An Overview of ELA Curriculum in Grades 6-12 Presented by Love K. Foy Coordinator of English Language Arts, 6-12 Leadership Council, Fall 2008 Half Hollow Hills Central School District
An Overview of ELA Curriculum in Grades 6-12 <ul><li>Curriculum Mapping </li></ul><ul><li>Understanding by Design </li></ul><ul><li>IFL Principles of Learning </li></ul>What are our guiding principles?
<ul><li>Focus on Units of Study </li></ul><ul><li>Each unit contains shared summative assessments that parallel the Essential Question and Essential Understandings of the unit. </li></ul><ul><li>Grade level ELA NYS Standards unpacked for specificity in performance indicators </li></ul><ul><li>Assessments and NYS Standards directly linked to Essential Questions and Understandings </li></ul>Curriculum Mapping How are ELA teachers using curriculum mapping to support the backwards design (UbD) instructional model? Click here to view page one of the Grade 8 curriculum map in full size: http://www.halfhollowhills.k12.ny.us/uploaded/User_Folders/english/Presentations/Grade_8_Map_Page_1.pdf
<ul><li>ELA and Reading curricula are organized either by theme (How does literature reflect aspects of the human condition? – Grade 10, Unit One) or genre (Memoir: How do writers sustain a moment in time? – Grade 6, Unit One). </li></ul><ul><li>The guiding principle of UbD, that we should start with the end in mind, helps teachers frame their goals for student learning in a conceptual manner. Day to day instruction is less disjointed, and more connected to larger, more purposeful understandings. </li></ul>Understanding by Design How do the principles of UbD support English Language Arts instruction?
To learn more about the IFL Principles of Learning, click here: http:// ifl.lrdc.pitt.edu/ifl/index.php?section = pol <ul><li>The Principles of Learning are “condensed theoretical statements” that describe what educational best practice looks like in classrooms, departments, schools, and districts. They are: </li></ul><ul><li>Organizing for Effort </li></ul><ul><li>Clear Expectations </li></ul><ul><li>Fair and Credible Evaluations </li></ul><ul><li>Recognition of Accomplishment </li></ul><ul><li>Academic Rigor in a Thinking Curriculum </li></ul><ul><li>Accountable Talk </li></ul><ul><li>Socializing Intelligence </li></ul><ul><li>Self-management of Learning </li></ul><ul><li>Learning as Apprenticeship </li></ul>What are the IFL Principles of Learning?
<ul><li>Questions to consider: </li></ul><ul><li>Are students connecting daily plans to the unit’s overall essential understandings? </li></ul><ul><li>Is there evidence that grade level teachers are covering a shared knowledge base consistent with what was agreed upon in the curriculum? </li></ul><ul><li>Can students provide a reasonable and in-depth response to the unit’s essential question as the unit comes to a close? Is this knowledge base needed in order to achieve proficiency on the unit’s summative assessments? </li></ul><ul><li>Are the Principles of Learning (Clear Expectations, Academic Rigor, Accountable Talk) on which we are focused as a department evident during class visits and discussions with students? </li></ul>How Can the Educational Community Support ELA Curriculum Work?
What is the Relationship Between Curriculum, Instruction, and Assessment? The relationship is circular and constant. One informs the other and none can stand alone without the information that the others provide about what students learn and how they learn it. Our curriculum maps are a blueprint for classroom instruction. Summative and formative assessments provide insight into the clarity of our instruction and the viability of our curriculum. These tools of pedagogy are forever in draft stage. There is always room for revision and refinement. Instruction Assessment Curriculum
How Does Secondary ELA Provide An Easy Transition from Elementary ELA? <ul><li>Our primary schools use a constructivist approach to literacy instruction. What does this mean? Constructivism is a theory that all learning derives from previous learning. In other words, the child constructs new knowledge by connecting the new (with assistance from the teacher, the parent, the peer) to the old – what is already learned and understood. </li></ul>
How Does Secondary ELA Provide An Easy Transition from Elementary ELA? <ul><li>Think about how a baby learns language – first she takes everything in through sight, taste, smell, sound, and touch. As she make meaning through her senses, these lessons provide a framework for deeper learning. The child who listens to a bedtime story every night, will eventually be able to tell that story on her own using all the vocal intonations of the original storyteller. She will create images of that story, ask questions about that story, and eventually read that story all on her own. </li></ul>
How Does Secondary ELA Provide An Easy Transition from Elementary ELA? <ul><li>In our Secondary ELA classrooms, we are learning how to approach instruction in a constructivist fashion. Rather than develop lessons that tell students what we want them to know, we are teaching students to construct knowledge through Accountable Talk (see IFL) conversations with their teachers and peers, and we are providing student choice in certain aspects of literature study (literature circles and independent reading). </li></ul>
Final Thoughts <ul><li>Using the frameworks outlined here, our goal is to see curriculum, assessment, and instruction in constant motion; each an integral factor in the creation of the </li></ul>other, with students having input and ownership of what they learn.