Unpacking the SNA Teaching, Learning & Technology Framework: EFL & ELA

Unpacking the SNA Teaching, Learning & Technology Framework: EFL & ELA

August 2016Marie Himes

mphimes@ncsu.edu

Session Objectives• Develop understanding of the

purpose and functions of curriculum maps

• Become familiar with the structure of SNA’s Teaching, Learning and Technology Framework

• Identify curricular connections in support of horizontal, vertical, and interdisciplinary alignment within and across instruction and learning at SNA

Guiding Question 1:How are curriculum maps organized for your content area?

ELA Curriculum Maps• ELA 10• ELA 11• ELA 12

SNA Teaching, Learning & Technology Framework:ELA/EFL Course Offerings

AP Course Options• AP English Language and Composition • AP English Literature and Composition

EFL Curriculum Maps• Level 1 EFL – Novice• Level 2 EFL – Novice High

to Intermediate Mid• Level 3 EFL – Intermediate

Mid to Intermediate High• Level 4 EFL – Intermediate

High to Advanced Low

• Modules

• Overview/Description

• Essential Questions (ELA)

• Standards

• Learning Objectives

• Terminology

• Texts & Resources

• Sample Activities & Assessments

• Sample Lesson Plan

SNA Teaching, Learning & Technology Framework:EFL & ELA Curriculum Map Structures

Recommended ELA Course Sequences

Recommended EFL Course Sequences

SEQUENCES GRADE 10 GRADE 11 GRADE 121. Level 1 EFL Level 2 EFL Level 3 EFL2. Level 2 EFL Level 3 EFL Level 4 EFL3. Level 1 EFL

&Level 2 EFL

Level 3 EFL Level 4 EFL

4. Level 1 EFL Level 2 EFL&

Level 3 EFL

Level 4 EFL

5. Level 1 EFL Level 2 EFL Level 3 EFL&

Level 4 EFL

Guiding Question 1:How are curriculum maps organized for your content area?

Do you have any questions about the structure of your content area’s curriculum maps?

Guiding Question 2:How do the curriculum maps inform instruction?

Curriculum MapsInstruction

Module

Unit 1

Lesson A

Unit 2

Lesson CLesson B Lesson D Lesson E Lesson F

Standards-based Instruction

Standards-based Assessments

Standards-based Assessments

Standards-based Assessments

Standards-based Assessments

Standards-based Assessments

Standards-based Assessments

Standards-based Instruction

Standards-based Instruction

Standards-based Assessments

Standards-based Assessments

Standards-based Assessments

Standards-based Instruction

Standards-based Instruction

Standards-based Instruction

Guiding Question 2:How do the curriculum maps inform instruction?

Do you have any questions about how to use the curriculum maps when writing your instructional plans?

Guiding Question 3:How do the curriculum maps support vertical coherence?

Vertical Coherence In Curriculum MapsELA 10 Curriculum Map

Module D: The Individual and Society (One’s Hopes and Dreams)Common Core State Standards for English Language ArtsRI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary ofthe text.Essential Questions:How does one reconcile conflicts between personal beliefs andthe “good of the society”? When is it appropriate for individuals to challenge the beliefs or values of society? How did the early American Dream develop?

ELA 11 Curriculum MapModule B: A Nation Divided and the Civil WarCommon Core State Standards for English Language ArtsRI. 11-12.2: Determine two or more central ideas of a text and analyze their development over thecourse of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.Essential Questions:What defines an American? How was the American Dream tested during the Civil War Era? How do authors use figurative language and/or rhetoric to advance their point of view or purpose? How do authors relate and develop elements of a text?

Vertical Coherence In Curriculum MapsLevel 1 EFL Curriculum Map

Module A1: Getting to Know Each OtherModule A2: Allow Me to Present MyselfStandards:• ACTFL Interpretive,

Interpersonal, Presentational Communication; Culture; Connections

• TESOL Standards 1 and 2• NCWLES: NL.CLL.1.1 – 1.3;

NL.CLL.2.1, 2.4; NL.CLL.3.1; NL.CLL.4.1; NL.CLL.4.2

Example of Performance Goal Objective: Recognize a question by the interrogative word when it is asked

Level 2 EFL Curriculum MapModule A1: IntroductionsStandards:• ACTFL Interpretive, Interpersonal,

Presentational Communication; Culture; Connections

• TESOL Standards 1 and 2• NCWLES: NM.CLL.1.1 – 1.3;

NM.CLL.2.1, 2.4; NM.CLL.3.1, 3.2; NM.CLL.4.1; NM.COD.3.1

Example of Performance Goal Objective: Recognize when being asked a question

Guiding Question 4:How do the curriculum maps support horizontal coherence?

Horizontal Coherence In Curriculum Maps

Curriculum maps provide the foundation for…• Co-creating Pacing Guides• Co-planning Instruction• Common Assessments• Collaboratively Analyzing Student Data

Where are these things carried out?In your Professional Learning Teams (PLTs)!

Guiding Question 5:How do the curriculum maps support interdisciplinary coherence?

Interdisciplinary Coherence In Curriculum MapsCivics and Economics

Curriculum MapModule A: Foundations of the American Political SystemNC Essential Standards for Civics and Economics• CE.C&G.1 Analyze the foundations and development of American government in terms of principlesand values.

o CE.C&G.1.1 Explain how the tensions over power and authority led America’s founding fathers to develop a constitutional democracy…

English Language Arts (ELA) 10 Curriculum MapModule C: The Individual and Society (Nonfiction Emphasis)Common Core State Standards (CCSS) for ELA and literacy• RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.Texts:

1. Declaration of Independence (Thomas Jefferson)2. Common Sense or The Crisis (Thomas Paine)

Guiding Questions 3, 4, & 5:How do the curriculum maps support vertical, horizontal, and interdisciplinary coherence?

Do you have any questions on vertical, horizontal, and interdisciplinary alignment within and across curriculum maps?

Digital Resources for ELA/EFL: Duolingo

From https://www.duolingo.com/

Digital Resources for ELA/EFL: Nick Peachey’s Web 2.0 Tools for Teachers

From http://www.technogogy.org.uk/Web20-Tools-for-Teachers.pdf

Digital Resources for ELA/EFL: NewsELA

From https://newsela.com/

Digital Resources for ELA/EFL: CommonLit

From https://www.commonlit.org/

Digital Resources for ELL/EFL: Colorin Colorado

From http://www.colorincolorado.org/