CURRICULAR MAPPING: ALIGNING ALL INTEGRATED COMPONENTS TO NJCCCS

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• Fred Carrigg
• Special Assistant to the Commissioner
• for Urban Literacy

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• 1. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
  (NJCCS)
• 2. THEME/BIG IDEAS
• 3. MATERIALS AND SUPPLIES
• 4. STRATEGIES AND TECHNIQUES
• 5. ASSESSMENTS
• 6. SUPPLEMENTAL AND INTERVENTIONS

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• I. NEW JERSEY CORE CURRICULUM CONTENT
  STANDARDS (NJCCCS)
• 1) Decide which standards/indicators will be
  targeted in which marking periods
• 2) Spell out the standard/indicator and the
  extent to which it is to be taught/mastered
• Begin v. Ongoing
• Parts (e.g., certain initial consonants) v.
  whole indicator
• 3) Begin with your Comprehensive Reading Program,
  
• e.g. 3.1.B 1-5, initial consonants

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• II. THEME/BIG IDEAS
• 1) Select age appropriate themes big enough to
  include child-centered sub-themes geared to your
  students
• 2) Review themes in your CRP
• 3) Think Background Knowledge, Motivation, and
  Vocabulary
• 4) Think Cognitive Academic Language Proficiency
  (CALP) words you want to infuse into the daily
  classroom vocabulary
• 5) Review Authentic Literature to be used (step
  3) for CALP words
• 6) Build district level guidance on vocabulary
  (Word Walls)

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• III. MATERIALS AND SUPPLIES
• 1) By Standard and Marking Period
• First grade, 1st marking period Standard 3.1.B
• 2) Begin with CRP
• e.g. 3.1.B 1-5, initial consonants
• Note that only a few are introduced. Which
  ones?
• Check how this is taught/practiced/reinforced
  through the various components for Read
  Aloud, Shared Reading, Supportive guided reading
  materials, etc. This is the Core. CRP Unit 1
  TG
• Dont rewrite the teachers guide
• Do list the holes, weaknesses, etc.
• 3) Ask Are the NJCCCs adequately addressed?
• Think Additional and Alternate Core
• e.g. flip charts, classroom library books,
  more guided reading, etc., that you need to
  include for your communities

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• IV. STRATEGIES AND TECHNIQUES
• Different authors and researchers have used
  terms differently
• 1) Spell out what strategies and techniques
  you recommend
• 2) Define them
• 3) Give examples of what it looks like

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• V. ASSESSMENTS
• Explain in detail Formative v. Summative
  Assessments
• 1) Screening which one, why and how to use
  it to inform instruction
• 2) Diagnostic who is eligible for deeper
  assessment, what is the criteria, what
  services will then be provided
• 3) On-going student performance based
  assessment aligned to the curriculum and
  standards
• Assess what you taught/Decide what and how much
  to assess
• Benchmarks?
• Summative
• State tests
• Norm-referenced or criterion referenced
  independent of CRP

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• VI. SUPPLEMENTAL AND INTERVENTIONS
• Beyond the CRP, recommended Alternate Core for
  special populations and re-teaching
• 1) ELLs (same process as with the CRP,
  spell out unit, chapters or pages)
• 2) Other programs for specialized populations
• 3) Another guided reading series to re-teach
  skills equal to Core
• 4 ) More big books, authentic lit that focuses
  on NJCCCs for re-teaching
• 5) Think different learning styles
• 6) Technology integration (same process as
  with the CRP)

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• Questions/Reasons for Curricular Mapping Beyond
  Interdisciplinary Integration
• BIG Question
• Is my CRP perfect? Do all students who do not
  have a specific, diagnosed learning disability
  learn to read with this CRP (say 95 or better)?
  Yes ___ No ___. If you answered yes, STOP!!!!
  Gather your things you dont need to be here.
  Otherwise continue.
• 1) Background/Knowledge/Motivation/
• Vocabulary
• Does my CRP sufficiently relate to/motivate my
  student community? Are the stories/content
  relevant? Is there sufficient building of
  vocabulary already included in this unit? Are
  there gaps as students enter that must be
  addressed? Are there assumptions about literacy
  at home?

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CURRICULAR MAPPINGALIGNING ALL INTEGRATED
COMPONENTS TO NJCCCS

• 2) Phonology and Structure
• Are there students who have phonological
  differences that must be taken into account?
  Non-existing phonemes? Late acquisition sounds?
  Structural patterns that differ from the standard
  English of literacy?
• 3) Comprehension
• Does this CRP really meet NJs high standards?
  Does it begin HOTS in K? Does it require that
  students perform and not just demonstrate
  competence?
• 4) Guided Reading and Fluency
• Does the CRP have an adequate number of
  decodable books at, above and below the average
  to allow for individualized student learning?
  Are there sufficient books to provide for
  different learning styles? Has the CRP gone
  beyond decodable books to include readers with
  sight words, gain meaning from context?
• 5) Writing
• How strong is the writing component? Does the
  CRP include prompts similar to anticipated
  performance in NJ? Are there visual, reader
  responses, persuasive argumentative, poetry
  prompts? Does the series include process writing?