Upload
leyna
View
21
Download
0
Embed Size (px)
DESCRIPTION
BEFORE MAPPING THE CURRICULUM: About your Comprehensive Reading Program (CRP). Fred Carrigg Special Assistant to the Commissioner for Urban Literacy. BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM. BIG question BACKGROUND KNOWLEDGE/ MOTIVATION/ VOCABULARY PHONOLOGY AND STRUCTURE - PowerPoint PPT Presentation
Citation preview
BEFORE MAPPING THE CURRICULUM:
About your Comprehensive Reading Program (CRP)
Fred Carrigg Special Assistant to the Commissioner
for Urban Literacy
BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM
1. BIG question2. BACKGROUND KNOWLEDGE/
MOTIVATION/ VOCABULARY3. PHONOLOGY AND STRUCTURE4. COMPREHENSION5. GUIDED READING AND
FLUENCY6. WRITING
BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM
BIG question (pre-knowledge!)1. Is my CRP (Comprehensive Reading
Program) perfect? 2. Do all students who do not have a
specific diagnosed learning disability learn to read with this CRP (~95% or better)?
a. ____Yes ____Nob. If you answer Yes, then stop!c. If you answer No, then let’s go on…
BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM
I. Background Knowledge/ Motivation/ Vocabulary
1. Does my Comprehensive Reading Program (CRP) sufficiently relate to/motivate my student community?
2. Are the stories/content relevant ?3. Is there sufficient building of vocab already
included in this unit?4. Are there gaps, as students enter, to be
addressed? 5. Are there assumptions about literacy at
home?
BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM
II. Phonology and Structure
1. Are there students that have phonologocal differences that must be taken into account?
2. Are there non-existing phonemes?3. Are there late acquisition sounds?4. Are there structural patterns that differ
from standard English of literacy?
BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM
III. Comprehension
1. 1) Does this CRP really meet NJ’s high standards? [for ALL content standards and assessed areas]
2. 2) Does it begin HOTS (higher order thinking skills) in kindergarten?
3. 3) Does it require that students perform and not just demonstrate competence? [Remember to think of assessment in terms of competence vs performance]
BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM
IV. Guided Reading and Fluency
1. Does the CRP have an adequate number of decodable books at, above and below the average to allow for individualized learning?
2. Are there sufficient books to provide for different learning styles?
3. Has the CRP gone beyond decodable books to include readers with sight words, gain meaning from context?
BACKGROUND KNOWLEDGE: BEFORE MAPPING THE CURRICULUM
V. Writing
1. How strong is the writing component?
2. Does the CRP include prompts similar to anticipated performance in NJ?
3. Are there visual, reader responses, persuasive, poetry prompts?
4. Does the series include process writing?