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ELA Curriculum

ELA Curriculum. New Brunswick Public Schools – September 5, 2012. Welcome Back. On your index card please write down one thing you want to do in literacy this year. Goals for Today. 1. Become more familiar with the ELA Curriculum 2. TALK ABOUT IT 3. Share ideas 4.

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ELA Curriculum

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  1. ELA Curriculum New Brunswick Public Schools – September 5, 2012

  2. Welcome Back On your index card please write down one thing you want to do in literacy this year.

  3. Goals for Today • 1. Become more familiar with the ELA Curriculum • 2. TALK ABOUT IT • 3. Share ideas • 4.

  4. Focus for English Language Arts • What we teach – Coherent Curriculum • How we teach- Sound Lessons • Purposeful Reading and Writing – Authentic Literacy

  5. Common Core • Standards Alignment and the curriculum • Supporting all students to meet the Common Core Standards. • Students experience Common Core-aligned instruction

  6. Curriculum Components • Unit Maps • Heading, Unit Number & Title • Timeline • Enduring Understandings • Essential Questions • Summative Assessment • Objectives • Resources • Technology Integration • Are there any questions about the format?

  7. Curriculum highlights • The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level.  • Students will need to learn a strategy or skill, for example, and apply it in varying circumstances and within varying levels of text complexity.  • Example: Check for Understanding

  8. Curriculum highlights • There are ELA standards that demand much more instructional and practice time than the unit affords.  • Sometimes the skill is applied orally and then in writing, but there are many ways that students acquire skills. • Thestandards have objectives written to address the level and expectation that students should meet.

  9. ELA Curriculum Shift • Standards increase in complexity from K-12, helping to articulate what students need to know and be able to do along this trajectory and assist with differentiation • Literacy-building in all content areas • Emphasis on teaching reading of informational text • No matter what level students are working on, all students will be working on the same standard. (differentiation)

  10. ELA Curriculum Shift • Emphasis on steadily increasing students' ability to understand more and more complex text over time • DRA-2 will provide evidence of student progress. • Integration of research skills across standards and grades (use of leveled libraries)

  11. Curriculum Components • Activity Maps • Suggested Activities/ Strategies and Resources • Teacherspayteachers.com, pinterest, Missmelissahoward.wikispaces.com, Daily 5, CAFÉ, Words their Way • Curriculum Infusion • Levels of Instruction

  12. Prize Slide

  13. Lesson Planning • Effective lesson planning is at the core of effective teaching • Organization is the key to success • “The effective teacher is one who teaches to an objective, at the correct level of difficulty, and then monitors and adjusts instruction to maximize student learning.” Madeline Hunter

  14. Steps to Lesson Planning • Getting Students Ready to LearnReviewAnticipatory Set - focus attention, gain interest - the "hook", connect new to knownStating the objective • How to choose a good fit book • Youtubelink here • InstructionInput and modeling

  15. Steps to Lesson Planning • Checking for Understanding- • Check for understandingGuided practice - provide feedback without grading • Independent PracticeIndependent practice - usually for a graded assignment • What does it look like?

  16. Guiding Questions-KUD • What should students know? do? • The “Know” goals represent facts and procedural knowledge such as know the names and locations of all continents and major bodies of water. • (Every letter has a sound)

  17. Guiding Questions Continued • What should students understand? • (letters and sounds produce words.etc) • The “Understand” goals are also known as “big ideas,” “essential understandings,” or generalizations, and represent ideas that are transferable to other contexts (e.g. time, cultures, situations).

  18. Guiding Questions Continued • What should students be able to do? • (Students will be able to write as a form of communication) • The “Do” goals represent skills and are transferable to other contexts such as: write persuasively for a given topic and specified audience, or compare and contrast similarities and differences of two civilizations.

  19. Differentiation • Content - Because students vary in readiness, skill levels, interests and learning styles, it is important to vary or differentiate content in response to those student traits • Process - varying learning activities or strategies to provide appropriate methods for students to explore the concepts. • Product - varying the complexity of the product that students create to demonstrate mastery of the concepts

  20. Other areas of emphasis • MODELING • Formative Assessment • Guided Practice • Independent Practice • Individual measurability • Infusion of Technology • Input • Instructional grouping • MODELING

  21. Think Pair Share your thoughts • Revisit your initial goal • Closing statements • Questions

  22. Thank You! Supervisor of Language Arts Evelyn_mamman@nbps.k12.nj.us

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