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Teaching for Understanding: Delawares ELA Statewide Recommended Curriculum

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Aleta Thompson (Cape) Debbie O'Brien (Lake) Bonnie Albertson (UD) Denise Allen (DOE) ... Cofrancesco (Cape) Debbie Buffington (IR) Debbie Fetzer (Red Clay) ... – PowerPoint PPT presentation

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Title: Teaching for Understanding: Delawares ELA Statewide Recommended Curriculum


1
Teaching for UnderstandingDelawares ELA
Statewide Recommended Curriculum
  • Juley Harper
  • ELA Education Associate

2
In the beginning
  • New Directions Curriculum Framework Content
    Standards and Performance Indicators were adopted
    in 1995 (Curriculum Framework)
  • Original Performance Indicators were written for
    grade clusters (K-3), NOT for individual grades
  • The original cut scores were set in 1999 for the
    Reading, Writing and Math DSTP
  • Performance Level Descriptors (PLDs) were created
    (well below the standard, below the standard,
    meets the standard, exceeds the standard,
    distinguished)

3
Since then
  • NCLB led to an external standards review (04-05)
    by McREL and Achieve
  • Reviews indicated that DE Content Standards were
    well written, but needed to be MORE
    RIGOROUS,DEFINED, CLARIFIED, and SCAFFOLDED
  • Design teams for each area of the curriculum were
    formed
  • ELA Design Team wrote Grade-Level Expectations,
    model UbD units clarifications documents, model
    syllabi/course descriptions, and model
    assessments

4
Summary of Tasks Completed in ELA
  • ELA Design Team Formed
  • Grade-level Expectations (GLEs)
  • Alignment of GLEs
  • Clarifications Document
  • Model UbD units
  • Model Syllabi/Course Descriptions
  • Model Assessments

5
ELA Design Team
  • Chair
  • Juley Harper (DOE)
  • Design Team Members
  • Ann Lewis (Laurel) Cary Bradenberger (NCCVT)
  • Becky Sharp (Polytech) Elizabeth Tiffany (IR)
  • Aleta Thompson (Cape) Debbie OBrien (Lake)
  • Bonnie Albertson (UD) Denise Allen (DOE)
  • Julia Webster (DOE) Patti Masten (Milford)
  • Cathy Cofrancesco (Cape) Debbie Buffington (IR)
  • Debbie Fetzer (Red Clay) Suzanne Keenan (Appo)
  • Deanne McCredie (UD) Sandy Meyers (DOE)
  • Kate Siegel (DOE) June Wicks (Smyrna)
  • Courtney Kaczka (Appo) Allison Salvia (CR)

6
What are the DE ELA Content Standards?
  • Standard 1 (Writing Standard)- Students will use
    written and oral English appropriate for various
    purposes and audiences.
  • Standard 2 (Reading Standard)- Students will
    construct, examine, and extend the meaning of
    literary, informative, and technical texts
    through listening, reading and viewing.
  • Standard 3 (Research Standard)- Students will
    access, organize and evaluate information gained
    through listening, reading, and viewing.
  • Standard 4 (Literary Standard)- Students will use
    literary knowledge accessed through print and
    visual media to connect self to society and
    culture.

7
Has ELA Standard 1 Changed?
  • Added articulation of appropriate audiences
    forms
  • Emphasized importance of text-to self,
    text-to-text, and text-to-world connections
  • Increased acknowledgement of the symbiotic
    relationship between reading writing
  • Standard 1- Writing Standard

8
Has ELA Standard 2 Changed?
  • Increased emphasis on critical literacy lens
  • Increased emphasis on non-fiction texts
  • Added text structure
  • Emphasized importance of text-to-self,
    text-to-text, text-to-world connections
  • Aligned standard to Reading First Standards
  • Increased acknowledgement of symbiotic
    relationship between reading writing
  • Standard 2- Reading Standard

9
Has ELA Standard 3 Changed?
  • Standard 3- Research Standard
  • Aligned research standards to Information
    Literacy Standards
  • Aligned research standards to Technology Literacy
    Standards
  • Aligned research standards to 21st Century Skills

10
Has ELA Standard 4 Changed?
  • Standard4-Reading (Literary) Standard
  • Increased emphasis on critical literacy lens
  • Increased emphasis on fiction/literary texts
  • Increased emphasis on cross-cultural genre
    studies
  • Emphasized importance of text-to-self,
    text-to-text, text-to-world connections
  • Aligned standards to Reading First Standards
  • Increased acknowledgement of the symbiotic
    relationship between reading and writing

11
What are Grade-level Expectations?
  • A Grade-level Expectation (GLE) is a statement
    that defines what all students should know or be
    able to do at the end of a given grade level.

12
What Grade-level Expectations are NOT
  • Curriculum
  • Inclusive of everything that should be covered in
    a grade

13
What are the purposes of the GLEs?
  • To meet requirements of NCLB
  • To guide the development of curriculum,
    instruction and assessment in DE schools
  • To provide uniformity in core content taught
    across DE

14
What ELA Alignment has been completed?
  • Content Alignment -coding the level of difficulty
    of GLEs
  • Vertical Alignment -comparing grade levels to
    check for progression of rigor
  • Additional Alignment- aligning with NCTE
    standards, IRA standards, Reading First, NAEP,
    College Board, National Media and Technology
    Standards

15
Review WRITING GLEs-Standard 1
  • Read the Writing Grade-level Expectations for the
    grade level(s) you teach. (ex. Gd.9 Reading reads
    gd. 9 GLEs)
  • Read the Writing GLEs for the grade before ex.
    (gd. 8) and after (gd. 10) the grade level(s) you
    teach.
  • Note any differences between the grades.
  • (Differences will be underlined)

16
Review READING GLEs-Standards 2 4
  • Read the Reading Grade-level Expectations for
    the grade level(s) you teach. (ex. Gd.10 ELA
    reads gd. 10 GLEs)
  • Read the Reading GLEs for the grade before ex.
    (gd. 9) and after (gd. 11) the grade level(s) you
    teach.
  • Note any differences between the grades.
  • (Differences will be underlined)

17
ELA Grade-level Expectations Treasure Hunt
Directions-Navigate through the GLEs to find the
answers asked for in the items on the Treasure
Hunt.
18
What are the Components of the DRC?
  • Standards clarifications
  • Enduring understandings
  • Essential questions
  • Model instructional units
  • Model grade-level assessments
  • Model grade-level syllabi
  • ALL COMPONENTS ARE ALIGNED WITH CONTENT
    STANDARDS AND GLEs

19
What are the goals of the ELA DRC?
  • Rigorous Big Idea ELA instruction anchored on the
    Enduring Understandings, Essential Questions, and
    Transfer Challenge
  • Alignment of curriculum, instruction, and
    assessment

20
What is a Clarifications Document?
  • It defines and extends the meaning of the four
    ELA standards for educators
  • It provides suggestions, examples, and
    non-examples of what teaching and learning at the
    level of the standards looks like in a classroom

21
What are Model Instructional Units?
  • They are based on a Backward Design (UbD)
    framework
  • They focus on a major topic
  • They typically last from a few days to a few
    weeks
  • They are divided into THREE stages
  • Desired Results
  • Assessment Evidence
  • Learning Activities

22
What will these Units look like?
Stage 1 - Desired Results
  • Currently, the Design team is developing model
    units to connect standards with classroom
    instruction

Other Evidence
Performance Task(s)
Rubrics/Scoring Criteria/Checklists
Learning Activities, mindful of design elements
23
Typical Error in Unit/Lesson Design
  • Identify the content to be taught
  • Brainstorm activities
  • then,
  • Come up with an assessment and assume it is
    related to the standard

24
Scenario to Consider
  • Scenario The school year is about to begin. You
    have been hired to teach 10th Grade ELA. You
    want to get started. What do you do FIRST?
  • A. You examine the novel that has been provided
    for you and begin daily planning around its
    chapters.
  • B. You get out your favorite lessons and begin
    the planning process.
  • C. You rely on time-honored activities and plan
    around these.
  • D. You determine the targeted goals.
  • Correct answer is D!

25
Where can I find Model Units?
  • In the near future model units will be available
    on the ELAwebsite
  • Useful website
  • www.ubdexchange.org
  • User name ubddemo
  • Password ubddemo

26
What are Model Grade-level Assessments?
  • Assessments are embedded in model units
  • There are TWO kinds of Grade-level assessments

27
Formative Assessments
  • On-going
  • Guides teaching and learning
  • Often designed by teachers or school districts
  • Examples quizzes, oral questioning, prompts,
    observations, reviews of draft work, Item
    Samplers, DIBELS

28
Summative Assessments
  • End of unit, complex challenge
  • Requires a transfer of knowledge and skills to
    effectively perform or create a product to reveal
    ones understanding
  • Examples performance tasks, end of unit
    projects, DSTP

29
What are Model Grade-level Syllabi?
  • They are
  • A focused plan written for teachers/educators
  • Written for a year or semester
  • Based on the content standards and Grade-level
    Expectations
  • A compilation of a variety of texts,
    methodologies, performance tasks, content
    descriptions
  • NOT a detailed schedule for the student
  • NOT a week by week lesson plan for the teacher

30
Next Steps
  • Provide Professional Development for districts on
    DRC
  • Develop and implement all DE educators in UbD
  • Develop DRC web page
  • Develop parent and community brochures
  • Distribute DRC newsletter
  • Pilot, review and jury UbD model units
  • Write model UbD syllabi

31
QUESTIONS?
32
For further information...
  • Contacts
  • grant_at_authenticeducation.org
  • jharper_at_doe.k12.de.us
  • Check out Big Ideas, an online newsletter, with
    monthly resources on every aspect of good design
  • www.bigideas.org
  • www.ubdexchange.org

33
  • THANK YOU!
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