NYSED+PreK+-+5+Curriculum+Modules

NYSED Pre K - Grade 5 Curriculum Modules
Year - Long Curriculum Maps

//Pedagogical Rationale for the New York Edition Core Knowledge Language Arts Program// Overview of Program There are the two essential keys to literacy: students must be able to read or decode the written symbols (letters) and they must understand and make sense of what they decode. One without the other is ineffective. The Core Knowledge Language Arts program addresses both keys in two separate instructional strands, each of which represent 1‐hour of instruction daily.
 * K-2 Core Knowledge Curriculum Modules**
 * The **Skills Strand** teaches the mechanics of reading – students are taught systematic and explicit phonics instruction as their primary tool for decoding written English. By the end of grade 2, students have learned all of the sound‐spelling correspondences in the English language and are able to decode just about any written material they encounter. In addition to phonics, students also are taught spelling, grammar, and writing during the Skills Strand.
 * The **Listening and Learning Strand**consists of a series of read‐alouds organized by topics (called domains), many of which are informational in nature. The goal in the Listening and Learning strand is for students to acquire language competence through listening, specifically building a rich vocabulary, and broad knowledge in history and science by being exposed to carefully selected, sequenced and coherent read‐alouds.
 * K-2 Core Knowledge Listening and Learning Maps
 * K-2 Listening and Learning Files

These Grade 3- to 5 curriculum modules are designed to address CCSS ELA outcomes during a one-hour English Language Arts block. The overarching focus for all modules is building students’ literacy skills as they develop knowledge about the world.
 * Grade 3-5 Expeditionary Learning Curriculum Modules**

Each MODULE is provides 8 eight weeks of instruction, broken into three shorter units. Each module includes seven assessments: • six assessments that are on-demand: students’ independent work on a reading, writing, speaking, or listening task. (The yearlong curriculum map does not show these assessments.) • one end-of-module performance task that is a more supported research project

Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCSS.
 * **3-5 Expeditionary Learning Curriculum Modules**