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.left2258060KeyATOS: 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 CorwinPress.WIDAWIDA 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: Pre-K-K Listening“Symbols and Holidays”Entering:Point to or locate symbols or holiday scenes in classrooms, pictures, or objects named orally (e.g., flags)Beginning:Show symbols or holidays from pictures or objects based on oral commands (e.g., a pumpkin with a face)Developing:Match symbols with illustrated scenes based on oral directionsExpanding:Identify symbols within illustrated scenes based on oral directionsBridging:Find symbols based on oral descriptions or oral readingExample: Pre-K-K Writing“School”Entering: Draw personal responses to people, places, or objects in school from pictures or models)Beginning:Represent people, places, or objects in school from pictures and models using letters or scribble writingsDeveloping:Label people, places, or objects in school from pictures and models using words with invented spellingsExpanding:Make lists of people, places, or objects in school from pictures and models using words or phrases with invented spellingsBridging:Create "stories" about people, places, or objects in school from pictures using phrases or short sentences with invented spellingsKindergarten Pacing GuideSuggested Time1st QuarterSuggested Time3rd QuarterWeek 1-3Culture – Government – Civics – HistoryRecognizing differences among people and communities; Rules and laws, Rights and responsibilities; Character traitsWeeks 1-3History - EconomicsInterpret timelines to show the sequence of eventsUnderstand past, present, and future. All people have basic needs, wants, and jobs to provide support.Week 4-6Government – Civics – HistoryUnderstanding symbols and appreciating the diversity of human cultureDifferentiating between family traditions and customsSymbols stand for things that are important to peopleWeeks 4-6HistoryRecognize major historical events that shaped our Nation and State. People have different types of jobs in our community.Week 7-9Government – Civics – HistoryRecognizing the role of various leaders as authority figures.Weeks 7-9History – Culture – Economics All people have basic needs, wants, and jobs to provide support.There are differences among people and their communities.Suggested Time2nd QuarterSuggested Time4th QuarterWeek 1-3GeographyMaps and globes help us locate places in our community/world and are a source of information. We can track events and holidays with the use of a calendar.Weeks 1-3HistoryMany people have made lasting contributions and differences in our history to help form our state.April in April - Celebrating national holidays help us remember our past.in Africa Week 4-9Government – History - CultureCelebrating national, traditional and cultural holidays help remember our past.Voting/Elections/Current leaders Weeks 4-6Culture – Geography – EconomicsAfrica in April-Locate honorary country on a map Compare and contrast: culture, geographic features, climate, symbols, products, goods/services, and storiesWeeks 7-9Culture – Geography – Economics – HistoryRecognize Global and Environmental Issues- Memphis in May.Locate Memphis in May country on a map/pare and contrast culture, holidays, and national symbols.left271145~Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.~0~Please note these time frames are suggested/estimated times. Actual instruction may vary due to schedule complications, remediation efforts or other factors.~TN Social Studies State Standards Guiding Questions/ “I Can” Statements /Vocabulary Tier 2 & 3 Suggested Instructional Activities & ResourcesGeographyWeeks 1-3Suggested Texts:Me on a Map by Joan Sweeney (280L) . 11 Use correctly words and phrases that indicate location and directions such as up, down, near, far, left, right, straight, back, in front of and behind. (G)K.12 Explain that a map is a drawing of a place to show where things are located and that a globe is a round model of the Earth. (G)K.13 Identify the student’s address, city/town, school name, and Tennessee as the state in which they live. (G)K.14 Identify the location of Tennessee and the United States on a map. (G)K.11 How can we find specific locations on a map? How do we use maps and globes?I can use words to indicate location and directions. I can identify my address, city/town, school name and my state name.I can use a map or globe.K.12 Why are maps and globes important?I can explain why maps are important.K.13 When would you use a map or a globe?I can determine when to use maps and globes.K.14 How do we recognize symbols on a map?I can find Tennessee on a map of the United States. Content Vocabulary (Tier 3): map, globe, state United States of America, EarthAcademic Vocabulary (Tier 2): neighborhood, symbol, Identify, explain, location, directions down, near, far, left, right, straight, back, in front of, behind Vocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculum Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies K. 11 The teacher will use different methods teach the meaning of positional words. Teachers may use visuals or create an anchor chart that depicts the desired positional words. The teacher may also show a short video on positional words using the link . After the teaching of the positional words, the teacher may pay a game “Where’s My Cube?” where the teacher gives each child a small object, such as a cube, and a box. As the teacher says different positional words, the children will demonstrate each word using the object and box, cup, or milk carton. The teacher will say: Show me the following:The cube is in the box.The cube is under the box.The cube is beside the box.The cube jumped over the box.The cube is behind the box.The cube ran around the box.The cube is on the boxThe cube is behind the box.The cube is in front to the box.The cube is near the box.The cube is far from the box.Additional Positional Words Activities K.11 Students will use positional words to tell where specific locations are on a Map of Tennessee’s major cities using the link. The teacher will ask questions such as:What cities are near Nashville? How do you know the cities are near?What cities are far from Memphis? How do you know they are far?What cities are to the right of Nashville/What cities are to the left of Nashville? Students will then discuss and write about the importance of knowing and using positional words. Literacy RL.K.1-. RI.K 10 K.11, K.12, K.13 Students will walk/look around the classroom to pinpoint specific items/ areas that should be identified on a classroom map. Have a basic drawing of the classroom available, allow the students to decide what should be included in the map. Create a map of the school and plot at least 3 locations. To see a demonstration, the teacher may refer to the link during planning of the lesson. The teacher will then ask questions that demand the student to use positional words to determine the location of different items/areas in the classroom.K.13 After students listen to the story Me on the Map via the link , students will create a flip book of their address, city, school, and state. Teachers may refer to the link to for flipbook templates.K.14 After the teacher displays a map of the united states and identifies Tennessee, students will find Tennessee on a map by coloring the state of Tennessee. Teacher may give student the map from the link . Student may also write sentences using positional words that describe the location of Tennessee. For example: Tennessee is near ________.Tennessee is above ______.Tennessee is far from _____.Literacy W.K.2, W.K.7Government and CultureWeeks 4-5Suggested Texts:What Does the President Do? by Amanda Miller (450L)K. 20 Identify roles of authority figures at home, at school, in government to include parents, school, principal, volunteers, police officers, fire and rescue worker, mayor, governor, and president. (G,C)K.22 Demonstrate good citizenship and identify characteristics of citizens of the United States as described in the Constitution.K.26 Locate and describe events on a calendar, including birthdays, holidays, cultural events and school events. (H)K.20 What is the role of the President of the United States? Who is the current President of the United States? How does a person become president of the united states? Why is there a need for a President of the United States of America?I can describe the role of the president of the United States of America.I can identify the current President of the United States of America.I can explain the need for a president in the United States of America.K.22 How does a person become president of the united states? What role do U.S. citizens play in the selection of the President of the United State?I can describe how a person can become President of the United States of America.K.26 Why is Election Day important in the United States of America? Who participates in Election Day?I can escribe the importance of Election Day.I can describe people who participate in Election Day.Content Vocabulary (Tier 3): election, president, citizen, citizenship, government, rightsAcademic Vocabulary (Tier 2):Demonstrate, identify, describe, votingVocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculum Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies K.20, K.22 (Civics Unit) After reading aloud, What Does the President Do, the teacher will ask text dependent questions. Some questions may include:What is the main role of the president of the United States?Where does the president live and work?How is the President involved with laws for citizens? How does the President travel?As students answer the text dependent questions, the teacher will chart the answers for students to view. After answering questions in whole group, students will individually write about the role of the president of the United States. Literacy RI.K.1, RI.K.2, RI.K.7, W.K.2,W.K.8K.22, K.26 (Civics Unit) The teacher will read on the Presidential Election Process to gain knowledge about the process. The teacher will then create an anchor chart to present to students about the steps of the election process. Students will then sequence the teacher’s condensed version of election process using teacher created cards.Literacy RI.K.1, RI.K.2K.20, K.22, K.26 (Civics Unit) The teacher will read aloud information about current presidential candidates using the link . The teacher will then use a t-chart to tally classroom votes for a mock Presidential Election on Election Day. Students will conclude the lesson and unit by answering the following question in writing:Why is it important for people of the United States of America to vote for a president? Literacy RI.K.1, RI.K.2, RI.K.7, W.K.2,W.K.8History and CultureWeeks 6-9Suggested Texts:This is the Way We Say Hello (n/p) (1).pdf K.2 Summarize people and places referenced in picture books, stories and real-life situations with supporting detail. (C)K.3 Compare family traditions and customs among different cultures. (C)K.4 Use diagrams to show similarities and differences in food, clothes, homes, games, and families in different cultures. (C)K.26 Locate and describe events on a calendar, including birthdays, holidays, cultural events and school events. (H)K.27 Scan historic photographs to gain information and arrange in sequential order (H)K.28 Use a combination of drawing, dictating, and writing to narrate a single event or several related events. (H)K.29 Participate in shared research and writing projects to identify and describe the events or people celebrate during state and national holidays and why we celebrate them.(Veteran’s Day, Thanksgiving, Winter Holidays) (H)K.2, K.3, K.4, K.28, K.29 How are people similar/alike and different? I can compare my family traditions with others. I can compare food, clothes, homes, games, and families among different cultures. I can use a calendar.K.3, K.4, K.26, K.27, K.29 What are some traditions/customs/holidays we celebrate in the United States?I can discuss national holidays to remember our past.I can identify various holidays.I can tell about an event by drawing, dictating, or writing.Content Vocabulary (Tier 3): national, traditions, customs, holidayAcademic Vocabulary (Tier 2):locate, describe, identify, events, explain, combine, locate, similarities and differencesVocabulary Strategies:See Page 4 of the Curriculum MapTeaching Vocabulary Across the Curriculum Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies K.2, K.3, K.4, K.26, K.27, K.28, K.29 Students will create and share a Venn diagram that compares and contrasts two different holiday celebrations (based on evidence from books, read alouds, and classroom discussions). Students will use the diagram to write sentences that describe/ explain a culture. Literacy RL.K.1, RI.K.10, W.K.2’ Day Christmas for Multiple Countries Holidays Around the World Holidays Thanksgiving Independence Day K.2, K.3 The teacher will discuss that languages may differ for different cultures. The teacher will share the poem This is the Way We Say Hello sing the link (1).pdf. Students will discuss the differences and similarities of the different languages.K.2, K.3, K.27 Teacher will read aloud various trade books or online resources about Veteran’s Day, the First Thanksgiving and Winter holidays. Teacher will then have students to ask and answer questions about the holidays. Teachers will also have to discuss why we celebration various traditions. Students will then use a combination of writing, dictating, and drawing to demonstrated or express their understanding of the holidays discussed. Literacy RI.K.1, RI.K.2, RI.K.7, W.K.2,W.K.8, L.K.5cVeterans’/ Day Christmas for Multiple Countries Holidays Around the World Holidays Thanksgiving Independence Day, K.3, K.4, K.26, K.27, K.28, K.29 Have the students create a poster depicting how their family celebrates various family traditions, customs, or holidays by drawing, dictating and writing. Teacher may refer to the links below to provide students with knowledge of various multicultural holidays. SL.K.3., W.K.2, W.K.7Multicultural Holidays Additional ResourcesConstitution Day Lessons Kids Against Bullying Smart Exchange Celebrating Patriotic Holidays Tennessee State Symbols World Book Kids SCS Social Studies Curriculum Resources 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): Resource 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): 3rd Grade Resources: 4th Grade Resources: 5th Grade Resources ................
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