The New “Core” of the Core Curriculum


Published on

This presentation, given on March 11, 2009, by Pearson Curriculum's Debbie Nix at the 2009 Pearson Digital Pacific District Executive Forum, explored the importance of integrating the development of new lieracies and 21st century skills into core literacy instruction.

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • The New “Core” of the Core Curriculum

    1. 1. Some details about Criteria for Evaluating Instructional Materials The NEW California Reading/Language Arts Framework (2007)
    2. 2. Purpose of Frameworks <ul><li>Provide support for teachers and guidelines for educational programs </li></ul><ul><li>Direction to publishers for the development of instructional materials </li></ul><ul><li>Guidelines for local selection of instructional resources (Grades 9-12) </li></ul><ul><li>Direction for curriculum delivery </li></ul><ul><li>Reflect current and confirmed research </li></ul><ul><li>Direction for teacher professional development programs, in-service, pre-service and teacher licensing standards </li></ul>
    3. 3. Guiding Principles for Revision of the Evaluation Criteria <ul><li>The RLA Evaluation Criteria must be: </li></ul><ul><li>Aligned to the English Language Arts Content Standards </li></ul><ul><li>Guided by the content of the Reading/Language Arts Framework </li></ul><ul><li>Supported by current and confirmed research </li></ul>
    4. 4. Program Descriptions <ul><li>Five Types of Programs </li></ul><ul><li>Reading/Language Arts Basic Program, Grades K-8 (ELA) </li></ul><ul><li>Reading/Language Arts/English Language Development Program, Grades K-8 (ELA/ELD) </li></ul><ul><li>Primary Language/English Language Development Program, Grades K-8 (PL/ELD) </li></ul><ul><li>Intensive Intervention in Reading/Language Arts, Grades 4-8 (IIRLA) </li></ul><ul><li>Intensive Intervention for English Learners Grades 4-8 (IIEL) </li></ul>
    5. 5. Program 1: Reading/Language Arts Basic Program, K-8 <ul><li>1 hour in kindergarten </li></ul><ul><li>2.5 hours in grades 1-3 </li></ul><ul><li>2 hours in grades 4-6 </li></ul><ul><li>At least 1, and up to 2 hours in grades 6-8 </li></ul>
    6. 6. Program 1: Reading/Language Arts Basic Program, K-8 <ul><li>Instructional elements that reinforce and extend the Basic Program: </li></ul><ul><li>30 minutes of extra support for English learners in K-8 </li></ul><ul><li>30 minutes of extra support for struggling readers in K-8 </li></ul><ul><li>15-20 minutes of Intensive Vocabulary Instructional Support in K-3 </li></ul><ul><li>Intervention Kit in grades 1-3 </li></ul>
    7. 7. Program 2: Reading/Language Arts/ELD Basic Program, K-8 <ul><li>All of the Program I plus… </li></ul><ul><li>ONE HOUR of English Language Development: </li></ul><ul><ul><li>Explicit, sequential, linguistically logical, and systematic instruction </li></ul></ul><ul><ul><li>Survival Vocabulary </li></ul></ul><ul><ul><li>Skills that are transferable and non-transferable from students ’ primary language </li></ul></ul><ul><ul><li>Acquisition of academic vocabulary </li></ul></ul><ul><ul><li>Oral language development </li></ul></ul>
    8. 8. Evaluation Criteria – What’s New <ul><li>Instructional Emphasis </li></ul><ul><li>Vocabulary </li></ul><ul><li>Oral Reading Fluency </li></ul><ul><li>Writing </li></ul><ul><li>Support for English Learners </li></ul>
    9. 9. Evaluation Criteria – What’s New <ul><li>Support for all Learners </li></ul><ul><li>Struggling readers may include: </li></ul><ul><ul><li>Students who use African American Vernacular English </li></ul></ul><ul><ul><li>English learners </li></ul></ul><ul><ul><li>Students with disabilities </li></ul></ul>
    10. 10. Reading/Language Arts Basic Program, K-8 <ul><li>NEW </li></ul><ul><li>Intensive Instructional Support in Vocabulary, Grades K-3 </li></ul><ul><li>Reading Intervention Kit. Grades 1-3 </li></ul><ul><li>Diagnostic Assessment </li></ul><ul><li>Extra Support for English Learners (30 minutes) </li></ul>
    11. 11. Reading/Language Arts/English Language Development Program <ul><li>NEW </li></ul><ul><li>BOTH PROGRAMS INCLUDE </li></ul><ul><li>1 hour daily of ELD instruction </li></ul><ul><ul><li>the English-language arts content standards that must be addressed </li></ul></ul><ul><ul><li>guidance from the Reading/ Language Arts Framework about instruction and support for students learning English. </li></ul></ul>
    12. 12. One Hour of ELD <ul><li>ELD instructional materials must address these levels of English language proficiency at appropriate grade levels: </li></ul><ul><ul><ul><ul><li>Beginning </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Early Intermediate </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Intermediate, and </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Early Advanced </li></ul></ul></ul></ul>
    13. 14. 21 st Century Skills- The New “Core” of the Core Curriculum
    14. 15. The core is now a blend
    15. 16. Teaching for understanding is at the heart of 21 st Century Skills
    16. 17. Grant Wiggins
    17. 18. THE BIG “ What makes a question BIG ?
    18. 19. THE BIG A question is big or weighty if it has significant depth and breadth….”
    19. 20. THE BIG “ Another aspect of ‘bigness’ is the time it consumes. Vital issues remain alive over days, months, and years, unlike simple or superficial inquiries.”
    20. 21. THE BIG “ We are not looking for an answer, really; we are inviting inquiry and reflection.” Grant Wiggins, Pearson Literature
    21. 25. Big Questions invite creativity, innovation, communication, collaboration, critical thinking, problem solving and decision making.
    22. 26. The emphasis on understanding must be core to all of our teaching tools
    23. 28. In their hands...
    24. 29. On their terms...
    25. 30. Digital instruction puts the world at our finger tips
    26. 32. Digital instruction can be fun!
    27. 34. Digital instruction can enhance understanding…
    28. 36. Digital instruction provides access for all…
    29. 38. When we use digital to teach we understand in a whole new way
    30. 39. BUT It’s not just enough to use digital to teach…
    31. 40. … we must also teach students to use digital
    32. 41. “ Digital Natives, Digital Immigrants” Marc Prensky, 2001
    33. 42. You go to the internet second for information, rather than first… Signs of an Immigrant’s “Accent”
    34. 43. You read the manual for a computer program rather than assuming the program will teach you to use it…
    35. 44. You print emails (or have the secretary do it) before you read them…
    36. 45. You have never changed the original ring tone on your cell phone…
    37. 46. Prettygirl: Hi, hi!! KTNana3: Hi… Prettygirl: SUP KTNana3: Nada The Language of the Natives
    38. 47. Prettygirl: OMG!! My dad went out in the garage and a tarantula came out at him!!!!! KTNana3: NO WAY!!!
    39. 48. Prettygirl: OMG!! He screamed and freaked! He almost jumped to the roof!!!!!! KTNana3: LOL
    40. 49. Prettygirl: DIR… GTG… TTYL… C U!
    41. 50. There is an Access Gap
    42. 51. New Literacies Donald Leu
    43. 53. New Literacies provide a model for digital work and learning
    44. 54. New Literacies promote and model digital citizenship and responsibility
    45. 55. Creativity Collaboration Communication Innovation Decision Making Problem Solving Life and Career Skills Critical Thinking Information, Media & Tech Literacy Global, Financial & Civic Literacy 21 st Century Skills
    46. 56. Teaching for understanding is at the heart of 21 st Century Skills
    47. 57. 21 st Century Skills- The New “Core” of the Core Curriculum