Presentation on theme: "Language Arts Curriculum for High Ability Learners Denver Public Schools Denver, CO June 6, 2011 Overview Session Presented by Dr. Kimberley L. Chandler."— Presentation transcript:
Language Arts Curriculum for High Ability Learners Denver Public Schools Denver, CO June 6, 2011 Overview Session Presented by Dr. Kimberley L. Chandler Curriculum Director Center for Gifted Education The College of William and Mary email@example.com 757-221-2588 To insert your company logo on this slide From the Insert Menu Select “Picture” Locate your logo file Click OK To resize the logo Click anywhere inside the logo. The boxes that appear outside the logo are known as “resize handles.” Use these to resize the object. If you hold down the shift key before using the resize handles, you will maintain the proportions of the object you wish to resize.
Agenda Introduction Curriculum Framework Constructing Meaning Through Literature Questions
Introduction The Center for Gifted Education was established at The College of William and Mary almost 24 years ago by Dr. Joyce VanTassel-Baska. The website is www.cfge.wm.edu.www.cfge.wm.edu Check this link for curriculum materials: http://www.cfge.wm.edu/curriculum.htm
Learner Needs What is learned What is taught C urriculum A ssessment How it is delivered I nstruction
The Integrated Curriculum Model Advanced Content Dimension Process-Product Dimension Issues/Themes Dimension - VanTassel-Baska, 1986
Learner Characteristics and Corresponding Emphases in the Curriculum THE LEARNER Precocity (Advanced development in some curricular area) Intensity (Capacity to focus and concentrate for long periods of time) Complexity (Can engage in high level and abstract thinking) THE CURRICULUM Advanced content (Provides opportunities for new learning) Process/product depth considerations (Enhances engagement and creative production; allows utilization of information in a generative way ) Issues/concepts/themes/ideas across domains of learning (Allows students to make connections across areas of study and to work at a level of deep understanding) 6
Language Arts Curriculum Framework The Literature Understanding Change Using the Reasoning Process Learning Language Arts Content and Skills Concept Process Content Literary Analysis and Interpretation Persuasive Writing Linguistic Competency Oral Communication
Language Arts Curriculum Goals >To develop analytical and interpretive skills in literature >To develop persuasive writing skills >To develop linguistic competency >To develop listening/oral communication skills >To develop reasoning skills in LA >To understand the concept of change in the LA
Language Arts Units Beyond Words (gr. 1-2) Journeys and Destinations (gr. 2-3) Literary Reflections (gr. 4-5) Patterns of Change (gr. 4-6) Autobiographies and Memoirs (gr. 5-6) Persuasion (gr. 6-7) The 1940s: A Decade of Change (gr. 7-9) Utopia: Man’s Changing Ideas of the Ideal (gr. 7-9) Threads of Change in 19th Century American Literature (gr. 8-10) Change Through Choices (gr. 10-12)
Research-Based LA Teaching Models Concept Development Model Literature Web Hamburger Model Dagwood Model Reasoning Model Research Model Vocabulary Web
Assessment of Learning Outcomes Pre- and post-assessments for literary analysis and interpretation, persuasive writing, and grammar Portfolio of writing assignments, literature and vocabulary webs, other work Research project and oral presentation Response journal Unit evaluation
Grading Considerations Portfolio materials (persuasive writing; literary analysis) Research project and oral presentation Response journal Homework
Major Findings - Language Arts Significant and important treatment effects for literary analysis and interpretation and for persuasive writing No significant gender effects Student performance showed that additional attention was needed to enhance higher-level thinking and elaboration skills. Students were able to improve significantly after unit instruction regardless of the grouping model employed. Students enhanced their learning each time they were exposed to the units and maintained their level of achievement between interventions across the years.
Criteria for Selecting Unit Literature Challenging for high-ability learners Appropriate multicultural literature Concept of change
Criteria for Selecting Literature for Gifted Readers Rich, varied, precise, complex, exciting language Open-ended, with capacity to inspire contemplative behavior Complex, leading to interpretive and evaluative behaviors Help build problem-solving skills Role models Broad-based in form Baskin & Harris, 1980
Considerations for Multicultural Literature General accuracy Avoidance of stereotypes Authentic, up-to-date, age-appropriate language Attention to author’s perspective Currency of facts and interpretations Concept of audience Integration of cultural information Balance and multidimensionality Accurate and appropriate illustrations -- Miller-Lachman, 1992
Literature Web - Full Form Key Words READING Feelings Ideas Structure Images/Symbols
Literature Web Key Words: What were some words and phrases that were especially interesting or important? What words were new to you? Feelings: What feelings did you get reading the passage? What feelings did the characters have? How were those feelings expressed? Ideas: What was the main idea? What other major ideas and concepts were important? What was the author trying to say about those ideas? Images/Symbols: How did the author use description and imagery in the novel? What sensory images came to your mind? How did the author use symbols? Structure: What type of writing was this? What literary and style elements did the author use? How did the structure of the writing contribute to the meaning of the novel? May identify such features as: use of unusual time sequence in narrative, use of voice, use of figurative language, etc.
. Grandmother Moon Each day is a journey, a leaving home, over paths that wind between rocks and bog. Behind each rock is a shadow; behind each shadow, a flower, or a wellspring, or a trembling rabbit, or an unfolding fern Only if you look will you find. Only if you leave will you arrive. One step, then another, as day unrolls itself along the road toward night. And at evening, look who welcomes us Grandmother Moon, waiting in the doorway, the stars in her hands – to lead us safely home. Jane Yolen
Building Textual Understanding Underlying Assumption: Discourse that promotes understanding needs direction, focus, and movement towards goal. Marking (focusing) Revoicing (repeating student ideas) Turning back (textual or student-based) Recapping (synthesizing) Modeling (thinking aloud) Annotating (providing information) Beck & McKeown, 1996
Follow-Up Questions What is a journey? What words or phrases can you use to describe a journey? How is a journey like a day? What important characteristics of a day is the poet trying to emphasize by calling a day a journey? How are a day and a journey different? What does the poet mean by the words “as day unrolls itself along the road toward night”? How is traveling, or movement in a place or space, like living in time?
Assessment for Literary Analysis and Interpretation Short reading selection (poem, short story, fable, essay) Four short-answer questions assess analysis and interpretation through focus on main idea/central theme (2 questions), quote analysis, and explication of connection to unit concept. Rubric rates responses on 0-8 scale per question, for total possible score of 32 points. Pre- and post-assessments are drawn from same genre.
Resource Book Writing about Literature: Step by Step by Patricia McKeague ISBN-10: 0757560296 ISBN-13: 978-0757560293
Online Resources Poetry and Literature Center of the Library of Congress: http://www.loc.gov/poetry/ Academy of American Poets: http://www.poets.org Glossary of Poetic Terms: http://www.poeticbyway.com/glossary.html Glossary of Literary Terms: http://www.virtualsalt.com/litterms.htm