Instruction Is Shifting
This is a comprehensive English Language Arts curriculum designed to fit the demands and instructional shifts of the Common Core State Standards (CCSS). As such, the modules, units and lessons in this curriculum were designed with a close adherence to the Publisher's Criteria and The Tri-State/ EQuIP Rubric. This means that teachers may encounter some new or unfamiliar structures, approaches, and strategies. The authors of these modules have been careful to ensure that its strongest characteristic is that it will support teachers as they build students' skills and knowledge in order to prepare them for College and Career as defined by the standards themselves. The major features of the modules and the ways in which these materials may differ from more traditional resources are outlined in the paragraphs below.
The following information is organized into three sections. See "Prefatory Material" for details.
1. Overall Curricular Changes Due to the Shifts Demanded by the Common Core State Standards
Some of the design features herein may necessitate shifts in practice for many high school ELA teachers, while many of them may be familiar as principles of strong and effective teaching. Where we see a possibility for significant changes in teacher practice, we are providing a bit of the logicbehind the choices we've made.
2. Our Approach to Homework
The modules include a research-informed, consistent, and scaffolded approach to nightly homework for students. It blends "Accountable Independent Reading" (AIR) with opportunities for extension of student thinking and preparation for new learning. We are providing a thorough explanation of the system suggested herein.
3. Flexibility in This Curriculum
While some lessons provide detailed instructions or recommendations, it’s important to note that the lessons are not scripts and they do allow for teacher preference and flexibility to ensure that what is happening in the classroom both meets the needs of students and is in service of the shifts and the standards. We've been careful to point out the key places where teacher perspective and context-based decision making will be critical. (read more)
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The Curriculum Materials Provided on EngageNY are Intended to
Description Adapted from EngageNY
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting 9/2013 engageny.org
Updated 1/6/2015 (KBW)
This is a comprehensive English Language Arts curriculum designed to fit the demands and instructional shifts of the Common Core State Standards (CCSS). As such, the modules, units and lessons in this curriculum were designed with a close adherence to the Publisher's Criteria and The Tri-State/ EQuIP Rubric. This means that teachers may encounter some new or unfamiliar structures, approaches, and strategies. The authors of these modules have been careful to ensure that its strongest characteristic is that it will support teachers as they build students' skills and knowledge in order to prepare them for College and Career as defined by the standards themselves. The major features of the modules and the ways in which these materials may differ from more traditional resources are outlined in the paragraphs below.
The following information is organized into three sections. See "Prefatory Material" for details.
1. Overall Curricular Changes Due to the Shifts Demanded by the Common Core State Standards
Some of the design features herein may necessitate shifts in practice for many high school ELA teachers, while many of them may be familiar as principles of strong and effective teaching. Where we see a possibility for significant changes in teacher practice, we are providing a bit of the logicbehind the choices we've made.
2. Our Approach to Homework
The modules include a research-informed, consistent, and scaffolded approach to nightly homework for students. It blends "Accountable Independent Reading" (AIR) with opportunities for extension of student thinking and preparation for new learning. We are providing a thorough explanation of the system suggested herein.
3. Flexibility in This Curriculum
While some lessons provide detailed instructions or recommendations, it’s important to note that the lessons are not scripts and they do allow for teacher preference and flexibility to ensure that what is happening in the classroom both meets the needs of students and is in service of the shifts and the standards. We've been careful to point out the key places where teacher perspective and context-based decision making will be critical. (read more)
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The Curriculum Materials Provided on EngageNY are Intended to
- Support teaching and learning in Pre-Kindergarten (Pre-K) through Grade 12 classrooms across New York State and provide access to sequenced, spiraled, content-rich statewide curriculum programming and instructional practices that support the attainment of the CCLS and align to the Board of Regents’ strategic goals.
- Include teaching and learning experiences that scaffold P-12 grade levels, are focused on P-12 learning progressions, and project a trajectory of learning standards in each content area (English Language Arts & Literacy and Mathematics).
- Incorporate curriculum maps, lesson plans, performance tasks, scaffolding materials, samples of student work, and other classroom artifacts. Newly developed modules will provide curriculum and instructional resources targeted to address all learners within any classroom setting.
- Emphasize resources that are planned and developed according to the principles of Universal Design for Learning (UDL), and are able to be used by all students, including:
- English language learners (ELL)
- Students with disabilities (SWD)
- Accelerated learners
- Students achieving and performing below grade level (up to two grade levels behind through grade 8, and up to four grade levels behind in high school, grades 9-12).
Description Adapted from EngageNY
File: 9–12 ELA Prefatory Material Date: 8/31/13 Classroom Use: Starting 9/2013 engageny.org
Updated 1/6/2015 (KBW)