Unveiling the North Bergen K-8 ELA CCSS Curriculum (“Teacher Friendly Version”) “Improved classroom instruction is the prime factor to improve student achievement gains.” --Allen Odden and Marc Wallace Created by Edmund C. Garrison (District K-12 ELA Supervisor) and Members of the North Bergen Curriculum Committee

Key Features of the “New” North Bergen ELA CCSS Curriculum Key features of the North Bergen ELA Curriculum: -Offers the teachers the “latitude” to choose the selections and resources from Treasures, Glencoe, and Triumphs that they feel will best meet their students needs. -Offers numerous “Supports” that include resources, strategies, and assessments based on “best literacy practices.” -Includes ideas on how to better integrate technology to meet the needs of the 21 st Century Classroom. -Follows Grant Wiggins and Jay McTighe’s Understanding by Design framework for teacher planning which begins with what we want students to be able to do (Common Core Standards) and proceeds to the evidence we will accept that they have learned it. -Emphasizes the use of the Gradual Release of Responsibility model for creating lessons (“I do, We do, You do…”) which research shows that optimal learning is achieved when teachers use the Gradual Release of Responsibility Model for instruction. ( Routman Reading essentials) 2

Understanding the “New” North Bergen ELA CCSS Curriculum Step #1: Review the “Scope and Sequence” for your grade level. Step #2: Review the “Marking Period Overview” for the marking period you are working on. Step #3: Review the “Modes/Types of Writing (Vertical Snapshot)” to see what types of writing will be emphasized in each grade level. Step #4: READ through the “Curriculum Framework” for the marking period you are working on. Step #5: Review the “Resource Page” for additional resources for your grade level. For Additional Information and Support: Go to and read the ELA standards for your grade level. “Unpack the Standards” (Break them down into “easy to understand” language. (i.e. Amy Benjamin “Thumbnail” descriptions) Review the Gradual Release of Responsibility model for optimal learning. 3

Step #1: Scope and Sequence Review the “Scope and Sequence” for your grade level to familiarize yourself with the Common Core ELA Standards assigned to each marking period. Notice that some standards are repeated throughout the year. Remember that the Marking Period Exams will contain questions, etc. that will assess standards from that marking period. 4

Step #2: Marking Period Overview Read the “ELA Marking Period Overview” for the marking period you are working on. Elements of the “Overview”: -Essential Questions: The “essential questions” highlight the usefulness, the relevance, and the greater benefit of the marking period. It is often the “so what?” question about material covered. It should be answerable, at least to some degree, by the end of the marking period, but it should also have more than one possible answer. It should prompt intellectual exploration by generating other questions. -Overview: This is a description of the marking period. It provides a summary of what students will learn. It explains the structure, progression, and various components of the marking period. It offers some guidance regarding the selection of resources. 5

Step #2: Marking Period Overview (Continued) - Academic Vocabulary: These are concepts and terms that students will encounter—often for the first time— over the course of the unit. The list is not comprehensive; it is meant to highlight terms that either are particular to the unit, are introduced there, or that play a large role in the work or content of the marking period. These terms and concepts are usually implied by the standards, but not always made explicit in them. 6

Step #3: Modes/Types of Writing (Vertical Snapshot) The “Modes/Types of Writing (Vertical Snapshot)” lists the writing type(s) that will be covered each marking period and will be assessed on the marking period test. Students should have sufficient practice to master the type(s) of writing throughout the marking period. Students’ essays should be assessed using the “North Bergen District Rubrics” for each grade level which can be found on the ELA Website under “ELA Testing”— (Grading, Rubrics, etc.) 7

Step #4: Curriculum Framework The “Curriculum Framework” is the “heart of the curriculum.” It contains the “Common Core Standards” to be covered during the marking period and the various “Teaching Supports” available for each grade level: Treasures/Glencoe; Triumphs Common Core Coach; Additional Suggested Resources (i.e. Hudson County Core Curriculum); and Assessments. The standards are divided into the various domains: RL: Reading Literature; RI: Reading Informational Text; W: Writing; SL: Speaking and Listening; L: Language. The K-12 grade-specific standards define end-of-year expectations and a cumulative progression designed to enable students to meet CCSS expectations no later than the end of high school. Standards advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations describe by the CCSS Anchor Standards. 8

Step #4: Curriculum Framework (Continued) The K-12 grade-specific standards emphasize achievements leaving room for teachers to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the standards. While the standards delineate specific expectations in reading, writing, speaking/ listening and language conventions, each standard need not be a separate focus for instruction and assessment. Several standards could be taught utilizing a single selection. The CCSS Anchor Standards help provide focus and coherence. The same ten CCSS Anchor Standards for Reading apply to both literary and informational texts, including texts in history/social studies, science, and technical subjects. The ten CCSS Anchor Standards for Writing cover numerous test types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms. 9

Practical Ways to Use the “Curriculum Framework” Step #1: Select a standard(s) to be taught by modeling, using strategies, using the gradual release model, etc. Step #2: Select a text to be used to teach that standard(s). 10

Practical Ways to Use the “Curriculum Framework Step #3: Use the Gradual Release Model to assist students in meeting the standard(s). Some ideas/methods to achieve this are the following: –Reference HCCC teachers’ notes (Reference “Framework”) –Model –Utilize strategies (i.e. RAP, QAR, etc.) –Teacher’s Manual/Teacher’s Edition (i.e. Coach “Think Aloud;” Treasures “Develop Comprehension Side notes”) 11

Step # 5: Resource Page These are links to lesson plans, activities, related background information, author interviews, and other instructional materials for teachers from a variety of resources. Each resource may page contain additional: -Texts -Supplemental Resources -On-line materials -Additional materials -CDs -Assessments 12

Additional Information and Support on Understanding the “New” North Bergen ELA CCSS Curriculum

Understanding the CCSS Website: standards standards (Be sure to read Appendices A, B, and C) 14

Unpacking the Standards Website: core-tools/ core-tools/ The North Carolina State Board of Education Website has done an excellent job of “unpacking the standards.” - What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student must know, understand, and be able to do. -What is in the document? Descriptions of what each standard means a student will know, understand, and be able to do. The “unpacking” of the standards done in this document is an effort to answer a simple question “What does this standard mean that a student must know and be able to do?” and to ensure the description is helpful, specific and comprehensive for educators. The ELA Unpacking Standards are designed to support teachers in their understanding of the common core and essential standards. The unpacking documents demonstrate at a granular level the knowledge and skills students are expected to master at a particular grade. Before you can understand our district’s curriculum, you will need to understand each standard. 15

Example of CCSS RL4.1; 4.2; 4.3 “Unpacked” Fourth grade students should refer to the text when drawing conclusions as well as when answering directly stated questions. The central message or lesson is now referred to as theme (a unifying idea that is a recurrent element in literary or artistic work). Students are continuing to determine a theme and expanding this work to other genres. They are required to refer to the text to describe various story elements. Use questions and prompts such as: Can you tell me the reasons why the character said …in the story? Show me where you linked your thinking to the text. What are the most important events that happened in the story? How do you know? What is the theme of this text? Summarize the story from beginning to end in a few sentences. Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way. 16

Review the Gradual Release of Responsibility model for optimal learning Go to the North Bergen ELA Website; look under ELA Curriculum ; open-up Gradual Release of Responsibility. Review the background files on the Gradual Release of Responsibility. Print, then read the North Bergen Gradual Release Planning Templates—Model Templates, Model Lessons, and Blank Template. Think about how you will use the Gradual Release of Responsibility method to “focus” how you teach. Remember, when you are being evaluated, the format (i.e. Standard(s); Essential Question(s); and Academic Vocabulary/Terminology should be on the board, and you should be following the various steps in the template on the Gradual Release of Responsibility. 17