Introduction In 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 ready ● 90% of students will graduate on time ● 100% 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.
Transcript
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 ready● 90% of students will graduate on time● 100% 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 Curriculum
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 Standards
Standard Abbreviation
English Language Development Standard 1
English language learners communicate for Social and Instructional purposes within the
school setting
Social and Instructional language
English Language Development
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of
The language of Language Arts
Standard 2 Language Arts
English Language Development Standard 3
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Mathematics
The language of Mathematics
English Language Development Standard 4
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Science
The language of Science
English Language Development Standard 5
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social
Studies
The language of Social Studies
Standard 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 Standards
The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):
Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each
http://www.tncore.org/english_language_arts.aspx
respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection
Teachers 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: http://achievethecore.org/page/1027/academic-word-finder
Teachers 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 Text
Teachers 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-fiction
Student Achievement Partners Text Set Projects Sequenced:
Teachers 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: http://shelbycountyesl.weebly.com password: SCS-ESL
WIDA: www.wida.us See: Download library
North 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 http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ ELAs
NJDOE Model ELA Curriculum: http://www.state.nj.us/education/modelcurriculum/ela/ 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
Reading A-Z provides additional materials to use with Close Reads and within Literacy Stations. https://www.readinga-z.com/ (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: http://www.livebinders.com/play/play?id=1089921
Anchor 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: Fantasy
Reading Literature & Informational Texts Target 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.1.3 Supporting Skills: Dialogue
Foundational Skills Phonemic Awareness RF.1.2
Segment PhonemesMiddle Sound
Phonics: Review short u, Final Blends, Phonogram - RF.1.3 Fluency: Stress RF.1.4 High Frequency Words RF.1.3g
eat, give, one, put, small, take
Speaking and Listening Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1 Speaking 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
Language ELL Selection Vocabulary: eat, friend, happy, house, like, want L.1.4 Front Load Vocabulary: birthday, friends, hopped, making, eat, blowing, balloons, pond L.1.4 Vocabulary Strategies: Synonyms L.1.4 Grammar Skill: Using a, an, and the L.1.1h
danger, fly, roar, safe, dying save L.1.4 Vocabulary Strategies: Classify and categorize color words L.1.5a Grammar Skill: Statement: Proper Nouns L.1.1b
Writing: Informative
Writing Form: Sentences that Inform (Adverbs) W.1.2 Focus Trait: Ideas, ELL BLM p7. W.1.2 Write About Reading Performance Task: ELL BLM p6. W.1.2 Research/Media Literacy Skills: Facts about an ocean animal and its habitat.
W.1.7
Lesson #12
Anchor Text: How Leopard Got His Spots
Genre:Folktale
Paired 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: Folktale
Reading Complex Texts
Reading Literature and Informational Texts
Target Skill: Sequence of Events ELL Book p11-12. RL.1.3 Target Strategy: Questions ELL Book p12. RL.1.1; SL.1.1c Supporting Skills: Story Lesson RL.1.2
Foundational Skills Phonemic Awareness RF.1.2
Blend and Segment PhonemesSubstitute Medial Sounds
Phonics: Digraphs ch, sh; Possessives with ‘s; Phonogram –atch RF.1.3 Fluency: Rate, Running Record Form, ELL BLM, p8 RF.1.4 High Frequency Words RF.1.3g
Been, brown, know, never, off, out, own, very
Speaking and Listening
Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1
Speaking and Listening Skill: Giving Clear Descriptions SL.1.4 Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4
Decodable Reader Selections: Phil’s New Bat In a Rush Ralph Goes To Camp Trish’s Gift
ELL Selection: In the Fall Genre: Informational Text
Reading Complex Texts
Reading Literature and Informational Texts
Target Skill: Cause and Effect ELL Book p11-12. RI.1.3 Target Strategy: Visualize ELL Book p12. RI.1.7 Supporting Skills: Sound Words
Foundational Skills Phonemic Awareness RF.1.2
Blend and Segment Phonemes Phonics: Digraphs sh, wh, ph; Contractions with s, n’t RF.1.3 Fluency: Accuracy-Word Recognition RF.1.4 High Frequency Words RF.1.3g
down, fall, goes, green, grow, new, open, yellow
Speaking and Listening
Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1
Speaking and Listening Skill: Discuss Informational Text: Compare and Contrast RI.1.3
Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4
Paired Selection:Rules and LawsGenre:Informational Text
Decodable Reader Selection:Tate’s CakeDave and the WhalesA Safe LodgeThe Race
ELL Selection: The Map and the Treasure Genre: Fantasy
Reading Complex Texts
Reading Literature and Informational Texts
Target Skill: Conclusions ELL Book p11-12. RL.1.2 Target Strategy: Infer/Predict ELL Book p12. RL.1.7 Supporting Skills: Cause and Effect RL.1.7
Foundational Skills Phonemic Awareness RF.1.2
Middle Sound Substitute Medial Phonemes Phonics: Long a (CVCe); Phonogram –ake; Soft c, g, dge; Phonogram –ace RF.1.3 Fluency: Expression RF.1.4 High Frequency Words RF/1.3g
one, two, three, four, five
Speaking and Listening
Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. L.1.4
Speaking and Listening Skill: Speaking About a Topic SL.1.4 Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4
Decodable Reader Selections:Mike’ s BikeThe NestThe Nice VetKite Time
ELL Selection: Many Kinds of Bats Genre: Informational Text
Reading Complex Texts
Reading Literature and Informational Texts
Target Skill: Compare and Contrast ELL Book p11-12. RI.1.3 Target Strategy: Monitor/Clarify ELL Book p12. RI.1.4 Supporting Skills: Text and Graphic Features RI.1.5
Foundational Skills Phonemic Awareness RF.1.2
Middle Sound Substitute Medial Phonemes Phonics: Long i (CVCe); Digraphs kn, wr, gn, mb; Phonograms –ine, -ite RF.1.3 Fluency: Intonation RF.1.4 High Frequency Words RF.1.3g
Bird, both, eyes, fly, long, or, those, walk
Speaking and Listening
Listening Comprehension: Personal Response & Ways of Thinking, ELL BLM p3. SL.1.1
Oral Development, Dialogue Practice by Levels, ELL BLM p5. SL.1.4
