plainfield public schools english language arts …
TRANSCRIPT
PLAINFIELD PUBLIC SCHOOLS
ENGLISH LANGUAGE ARTS
CURRICULUM GUIDE
Grade 1
Adopted by the Plainfield Board of Education on August 20, 2013
Revised Summer 2016
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TABLE OF CONTENTS
Plainfield Public Schools Administration and Board of Education
Page 3
PPS Elementary ELA Curriculum Design Team
Page 4
PPS ELA Curriculum and the New Jersey Student Learning Standards
Pages 5 & 6
Grade One Pacing Guide
Page 7 & 8
Grade One Unit Standards Chart
Page 9 & 10
Glossary of Important Terms
Page 11 – 14
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PLAINFIELD PUBLIC SCHOOLS
ADMINISTRATION
Mrs. Anna Belin-Pyles, Superintendent
Dr. Debra J. Sheard, Assistant Superintendent
BOARD OF EDUCATION
Mrs. Emily E. Morgan, President
Mr. Dorien Hurtt, Vice President
Ms. Lynn B. Anderson
Mr. Terrence S. Bellamy, Sr.
Mr. John C. Campbell
Mrs. Carletta D. Jeffers
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Ms. Carmencita T. Pile
Mr. David M. Rutherford
Mr. Richard Wyatt
PLAINFIELD PUBLIC SCHOOLS
ELEMENTARY ELA CURRICULUM DESIGN TEAM
Laura Davis
Isabella DeSantis
Fatima Embden
Karen Gee
Kristina Jerome
Patricia Mendola
Alicia Migliore
Pepper Stackhouse
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CURRICULUM SUPERVISOR
Donna Mullaney
PPS ENGLISH LANGUAGE ARTS CURRICULUM
NEW JERSEY STUDENT LEARNING STANDARDS (NJSLS)
The Plainfield Public Schools English Language Arts curriculum is based on the New Jersey Student Learning Standards.
As students advance through the grades and master the standards in reading, writing, speaking, listening, and language,
they are able to exhibit with increasing fullness and regularity the following capacities of the literate individual.
1. They demonstrate independence.
2. They build strong content knowledge.
3. They respond to the varying demands of audience, task, purpose, and discipline.
4. They comprehend as well as critique.
5. They value evidence.
6. They use technology and digital media strategically and capably.
7. They come to understand other perspectives and cultures.
Key Features of the Standards:
Reading: Text complexity and the growth of comprehension *
Writing: Text types, responding to reading, and research **
Speaking and Listening: Flexible communication and collaboration
Language: Conventions, effective use, and vocabulary
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Adapted from The Common Core State Standards Initiative www.corestandards.org
* Text Complexity (Reading Standard 10) is measured by three factors:
1. Qualitative evaluation of the text
2. Quantitative evaluation of the text
3. Matching reader to text and task.
For details about text complexity and how it is measured, see Appendix A of the Common Core State
Standards for English Language Arts. http://www.corestandards.org/assets/Appendix_A.pdf
Students in grades K through 5 apply the Reading standard to the following range of text types, with
texts selected from a broad range of cultures and periods.
Literature Informational Text
Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical
Texts
Includes children’s
adventure stories,
folktales, legends, fables,
fantasy, realistic fiction,
and myth
Includes staged
dialogue and brief
familiar scenes
Includes nursery
rhymes and the
subgenres of the
narrative poem,
limerick, and free
verse poem
Includes biographies and autobiographies; books about history,
social studies, science, and the arts; technical texts, including
directions, forms, and information displayed in graphs, charts, or
maps; and digital sources on a range of topics
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For details, excerpts, and specific titles that are representative of a range of topics and genres, see Appendix B of the Common Core
State Standards for English Language Arts. http://www.corestandards.org/assets/Appendix_B.pdf
** Details about text types and examples of student writing can be found in Appendix C of the Common Core State Standards for
English Language Arts. http://www.corestandards.org/assets/Appendix_C.pd
Some activities may overlap or may require shorter or more extensive time. Teachers are to use the suggested timeline as a guide. Information on specific New
Jersey Student Learning Standards can be found on the NJDOE website at: http://www.state.nj.us/education/cccs/2016/ela/
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GRADE ONE PACING GUIDE 2013-14
Instruction
Assessment/ Enrichment
Reading Focus
Writing Focus
SUGGESTED TIMELINE FOR PERFORMANCE TASKS
Unit One
9/8 – 10/14
10/21 – 10/24
Literature
Narrative
Task #1 2-3 days
Task #2 3-4 days
Task #3 2-4 days
Task #4 5-7 days
Task #5 3-4 days
Unit Two
10/27 – 12/12
12/15 – 12/23
Literature
Narrative
Task #1 2-3 days
Task #2 3-4 days
Task #3 5-7 days
Task #4 5-7 days
Unit Three
1/5 – 2/17
2/18 – 2/27
Informational Text
Informative/ Explanatory
Task #1 2-4 days
Task #2 2-4 days
Task #3 4-5 days
Task #4 5-7 days
Unit Four
3/2 – 4/17
4/20 – 4/24
Literature
Opinion
Task #1 3-4 days
Task #2 5-7 days
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READING FOUNDATIONS WRITING
STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
RF 1 POWER W 1 POWER
RF 2 POWER W 2 POWER POWER
RF 3 POWER W 3 POWER POWER
RF 4 W 4
W 5 POWER
W 6
W 7
W 8 POWER POWER
W 9
W 10
and Informational
Text
Task #3 3-5 days
Task #4 5-7 days
Unit Five
4/27 – 6/12
6/15 – 6/19
Literature
and Informational
Text
Narrative
Task #1
3-5 days
Task #2
4-6 days
Task #3
5-10 days
READING LITERATURE READING INFORMATIONAL TEXT
STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
RL 1 POWER POWER RI 1 POWER
RL 2 POWER POWER RI 2 POWER POWER
RL 3 POWER POWER POWER RI 3
RL 4 RI 4 POWER
RL 5 RI 5 POWER
RL 6 RI 6
RL 7 RI 7
RL 8 RI 8
RL 9 RI 9
RL 10 RI 10
SPEAKING AND LISTENING LANGUAGE
STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 STANDARD UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
SL 1 POWER L 1 POWER
SL 2 L 2
SL 3 L 3
SL 4 L 4
SL 5 L 5
SL 6 L 6
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GLOSSARY
Big Ideas
Bloom’s Taxonomy
Depth of Knowledge (DOK)
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Engaging Learning Scenario
Essential Questions
Performance Task
Power Standards
Priority Standards
Rigorous Curriculum Design
Supporting Standards
GLOSSARY
Big Ideas: The foundational understandings – main ideas, conclusions, or generalizations relative to the
unit’s “unwrapped” concepts – that educators want their students to discover and state in their own
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words by the end of the unit of study. Big Ideas convey to students the benefit or value of learning the
standards in focus that they are to remember long after instruction ends.
Depth of Knowledge (DOK): A four-level framework used to analyze the cognitive demand of a
standard, assessment, or task.
Level One – recall
Level Two – skill/concept
Level Three – strategic thinking
Level Four – extended thinking
Engaging Learning Scenario: A purpose-setting context designed to motivate and engage students in
the lessons and tasks in a unit. The scenario “hooks” student interest by presenting a current situation
(either real or imaginary) and a corresponding challenge that students must work collaboratively to
accomplish through the creation of a product or performance. Scenarios include a situation, challenge,
role, audience and product or performance that provide context for the performance tasks.
Essential Questions: Engaging, open-ended questions that educators use to spark student interest in
learning the content of the unit about to commend. Even though plainly worded, they carry with them an
underlying rigor. Responding to them in a way that demonstrates genuine understanding requires more
than superficial thought. Along with the “unwrapped” concepts and skills from the Priority Standards,
educators use the Essential Questions throughout the unit to sharply focus instruction and assessment.
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Performance Task: A student experience that aligns with selected standards of the unit and its
Engaging Learning Scenario. Performance tasks provide educators with a “window” into student
understanding, giving them formative diagnostic data needed to monitor and adjust instruction.
Performance tasks allow students to construct their own understanding of the standards through active
participation.
Power Standards: A subset of the total list of Priority Standards for a unit. These standards are
selected for and guide the creation of the Performance Tasks for a unit.
Priority Standards: A set of standards listed in a unit that are tested in an end-of-unit assessment.
Rigorous Curriculum: An inclusive set of intentionally aligned components – clear learning outcomes
with matching assessments, engaging learning experiences, and instructional strategies – organized into
sequenced units of study that serve as both the detailed road map and the high-quality delivery system
for ensuring that all students achieve the desired end: the attainment of their designated grade- or
course-specific standards within a particular content area.
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Supporting Standards: Those standards that support, connect to, and enhance the Priority Standards.
They are taught within the context of the Priority Standards but do not receive the same degree of
instruction and assessment emphasis.
“Unwrapping” the standards: Analyzing and deconstructing grade-level and course-specific standards
for a unit of study to determine exactly what students need to know (concepts) and be able to do (skills).
Adapted from: Rigorous Curriculum Design by Larry Ainsworth, 2010.