Overview of Regional Curriculum

High School ELA

Introduction to Regional Curriculum

O Purpose/RationaleO CCLS-common instruction across zip

codesO Power of collaborationO Overarching document to unite the

regionO Conceptualize the standards

Introduction to Regional Curriculum

CCLS

Regional Curriculu

m Document

District Curriculu

m

Instructional Units

(grade/ classroom

level)

Introduction to Regional Curriculum

O Development/OrganizationO Framework for Regional Curriculum

was conceptualized by consulting:O organization of the standardsO PARCC framework

Structure of ModulesO PARCC framework

Cover Sheet

Balances all text types

Ensures balance of literature/ informational text

Ramps up rigor of current research practices

Structure of Modules

Once the framework was established, how were the modules developed?

Organized in the same manner as the standards themselves

Module 1: Unlocking the text

Module 2/3: Author’s craft

Module 4: Integration of ideas

Module 6: Literary analysis

Unlocking the text—gathering evidence, inferential understanding

Author’s Craft—critical look at the structure of literature

Author’s Craft—critical look at the structure of informational text

Text Integration—analyze across texts and genres

Genre—critical look at a particular genre

Literary Analysis—deep analysis of text

Using Atlas

OCover sheet of Regional Curriculum document

O6 ModulesOCurriculum Map

State Curricular MapsO Draft Curricular Maps were posted

for K-2 and 3-5 on Engageny.org and are optional for districts to useO K-2: Core KnowledgeO 3-5: Expeditionary LearningO 6-12: Making Evidence-Based Claims

O Pieces of state curricular maps can fit into the Regional Curriculum documentO Crosswalks, K-2 and 3-5

Crosswalks

Curriculum Maps

What is the link between the Regional Curriculum

document and my units of instruction?

Instructional Implications

O Balanced Literacy FrameworkO Complex text used in whole group minilesson

(10-15 minutes)O Students’ individual needs met in small group

instruction (with instructional-level text)O Time to grapple with text independentlyO Writing tasks may be created to respond to

and use evidence from the complex text (following class discussion)

O Class discussion focused on text-dependent questions

Instructional Implications

O 6 shiftsO Balance literature and informational textO Literacy in the content areasO Staircase of complexityO Text-dependent questionsO Writing from sourcesO Academic vocabulary

Staircase of Complexity

*Lexile range for 9th-10th grade is 1050-1335**Lexile range for 11th-12th grade is 1185-

1385*

Texts chosen should fall in that range with increasing complexity over the school year.

Next StepsO Review your specific curriculum map(s)

O Begin to identify resources using Lexiles

O CC-aligned units of instructionO Share unitsO Adjust current unitsO Write new unitsO Link in Atlas (?)

Where to find Regional documents?

www.monroe2boces.org/sls

Instructional Resources

Questions?