• The Rochester City School District Department of ELA/ Integrated Literacy has a balanced literacy theoretical framwork.  The district currently uses a variety of curricula in our efforts to teach the New York State English Language Arts (ELA) Common Core Standards; however our goal is to align all curricula with our theoretical framework and create a district-wide ELA K-12 common curricula.

    We are in the process of training and implementing The New York State Next Generation Standards, which will be in full implementation, beginning in the Fall of 2020. 

     

     
    Pre-Kindergarten - Second Grade 
     

    A comprehensive classroom literacy program must encompass reading, writing, listening, and speaking.  Teachers are expected to integrate all of these components as they teach literature and content in order to address the New York State Learning Standards. Students will have the opportunity to study a balance of fiction and non-fiction texts.

    Through current research and best practices in literacy education the District has identified guidelines that will assist all students in securing a solid foundation in literacy:

    • K- 2 classrooms are organized daily around a minimum of 2 hours of direct literacy instruction
    • The District supports a Balanced Literacy Framework through the utilization of resources including those found below
    • Instruction will provide explicit teaching, guided practice, independent practice, reflection, and sharing
    • Instructional decisions will be determined through ongoing assessment, both formative and summative
    • Targeted instruction based on assessment will be provided in small and large flexible groups
    • Instructional decisions will reflect multi-cultural pedagogy and practices
    • Classroom activites and questions incorporate the methodolgy of the International Center for Leadership in Education (ICLE) Rigor/Relevance Framework for balanced literacy
     
     
     
    Third Grade - Eighth Grade
     
     
     

    A comprehensive classroom literacy program must encompass reading, writing, listening, and speaking. Teachers are expected to integrate all of these components as they teach literature and content in order to address the New York State Learning Standards. Students will have the opportunity to study a balance of fiction and non-fiction texts.

    Through current research and best practices in literacy education the District has identified guidelines that will assist all students in securing a solid foundation in literacy:

    • 3-6 classrooms are organized daily around a minimum of 2 hours of direct literacy instruction
    • 7-8 classrooms provide students with a minimum of 4 hours of direct ELA instruction per week. Many literacy skills are embedded into other content areas extending this learning time.
    • The District supports a Balanced Literacy Framework through the utilization of resources including those found below
    • Instruction will provide explicit teaching, guided practice, independent practice, reflection, and sharing
    • Instructional decisions will be determined through ongoing assessment, both formative and summat
    • Targeted instruction based on assessment will be provided in small and large flexible group
    • Instructional decisions will reflect multi-cultural pedagogy and practices
    • Classroom activites and questions surround the methodolgy of the Rigor/Relevance Framework
     
    ENGLISH I - ENGLISH IV
     
     

    Comprehensive literacy instruction at the secondary level must encompass the receptive language skills of listening and reading as well as the expressive language skills of speaking and writing. Teachers are expected to integrate all these components as they expose students to a wide variety of literary and informational texts and as they provide students with opportunities to generate their own texts in a variety of genres in order to address the New York State Learning Standards.  With offerings in Advanced Placemement courses in Literature, Language, and Mosaics we strive to prepare the 21st Century Student for College, Career, and Civic Leadership. Students will have the opportunity to study a balance of fiction and non-fiction texts.

    Based on current research and best practices in literacy education, the District has identified guidelines that will enable all students to build on the foundation established in elementary school to enhance and improve their literacy skills in their secondary classes:

    • Instruction will reflect the implementation of the secondary Balanced Literacy Framework that promotes reading and writing instruction through a workshop approach and that supports students' continued study of words and language

    • Instruction will be provided through a learning-centered teaching process that includes explicit teaching, guided practice, independent practice, reflection, and sharing

    • Instructional decisions will be based on information from ongoing assessments, both formative and summative

    • Targeted instruction will be provided to students in small and large flexible groups to address their areas of need based on ongoing, diagnostic assessment information
    • Instructional decisions will reflect multi-cultural pedagogy and practices
    • Classroom activites and questions surround the methodolgy of the Rigor/Relevance Framework
     

     

    All curricular materials can be found at the following links:

    NYS ELA Common Core Curriculum: Engage New York 

    New Visions: New Visions

    NYS ELA Scope and Sequence: Scope and Sequence

    Amplify/Core Knowledge(CKLA): Amplify

    Expeditionary Learning: Expeditionary Learning

    Journeys: Journeys Scope and Sequence K-6

    Wonders: Wonders

    Senderos (Spanish Component of Journeys): Senderos

    Lucy Calkins: Reading: Lucy Calkin's Reading

                          Writing: Lucy Calkin's Writing

    Being a Writer: Being a Writer

    6+1 Traits of Writing: 6+1 Traits of Writing

    Step Up To Writing: Step Up To Writing