Language Arts Curriculum for Advanced Learners

1. Language Arts Curriculum for Advanced Learners Dr. Joyce VanTassel-Baska, EdD. College of William and Mary San Diego Schools, California May 25-26, 2011

2. Agenda Introduction to the ICM and Curriculum Framework • Concept development • Constructing Meaning Through Literature: The Literature Web • Persuasive Writing • Reasoning and Research • Vocabulary and Word Study • Interdisciplinary tools (metaphors, analogies, the arts) • Assessment and research findings • Supplementary programs

3. Workshop Outcomes Participants will be able to: --Understand the William and Mary language arts program --Apply differentiation strategies in literature, writing, vocabulary, and research to language arts --Implement a W&M unit

4. Learner Characteristics and Corresponding Emphases in the Curriculum THE LEARNER Precocity Intensity Complexity 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) 4

5. The Integrated Curriculum Model Process-Product Dimension Advanced Content Dimension Issues/Themes Dimension - VanTassel-Baska, 1986

6. 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

7. Language Arts Curriculum Framework The Literature Concept Process Understanding Change Using the Reasoning Process Content Literary Analysis and Interpretation Learning Language Arts Content and Skills Linguistic Competency Oral Communication Persuasive Writing

8. 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 (gr. 5-6) • Persuasion (gr. 5-7) • The 1940s: A Decade of Change (gr. 6-10) • Utopia: Man’s Changing Ideas of the Ideal (gr. 7-10) • Threads of Change in 19th Century American Literature (gr. 7-11)

9. Concept Development Model Literature Web Hamburger Model Dagwood Model Reasoning Model Research Model Vocabulary Web Research-BasedLA Teaching Models

10. Concept Development

11. Concept of Change • Cite examples. • Categorize. • Cite non-examples. • Generalize.

12. Generalizations About Change • Change is everywhere. • Change is linked to time. • Change may be positive or negative. • Change may be perceived as orderly or random. • Change may happen naturally or be caused by people.

13. Change Generalizations and Outcomes

14. Change may happen naturally or be caused by people. Change may be perceived as orderly or random. Change may be positive or negative. Change is linked to time. Change is everywhere. Change Model CHANGE

15. Change: Beyond WordsWrite or draw pictures to show examples of change.

16. Constructing Meaning Through Literature

17. Criteria for Selecting Unit Literature • Challenging for high-ability learners • Appropriate multicultural literature • Concept of change

18. 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

19. 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

20. Images/Symbols Key Words Structure Feelings Ideas READING Literature Web - Full Form

21. 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.

22. Wild Geese You do not have to be good You do not have to walk on your knees for a hundred miles through the desert, repenting. You only have to let the soft animal of your body love what it loves. Tell me about despair, yours, and I will tell you mine. Meanwhile the world goes on. Meanwhile the sun and the clear pebbles of the rain are moving across the landscapes, over the prairies and the deep trees, the mountains and the rivers. Meanwhile the wild geese, high in the clean blue air, are heading home again. Whoever you are, no mater how lonely, the world offers itself to your imagination, calls to you like the wild geese, harsh and exciting – over and over announcing your place in the family of things. --M. Oliver

23. 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

24. Video Analysis • Analyze the teacher implementing the W&M literature web and provide suggestions for her on improving the lesson. • What are her strengths? What is she doing well? • What are areas that need improvement?

25. Persuasive Writing

26. Reason Reason Reason Hamburger Model for Persuasive Writing(primary) Introduction (State an opinion.) Conclusion

27. Introduction (State an opinion.) Elaboration Elaboration Elaboration Elaboration Elaboration Elaboration Reason Reason Reason Conclusion Hamburger Model for Persuasive Writing

28. Claim/Opinion/Introduction Details Details Background Reason Other Points of View Elaboration Elaboration Reason Other Points of View Elaboration Elaboration Reason Other Points of View Elaboration Elaboration Conclusion Dagwood Model

29. Reasoning

30. Purpose/ Goal Point of View Assumptions Evidence/ Data Issue/ Problem Inferences Concepts/ Ideas Implications/ Consequences Elements of Reasoning -- Paul, 1992

31. Simplifying Reasoning Terms • Assumption: beliefs, understandings, “taking for granted • Evidence: information, details, facts, experiences • Inference: conclusions, reasons to support point of view • Concept: ideas, main topics, what the assumptions are about • Implication: consequences, what might happen, what we would have to think about if…

32. Reasoning Applications • Issue analysis (academic, societal, school/personal) • Analysis of reading selections • Foundation for questioning • Review of sources • Persuasive writing • Assessment of writing • Research • Reading organizer

33. Standards of Reasoning • Are there enough reasons to make a convincing argument? • Is the evidence correct or right? • Are the reasons clear? • Are specific reasons or examples included rather than vague generalizations? • Are the arguments and reasons strong and important? • Is the thinking logical?

34. Reasoning about a Situation or Event What is the situation? Who are the stakeholders? What is the point of view for each stakeholder? What are the assumptions of each group? What are the implications of these views?

35. Developing Questions Using the Standards of Reasoning • What is the issue or problem the character is facing? • How is the concept of ______ important in the story? • What are the implications of the character’s actions? • What assumptions might we make about the story from the title and opening?

36. Questioning Model Memory/cognition level questions – factual, one right answer Convergent level questions – multiple right answers Divergent level questions - hypothetical, multiple answers that may be wide-ranging Evaluative level questions – judgmental, answers derived from interpreting criteria or selecting best perspective based on options

37. Lower to Higher Order Questions

38. Activity: Creating Questions • Think of a book you teach and identify a literary theme in it & create a question tree based on it, using the four questions. • OR choose one of the following themes and create questions for a selected work (novel or short story): Oppression Conflict Resilience

39. Unit Walk-Through • Table of contents • Curriculum Framework • Preassessments • Lesson plans (student handouts) • Post assessments • Resources • Teaching models • Student readings (separate booklet)

40. Day 1 Reflection • What new ideas and strategies did I learn today about working with gifted and promising learners? • What accommodations will I need to make in order to use the strategies with ELL students? • What questions do I have about our work today?

41. Day 2 Unit Questions

42. Research

43. Characteristics of an Issue Real world Multiple points of view Researchable and substantial information available Worthy topic and personal involvement

44. Developing an Issue

45. Sample Issues Select one of the following issues and complete the “Developing an Issue” form: Should library resources intended for older students be withheld from younger students? Should books be censored? Should technology as an educational tool be controlled?

46. Research Model • Identify your issue or problem. • What is the issue or problem? • Who are the stakeholders and what are their positions? • What is my position on this issue? • Read about your issue and identify points of view or arguments through information sources. • What are my print sources? • What are my media sources? • What are my people sources? • What primary and secondary source documents might I use? • What are my preliminary findings based on a review of existing sources?

47. Form a set of questions that can be answered by a specific set of data: • What would be the results of _____________? • Who would benefit and by how much? • Who would be harmed and by how much? • My research questions: • Gather evidence through research techniques such as surveys, interviews, or analysis of primary and secondary source documents. • What survey questions should I ask? • What interview questions should I ask? • What generalizations do secondary sources give? • What data and evidence can I find in primary sources to support different sides of the issue?

48. Manipulate and transform data so that they can be interpreted. • How can I summarize what I found out? • Should I develop charts, diagrams, or graphs to represent my data? • Draw conclusions and make inferences. • What do the data mean? How can I interpret what I found out? • How do the data support my original point of view? • How do they support other points of view? • What conclusions can I make about the issue?

49. Determine implications and consequences. • What are the consequences of following the point of view that I support? • Do I know enough or are there now new questions to be answered? • Communicate your findings. (Prepare an oral presentation for classmates based on note cards and written report.) • What are my purpose, issue, and point of view, and how will I explain them? • What data will I use to support my point of view? • How will I conclude my presentation?

50. Discussion at tables: What issues could I ask students to research? How would I organize research for a group of gifted learners? What school resources could be used to help students complete their research study?