michigan merit curriculum ela hsce/cce update massp ela hsce webinar may 20, 2008
TRANSCRIPT
Michigan Merit Curriculum ELA HSCE/CCE Update
MASSP ELA HSCE WebinarMay 20, 2008
ELA HSCE and CCE
• High School Content Expectations (HSCE)
– The “universe” of recommended content during a 4 year high school experience
• Course/Credit Content Expectations (CCE)
– Specific course/credit content requirements derived from the “universe” of the HSCE
Posted on MDE HS site at www.michigan.gov/hsce
http://www.michigan.gov/mde/0,1607,7-140-38924_41644_42674---,00.html
Big Picture Assessment
• ACT/MME
• Cross-Discipline Planning (Include CTE, Special Ed)
• General Knowledge, Processes, Skills
– Reading comprehension, inquiry, research
– Creative problem solving
– Effective communication skills
• Productive Dispositions
• Guides for HSCE/CCE implementation• Define requirements for assigning credit• Common Elements
– Curriculum Unit Design– Relevance– Formative and Summative Assessment– HSCE/CCE Organizational Structure– Goals Statement
Course/Credit Requirements
• Required: 4 credits
• Credit content is defined by units– 4 (or more) model units per credit (year)
– Anchor texts narrative/informational
– Organized by Big Ideas and Dispositions
– Increasing levels of complexity and sophistication
• Emphasis on Reading, Writing, and Informational Text
• Suggested literature
English Language Arts
Writing, Speaking, and Representing• Writing Process (8)• Personal Growth (4)• Audience and Purpose (9)• Inquiry and Research (7)• Finished Products (5)
Reading, Listening, and Viewing• Strategy Development (12)• Meaning Beyond the Literal Level (3)• Independent Reading (8)
Literature and Culture• Close Literary Reading (10)• Reading and Response (5) (varied genre and time
periods) • Text Analysis (6)• Mass Media (4)
Language• Effective English Language
Use (5)• Language Variety (5)
4 strands 14 standards 91 expectations
Organized by strand and standard
ELA Expectations
Habits of Mind…
9th Inter-Relationships and Self-Reliance10th Critical Response and Stance11th Transformational Thinking12th Leadership Qualities
A lens to focus student thinking toward social action and empowerment.
See HSCE page 4 chart.
Four Dispositions
Dispositions
– Acquired patterns of behavior that are under one’s control and will as opposed to being automatically activated
– Overarching sets of behaviors, not just specific behaviors
– Dynamic and idiosyncratic in their contextualized deployment rather than prescribed actions to be rigidly carried out
– More than desire and will, dispositions must be coupled with the requisite ability
Dispositions motivate, activate, and direct our ability.
Intellectual Character: What It Is, Why It Matters, and How to Get ItRon Ritchhart, Jossey-Bass 2002
Essential Questions• Who am I? • How do I relate to my family, my community, and
society?• How am I a reflection of my relationships? • What can I contribute as an individual?• What is my responsibility to society?
Thinking• Connect to self and world• Compare and contrast• Reflect
Grade 9: Inter-Relationships and Self-Reliance
Essential Questions• What criteria do I use to judge my values? • How will I stand up for what I value? • What can I do to realize my dreams or visions for the
future? • What role does empathy play in how I treat others?• What voice do I use to be heard?
Thinking• Analyze from multiple perspectives• Respond critically
Grade 10: Critical Response and Stance
Essential Questions
• How do I develop a realistic plan for the future?
• How do I build a context for change in my life?
• How can I generate new ideas for solving problems?
• Which decisions I make today will affect me for my entire life?
• Where will I find wisdom?
Thinking
• Look for the unique or unusual
• Seek wisdom
• Tolerate change or chaos
Grade 11: Transformational Thinking
Essential Questions • How do I know if I am developing the academic skills that I will need
in my future life? • What rules or principles do I use for how I treat others?• What responsibility do I have to society?• What leadership qualities will I need to take with me from high
school?• How can I create the world I want to live in?
Thinking• Move toward innovative/generative thinking• Create new knowledge• Envision a new view of the world• Develop new ways to solve problems• Know when to take a risk
Grade 12: Leadership Qualities
What is in greatest demand today isn’t analysis but synthesis – seeing the big picture, and crossing boundaries – being able to combine disparate pieces into an arresting new whole.
Daniel Pink A Whole New Mind: Moving from the Information Age to the Conceptual Age 2005
Create the Big-Picture Vision
Literature Focus…
9th Overview
10th American Literature
11th British and World Literature
12th Overview with World Perspective
Leaving opportunities for studying various literature in 12th grade AP Literature
ELA CCE Grade-Level Focus
• ELA Unit development status– Review CCE Unit Framework, model units for ELA 9,
10, 11, & 12, and dispositions (updates)– Analyze Unit Development Flipbook and Genre
Records – Read through new Parent Guide– Evaluate alignment with current practice– Make plans for unit development and assessment– Identify cross-curricular connections
Survey and Discussion
• HSCE/CCE represent – English Language Arts content knowledge
(literature, language, communication, comprehension)– Literacy skills and strategies as components of ALL
content area requirements (reading and writing across the content areas; content area literacy)
• ACT measures content area literacy – skills taught and reinforced in – English Language Arts, Social Studies, Science, and
Mathematics
ELA HSCE/CCE and ACT
• HS ELA credits (and credit assessments) are based on meeting ALL 91 expectations – at increasing levels of sophistication and
complexity– at each grade level
HS ELA Credit
• ELA instructional units– Address grade-level disposition– Focus on big ideas and themes– Students answer focus and essential questions– Supporting quotations– Include reading, writing, listening, speaking,
viewing, and expressing instruction for competency
ELA Unit Development
• ELA instructional units– Genre study/literary analysis
• Literary and expository elements, devices, features, organizational patterns
• Historical, cultural considerations
• Critical perspectives
– Students read a variety of texts (genre, difficulty)– Address contemporary and engaging issues –
connection building– Media-rich environment
ELA Unit Development
• Reading, listening, viewing strategies and activities– Comprehension, close and critical reading, vocabulary, response
activities
• Writing, Speaking, Expressing Modes of Communication– Narrative, Literary Nonfiction, Informational/Expository, Media,
Speaking
• Writing, Speaking, Expressing Strategies and Activities– Process strategies, activities, writing to activate prior knowledge,
writing to learn, writing to demonstrate learning, authentic writing, S/L/V strategies
ELA Unit Development
Ongoing Literacy Development • Goal setting, self-evaluation, response to feedback to improve
performance• Daily language fluency – HSTW/Act recommendations, vocabulary
development, differentiated instruction• Reading portfolio – texts studied in class, book club texts,
independent reading texts• Writing portfolio – writing to learn, writing to demonstrate learning,
authentic writing• Grammar instruction – for enrichment, coherence, and convention• ACT College Readiness Standards
ELA Unit Development
• HSCE/CCE represent – English Language Arts content knowledge
(literature, language, communication, comprehension)– Literacy skills and strategies as components of ALL
content area requirements (reading and writing across the content areas; content area literacy)
• ACT measures content area literacy – skills taught and reinforced in – English Language Arts, Social Studies, Science, and
Mathematics
ELA HSCE/CCE and ACT
• Preparation for ACT (component of MME) http://act.org/
• Become familiar with ACT College Readiness Standards http://act.org/standard/– Review assessed skills (English, Reading, Writing,
Science, Mathematics Tests)
• Read ACT resource reports– Reading Between the Lines
http://act.org/research/policymakers/reports/reading.html
– On Course for Success http://act.org/research/policymakers/reports/success.html
Preparing for ACT
• ACT practice questions http://www.actstudent.org/sampletest/index.html
• Print complete ACT sample test and test preparation information
http://www.actstudent.org/pdf/preparing.pdf
• “Your Guide to the ACT” http://www.act.org/aap/pdf/YourGuidetoACT.pdf
Preparing for ACT
The Power of Language• Module offers resources for developing grammar
mini-lessons for all grade levels
• Units include grammar instruction to – enrich writing: add detail, style, voice– create organizational coherence and flow – make writing conventional
• Information is organized by ACT English Standards categories
http://www.michigan.gov/documents/mde/GrammarModule_186324_7.pdf
Grammar Module
• Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning– Take Flight in the Content Area– Lift Up Through Literacy
• Initiated by RLTC Directors• Free web resource available to ALL educators and
students
http://protopage.com/assessmentsystem
Adolescent Literacy Initiative
• Step-by-Step 8th Grade Assessmenthttp://www.protopage.com/assessmentsystem#Literacy_Assessments_and_Resources/Grade_8_Assessment_Step_by_Step
• Focused Professional Development – Creating Literacy-Rich Schools for Adolescents
Gay Ivey and Doug Fisher (ASCD preview)http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=0a6393cbc00d9010VgnVCM1000003d01a8c0RCRD
• NCTE Adolescent Literacy Policy Brief http://www.ncte.org/collections/adolescentliteracy
Adolescent Literacy Initiative
Quality Indicators (Ivey and Fisher)
• ELA Class (units as described in MMC)• All Content Area Classes
– Big idea focus– Students read and write in every class– Students are taught strategies for reading and
writing increasingly complex text– Selected texts span a range of difficulty levels
Secondary Literacy
Quality Indicators (Ivey and Fisher)
• Sustained Silent Reading (SSR) – Every day – Access to diverse texts– Self-selected reading time
Secondary Literacy
Quality Indicators (Ivey and Fisher)
• Intervention and Support for Struggling Readers– Teachers actively involved– Comprehensive approach to reading and writing– Engaging – Driven by useful and relevant assessments– Opportunities for authentic reading and writing
Secondary Literacy
Quality Indicators (Ivey and Fisher)
• Leadership and Schoolwide Support– Teachers have access to materials
– Human resources for schoolwide literacy plan
– Professional development to build teacher knowledge and expertise
– School culture of collaboration and peer coaching
– Schoolwide commitment to literacy assessments for instruction design and assessment of student progress
Secondary Literacy
NCTE Recommendations for Teachers• Foster critical thinking, questioning, decision-making, independent
learning• Address diverse needs, varying literacy abilities• Personal characteristics
– Care about students, creative/collaborative, love to read and write
• Develop solid knowledge/commitment to literacy instruction• Use quality/quantity/variety of literacy activities• Participate in ongoing professional development• Develop quality relationships with students• Manage classroom effectively
Adolescent Literacy
• Plan for cross-curricular discussions and schoolwide literacy plan– Become familiar with expectations from other
content areas– Identify common content, skills, and strategies– Identify, teach, and reinforce literacy skill and
strategy development in all content areas
Next Steps
• NCTE Webinar with Doug Fisher • https://sas.elluminate.com/site/external/jwsdetect/
playback.jnlp?psid=2008-02-19.1426.M.097EB5FE1F932EBA638077F2A25EC1.vcr
• All Teachers are Not teachers of Reading, But…• Doug discusses sustained literacy professional
development
Literacy Plan Development
• Macomb ISD links
http://www.protopage.com/wozniakc
• Model ELA assessments http://www.misd.net/Languageart/OrderForms.htm
• Mr. Greenlee’s English Room
http://www.our-english-class.com/
Examples of ISD & Local District Work
Find Information on Web
ACT.org (POLICY MAKERS) On Course for Successhttp://act.org/research/policymakers/pdf/success_report.pdf
ACT.org (POLICY MAKERS) Reading Between the Lineshttp://act.org/research/policymakers/pdf/reading_report.pdf
ACT.org (POLICY MAKERS) College Readiness Standardshttp://act.org/standard/
ACT.org (EDUCATORS) The ACT Writing Testhttp://www.actstudent.org/testprep/descriptions/writingdescript.html
Find Information on Web
Understanding University Successhttp://www.s4s.org/cepr.uus.php
Resources from High Schools That Work (including Making Middle Schools Work) http://www.sreb.org
Resources from College Board (Standards for College Success)http://www.collegeboard.com/about/association/academic/academic.html
Breaking Ranks II: Strategies for Leading High School Reform (Executive Summary)http://www.principals.org/s_nassp/sec.asp?CID=706&DID=49788
Find Information on Web
Michigan.gov/highschool (with link to HSCE site)http://www.michigan.gov/highschool
Michigan.gov/hsce http://www.michigan.gov/hsce
Michigan.gov/oeaa (MME/ACT information)http://michigan.gov/oeaa
Michigan.gov/mathematics (mathematics resources)http://www.michigan.gov/mathematics
MDE Contact Information
Sally Vaughn, Ph.D.Deputy Superintendent/Chief Academic [email protected]
Betty Underwood, Interim DirectorOffice of School [email protected]
Deborah Clemmons, SupervisorOffice of School [email protected]
MDE Contact Information
High School Content Expectations – Susan Codere Kelly
English Language Arts HS Content Expectations –
Elaine Weber, Ph.D. [email protected]