MSU English Education Program

Caitlin Lacey,Undergraduate Research Fellow

Christine Burton,Undergraduate Service Fellow

Kathryn Mincey,Associate Professor of English

Secondary English Language Arts

Curriculum Alignment Survey

College&

Career Readiness

Curriculum

Alignment

Preparati

on

Background

• An update of previous researcho 2007 Statewide Survey: English/Language Arts 8-16 Curriculum Alignment

Surveyo 2012 Statewide Survey: How Kentucky High School English Teachers Teach

Reading and Grammar: Implications for 9-16 Curriculum Alignment and Professional Development

• Goalso To explore content and strategies high school English teachers use for

teaching grammar, reading literature, and reading for information. o To allow teachers to compare their own curriculum maps and approaches

to those of other schools across the stateo To allow teacher education faculty to review curriculum alignment issues

Methodology• Updated questions to reflect CCRS/KCAS• Designed and posted the survey

o Special thanks to Clarissa Purnell, MSU Office of Institutional Research and Assessment

o http://snapsurvey.moreheadstate.edu/snapwebhost/surveylogin.asp?k=132576976958

o http://engedmsu.blogspot.com/

• Sent e-mail invitations to o all high school principals in Kentucky to forward to English teacherso participants in 2011 English Teacher Connection conference at MSUo high school English teachers in MSU’s service region in connection with the

English Education Program• Still collecting responses…• Today’s preliminary snapshot compiles the responses of the first seventy eight participants.

Invitation to Participate

MSU English Ed Blog

Reading:

What We TeachHow We Teach It

37-43. Favored Texts:Most Frequently Taught

Fiction, Epics, Plays, Poetry, and Nonfiction

The following lists were created by combiningo commonly anthologized texts o college-bound reading lists o and sample texts from Appendix B

of the Common Core State Standards.

They are organized from the most to least frequently taught by survey respondents.

Most Frequently Taught Fiction and Epic Texts

Fiction and Epics 9th

grade 10th

grade 11th

grade 12th

grade

Total

Poe, Edgar Allen. Story 33 23 29 5 90

Lee, Harper. To Kill a Mockingbird 39 31 8 1 79

Fitzagerald, F. Scott. The Great Gatsby 3 8 59 7 77

Chaucer, Geoffrey. The Canterbury Tales 0 1 2 68 71

Hawthorne, Nathaniel. The Scarlet Letter 4 2 56 3 65

Homer. The Odyssey 57 4 1 3 65

Bradbury, Ray. Fahrenheit 451 17 25 8 10 60

Golding, William. Lord of the Flies 24 19 4 11 58

Austen, Jane. Pride and Prejudice 1 3 9 39 52

Dickens, Charles. Novel 20 10 5 17 52 Hurston, Zora Neale. Their Eyes Were Watching God 3 10 22 13 48

Bronte, Charlotte. Jane Eyre 7 5 5 29 46

Cisneros, Sandra. The House on Mango Street 18 18 2 5 43

Hansberry, Lorraine. A Raisin in the Sun 7 9 19 7 42

Achebe, Chinua. Things Fall Apart 4 19 5 13 41

Salinger, J.D. The Catcher in the Rye 4 8 20 9 41

Twain, Mark. Novel 9 6 22 4 41

Conrad, Joseph. Heart of Darkness 0 4 3 31 38

Orwell, George. Novel 11 11 3 11 36

Ellison, Ralph. Invisible Man 0 5 18 13 36 Walker, Alice. Novel or story 9 17 5 3 34

Homer. The Iliad 19 1 6 5 31

Less Frequently Taught Fiction and Epic Texts

Fiction and Epics 9th grade

10th grade

11th grade

12th grade

Total

Faulkner, William. As I Lay Dying 0 2 18 9 29 Steinbeck, John. The Grapes of Wrath 2 5 13 8 28 Henry, O. Story 17 5 3 2 27 Tan, Amy. The Joy Luck Club 6 14 5 2 27 Milton, John. Paradise Lost 0 1 0 25 26

Kakfa, Franz. The Metamorphosis 1 6 2 15 24 Wharton, Edith. Ethan Frome 3 7 6 7 23 Zusak, Marcus. The Book Thief 3 5 3 9 20

Hemingway, Ernest. A Farewell to Arms 3 4 12 6 25 Dostoevsky, Fyodor. Crime and Punishment 0 2 4 17 23

Morrison, Toni. The Bluest Eye 3 5 8 6 22 de Cervantes, Miguel. Don Quixote 1 4 3 11 19 Buck, Pearl S. The Good Earth 5 6 2 3 16 Alvarez, Julia. In the Time of Butterflies 1 5 2 5 13

Shaara, Michael. The Killer Angels 3 3 7 0 13 Olsen, Tillie. Story 2 3 4 3 12 Melville, Herman. Novel 2 0 6 3 11 Voltaire, F.A.M. Candide 0 3 1 7 11 Vergil. Aeneid 4 1 2 3 10 Jewett, Sarah Orne. Story 1 3 4 2 10 Turgenev, Ivan. Fathers and Sons 1 3 1 1 6 Ovid. Metamorphoses 1 0 0 5 6 Chekhov, Anton. Play 0 3 0 4 7 Bellow, Saul. The Adventures of Augie March 1 1 0 1 2

Garcia, Cristina. Dreaming in Cuban 0 1 1 0 2

Frequency of Dramatic Texts

Playwrights, Titles 9th grade

10th grade

11th grade

12th grade Total

Shakespeare, William. Play 49 48 15 32 144

Hansberry, Lorraine. A Raisin in the Sun 6 11 20 5 42

Miller, Arthur. Death of a Salesman 1 5 18 16 40

Sophocles. Oedipus Rex 5 14 2 8 29

Williams, Tennessee. The Glass Menagerie 2 4 12 8 26

Ibsen, Henrik. A Doll's House 2 5 4 14 25

Wilder, Thornton. Our Town: A Play in Three Acts 2 6 11 5 24

Wilde, Oscar. The Importance of Being Earnest 0 0 5 15 20

Moliere, Jean-Baptiste Poquelin. Tartuffe 0 1 1 6 8

Soyinka, Wole. Death and the King's Horseman: A Play 0 0 4 0 5

Ionesco, Eugene. Rhinoceros 1 1 0 1 3

Frequency of Poets

Poets 9th grade

10th grade

11th grade

12th grade Total

Shakespeare, William 68 66 27 71 232 Poe, Edgar Allen 51 45 50 12 158 Dickinson, Emily 27 32 50 16 125 Frost, Robert 36 29 44 11 120 Whitman, Walt 12 11 54 11 88 Eliot, T. S. 6 11 30 26 73 Keats, John 6 7 7 35 55 Shelley, Percy Bysshe 4 7 3 40 54 Donne, John 3 3 4 38 48 Wheatley, Phyllis 6 5 24 3 38 Collins, Billy 7 8 9 11 35 Pound, Ezra 4 6 16 11 37 Cullen, Countee 5 6 21 1 33 Neruda, Pablo 7 16 5 4 32 Auden, W.H. 3 5 5 13 26 Houseman, A. E. 4 5 2 11 22 Bishop, Elizabeth 4 7 6 4 21 Dove, Rita 2 6 9 0 17 Johnson, James Weldon 1 5 8 1 15 Li Po 1 4 1 8 14 Ortiz Cofer, Judith 0 5 3 0 8 Baca, Jimmy Santiago 3 4 1 0 8 Tagore, Rabindranath 0 2 0 1 3

Frequency of Nonfiction Texts

Author 9th grade

10th grade

11th grade

12th grade Total

King, Jr., Martin Luther. Speech or Letter 26 32 46 5 109

Jefferson, Thomas. The Declaration of Independence 5 2 47 2 56

Thoreau, Henry David. Essay 3 1 46 3 53

Henry, Patrick. "Speech to the Second Virginia Convention" 2 4 45 0 51

Lincoln, Abraham. Address 2 6 41 0 49

Emerson, Ralph Waldo. Essay 3 1 40 4 48

Paine, Thomas. Common Sense 0 2 40 4 46

Angelou, Maya. I Know Why the Caged Bird Sings 14 19 8 3 44

United States. The Bill of Rights 3 4 29 1 37

Wiesel, Elie. 'Hope, Despair and Memory" 6 11 8 2 27

Wright, Richard. Black Boy 5 7 12 2 26

Washington, George. "Farewell Address" 3 1 18 0 22

Roosevelt, Franklin Delano. "State of the Union Address" 0 8 12 1 21

Tan, Amy. "Mother Tongue" 3 8 9 0 20

Hand, Learned. "I Am an American Day Address" 1 2 13 0 16

Hofstadter, Richard. "Abraham Lincoln and the Self-Made Myth" 2 0 14 0 16

Smith, Margaret Chase. "Remarks to the Senate in Support of a Declaration of Conscience" 1 1 6 0 8

Chesterton, G. K. "The Fallacy of Success" 1 0 3 3 7

Anaya, Rudolfo. "Take the Tortillas Out of Your Poetry" 0 4 1 0 5

Teacher's Own Sequencing

Text Book Sequencing

Thematic

Genre

National/Historic

Conceptual Design

0 20 40 60 80 100120140160180200

37

22

47

58

25

25

44

27

59

58

37

31

36

33

36

33

58

22

31

31

43

36

52

26

1-12. Organizational Approaches to Literature

9th10th11th12th

Mostly Young Adult Fiction

Balanced

Occasional Young Adult Fiction

Only Anthologized/Canonical

0 20 40 60 80 100 120 140 160 180

12

32

48

16

11

37

49

23

8

32

33

25

9

31

31

33

13-20. Categories of Literature by Grade Level

9th10th11th12th

Only Conventional

Occasional Non-Conventional

Balanced

Mostly Non-Conventional Literature

0 20 40 60 80 100 120 140 160

24

37

17

4

25

42

24

6

23

36

18

7

30

36

19

7

21-29 Teaching Conventional Literature in the Classroom

9th10th11th12th

No Multicultural Texts

Occasional Multicultural Texts

Balanced

Favored Multicultural Texts

0 20 40 60 80 100 120 140 160 180

6

38

25

10

6

44

26

20

4

41

25

7

7

38

25

10

29-36. Teaching Multi-Cultural Text in the Classroom

9th10th11th12th

53. Reading Literature vs. Reading for InformationRelative Percentages

Reading Literature Reading for Information

Range

Mean Mode Range Mean Mode

9th Grade 30-90 67 50 10-70 33 50

10th Grade 10-100 58 50 10-90 42 40, 50

11th Grade 10-100 56 50 10-90 44 50

12th Grade 30-100 66 60 5-100 34 40

9th Grade

10th Grade

11th Grade

12th Grade

Recommended Goal

0% 20% 40% 60% 80% 100% 120%

67%

58%

56%

66%

30%

33%

42%

44%

34%

70%

53. Reality vs. Recommendation

Reading LiteratureReading Information

Prefer RFI O

ver O

ther Stra

nds

Comfortable Pre

paring Students

for Exte

rnal Asse

ssments

Prepared to Teach

RfI

Use Tech

nology w

ith RfI

0102030405060708090

100

55-58. Dispositions Towards Teaching Reading for Information

PositiveNegative

Grammar and Usage:

What We TeachHow We Teach It

Higher Medium Lower 0

5

10

15

20

25

30

35

40

45

50

66. Emphasis in Grammar and Usage Instruction

Error Correction and Pre-vention in Student WritingPunctuation and SpellingSentence Combining and Expansion in Student Writ -ing Recognizing and Identifying Parts of SpeechUnderstanding the Struc-tures and Customs of Language Verb Forms and Agreement

9th Grade 10th Grade 11th Grade 12th Grade 0

5

10

15

20

25

30

35

40

45

50

34

24

17

10

33

45

34

24

2933

43 42

3 3 37

64. Approaches to Teaching Grammar and Usage

Systematic Units Daily Mini-lessons Point of Need in WritingLittle or No Grammar and Usage Instruction

Systematic Units

Daily Mini-lessons

Point of Need in Writing

Little Or No Instruction

0 20 40 60 80 100 120 140 160

34

33

29

3

24

45

33

3

17

34

43

3

10

24

42

7

64. Approaches to Teaching Grammar and Usage

9th Grade10th Grade11th Grade12th Grade

0

10

20

30

40

50

60

35

4

4350

11

43

2 8 42

42

12

29

2

67. Impact of Grammar and Usage Instruction on Student Writing

Strongly Agree Agree Neutral Disagree Strongly Disagree

0

5

10

15

20

25

30

35

40

34

3

30

9

19 22

8

33

1

23

68. Impact of Common Core Academic Standards on Grammar & Usage Instruction

Strongly AgreeAgree NeutralDisagreeStrongly Disagree

0

10

20

30

142126 31

227

20 22

3 7

70. Grammar/Usage Skill & Drill vs. New Approaches

Strongly AgreeAgreeNeutralDisagreeStrongly Disagree

38%

62%

69. Same in "Black and White"Grammar and usage instruction should return to traditional skills practice.Grammar and usage instruction should not return to traditional skills practice but should become more systematic and thorough.

23 Favor teaching grammar and usage over teaching other strands of language arts69 Prefer to teach strands of language arts other than grammar and usage

37 Feel well-prepared by teacher education programs with content knowledge for teaching grammar and usage55 Do not feel well-prepared by teacher education programs with content knowledge for teaching grammar and usage 65 Comfortable with preparing students for external grammar and usage assessments28 Uncomfortable with preparing students for external grammar and usage assessments 46 Employ technology, media, and creative strategies in teaching grammar and usage47 Tend toward traditional, less engaging strategies in teaching grammar and usage

Use of Technology and Innovation

Student Preparation for External Assignments

Preparation for G&U Instruction

Preference for Teaching G & U

0 10 20 30 40 50 60 70 80 90 100

46

65

37

23

47

28

55

69

71-74. Dispositions about Teaching Grammar and Usage

PositiveNegative

Teachers’ Perspectives:

Preparation and Professional Development

Deconstructing Standards

Generating learning Targets

Formative Assessment

Interdisciplinary Integration

Classroom Management

Reading Literature

Reading for Information

Writing

Language

Speaking and Listening

0 10 20 30 40 50 60 70 80 90 100

19

16

16

17

27

11

25

27

27

19

29

31

27

35

32

12

47

39

42

40

25

33

41

33

29

60

19

26

22

27

18

11

7

8

5

7

1

0

1

3

75. Emphasis in Teacher Education Programs

Much More Emphasis

More Emphasis

About Right

Less Emphasis

Deconstructing Standards

Generating Learning Targets

Formative Assessment

interdisciplinary Integration

Program Reviews

Curriculum Mapping

Text Complexity

Assessing Mastery Learning

Reading Literature

Reading for information

Writing

Language

Speaking and Listening

0 10 20 30 40 50 60 70 80 90 100

13

14

14

16

17

19

24

29

12

21

25

29

23

32

31

35

32

36

32

41

34

16

42

36

36

39

25

31

31

32

26

32

22

21

56

29

28

22

25

21

14

11

10

10

8

3

7

7

0

1

3

3

77. Emphasis in Professional Development Opportunities

Much More EmphasisMore EmphasisAbout RightLess Emphasis

Invitation to Participate