CURRICULAR MAPPING: ALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS

1. CURRICULAR MAPPING:ALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS Fred Carrigg Special Assistant to the Commissioner for Urban Literacy

2. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS 1. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS (NJCCS) 2. THEME/BIG IDEAS 3. MATERIALS AND SUPPLIES 4. STRATEGIES AND TECHNIQUES 5. ASSESSMENTS 6. SUPPLEMENTAL AND INTERVENTIONS

3. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS I. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS (NJCCCS) 1) Decide which standards/indicators will be targeted in which marking periods 2) Spell out the standard/indicator and the extent to which it is to be taught/mastered Begin v. Ongoing Parts (e.g., certain initial consonants) v. whole indicator 3) Begin with your Comprehensive Reading Program, e.g. 3.1.B 1-5, initial consonants

4. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS II. THEME/BIG IDEAS 1) Select age appropriate themes big enough to include child-centered sub-themes geared to your students 2) Review themes in your CRP 3) Think Background Knowledge, Motivation, and Vocabulary 4) Think Cognitive Academic Language Proficiency (CALP) words you want to infuse into the daily classroom vocabulary 5) Review Authentic Literature to be used (step 3) for CALP words 6) Build “district level guidance” on vocabulary (Word Walls)

5. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS III. MATERIALS AND SUPPLIES 1) By Standard and Marking Period First grade, 1st marking period Standard 3.1.B 2) Begin with CRP e.g. 3.1.B 1-5, initial consonants Note that only a few are introduced. Which ones? Check how this is taught/practiced/reinforced through the various componentsfor Read Aloud, Shared Reading, Supportive guided reading materials, etc. This is the Core. CRP Unit 1 TG • Don’t rewrite the teacher’s guide • Do list the holes, weaknesses, etc. 3) Ask – Are the NJCCCs adequately addressed? • Think – Additional and Alternate Core e.g. flip charts, classroom library books, more guided reading, etc., that you need to include for your communities

6. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS IV. STRATEGIES AND TECHNIQUES Different authors and researchers have used terms differently 1) Spell out what strategies and techniques you recommend 2) Define them 3) Give examples of what it looks like

7. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS V. ASSESSMENTS Explain in detail Formative v. Summative Assessments 1) Screening – which one, why and how to use it to inform instruction 2) Diagnostic – who is eligible for deeper assessment, what is the criteria, what services will then be provided 3) On-going – student performance – based assessment aligned to the curriculum and standards • Assess what you taught/Decide what and how much to assess • Benchmarks? • Summative – • State tests • Norm-referenced or criterion referenced independent of CRP

8. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS VI. SUPPLEMENTAL AND INTERVENTIONS Beyond the CRP, recommended Alternate Core for special populations and re-teaching 1) ELLs – (same process as with the CRP, spell out unit, chapters or pages) 2) Other programs for specialized populations 3) Another guided reading series to re-teach skills equal to Core 4 ) More big books, authentic lit that focuses on NJCCCs for re-teaching 5) Think different learning styles 6) Technology integration (same process as with the CRP)

9. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS Questions/Reasons for Curricular Mapping Beyond Interdisciplinary Integration BIG Question Is my CRP perfect? Do all students who do not have a specific, diagnosed learning disability learn to read with this CRP (say 95% or better)? Yes ___ No ___. If you answered yes, STOP!!!! Gather your things; you don’t need to be here. Otherwise continue. 1) Background/Knowledge/Motivation/ Vocabulary Does my CRP sufficiently relate to/motivate my student community? Are the stories/content relevant? Is there sufficient building of vocabulary already included in this unit? Are there gaps as students enter that must be addressed? Are there assumptions about literacy at home?

10. CURRICULAR MAPPINGALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS 2)Phonology and Structure Are there students who have phonological differences that must be taken into account? Non-existing phonemes? Late acquisition sounds? Structural patterns that differ from the standard English of literacy? 3) Comprehension Does this CRP really meet NJ’s high standards? Does it begin HOTS in K? Does it require that students perform and not just demonstrate competence? 4) Guided Reading and Fluency Does the CRP have an adequate number of decodable books at, above and below the average to allow for individualized student learning? Are there sufficient books to provide for different learning styles? Has the CRP gone beyond decodable books to include readers with sight words, gain meaning from context? 5) Writing How strong is the writing component? Does the CRP include prompts similar to anticipated performance in NJ? Are there visual, reader responses, persuasive argumentative, poetry prompts? Does the series include process writing?