SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
During the curriculum mapping process, you identified enduring understandings and essential questions and determined how students would demonstrate
their understandings at the end of the spiral. Use this template to identify this unit’s major learning experiences and instructional sequences. Use the SFUSD
ELA PK-12 Scope and Sequence (with embedded CA Common Core State Standards) in tandem with the CA ELD Standards and ELA/ELD Framework for
California Public Schools (draft) as road maps for designing units of instruction.
Enduring Understanding(s): ______________________________________________________________________________________________________
Diagnostic/Pre-Assessment to be administered and analyzed prior to the start of unit: ______________________________________________
_________________________________________________________________________________________________________________________________
Student Learning
Outcomes
Teaching Points/Learning Experiences
and
(from the SFUSD ELA PK-12
Scope and Sequence)
By the end of this
learning sequence,
students should know
and/or be able to…
Mentor Text(s)
Formative
Assessment
Anchor Chart(s)
INTERACTIVE READ-ALOUD/SHARED READING:
Mentor Text(s):
Teachers will also incorporate the teaching points listed below into the
learning experiences they provide through Interactive Read-aloud and
Shared Reading during this learning sequence.
READING WORKSHOP MINILESSONS:
Students will
demonstrate
understanding of
the student
learning outcomes
by...
Date:
Teaching Point:
Anchor Chart(s):
Date:
Teaching Point:
Date:
Teaching Point:
Date:
Teaching Point:
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
1
Humanities Department 2015
SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
WORD STUDY:
Integrated ELD: Use the ELD Standards for Grade ___ and SFUSD’s Language Development Toolkit to identify appropriate scaffolds for
__________________________and _____________________ for students with varying levels of English language proficiency. Utilize Talk Moves
________________________________________________________________________________________________.
Student Learning
Outcomes
Teaching Points/Learning Experiences
and
(from the SFUSD ELA PK-12
Scope and Sequence)
By the end of this
learning sequence,
students should know
and/or be able to…
Mentor Text(s)
Formative
Assessment
Anchor Chart(s)
INTERACTIVE READ-ALOUD/SHARED READING:
Mentor Text(s):
Teachers will also incorporate the teaching points listed below into the
learning experiences they provide through Interactive Read-aloud and
Shared Reading during this learning sequence.
READING WORKSHOP MINILESSONS:
Students will
demonstrate
understanding of
the student
learning outcomes
by...
Date:
Teaching Point:
Anchor Chart(s):
Date:
Teaching Point:
Date:
Teaching Point:
Date:
Teaching Point:
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
2
Humanities Department 2015
SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
WORD STUDY:
Integrated ELD: Use the ELD Standards for Grade ____ and SFUSD’s Language Development Toolkit to identify appropriate scaffolds for
__________________________and _____________________ for students with varying levels of English language proficiency. Utilize Talk Moves
________________________________________________________________________________________________.
Student Learning
Outcomes
Teaching Points/Learning Experiences
and
(from the SFUSD ELA PK-12
Scope and Sequence)
By the end of this
learning sequence,
students should know
and/or be able to…
Mentor Text(s)
Formative
Assessment
Anchor Chart(s)
INTERACTIVE READ-ALOUD/SHARED READING:
Mentor Text(s):
Teachers will also incorporate the teaching points listed below into the
learning experiences they provide through Interactive Read-aloud and
Shared Reading during this learning sequence.
READING WORKSHOP MINILESSONS:
Students will
demonstrate
understanding of
the student
learning outcomes
by...
Date:
Teaching Point:
Anchor Chart(s):
Date:
Teaching Point:
Date:
Teaching Point:
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
3
Humanities Department 2015
SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
Date:
Teaching Point:
WORD STUDY:
Integrated ELD: Use the ELD Standards for Grade ____ and SFUSD’s Language Development Toolkit to identify appropriate scaffolds for
__________________________and _____________________ for students with varying levels of English language proficiency. Utilize Talk Moves
________________________________________________________________________________________________.
Student Learning
Outcomes
Teaching Points/Learning Experiences
and
(from the SFUSD ELA PK-12
Scope and Sequence)
By the end of this
learning sequence,
students should know
and/or be able to…
Mentor Text(s)
Formative
Assessment
Anchor Chart(s)
INTERACTIVE READ-ALOUD/SHARED READING:
Mentor Text(s):
Teachers will also incorporate the teaching points listed below into the
learning experiences they provide through Interactive Read-aloud and
Shared Reading during this learning sequence.
READING WORKSHOP MINILESSONS:
Students will
demonstrate
understanding of
the student
learning outcomes
by...
Date:
Teaching Point:
Anchor Chart(s):
Date:
Teaching Point:
Date:
Teaching Point:
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
4
Humanities Department 2015
SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
Date:
Teaching Point:
WORD STUDY:
Integrated ELD: Use the ELD Standards for Grade ___ and SFUSD’s Language Development Toolkit to identify appropriate scaffolds for
__________________________and _____________________ for students with varying levels of English language proficiency. Utilize Talk Moves
________________________________________________________________________________________________.
Student Learning
Outcomes
Teaching Points/Learning Experiences
and
(from the SFUSD ELA PK-12
Scope and Sequence)
By the end of this
learning sequence,
students should know
and/or be able to…
Mentor Text(s)
Formative
Assessment
Anchor Chart(s)
INTERACTIVE READ-ALOUD/SHARED READING:
Mentor Text(s):
Teachers will also incorporate the teaching points listed below into the
learning experiences they provide through Interactive Read-aloud and
Shared Reading during this learning sequence.
READING WORKSHOP MINILESSONS:
Students will
demonstrate
understanding of
the student
learning outcomes
by...
Date:
Teaching Point:
Anchor Chart(s):
Date:
Teaching Point:
Date:
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
5
Humanities Department 2015
SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
Teaching Point:
Date:
Teaching Point:
WORD STUDY:
Integrated ELD: Use the ELD Standards for Grade ____ and SFUSD’s Language Development Toolkit to identify appropriate scaffolds for
__________________________and _____________________ for students with varying levels of English language proficiency. Utilize Talk Moves
________________________________________________________________________________________________.
Student Learning
Outcomes
Teaching Points/Learning Experiences
and
(from the SFUSD ELA PK-12
Scope and Sequence)
By the end of this
learning sequence,
students should know
and/or be able to…
Mentor Text(s)
Formative
Assessment
Anchor Chart(s)
INTERACTIVE READ-ALOUD/SHARED READING:
Mentor Text(s):
Teachers will also incorporate the teaching points listed below into the
learning experiences they provide through Interactive Read-aloud and
Shared Reading during this learning sequence.
READING WORKSHOP MINILESSONS:
Students will
demonstrate
understanding of
the student
learning outcomes
by...
Date:
Teaching Point:
Anchor Chart(s):
Date:
Teaching Point:
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
6
Humanities Department 2015
SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
Date:
Teaching Point:
Date:
Teaching Point:
WORD STUDY:
Integrated ELD: Use the ELD Standards for Grade ____ and SFUSD’s Language Development Toolkit to identify appropriate scaffolds for
__________________________and _____________________ for students with varying levels of English language proficiency. Utilize Talk Moves
________________________________________________________________________________________________.
Student Learning
Outcomes
Teaching Points/Learning Experiences
and
(from the SFUSD ELA PK-12
Scope and Sequence)
By the end of this
learning sequence,
students should know
and/or be able to…
Mentor Text(s)
Formative
Assessment
Anchor Chart(s)
INTERACTIVE READ-ALOUD/SHARED READING:
Mentor Text(s):
Teachers will also incorporate the teaching points listed below into the
learning experiences they provide through Interactive Read-aloud and
Shared Reading during this learning sequence.
READING WORKSHOP MINILESSONS:
Students will
demonstrate
understanding of
the student
learning outcomes
by...
Date:
Teaching Point:
Anchor Chart(s):
Date:
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
7
Humanities Department 2015
SFUSD ELA PK-12 Core Curriculum Unit Planning Template for ELA and ELD: READING
Grade __ Spiral __
Teaching Point:
Date:
Teaching Point:
Date:
Teaching Point:
WORD STUDY:
Integrated ELD: Use the ELD Standards for Grade ____ and SFUSD’s Language Development Toolkit to identify appropriate scaffolds for
__________________________and _____________________ for students with varying levels of English language proficiency. Utilize Talk Moves
________________________________________________________________________________________________.
Note: You may copy and paste the tables above as many times as you need for your unit of instruction (4-8 weeks). At the end, make sure to list the following:
Essential Question(s): ______________________________________________________________________________________________________
Summative Assessment/Culminating Task: what will students do at the end of the unit to demonstrate their understanding? ____________
__________________________________________________________________________________________________________________________________
Consider:
1.
2.
3.
How should I teach, how should I coach, and how should I facilitate student “discovery”?
In order to truly meet the learning outcomes, what should students be able to do independently (transfer)?
What should I be doing to make them more independent and able to transfer? (adapted from Wiggins, Grand & McTighe, 1998)
8
Humanities Department 2015