SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM
SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAPCANYONS SCHOOL DISTRICT2012 – 2013Curriculum Mapping PurposeCanyons School District’s English language arts curriculum maps are standards-based maps driven by theCommon Core State Standards and implemented using materials selected by schools and coordinated withfeeder systems. Student achievement is increased when both teachers and students know where they are going,why they are going there, and what is required of them to get there.Curriculum Maps are a tool for: ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, andassessments COMMUNICATION: Articulates expectations and learning goals for students PLANNING: Focuses instruction and targets critical information COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about bestpractices pertaining to sequencing, unit emphasis and length, integration, and review strategiesCanyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-BasedLearningi
These maps were collaboratively developed and refined by teacher committees using feedback from classroom teachers, literacyleads, building administrators, and the office of Evidence-Based Learning. It is with much appreciation that we recognize themany educators that collaborated in the effort to provide these maps for the teachers and students of CSD. Specific individuals thathave assisted in the writing and editing of this document include:Leslie AllenJulie FieldingBarbara HopkinsJana MumfordLynna ShinLark AndersonJenna FitchBrianne HepworthJenny OlsenConnietrue SimonsMarianne BatesRuss FullmerJennifer HumphreysRandy OlsenJennifer SinclairHeather BeagleyMegan GardnerMaggie JensenHollie PetterssonAlex SpringerEva BellisonCamille GraffMolly KendallKaren RichardsHeather SwallowCarolyn BrownLaura GrzymkowskiScott LambertTavia RichardsShane TannerMeghan BrownGlen GunnellJill Landes-LeeRob RichardsonDebra ThorpeShannon CallisterMichelle GurrChristine LantisPiper RiddleJacqueline ThurnauScott ChristensenTawny HawkinsKaren LarsonMichelle RitterCharlotte WilliamsArna ClarkBrooke HaydockDuncanWhitney LeeAmber RoderickLandwardRand WinwardBelann EarleyAllison MartinSusan HenrieSheri EbertJennifer RomneyRon MeyerRachel HillNathan ElkinsMikianne RoyalKelli MillerMartine HalesDenise FergusonHannah SharrKimberlee MitchellTawny HawkinsMichelle Shimmin1Canyons School District Curriculum Maps are created by CSD secondary teachersand published by the CSD Office of Evidence-Based Learning.ii
TABLE OF CONTENTSOverviewCSD Student Achievement FrameworkPage1Evidence-Based Instructional Priorities2-3Common Core Standards Overview4-6ELA Core Implementation Timeline7Assessment Calendar & Glossary8-12Curriculum and Assessment by Grade LevelGrade 913-66Grade 1067-120Grade 11121-171Grade 12172-228Tools and ResourcesInstructional Priorities229Text Selection & Complexity230-241Template Tasks & Rubrics242-278Common Core State Standards279-304Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learningiii
Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning1
Evidence-Based Instructional Priorities Explicit Instruction Maximizing Opportunitiesto Respond FeedbackVocabulary Differentiation andGrouping Structures Classroom PositiveInterventions andSupports (PBIS) Are directions clear, straightforward, and unequivocal, without vagueness, or ambiguity?Are skills introduced in a specific and logical order, easier to more complex? Do the lessonactivities support the sequence of instruction? Is there frequent and cumulative review?Is there explicit use of prompts, cues, examples and encouragement to support the student? Areskills broken down into manageable steps, when necessary?Do students have sufficient opportunities to practice skills independently?Are the skills and strategies included in instruction clearly demonstrated for the student?Are all students actively engaged in the learning by saying, writing, or doing?Does the pace of the instruction allow for frequent student responses?Is the teacher familiar enough with the lesson to present it in an engaging manner?Are students receiving timely prompts that indicate what they have done correctly and incorrectly?Do students have the opportunity to use the feedback to continue the learning process?Is critical vocabulary explicitly taught before students are expected to use it in context?Are students able to say, define and use critical vocabulary?Is common academic vocabulary, (e.g. system, change, perspective) explicitly taught across allcontent areas?Is information presented at various levels of difficulty?Has data been analyzed for the purpose of creating small groups to target specific skills?Are groups flexible, providing students opportunities to move within groups, depending on theirneeds?Has the school identified 3-5 school rules? Can students state these rules?Has a school-wide reinforcement system been put in place for appropriate behavior? Is it routinelyevaluated for effectiveness?Have significant numbers of students received recognition through the school-wide positivebehavior support system for demonstrating appropriate behavior?Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning2
Evidence-Based Instructional PrioritiesExplicit InstructionI Do - We Do - Y’all Do - You DoModel - Guide Practice – Partner - IndependentSystematicq Focused on critical contentq Skills, strategies, and concepts areq q q q q sequenced logicallyBreak down complex skillsLessons are organized and focusedInstructional routines are usedExamples and non-examplesStep-by-step demonstrationsRelentlessq q q q Adequate initial practiceNOTE: Students who struggle may require10-30 more times as many practiceopportunities than their peers.Distributed practice--frequent exposure tocontent/skill over timeCumulative reviewTeach to masteryIncreasing Opportunities to RespondSaying, Writing, DoingGroup Reading Strategies for Student Engagementq q q q q Model: All students track as the teacher reads the passage. Teacher emphasizes readingin phrases with expression. “My turn to model. Everyone tracking.”- Choose this strategy when text contains dialogue, advanced punctuation or othercontent that makes it more difficult for students.Echo Reading: The teacher reads a sentence fluently and immediately the students readit back to the teacher. Keep the time between the model and test very short. Allstudents must track as the teacher or peer reads. “My turn. Echo read. Everyonetracking.” (Model) “Tracking back. Your turn, read.”Choral: Students and teacher read together aloud as all students are tracking. Thisshould be only on short sentences and title. Teacher sets pace. “Everyone choralread.”- Choose this strategy with text that all students can read.Cloze: Teacher reads and pauses at a word (focused vocabulary words) and studentsread the word. Continue for a paragraph or so. “My turn. Everyone tracking. Clozeread .”Partner: Partner A reads a sentence and Partner B reads a sentence. Students must trackas their partners read.Feedbackq q q Corrective and AffirmativeTimely and FrequentSpecific and ReinforcingEngagingInstructional Groupingq Whole group, Small groups, Partnersq Fluid and flexibleq Skill-Based Small Group Instructionq q q q q q Increasing Opportunities to RespondExplicit Vocabulary InstructionFeedbackInstructional GroupingAcquire – Auto – ApplyClassroom PBISExplicit Vocabulary Instructionq Introduce the word Teacher says the word All students repeat the word Teacher gives a student-friendly definition All students repeat the definition (with teacher guidance) Repeat above steps as necessaryq Demonstrate Provide an example Provide a non-example Repeat above steps as necessaryq Apply Students turn to a partner and use the word in a sentence Teacher shares a sentence using the wordAcquire – Auto – Applyq q q Learn (acquire) the skillBuild the skill toautomaticityApply the skillClassroom PBISq q q q Forming clear behavior expectationsExplicitly teaching expectations to studentsReinforcing expectations with studentsCorrecting of problem behaviors in a systematicmannerCanyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning3
Common Core StandardsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsCollege and Career Readiness Anchor Standards(found in each of the strands below)READINGGrade Specific StandardsWRITINGGrade Specific StandardsSPEAKING & LISTENINGGrade Specific StandardsLANGUAGEGrade Specific StandardsKey Ideas and DetailsCraft and StructureIntegration of Knowledge and IdeasRange of Reading &Level of Text ComplexityText Types and PurposesProduction and Distribution of WritingResearch to Build and Present KnowledgeComprehension and CollaborationPresentation of Knowledge and IdeasConventions of Standard EnglishKnowledge of LanguageVocabulary Acquisition and UseRange of WritingLiteracy in History/Social Studies, Science, andTechnical SubjectsGrades 6-12Reading and Writing standards for content areasubjectsFoundational SkillsGrades K-5Print ConceptsPhonological AwarenessPhonics and Word RecognitionFluencyAppendicesA: Research behind the standards andglossary of the termsB: Text exemplars illustrating complexity,quality and range of reading appropriate andsample performance tasks for various gradelevelsC: Annotated samples of students writing atvarious gradesAccess the ELA Core Standards at corestandards.orgCanyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning4
Key Points in English Language Arts Core StandardsAuthors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards English Language ArtsPublisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010Reading The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for thedemands of college- and career-level reading no later than the end of high school. The standards also require the progressivedevelopment of reading comprehension so that students advancing through the grades are able to gain more from whatever they read. Through reading of a diverse array of classic and contemporary literature as well as challenging informational text in a range of subjects,students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards arebuilding blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriatecurriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the schoolyear and allow parents and students to know what to expect at the beginning of the year. The standards mandate certain critical types of content for all students, including classic myths and stories from around the world,foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately deferthe many remaining decisions about what and hot to teach to states, districts, and schools.Writing The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writingstandards, with opinion writing—a basic form of argument—extending down into the earliest grades. Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —isemphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is sooften critical. Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments,informational/explanatory texts, and narratives in the various grades.Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning5
Key Points in English Language Arts Core Standards (cont.)Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards English Language ArtsPublisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010Speaking and Listening The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listeningand speaking as well as through media. An important focus of the speaking and listening standards is academic discussion in one-on-one, small group, and whole-class settings.Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as studentscollaborate to answer questions, build understanding, and solve problems.Language The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. Thestandards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of wordsand phrases. The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that studentsmust be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices amongthe many ways to express themselves through language. Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but becausetheir use extends across reading, writing, speaking, and listening.Technology Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysisand production of media) are integrated throughout the standards.Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning6
ELA 13-20142014-2015Action(s) Related to Curriculum, Instruction, and Assessment for English Language Arts (ELA)The Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices (NGACenter) lead the effort to develop a common core of state standards for English and mathematics.August: Utah Adopts the Common CoreOngoing: CBM for reading conducted at middle schools; Skills-based Reading Cohort PDWinter: The Canyons Board of Education adopts a timeline for implementation of the new standardsSpring: ELA Reps from each secondary school in CSD meet to work on curriculum and instruction implementation plansSpring: Teachers begin planning units around the district established scope & sequenceSummer: USOE Utah Core Summer TrainingAugust: CSD Utah Core Trainings for all ELA teachersOngoing: CBM for reading conducted at middle schools and HHS; Skills-based Reading Cohort PDSeptember: HYPE Sessions begin, teachers begin curriculum and instructional changes required by the coreJanuary: Text Complexity WorkshopFebruary: Assessment WorkshopSpring: My Access argumentative prompts align with the coreSpring: First Cohort of “HYPE” Certified Teachers GraduateSpring: Mapping Teams meet to create common themes, essential questions, and key terms within the established scopeand sequenceJune: Continued professional development for ELA teachers; Common Themes and focus on text complexityAugust: Continued professional development for ELA teachers; Common Themes and focus on writing instructionFall: begin district and school Common Formative AssessmentsSeptember—April: Study Sessions for collaboration and unit designSeptember—April: Continued HYPE SessionsReconfiguration—6th grade moves to middle school, 9th grade moves to high schoolRefine Curriculum Maps as neededPilot new performance-based testing (replacing the Utah CRTs for English and math)Refine district and school Common Formative AssessmentsBegin new performance-based testing (replacing the Utah CRTs for English and math)Fine tune Common Formative Assessments and maps as neededCanyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning7
2012-2013 High School Assessment Calendar 2012-2013MonthDatesTestWhoAUGUSTAug 27School StartsAll studentsSEPTEMBERSept 5Scholastic Reading Inventory (SRI)Sept 17 – 22Reading CBM for InterventionGrade 10 All students(11 & 12 new students only)Students Below Basic on SRIOct 9 – 25PLANGrade 10DECEMBERDec 6 – 19Scholastic Reading Inventory (SRI)Grade 10 All students(11 & 12 new students only)JANUARYJan 2 - 8Secondary CBM for InterventionStudents Below Basic on SRIMar 4 – May 3Utah Academic Language Proficiency Assessment(UALPA)Grades 10 – 12OCTOBERNOVEMBERFEBRUARYMARCHMar 5Mar 19APRILACT TestACT Makeup DateGrade 11Grade 11Apr 8 – 19Scholastic Reading Inventory (SRI)Apr 22 – June 3Core CRT TestGrade 10 All students(11 & 12 new students only)Grades 10 – 12Apr 29 – May 3Reading CBM for InterventionStudents Below Basic on SRIJune 7School EndsAll StudentsMAYJUNECanyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Evidence-Based Learning8
Assessment Acronym Glossary for Secondary TeachersACT: The ACT was designed to measure academic skillsrequired for success in college and university settings. Collegeand universities commonly use results to help determine whichstudents to admit. There are four college readiness benchmarkareas: 1) English, 2) Mathematics, 3) Reading, and 4) Science.Student’s reaching ACT benchmarks have a 75% or betterchance of getting a “C” or higher and a 50% chance or better ofgetting a “B” or higher in a college course in that subject. TheACT is administered to all 11th graders in the Canyons SchoolDistrict in the spring.AIMSweb:A data management system which allows forprogress monitoring for Curriculum Based Measurement (CBM).Benchmarking: Measuring the level of an academic skillin order to compare it to a specific standard that represents animportant level of mastery. Frequently benchmarking involves auniversal screening procedure in which all students are tested orsomehow evaluated. SRI serves as a universal screener andbenchmarking tool for reading in the middle and high schools inCanyons School District (CSD).BLT: Building leadership teams are charged with facilitatingstudent achievement by judicious use of data (quantitative andqualitative), through designing and implementing effective schoolstructures, professional development plans, and decision-makingprocedures and policies. This team also communicates schoolneeds to other groups, and customizes implementation of districtinitiatives.CBM:Curriculum-Based Measurement – a brief standardizedmeasurement procedure designed to ascertain a student’s overallacademic performance in a basic subject area: e.g. reading,math, spelling, or writing. CBMs were designed to help teachersmonitor academic growth over time, so that instruction could bemodified and learning rates accelerated. They are alsoappropriately used as s
SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT 2012 – 2013 Curriculum Mapping Purpose Canyons School District’s English language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using materials
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
English Language Arts 8 English Language Arts Grade 8 1 Introduction English language arts (ELA) is a Required Area of Study in Saskatchewan’s Core Curriculum. The purpose of this curriculum is to outline the provincial requirements for Grade 8 English Language Arts. Time Allotment The Saskatchewan Ministry of Education has established a
SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT 2012 - 2013 Curriculum Mapping Purpose Canyons School District's English language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using materials selected by schools and coordinated with feeder systems.
Summer 2018 ELA Course Registration Guide (pg.2) (pg.2) Email Directory and ELA T.Q. Quick Links . ELA 103: The Denver ELA Program ELA 104: Academic Language in the Content Areas .
ELA.EE.RL.8.3 Identify which incidents in a story or drama lead to subsequent action. ELA.EE.RL.8.5 Compare and contrast the structure of two or more texts. ELA.C2.1 ELA.EE.W.8.2.b Write one or more facts or details related to the topic. ELA.EE.W.8.2.c Write complete thoughts as appropriate.
PSSA Grade 6 English Language Arts Item and Scoring Sampler—September 2016 3 INFORMATION ABOUT ENGLISH LANGUAGE ARTS English Language Arts Grade 6 This English Language Arts Sampler is composed of 3 passages, 12 passage-based multiple-choice questions, 4 evidence-based selected-response questions, a text-dependent analysis question, 4
and measured pile capacities. API-1993 provides potentially non-conservative results for shaft capacity in loose sands, and in loose-to-medium sands with high length (L) to diameter (D) ratios. Figures 1 and 2 illustrate these skewed trends, reproducing the database comparisons given by Jardine et al (2005) between calculated (Q c) and measured (Q m) shaft capacities. 2.2.2 Non-conservative .
