Curriculum Components

Curriculum Maps​

Pacing Calendars

The pacing calendar for each course provides a roadmap for the year that includes suggestions for thematic units and skills taught and how much time should be spent developing them in the classroom. Our pacing calendars are aligned with the New York City Department of Education’s academic calendar, but we encourage educators to make a copy of the calendar for the course they are teaching and modify it to fit their district’s calendar. 

Unit Plans

The following components make up the ELA unit plans: 

  • Summative Assessments: Each unit culminates in an assessment that is rooted in the skills employed in the NYS ELA Regents writing assignments of the Writing from Sources and the Text Analysis. Additional assessments that develop student learning taught through the Exploring the Theme or the Developing Skills assessments.
  • Exploring the Theme; Units contains two different organizations: thematic and skills-based. Exploring the Theme resources develop student learning around concepts in literature, literary devices, and targeted practices for thinking, reading, and writing.
  • Developing Skills: The ELA unit plans include an additional organization applied through in skills-based instruction. Because teachers have the ability to choose texts and tweak themes, unit plans are purposely rooted in reading, writing, thinking, and speaking skills.  
  • Weekly Plans: Each unit also includes weekly plans where objectives are spiraled over the course of a week and suggested teaching agendas are also included.

In addition to these components, ELA unit plans also identify the unit's alignment with Common Core Standards, the Enduring Understandings that are rooted in the thematic focus of the unit, and suggested vocabulary. 

Baseline Assessments

Each of the courses in the New Visions ELA Curriculum includes a pre-assessment at the start of the course. This baseline provides teachers with valuable information about the literacy levels of their students at the beginning of the school year. The student work from this assessment should be examined to provide baseline data for student writing which will inform instructional decisions made by the teacher. Teachers should take this opportunity to set learning goals and to identify the evidence they will need to collect in service of those goals.

Equal Access for All Learners (EAAL)

New Visions believes that both schools and educators play a role in recognizing learner diversity and creating school-wide systems that increase access to curriculum and instruction. We believe learner diversity is the norm, all students learn differently, and have different learning characteristics.

In order to support teachers in closing the opportunity for students with disabilities, we have developed Equal Access for All Learners (EAAL), a research-based instructional framework that integrates practices from Understanding by Design (or backwards planning), Universal Design for Learning, differentiated instruction and culturally responsive teaching in order to reduce curricular and instructional barriers, normalize learner difference, and presume student competence.

EAAL offers planning resources, strategy tools, and examples of accessible curriculum design and implementation. Teachers can access resources to support:

  • designing unit-level plans and assessments that are universally accessible;

  • reducing the barriers in a unit assessment that are specific to your class context;

  • designing lesson plans that are universally accessible and can be used in both co-taught and single teacher classrooms; and

  • differentiating instruction for individual students and supporting specifically designed instruction for students with IEPs.