Presentation on theme: "A Brief Introduction to the Draft English Language Arts 8-12 IRP"— Presentation transcript:
1 A Brief Introduction to the Draft English Language Arts 8-12 IRP Joanne Panas
2 Overview of IRP Structure There are several major changes from the last English Language Arts curriculum:An expanded definition of “text”New curriculum organizersNew sub-organizers or aspects for the major curriculum organizersPrescribed Learning Outcomes and Suggested Achievement IndicatorsPedagogical understandings (best practice)
3 An expanded definition of “text” As used in the new ELA IRP, “text” refers to any mode of coherent communication, including:Spoken texts, such as speeches, lit circle discussions, radio programs, and songsWritten texts, such as essays, novels, poems, textbooks, short stories, and web pagesVisual texts, such as paintings, photographs, dances, graphs, sign language, and diagramsAny combination of these modes, such as videos, web sites, movies, and video games
4 ELA K-12 IRP Glossary Definition of “Text”: For purposes of English Language Arts, the term“text” denotes any piece of spoken, written, or visualcommunication that constitutes a coherent,identifiable unit (e.g., a particular speech, poem,poster, play, film, conversation in sign language ofthe deaf, or any other language event). A text maycombine oral, written, and/or visual components. Atext may be considered from the point of view of itsstructure, context, and functions.
5 2. New Curriculum Organizers The 1996 ELA IRP is organized around the purposes of language (the WHY):Comprehend and RespondCommunicate Ideas and InformationSelf and SocietyThe new ELA IRP is organized around the processes of language (the HOW):A: Oral Language (Speaking and Listening)B: Reading and ViewingC: Writing and Representing
6 3. New Sub-OrganizersEach of the 3 major organizers of the new ELA IRP has 4 sub-organizers:Purposes: Why do students speak, listen, read, view, write or represent?Strategies: What strategies can students use when they speak, listen, read, view, etc.?Thinking: What kinds of thinking are students expected to do when they speak, listen, etc.?Features: What are the features of different kinds of texts, how are they used, and why?
7 4. PLOs and AIs Prescribed Learning Outcomes (PLOs): Must be addressed, including dashed items, but not “e.g.”sAre more generalAre observableMay or may not show grade distinctionDo not describe how to instruct studentsAchievement Indicators (AIs):Suggest what students should be able to do for each PLO by course endAre more specificAre observableUsually show grade distinctionDo not describe how to instruct students
9 5. Pedagogical Understandings The new ELA IRP is grounded in best practice research and pedagogyThe IRP has a section with research and sources in the front matterExplicit explanations and examples of best practice are woven into the entire ELA K-12 IRP
10 “Best Practice” Focuses in English Language Arts Assessment for, as, and of learning, with a focus on the assessment-to-instruction cycleGradual release of responsibility model, particularly in strategy instructionMetacognition PLO in the Thinking sub-organizers for each organizer in every gradeThe recursive nature of the writing process
11 Integration of oral language, reading, and writing in teaching and learning Scaffolding students’ learning (especially of reading and writing) with oral language“Before, during, and after” structure for readingCritical thinking as a key aspect of literacy skills