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BEFORE MAPPING THE CURRICULUM: About your Comprehensive Reading Program (CRP)

BEFORE MAPPING THE CURRICULUM: About your Comprehensive Reading Program (CRP). Fred Carrigg Special Assistant to the Commissioner for Urban Literacy. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM. BIG question BACKGROUND KNOWLEDGE/ MOTIVATION/ VOCABULARY PHONOLOGY AND STRUCTURE

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BEFORE MAPPING THE CURRICULUM: About your Comprehensive Reading Program (CRP)

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  1. BEFORE MAPPING THE CURRICULUM: About your Comprehensive Reading Program (CRP) Fred Carrigg Special Assistant to the Commissioner for Urban Literacy

  2. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM • BIG question • BACKGROUND KNOWLEDGE/ MOTIVATION/ VOCABULARY • PHONOLOGY AND STRUCTURE • COMPREHENSION • GUIDED READING AND FLUENCY • WRITING

  3. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM BIG question (pre-knowledge!) • Is my CRP (Comprehensive Reading Program) perfect? • Do all students who do not have a specific diagnosed learning disability learn to read with this CRP (~95% or better)? • ____Yes ____No • If you answer Yes, then stop! • If you answer No, then let’s go on…

  4. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM I. Background Knowledge/ Motivation/ Vocabulary • Does my Comprehensive Reading Program (CRP) sufficiently relate to/motivate my student community? • Are the stories/content relevant ? • Is there sufficient building of vocab already included in this unit? • Are there gaps, as students enter, to be addressed? • Are there assumptions about literacy at home?

  5. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM II. Phonology and Structure • Are there students that have phonologocal differences that must be taken into account? • Are there non-existing phonemes? • Are there late acquisition sounds? • Are there structural patterns that differ from standard English of literacy?

  6. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM III. Comprehension • 1) Does this CRP really meet NJ’s high standards? [for ALL content standards and assessed areas] • 2) Does it begin HOTS (higher order thinking skills) in kindergarten? • 3) Does it require that students perform and not just demonstrate competence? [Remember to think of assessment in terms of competence vs performance]

  7. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM IV. Guided Reading and Fluency • Does the CRP have an adequate number of decodable books at, above and below the average to allow for individualized 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?

  8. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM V. Writing • How strong is the writing component? • Does the CRP include prompts similar to anticipated performance in NJ? • Are there visual, reader responses, persuasive, poetry prompts? • Does the series include process writing?

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