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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, ESL teachers must collectively work with general education teachers to provide our students with a sound foundation in the English language as well as 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. Language and literacy development is recognized as a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the ESL curriculum planning guides.Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career readiness. The standards define what to teach within specific grade bands, and this planning guide 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 ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development. The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment. How to Use the 42005250Curriculum Planning GuidesOur 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. To enhance ELL access to instructional tasks requiring complex thinking match the linguistic complexity and instructional support to the students’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)This curriculum guide 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.Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide.The Five WIDA English Language Development StandardsStandardAbbreviationEnglish Language Development Standard 1English language learners communicate for Social and Instructional purposes within the school settingSocial and Instructional languageEnglish Language Development Standard 2English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language ArtsThe language of Language ArtsEnglish Language Development Standard 3English language learners communicate information, ideas and concepts necessary for academic success in the content area of MathematicsThe language of MathematicsEnglish Language Development Standard 4English language learners communicate information, ideas and concepts necessary for academic success in the content area of ScienceThe language of ScienceEnglish Language Development Standard 5English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social StudiesThe language of Social StudiesStandard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the 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): 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 LanguageStudent Achievement Partners Text Complexity Collection: 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: 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 TextStudent Achievement Partners Text-Dependent Questions Resources: 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-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Additional ESL Resources:Shelby County ESL weebly: HYPERLINK "" password: SCS-ESLWIDA: wida.us See: Download libraryNorth Carolina Transformed MPIs provide excellent examples of how the CCR standards may be broken down to align with WIDA ACCESS student ability levels. The MPIs may be transformed to fit individual student needs within your classroom Click on Transformed MPIs/ ELAs NJDOE Model ELA Curriculum: provides additional examples of how MPIs are used within a unit plan.WIDA ELP Search: This form allows educators to search for strands of model performance indicators from the WIDA English Language Proficiency Standards, 2007 Edition. Please remember you are encouraged to transform the elements of the MPIs to fit your local curricular goals. Reading A-Z provides additional materials to use with Close Reads and within Literacy Stations. (ESL teachers must have a password provided by the ESL program)Beginning with quarter 2, the first story in each quarter’s planning guides will have Model Performance Indicators (MPIs) embedded to illustrate how standards may be deconstructed for differentiation. As these are Model Performance Indicators, the strands are to be used as an example, and may be transformed to best suit the needs of students within your classroom. Teachers are encouraged to view the MPIs within the first story of each quarter to then reference additional MPIs in order to continually scaffold instruction throughout the year within whole group and small group instruction, as well as Literacy Stations.An entire transformed MPI in all four domains as provided by North Carolina DPI for Reading Literature 1.3 Describe characters, settings, and major events in a story using key details.North Carolina Department of Public Instruction Transformed ELA MPIs: HYPERLINK "" Lesson #10698513081000Anchor Text: A Cupcake Party Genre: FantasyPaired Selection:Happy Times Genre:Poetry Decodable Reader Selections: Who Likes to Jump?The Lost CatFlint and ScampThe List ELL Selection: Happy Birthday, Toad Genre: FantasyReading Literature & Informational TextsTarget Skill: Story Structure ELL Book p11-12. RL.1.3 Describe characters, settings, and major events in a story, using key details.Target Strategy: Visualize ELL Book p12. Rl.1.3Supporting Skills: Dialogue Foundational SkillsPhonemic Awareness RF.1.2Segment PhonemesMiddle SoundPhonics: Review short u, Final Blends, Phonogram - RF.1.3Fluency: Stress RF.1.4High Frequency Words RF.1.3geat, give, one, put, small, take Speaking and ListeningListening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1Speaking and Listening Skill: Discuss Sensory Words and Words about Feelings RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4 LanguageELL Selection Vocabulary: eat, friend, happy, house, like, want L.1.4Front Load Vocabulary: birthday, friends, hopped, making, eat, blowing, balloons, pond L.1.4Vocabulary Strategies: Synonyms L.1.4Grammar Skill: Using a, an, and the L.1.1hWriting: InformativeWriting Form: Description SL.1.4Focus Trait: Organization, ELL BLM p7. SL.1.4Write About Reading Performance Task: ELL BLM p6. RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events.Lesson #11-31752857500Anchor Text:At Home in the OceanGenre:Informational TextPaired Selection:WaterGenre:Informational Text Decodable Reader Selections: Seth and Beth Zeb Yak The Duck Nest Animal Moms ELL Selection: Life in the Coral Reefs Genre: Informational Text Reading Complex TextsReading Literature & Informational TextsTarget Skill: Author’s Purpose ELL Book p11-12. RI.1.8Target Strategy: Analyze/Evaluate ELL Book p12. RI.1.8Supporting Skills: Details RI.1.7 Foundational SkillsPhonemic Awareness RF.1.2Segment PhonemesBlend PhonemesPhonics: Digraph th, Base words and s, es, ed, and ing endings. RF.1.3Fluency: Phrasing Punctuation RF.1.4High Frequency Words RF.1.3gCold, live, their, water Speaking and Listening Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4LanguageELL Selection Vocabulary: cold, live, many, their, warm, water L.1.4Front Load Vocabulary: plants, animals, ocean, shallow, warm, soft, hard, hide, danger, fly, roar, safe, dying save L.1.4Vocabulary Strategies: Classify and categorize color words L.1.5aGrammar Skill: Statement: Proper Nouns L.1.1bWriting: InformativeWriting Form: Sentences that Inform (Adverbs) W.1.2Focus Trait: Ideas, ELL BLM p7. W.1.2Write About Reading Performance Task: ELL BLM p6. W.1.2Research/Media Literacy Skills: Facts about an ocean animal and its habitat. W.1.7 Lesson #1250802857500Anchor Text: How Leopard Got His SpotsGenre:FolktalePaired Selection:The Rain ForestGenre:Informational Text Decodable Reader Selections: Scratch, Chomp Rich Gets a Dog Champs Kits, Chicks, and Pups ELL Selection: Bear’s Long, Brown Tail Genre: FolktaleReading Complex TextsReading Literature and Informational TextsTarget Skill: Sequence of Events ELL Book p11-12. RL.1.3Target Strategy: Questions ELL Book p12. RL.1.1; SL.1.1cSupporting Skills: Story Lesson RL.1.2 Foundational SkillsPhonemic Awareness RF.1.2Blend and Segment PhonemesSubstitute Medial SoundsPhonics: Digraphs ch, sh; Possessives with ‘s; Phonogram –atch RF.1.3Fluency: Rate, Running Record Form, ELL BLM, p8 RF.1.4High Frequency Words RF.1.3gBeen, brown, know, never, off, out, own, very Speaking and Listening Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1Speaking and Listening Skill: Giving Clear Descriptions SL.1.4Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4LanguageELL Selection Vocabulary: brown, cold, long, off, very L.1.4Front Load Vocabulary: talk, tail, long, short, fish, ice, trick, many, hole, cold L.1.4Vocabulary Strategies: Homophones L.1.4Grammar Skill: Commands L.1.1jWriting: InformativeWriting Form: Instructions W.1.7Focus Trait: Sentence Fluency, ELL BLM p7. L.1.1jWrite About Reading Performance Task: ELL BLM p6. L.1.1jLesson #13508013779500Anchor Text:SeasonsGenre:Informational TextPaired Selection:Four Seasons to AnimalsGenre:Informational Text Decodable Reader Selections: Phil’s New Bat In a Rush Ralph Goes To Camp Trish’s Gift ELL Selection: In the Fall Genre: Informational TextReading Complex Texts Reading Literature and Informational Texts Target Skill: Cause and Effect ELL Book p11-12. RI.1.3Target Strategy: Visualize ELL Book p12. RI.1.7Supporting Skills: Sound Words Foundational SkillsPhonemic Awareness RF.1.2Blend and Segment PhonemesPhonics: Digraphs sh, wh, ph; Contractions with s, n’t RF.1.3Fluency: Accuracy-Word Recognition RF.1.4High Frequency Words RF.1.3gdown, fall, goes, green, grow, new, open, yellow Speaking and Listening Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1Speaking and Listening Skill: Discuss Informational Text: Compare and Contrast RI.1.3Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4LanguageELL Selection Vocabulary: down, fall, goes, first, green, grow, new, yellow L.1.4Front Load Vocabulary: walk, feel, hear, colors, early, cool, drop, rake, dark, winter, spring L.1.4Vocabulary Strategies: Word Endings, -s, -ed, -ing L.1.4bGrammar Skill: Subject and Verb- subject and verb agreement L.1.1cWriting: InformativeWriting Form: Sentences that Inform L.1.1Focus Trait: Ideas, ELL BLM p7. W.1.2Write About Reading Performance Task: ELL BLM p6. W.1.2.Lesson 14-6096015367000Anchor Text: The Big RacePaired Selection: Rules and LawsGenre:Informational TextDecodable Reader Selection:Tate’s CakeDave and the WhalesA Safe LodgeThe RaceLesson #15-654052032000Anchor Text: Animal GroupsGenre: Informational TextPaired Selection: Animal PicnicGenre: PlayDecodable Reader Selections:Mike’ s BikeThe NestThe Nice VetKite Time ELL Selection: The Map and the Treasure Genre: FantasyReading Complex TextsReading Literature and Informational TextsTarget Skill: Conclusions ELL Book p11-12. RL.1.2Target Strategy: Infer/Predict ELL Book p12. RL.1.7Supporting Skills: Cause and Effect RL.1.7 Foundational SkillsPhonemic Awareness RF.1.2Middle Sound Substitute Medial PhonemesPhonics: Long a (CVCe); Phonogram –ake; Soft c, g, dge; Phonogram –ace RF.1.3Fluency: Expression RF.1.4High Frequency Words RF/1.3gone, two, three, four, five Speaking and Listening Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. L.1.4Speaking and Listening Skill: Speaking About a Topic SL.1.4Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4LanguageELL Selection Vocabulary: five, four, into, over, starts, three, two, watch L.1.4Front Load Vocabulary: counted, treasure, carried, climbed, pointed, understand L.1.4Vocabulary Strategies: Shades of Meaning L.1.5Grammar Skill: Verbs and Time- Present and Past Tense L.1.1eWriting: InformativeWriting Form: Report W.1.7Focus Trait: Ideas, ELL BLM p7. W.1.8Write About Reading Performance Task: ELL BLM p6. W.1.2 ELL Selection: Many Kinds of Bats Genre: Informational TextReading Complex TextsReading Literature and Informational TextsTarget Skill: Compare and Contrast ELL Book p11-12. RI.1.3Target Strategy: Monitor/Clarify ELL Book p12. RI.1.4Supporting Skills: Text and Graphic Features RI.1.5 Foundational SkillsPhonemic Awareness RF.1.2Middle Sound Substitute Medial PhonemesPhonics: Long i (CVCe); Digraphs kn, wr, gn, mb; Phonograms –ine, -ite RF.1.3Fluency: Intonation RF.1.4High Frequency Words RF.1.3gBird, both, eyes, fly, long, or, those, walk Speaking and Listening Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4LanguageELL Selection Vocabulary: bird, both, eyes, fly, long, or, those, walk L.1.4Front Load Vocabulary: feathers, eggs, thumb, fingers, fur, ears, caves, insects, seeds L.1.4Vocabulary Strategies: Suffixes –er, -est L.1.4bGrammar Skill: The verb be- using is, are, was and were L.1.1eWriting: InformativeWriting Form: Report W.1.7Focus Trait: Word Choice, ELL BLM p7. W.1.5Write About Reading Performance Task: ELL BLM p6. W.1.2Research/Media Literacy Skills: Ask and Answer Questions Using Information from Media W.1.8Lesson # 16ELL Reader: Seasons of the YearGenre: Informational Text Anchor Text:Let’s Go to the MoonGenre: InformationalPaired Selection:Mae JemisonGenre: Biography Decodable Reader Selections: Go, Jones! So Much Fun June’s Pictures My Mule, DukeReading Complex TextsReading Literature & Informational TextTarget Skill: Main Ideas and Details, ELL Book, p11-12. RI.1.2Target Strategy: Question SL.1.1c ELL Book p12Supporting Skill: Author’s Purpose RI.1.8Foundational SkillsPhonemic Awareness RF.1.2Substitute Phonemes: Medial and Final; Distinguish Vowel SoundsPhonics RF.1.3Long o (CV, CVCe); Long u (CVCe)Fluency: Stress RF.1.4High Frequency Words RF.1.3garound, because, before, bring, carry, light, show, think Speaking and ListeningListening Comprehension: Personal Responding & Ways of Thinking, ELL BLM p3. SL.1.1Oral Language Development, Dialogues by Levels, ELL BLM p 5. SL.1.4LanguageELL Selection Vocabulary: around, because, before, bring, carry, light, show, think L.1.4Front Load Vocabulary: seasons, winter, spring, summer, fall, weather, Earth, sun, tipping L.1.4Vocabulary Strategies: Suffixes: -y, -ful L.1.4bGrammar Skill: Questions: What is a question? Writing Questions L.1.1jWriting: NarrativeWriting Form: Sentences about Yourself (main idea), ELL BLM p.7 W.1.3Focus Trait: Ideas, ELL BLM p.7 W.1.3Write About Reading Performance Task: ELL BLM p6. W.1.3Lesson # 17ELL Reader: Flying in an AirplaneGenre: FantasyAnchor Text:The Big TripGenre: FantasyPaired Selection:Lewis and Clark’s Big TripGenre: Informational Decodable Reader Selections: At the Beach Who Will Teach Us? Plunk, Plunk The King’s SongReading Complex TextsReading Literature & Informational TextTarget Skill: Compare and Contrast, ELL Book p11-12 RL.1.9Target Strategy: Visualize ELL Book p12 RL.1.7Supporting Skill: DialogueFoundational SkillsPhonemic Awareness RF.1.2Substitute Phonemes, Medial and FinalBlend Phonemes; Identify Final PhonemesPhonics RF.1.3Long e (CV, CVCe); Vowel Pairs ee, ea; Final ng, nk; Phonogram -inkFluency: Phrasing: Attention to Punctuation (Question Mark) RF.1.4Reading Record, ELL BLM p8.High Frequency Words RF.1.3gabout, by, car, could, don’t, maybe, sure, there Speaking and ListeningListening Comprehension: Personal Responding & Ways of Thinking, ELL BLM p3. SL.1.1 Speaking/Listening Skill: Speaking to Persuade SL.1.6Oral Language Development, Dialogues by Levels, ELL BLM p 5. SL.1.4LanguageELL Selection Vocabulary: about, by, car, could, don’t maybe, sure, there L.1.4Front Load Vocabulary: trip, sky, dizzy, bumpy, funny, above L.1.4Vocabulary Strategies: Define Words L.1.4Grammar Skill: Compound Sentences- Produce and Expand Compound SentencesL.1.1jWriting: NarrativeWriting Form: Sentences About Yourself (details), ELL BLM p7. L.1.1jFocus Trait: Ideas, ELL BLM p7. SL.1.5Write About Reading Performance Task: ELL BLM p6. W.1.1 ................
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