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Introduction to the Curriculum Materials. Digging Into the Modules. Purpose of this Session. Participants will be able to Understand the structure and content of the NY ELA Curriculum Module 9.1 Identify key design considerations

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Introduction to the curriculum materials

Introduction to the Curriculum Materials

Digging Into the Modules

Purpose of this session
Purpose of this Session

  • Participants will be able to

    • Understand the structure and content of the NY ELA Curriculum Module 9.1

    • Identify key design considerations

    • Examine the supports embedded in the materials for instructors

    • Recognize the module as a tool for implementation and alignment


  • Introduce yourselves: name, school, role

  • Discuss: Thinking about your role at your school, what level of understanding will be necessary to ensure a successful implementation of the ELA Curriculum modules?

    • Teachers

    • NTI Members/Coaches

    • Principals

    • Others

How does the module support a ccss aligned curriculum
How Does the Module Support a CCSS-Aligned Curriculum?

The module is a tool that provides CCSS-aligned practices for unit and lesson design, instructional strategies, and assessments.

Teachers have opportunities to implement or modify the units according to their students’ needs.

The module is not intended as “one size fits all.”

Talk about it
Talk about it!

  • In Your Table Groups Discuss:

    • What questions do you have about the module design?

      Module Online Location:

Conceptual framework taking a deeper dive
Conceptual Framework:Taking A Deeper Dive

  • Individually, read the Introduction and Part 1 of Prefatory Information on pages 1–4, annotating key design considerations.

  • Annotate with focus on:

    • Text Pacing

    • Opportunities for Close Reading

    • Depth, not Breadth of Material

    • Writing from Sources and Research

    • Standards Assessed vs. Standards Addressed

Module and unit overviews
Module and Unit Overviews

  • In pairs, skim the Module 9.1 Overview and Unit 2 Overview, annotating for the following key design considerations:

    • Attending to the Standards

    • Text Pacing

    • Close Reading

    • Depth, not Breadth of Material

    • Writing

Talk about it1
Talk About It!

  • In Your Table Group Discuss:

    • What evidence from your current planning and instruction feels aligned to this type of instruction?

    • What feels like a shift in instructional practice?

    • What feels like a shift in student expectations?

Going deeper introducing a sample lesson
Going Deeper…Introducing a Sample Lesson

  • Dig into Unit 2, Lesson 8

  • Conduct a close reading of the Lesson and annotate with a focus on:

    • Teacher And Student Actions

    • Vocabulary

    • Instructional Notes

    • Standards Addressed vs. Standards Assessed

    • Close Reading Activities

Going even deeper
Going Even Deeper…

Reread the lesson for a second time

Think about the students in your classes/school as you revisit the lesson

With a focus on your students, annotate the lesson areas that may need scaffolding, modification, or adaptations to meet your current students’ needs

Discussion and reflection
Discussion and Reflection

  • What types of instructional strategy shifts may be needed initially as you teach this module?

  • In what areas will you need to provide the most scaffolding to support your students’ learning?

  • How might you need to adjust the pacing?

  • How can the embedded supports within the module framework assist in meeting your students’ needs?

Q & A

Online parking lot

Online Parking Lot

Please go to and select “Online Parking Lot” for any NYSED related questions.

Thank You!