for Kids Studies Practice Tests History Atlas: Primary documents, Short Passages, Photos, Timelines: Photos, maps, graphs of Congress: Lesson Plans, Photos, Primary Documents Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets Digital Learning (username: shelby / password: county) Works: Social Studies Reading Passages Book Resources (Must Be Purchased) GUIDE TO WRITING A DBQ Based Questions and Constructed Response Questions Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents): Released Test Questions (All Content Areas): Launch Packs (username: shelby password: county) History Project: Lesson and Primary Documents Grade Practice Test: Document Based Question, Multiple Choice, Constructed Response Document Based and Constructed Response Questions For Elementary Students (DBQ CRQ) ................
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