English Language Arts/Integrated Literacy / RCSD Prioritized Standards Curriculum

The Rochester City School District Department of English Language Arts (ELA)/ Integrated Literacy uses the RCSD Prioritized Standards Based Curriculum for our content and the Instructional Learning Framework as our structure to deliver reading and language arts instruction.

The RCSD Prioritized Standards curriculum is thoughtfully designed by our dedicated RCSD teachers, ensuring our students' highest quality of education.

Our curriculum is designed with a focus on ensuring that every student has an equal opportunity to succeed through rigorous practice in reading and writing. Employing a prioritized standards approach using the New York State ELA Next Generation Standards provides a clear roadmap for student learning, ensuring that key concepts and skills are thoroughly covered. This approach enables our students to build a strong foundation of knowledge and develop essential critical thinking and problem-solving abilities.

Our curriculum embodies our dedication to academic excellence, diversity, and inclusivity. In line with our commitment to authentic learning experiences, our curriculum incorporates authentic performance tasks (project-based learning experiences). These tasks go beyond traditional assessments, allowing students to apply their knowledge and skills in real-world contexts. By engaging in these tasks, students develop a deeper understanding of the content and acquire valuable skills that prepare them for success in higher education and future careers.

ELA INSTRUCTIONAL GOALS (ADVANCED LITERACIES)

Grades	Recommended Curriculum	Intervention/Enrichment
K-5	RCSD Standards-Based Prioritized Curriculum Savvas myView Literacy: myView Literacy Savvas miVisión Lectura: miVisiónLectura	i-Ready
6-8	RCSD Standards-Based Prioritized Curriculum	i-Ready
9-12	RCSD Standards-Based Prioritized Curriculum	Lexia PowerUp

Kindergarten - Fifth Grade

A comprehensive classroom literacy curriculum must encompass reading, writing, listening, and speaking. Teachers are expected to integrate these components as they teach foundational skills, language comprehension, and writing to address the New York State Next Generation Learning Standards. Students will study a balance of fiction and non-fiction texts from the myView/miVisión program. Teachers receive foundational skills instruction aligned with the science of reading.

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:

- Kindergarten classrooms are organized daily around a minimum of 2 hours of direct literacy instruction, which encompasses 120 minutes of grade-level direct instruction and small group time to maximize students' building of content knowledge and foundational skills of reading and writing.
- Grades 1- 2 classrooms are organized daily around a minimum of 2 hours of direct literacy instruction, which encompasses minimally 90 minutes of grade-level direct instruction and a 30-minute intervention/enrichment block that supports students with personalized literacy instruction.
- Grades 3-5 classrooms are organized daily around a minimum of 2 hours of direct literacy instruction, which encompasses minimally 90 minutes of grade-level direct instruction and a 30-minute intervention/enrichment block.
- Instruction will provide explicit teaching, guided practice, independent practice, reflection, and sharing.
- Instructional decisions will reflect multi-cultural pedagogy and practices fostering a student’s identity as a reader and writer.
- Classroom instruction uses close reading to support grade-level instruction with scaffolds (as needed) for equitable access to all grade-level knowledge-building content and thinking.
- Foundational Skills instruction will be explicit and systematic to support structured literacy instructional practices.
- Instructional decisions will be determined through ongoing assessment, both formative and summative, on reading comprehension, text-based writing, and foundational skills.
- Targeted instruction based on assessment will be provided in small and large flexible groups.
- Classroom activities and questions surround the methodology of the Rigor/Relevance Framework.

RCSD K-5 Prioritized Standards-Based Language Arts Curriculum uses the myView/miVisión program:
Savvas myView Literacy: myView Literacy
Savvas miVisión Lectura: miVisiónLectura

Sixth Grade - Eighth Grade
In our middle-grade curriculum, we carefully selected a range of suggested texts that meet rigorous criteria, including text complexity, representation, and cultural relevance. By incorporating these exceptional texts into our curriculum, we provide students with engaging and diverse literary experiences that foster a love for reading.

A comprehensive classroom literacy program must encompass reading, writing, listening, and speaking. Teachers are expected to integrate all of these components as they continue to teach the analysis of words, language comprehension, and writing in order to address the New York State Next Generation Learning Standards. Students will 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: Teachers receive instruction aligned with the science of reading.

Grade 6 classrooms are organized daily around a minimum of 2 hours of direct literacy instruction, which encompasses minimally 90 minutes of grade-level direct instruction and a 30-minute intervention/enrichment block.
Grades 7-8 classrooms give students at least 3-4 hours of direct ELA instruction weekly. Many literacy skills are embedded into other content areas extending this learning time.
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 fostering a student’s identity as a reader and writer.
Classroom activities and questions surround the methodology of the Rigor/Relevance Framework.

ENGLISH I - ENGLISH IV

Our core high school ELA curriculum is thoughtfully designed to provide students with a comprehensive and well-rounded literary experience. Students explore a balanced selection of informational and fiction texts, delving into narrative, argument, literary analysis, and research genres. Our teachers integrate these language components while exposing students to a diverse range of literary and informational texts. Students gain valuable insights and perspectives through this approach, enhancing their critical thinking abilities and communication skills.

We also offer a variety of elective courses to cater to individual interests and aspirations. Students can choose from various inspiring options, including College Composition, African American Literature, Latin-American Literature, College Reading, Creative Writing, Journalism, Urban Poetry, Public Speaking, and Women's Literature. These courses are designed to prepare the 21st Century Student for College, Career, and Civic Leadership, fostering intellectual growth and academic excellence. Moreover, we offer exceptional opportunities for advanced learners through our Advanced Placement (AP) courses, including AP Seminar, AP Research, AP Literature and Composition, AP Language and Composition, and Mosaics. These courses are designed to challenge and engage high-achieving students, providing them with a platform to delve deeper into their areas of interest and develop advanced critical thinking, research, and communication skills.

Our high school English courses foster a love for literature, critical thinking, and effective communication, empowering students for success in their academic journey and beyond into college, careers, and civic engagement.

Instruction will reflect the implementation of the Instructional Framework that promotes reading and writing instruction 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.
Instructional decisions will reflect multi-cultural pedagogy and practices fostering a student’s identity as a reader and writer.
Classroom activities and questions surround the methodology of the Rigor Relevance Framework.