ELA Curriculum Map 2020

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a
variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to
create, critique, and discuss print and non-print texts.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a
variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and
to create and communicate knowledge.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and
social roles.
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of
content across the curriculum.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
We ensure the standards for English Language Arts are incorporated in our lessons through allowing time for small group instructional time.
This time allows for interpersonal work on literacy concepts to read a wide range of print, apply strategies to comprehend, develop writing, and participate using
spoken, written and visual language.
Curriculum and Planning Expectations- ​Teachers are expected to utilize the curriculum map and pacing. Instructional objectives should be based off standards
and communicated. Small group instruction should be data driven through formal and informal assessments. When planning literacy workshop centers for small
group, a teacher should consider the skills and ways to process the new concept, as well as the critical areas outlined in the standards for that grade level, ex:
short vowels. A minimum of 10 minutes a day should be devoted to reading aloud (PK-K) and independent reading (grades 1-3). A minimum of 30 minutes a day
should be devoted to phonics instruction (grades K-3).
Instructional expectations: ​It is expected that there is a balance of whole class instruction, peer collaboration, independent practice, and assessment of skills.
We use data driven and data informed instructional practices to tailor our instruction, both whole group and small group. Students should be aware of the learning
target because research tells us that students learn best when they know what they are learning.
Suggested time:
ELA lesson Tier 1 (all students)- 90 minutes
Foundational Literacy Skills (Phonics/ phonological awareness) -30 minutes
ELA WINN time- 30 minutes (No new instruction)
Remediation/Enhancements
Center work/collaboration