Model Curriculum Development for English Language Arts

Model Curriculum Development for English Language Arts

Teacher Team MeetingsJuly-August 2010

Ohio Department of Education

Goals for this SessionYou will have an:

understanding of the Common Core State Standards for English Language Arts;

understanding of the model curriculum; and

opportunity to collaborate with fellow educators and suggest instructional strategies and resources for the model curriculum.

Standards Revision

Not later than June 30, 2010…Not later than June 30, 2010…the state board of education shall adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, English language arts, mathematics, science, and social studiesscience, and social studies..

ORC §3301.079(A)(1)

Standards Adoption

English language arts

Mathematics

Science

Social Studies

Common Core Standards

State Standards

Common Core State Initiative• State adoption– Voluntary– State Board of Education adoption- June 7, 2010

• 100% of the common core K-12 standards in English and mathematics to be adopted

• In its entirety or up to 15% state-specific content added

• Next steps: Consortia of states will be encouraged to develop assessments & curricular materials

ELA Common Core Standards Framework

StrandsStrands

TopicsTopics

Standard Statements

by Grade Level

Standard Statements

by Grade Level

Standards Statements

by Grade Level

Standards Statements

by Grade Level

Standards Statements

by Grade Band

Standards Statements

by Grade Band

“What” students should know and be

able to do at each grade level and

band.

The main focus of the content within each

strand.

The major areas or disciplines of study within

each content area.

ELA Common Core Standards Framework

ReadingStandards for

Literature

ReadingStandards for

Literature

Key Ideas and Details

Key Ideas and Details

Gr. 2 Describe how characters in a story respond to major events and challenges.

Gr. 2 Describe how characters in a story respond to major events and challenges.

Gr. 6Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Gr. 6Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Gr. 9-10Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Gr. 9-10Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

The ELA Common Core State Standards Document also includes:

• Anchor standards• Grade level and grade band expectations• Text complexity• Illustrative texts• Language Progressive Skills, by Grade• Literacy standards for History/Social Studies,

Science and other Technical Subjects(Grades 6-12)

Common Core Strand Topics within StrandsReading Stranda.Reading Standards for Literatureb.Reading Standards for Informational Text

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

c. Reading Standards: Foundational Skills

Print ConceptsPhonological AwarenessPhonics and Word RecognitionFluency

Components of Common Core ELA Standards

Writing Strand Text Types and Purposes

Production and Distribution of Writing

Research to Build Knowledge

Range of Writing

Speaking and Listening Strand Comprehension and Collaboration

Presentation of Knowledge and Ideas

Language Strand Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

MODEL CURRICULUM

Model Curriculum…the state board shall adopt a model the state board shall adopt a model curriculum…curriculum…The The model curriculum shall be aligned with the standards, to ensure ensure that the academic content and skills that the academic content and skills specified for each grade level are taught are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor.

ORC §3301.079(B)

Model CurriculumA web-based tool for educators which

• aligns to the standards;

• provides curricular and instructional guidance;

• informs assessment development;

• presents information specific to the content area;

• is accessible directly from the standards; and

• allows teachers to access content by subject area, grade level, grade band or course.

Elements of the Model Curriculum Content Elaborations Instructional Strategies and Resources

Differentiated classroom ideas Critical Thinking and Inquiry Intradisciplinary and Interdisciplinary Connections

Content Specific Sections(e.g., enduring understandings)

Expectations for Learning(only science and social

studies)

Enduring Understandings• Statements summarizing important ideas and core processes

that are central to a discipline and have lasting value beyond the classroom.

• They synthesize what the students should understand. • They frame big ideas that give meaning and lasting

importance to such discrete curriculum elements as facts and skills.

• They can transfer to other fields as well as adult life• They provide a conceptual foundation for studying the

content area• They are deliberately framed as declarative sentences that

present major curriculum generalizations and recurrent ideas

Example of an Enduring Understanding

Reading/Literature:

“Reading is a process by which we construct meaning about the information being communicated by an author within a print or non-print medium.”

Strand Reading Informational Text

Topic Key Ideas and Details

Grade 9-10

StandardStatement(s)

1. Cite evidence in the text that most strongly supports a specific analysis of what the text says explicitly as well as inferences drawn from the text.

2. Analyze in detail the development and refinement of a central idea in a text, including how it emerges and is shaped and refined by specific details.

3. Analyze the interactions between and among ideas and events, including how ideas and events influence one another.

Content Elaborations•Informational and argumentative texts can advance opinions, justify positions and make judgments in order to inform and persuade the reader. •Creators of text carefully position the details which support the main idea in such a way so that the reader is most influenced by what the text states explicitly and implicitly. •Readers and viewers of text may need to develop knowledge about particular events, issues and contexts to interpret the subject matter of texts. Enduring Understandings•Making judgments about the ideas found in text requires that students understand both the explicit and implicit ideas that are presented in the text.•Explaining and supporting personal connections to text requires that students are able to analyze the interactions between and among ideas and events in the text.

Instructional Strategies and Resources•Have students participate in setting purposes for reading by using anticipation guides. (This guide then becomes a powerful tool for assessing learning or changed attitudes after reading and discussion as well).•In preparation for a reading on bacteria and viruses in a biology class, for example, students might be asked to respond to statements such as “A typical square inch of human skin hosts thousands of bacteria”. Students could then assess their beliefs after reading the article or chapter, noting the sections in the text that influences their thinking. Critical Thinking and InquiryScaffolding Engagement With a 19th-Century Text –http://www.readwritethink.org/classroom-resources/lesson-plans/reaching-across-time-scaffolded-1179.html DifferentiationUsing Podcasting as a Prereading Strategy-http://ohiorc.org/adlit/InPerspective/Issue/2007-04/Article/vignette1.aspx

ContentElaborations

Instructional Strategies

and Resources

Content Specific Section

Content Review Committees

• Committee members will collaborate with the ODE to inform the development of:– Content Elaborations– Expectations for Learning– Content Specific Sections

• Review committees meet from June– September 2010

• ODE will facilitate these meetings

Stakeholder Input• Teacher Team meetingsTeacher Team meetings– Collection of Instructional Strategies and

Resources– 44-46 meetings per region across the four

content areas• Review committeesReview committees– Development of the Content Elaborations and

Enduring Understandings– Content experts from across the state

• Public FeedbackPublic Feedback– All components of the model curriculum– Educators and non-educators across the state

Timeline for ELA Model Curriculum Development

Anticipated Timeline for Transition to New Comprehensive Educational

System

Model Curriculum•Content Elaborations•Expectations for

Learning•Content Specific

Sections

•Content Elaborations•Expectations for

Learning•Content Specific

Sections

Common Core and State StandardsCommon Core and State Standards

Instructional Strategies and ResourcesInstructional Strategies and Resources

Thank You