Quarter:
Common Core Learning Standards to
be Taught and Assessed
Description
Assessment
Resources
Please note standard(s) being assessed
in parenthesis after each assessment.
Reading
Formative
Extended Complex Text
Student Reflection
Short Complex Texts
Summative
Informational Literature Leveled Text / Independent Texts
Media
Writing
Process – Note type(s) - narrative,
argument, inform/explain
Formative
Student Reflection
Summative
On Demand - Note type(s)
Research
Speaking and Listening
Formative
Student Reflection
Summative
Language
Formative
Student Reflection
Summative
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
June 5, 2012
Unit Plan
5-Week Instructional Menu (Create 2 per quarter)
Week’s Focus Options
Choose one focus per week from the options below.
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Reading short Literary Text – Select Once
Reading short Informational Text – Select Once
Re-reading Paired Texts (both Informational and Literary Text) – Select Once
Writing – Select once and identify the type of writing that will be targeted – narrative text, writing informational text/short reports, or
argument/opinion writing. Type of writing should relate to the type of reading done in the unit.
Instructional Sequence for Reading Weeks Options


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Deep Conversations / Close Readings of Complex Texts with text-dependent questions (see Close Reading Planning Template) – Select Twice
per short text
On Demand Writing with ‘writing from sources’ prompt – Select Once per short text
Data driven differentiated instruction (see DDI Planning Template) focusing on reading skill development in the context of the text being
read for skill needs identified through informal or formal assessment – Select three times,
Engagement with an extended text being read outside of class, either the same text for all students or different texts – Select Once (and
explore on five days of instruction)
Instructional Sequence for Writing Weeks Options


Process writing leading to a published piece – Select eight times in two weeks
Engagement with an extended text being read outside of class, either the same text for all students or different texts – Select five time for
processing in class; reading outside of class during the five week unit.
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
June 5, 2012
Week
1
Week’s Focus
2
3
4
5
Wallkill CSD – Curriculum Map Template A
Instructional Sequence for Week
Day 1 Day 2 Day 3 Day 4 Day 5 Day 1 Day 2 Day 3 Day 4 Day 5 Day 1 Day 2 Day 3 Day 4 Day 5 Day 1 Day 2 Day 3 Day 4 Day 5 Day 1 Day 2 Day 3 Day 4 Day 5 -
Denise Alterio and Judy Carr
June 5, 2012
CLOSE READING OF COMPLEX TEXT
Genre: (K-5, Balance 50% Informational Text and 50% Literature):
Title: ________________________________
Informational Text
OR
Author(s): _____________________________
Literature
Meets Criteria for Complex Text: ______
Text Merits: To guide development of close-reading and text-based questions, what is rich and significant about the text?
Please check all that apply.
_____Content
_____Structure
_____Language/Vocabulary
_____Historical Significance
_____Cultural Significance
Shift Three - Close Reading and Multiple Readings of the Text
Shift Four – Text-Based Questions
Note sections students will re-read to highlight
rich and significant aspects of the text.
Note text-based questions for each section with a focus on higher-order,
inferential questions.
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
June 5, 2012
12. CLOSE READING OF COMPLEX TEXT - continued
Shift Five - Writing from Sources (emphasize use of evidence to inform or make an argument that responds to the ideas, arguments and facts from the text)
Shift Six - Academic Vocabulary
“Strategic focus on comprehending pivotal and power words (Shift Six)”, tier two words
Words to:
Words to:
Words to:
TARGET - Teach Web of Words
INFER - From Context
IGNORE - Tell students meaning
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
June 5, 2012
8. ‘SMALL GROUP INSTRUCTION: Based on assessment data, what skills or concepts from the standards (e.g., foundational skills, language skills,
comprehension skills) will be the focus of instruction for small groups of students?
Round 1 Differentiation based STAR Assessment Results and other assessment information:
Skill(s)/Concept(s):
Skill(s)/Concept(s):
Skill(s)/Concept(s):
Students:
Students:
Students:
Round 2 Differentiation based STAR Assessment Results and other assessment information:
Skill(s)/Concept(s):
Skill(s)/Concept(s):
Skill(s)/Concept(s):
Students:
Students:
Students:
Wallkill CSD – Curriculum Map Template A
Denise Alterio and Judy Carr
June 5, 2012