Welcome to the

1. Welcome to the Northfield Township Language Arts/English Fall Articulation Meeting October 22, 2007

2. Participating Schools Attea Middle School Field School Glenbrook North High School Glenbrook South High School Maple School Northbrook Junior High School Our Lady of Perpetual Help School Springman Middle School Wood Oaks Junior High School

3. ü • Welcome & Introductions • ü      Housekeeping • o       Review of Township English Report and use of Township Reference Handbook • o       Review of study skills rubric used by 8th grade teachers for freshman placement • ü      Introduce various Standard models • o       NCTE • o       ISBE • o       College Readiness • o       The Glenbrook Academy • o       Others • BBreak • ü      Hopes for what to accomplish today • o       List of current research assignments • o       Begin a list of research skills and processes students’ experience at each grade level • o       Begin a list of research-based writing skills • o       Highlight the core experiences, projects, and skills common to all schools at all levels • ü      Meet in grade-alike teams • o       Sharing and comparison of “typical” research assignments and rubrics • LLunch • ü      Report out similarities and overview • ü      Mapping of research skills and research-based assignments grades 6 –12 • ü      Continuing the articulation • o       Inputing web-based communication and granting access to all members • ü      Summary of progress • ü      Where do we go from here?

4. Study Group Co-Chairs Barbara Taylor, Glenbrook North English Department IS Tom Valentin (retired), Glenbrook South English Department IS Northfield Township Language Arts Study Group Articulation Self-Study Study Group Members Attea Middle School Sophia Moros, Diane Horban Field School Cathy Terdich Maple School Lorene Schramm Northbrook Junior High School Becky Hodgin Springman Middle School Barbara Buzard, Suzanne Bell Wood Oaks Junior High School Helene Spak Glenbrook North High School Lisa Koc, Nick Timmer Glenbrook South High School Chris Palmi

5. TABLE OF CONTENTS I.Introduction 3 a.      Background/Context and Mission 3 b.      Philosophical Base 3 c.      Self-Study Process & Summary of Tasks 4 d.      Research Base: Sources Consulted 6 e.      Research on Instructional Base 6 II.          Core Curriculum Review 11 a.      Shared Language Arts Outcomes 11 b.      GBS Course Offerings for 9th and 10th Grade 11 c.      GBN Course Offerings for 9th and 10th Grade 12 d.      Comparison 14 III.        Application of Learning 15 a.      Writing in the Curriculum 15 b.      Reading in the Curriculum 16 c.      Reading, Writing and Thinking Across the Curriculum 17 d.      Research Writing Skills Continuum 18 IV.       Curriculum Survey for Northfield Township 8th and 9th Grades: English/Language Arts 19 V.          Recommendations 21 Appendices 23 State Goals 23 The Standards for the English Language Arts – abstract 29 NCTE Guidelines: A Call to Action 31 Carnegie Report: Reading Next 37 NCTE Guidelines: NCTE Beliefs about the Teaching of English 41 Richard Paul, Chapter 37: Critical Thinking and Language Arts 50

6. Study Skills Rubric for Teachers of Incoming Eighth-Grade Students The rating scale for assessing study skills is provided below. It is designed to parallel the skill levels of high school students at the Glenbrook high schools. Application of these standards ensures that incoming students’ skills are being assessed consistently. 5 – Very Good Always completes homework. Assigned work is correct and shows evidence of mastery Always completes assigned work on time Excellent attendance Inquires about missed work when absent and completes independently within established timelines Demonstrates thoughtful participation that is relevant - completes in-class assignments Consistently shows initiative without adult direction or intervention 4 – Good Completes homework with rare exceptions. Assigned work is usually correct and shows mastery Meets deadlines with few exceptions Excellent attendance Makes up missed work if absent within established timelines Participates in class and completes in-class assignments Requires only minimal adult support in preparation and organization 3. – Average Completes homework better than 80% of time Meets deadlines with occasional exceptions Attendance is satisfactory Makes up missed work if absent when provided by teacher – needs occasional reminders Completes in-class assignments Requiressome adult supervision to assist in preparation and organization

7. Mapping for GrowthBenefits “Thoughtfully constructed standards guide education reform initiatives by providing consensus about what students should learn and what skills they should acquire.” -Thomas Guskey 2005 • Creates discussion and promotes collaboration • Provides scaffolding • Helps to define academic levels • Helps to define individual goals • Allows for current research to influence decision making

8. Mapping for GrowthChallenges “Translate the standards into specific classroom experiences that facilitate student learning and ensure that classroom assessments effectively measure that learning.” • -Thomas Guskey 1999 • Keeping collaboration ongoing • Keeping curriculum guides and maps off the shelf • Developing common assessments and sharing quality instructional methods

9. Standards and Models • NCTE • ISBE • AASL • ACT • The Glenbrook Academy

10. 1. In your group, brainstorm skill attributes that should be present in the research process and assignment at your grade level. For example, "appropriately uses subscription databases," “identifies main idea,” or “compares and contrasts ideas.” 2. Using the brainstormed list from #1, list the eight most important skill attributes for your grade level in the diagonal columns. 3. In each row, write the name of the research assignment you brought today or another one you use in the classroom. 4. As a group, analyze each of the assignment(s). If the assignment teaches or assesses a particular skill, place an "X" in the appropriate box.

11. Where do we go from here?