William and Mary Language Arts Curriculum

forHigh-ability Learners

Seaford School DistrictSeaford, DelawareNovember 7, 2012

Presentation by

Dr. Kimberley L. ChandlerCurriculum Director

Center for Gifted EducationThe College of William and Mary

klchan@wm.edu757-221-2588

Language Arts Units

Agenda

• Introduction/Curriculum Framework• Concept of Change• Constructing Meaning Through Literature• Persuasive Writing• Reasoning• Research• Vocabulary and Word Study• Implementation Considerations• Questions

• Work/Planning Time

Learner Needs

What is learned

What is taught

Curriculum

Assessment How it is delivered

Instruction

The Integrated Curriculum Model

AdvancedContent

Dimension

Process-Product Dimension

Issues/Themes Dimension

- VanTassel-Baska, 1986

Learner Characteristics and Corresponding Emphases in the Curriculum

THE LEARNER

Precocity(Advanced development in some

curricular area)

Intensity(Capacity to focus and

concentrate for long periods of time)

Complexity(Can engage in high level

and abstract thinking)

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)

6

Language Arts Curriculum Framework

The Literature

Understanding Change

Using the Reasoning Process

Learning Language Arts Content and

Skills

Concept Process

Content

Literary Analysis and Interpretation

Persuasive Writing

Linguistic Competency

Oral Communication

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

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 and Memoirs (gr. 5-6)• Persuasion (gr. 6-7)• The 1940s: A Decade of Change (gr. 7-9)• Utopia: Man’s Changing Ideas of the Ideal (gr. 7-9)• Threads of Change in 19th Century American

Literature (gr. 8-10)• Change Through Choices (gr. 10-12)

Research-BasedLA Teaching Models

• Concept Development Model• Literature Web• Hamburger Model• Dagwood Model• Reasoning Model• Research Model• Vocabulary Web

Assessment of Learning Outcomes

• Pre- and post-assessments for literary analysis and interpretation, persuasive writing, and grammar

• Portfolio of writing assignments, literature and vocabulary webs, other work

• Research project and oral presentation• Response journal• Unit evaluation

Grading Considerations

• Assessing student growth• Portfolio materials (persuasive writing;

literary analysis)• Research project and oral presentation• Response journal• Homework

Major Findings - Language Arts

• Significant and important treatment effects for literary analysis and interpretation and for persuasive writing

• No significant gender effects• Student performance showed that additional attention was

needed to enhance higher-level thinking and elaboration skills.

• Students were able to improve significantly after unit instruction regardless of the grouping model employed.

• Students enhanced their learning each time they were exposed to the units and maintained their level of achievement between interventions across the years.

Concept Development

Sample Social Science Concepts

Cause and Effect Law Patterns

Change Leadership Power

Conflict Liberty Progress

Culture Memory State

Government Movement Systems

Justice Nationalism Time

Concepts from The Syntopicon Aristocracy Honor ProgressAstronomy Immortality ReasoningBeauty Infinity ReligionBeing Judgment RevolutionCause Justice RhetoricChance Knowledge ScienceChange Labor SenseCitizen Language Signs and

SymbolsCourage Law SinCustom And Convention Liberty SoulDemocracy Life and Death SpaceDesire Logic StateDialectic Love TemperanceDuty Matter TheologyEmotion Metaphysics TimeEternity Mind TruthEvolution Monarchy TyrannyFamily Nature Virtue and ViceFate Necessity and Contingency WealthForm Oligarchy WillGood and Evil One and Many WisdomHappiness Pleasure and Pain World

Adler, M.J. (1952). The great ideas: A syntopicon of great books of the Western World. Chicago: Encyclopedia Britannica.

Concept of Change

• Cite examples.

• Categorize.

• Cite non-examples.

• Generalize.

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.

Change Generalizations and Outcomes

Generalizations: Outcomes:

Change is linked to time. Illustrate the variability of changebased on time.

Change is everywhere. Understand that change permeatesour lives and our universe.

Change may be positive ornegative.

Interpret change in selected worksas progressive or regressive.

Change may be perceived asorderly or random.

Categorize types of change, givenseveral examples.Demonstrate the change process atwork in a piece of literature.

Change may happen naturallyor be caused by people.

Analyze social and individualchange in a given piece of literature.

Change may happen naturally or be caused by people.

Change Model

Change is linked to time.

CHANGE

Change is everywhere.

Change may be perceived as orderly or random.

Change may be positive or negative.

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

A change that happens fast A change that takes a long time

A good change A bad change

A neat change A messy change

A change caused by people A change caused by nature

Change Matrix: Journeys and Destinations

Literature Changes incharacters

Changes insetting

Changes inrelationships

Change inyou as aresult ofreading

“Shells”

The GreenBookPoems

“The UglyDuckling”Bringing theRain to KapitiPlainYour ownstory

A class-generated generalization: Sometimes we make plans and things change!

Relating the change generalizations to literature:

ChangeGhost Cat

Change can be orderly or random.

It seemed random when Mrs. Judson offered her husband to fix the front stoop too.

When Jodi’s dad died, it might have been either.

Jodi’s mother seemed to know that they had to move, it seemed orderly.

Change can be perceived as negative or positive.

It was positive that the Ghost Cat came to Jodi to calm her down.

It was negative that their dad died.

Change can happen naturally or be caused by people.

Jodi’s feelings were caused by people. Her dad died so she was scared.

Jodi’s dad dying was either. However he died, it was going to come sometime in his life.

Change is linked to time.

After time Jodi’s dad died.

Jodi lets go of her dad and the cat.

Change is everywhere.

The stairs rotting and the cat dying show that change is everywhere.

Constructing Meaning Through Literature

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

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

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

Literature Web - Full Form

Key Words

READING

Feelings

Ideas

Structure

Images/Symbols

Literature Web - Primary

Key Words

READING

Feelings

Ideas

Symbols

Images

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.

.

Grandmother Moon

Each day is a journey,a leaving home,over paths that windbetween rocks and bog.Behind each rockis a shadow;behind each shadow,a flower,or a wellspring,or a trembling rabbit,or an unfolding fern

Only if you lookwill you find.Only if you leavewill you arrive.One step,then another,as day unrolls itselfalong the road toward night.And at evening,look who welcomes us Grandmother Moon,waiting in the doorway,the stars in her hands –to lead us safely home.

Jane Yolen

Building Textual UnderstandingUnderlying 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

Follow-Up Questions• What is a journey? What words or phrases can you use to

describe a journey?• How is a journey like a day? What important characteristics

of a day is the poet trying to emphasize by calling a day a journey? How are a day and a journey different?

• What does the poet mean by the words “as day unrolls itself along the road toward night”?

• How is traveling, or movement in a place or space, like living in time?

Assessment for Literary Analysis and Interpretation

• Short reading selection (poem, short story, fable, essay)

• Four short-answer questions assess analysis and interpretation through focus on main idea/central theme (2 questions), quote analysis, and explication of connection to unit concept.

• Rubric rates responses on 0-8 scale per question, for total possible score of 32 points.

• Pre- and post-assessments are drawn from same genre.

Resource Book• Writing about Literature: Step by Step

by Patricia McKeague

ISBN-10: 0757560296

ISBN-13: 978-0757560293

Online Resources

• Poetry and Literature Center of the Library of Congress: http://www.loc.gov/poetry/

• Poem a day for American High Schools: http://www.loc.gov/poetry/180/

• Academy of American Poets: http://www.poets.org/

• Shakespeare on the Web: http://www.bardweb.net/

• Glossary of Poetic Terms: http://www.poeticbyway.com/glossary.html

• Glossary of Literary Terms: http://www.virtualsalt.com/litterms.htm

Persuasive Writing

Hamburger Model for Persuasive Writing(primary)

Introduction (State an opinion.)

Conclusion

Reason ReasonReason

Hamburger Model for Persuasive Writing

Reason

Introduction(State an opinion.)

Conclusion

Reason Reason

Elaboration

Elaboration Elaboration Elaboration

ElaborationElaboration

Dagwood Model

Reason

Claim/Opinion/Introduction

Background

Elaboration Elaboration

Other Points of View

Elaboration Elaboration

Reason Other Points of View

Elaboration

Reason Other Points of View

Conclusion

Details Details

Elaboration

Assessment for Persuasive Writing

• Writing assessment follows literature assessment and discussion of selection.

• Prompt asks students to argue for or against requiring the literature selection to be read.

• Rubric rates claim (0-6 points), data (0-8 points), warrant/elaboration (0-8 points), and conclusion (0-6 points) for total possible score of 28 (based on Burkhalter, 1995).

Persuasive Writing Scoring Rubric

Claim or Opinion• 0 No clear position exists on the writer’s assertion, preference, or view, and context does not help to clarify it.• 2 Yes/no alone or writer’s position is poorly formulated, but reader is reasonably sure what the paper is about

based on context.• 4 Meets expectations: A clear topic sentence exists, and the reader is reasonably sure what the paper is about

basedon the strength of the topic sentence alone.

• 6 Exceeds expectations: A very clear, concise position is given and position is elaborated with reference to reasons;

multiple sentences are used to form the claim. Must include details that explain the context.

Data or Supporting Points• 0 No reasons are offered that are relevant to the claim.• 2 One or two weak reasons are offered; the reasons are relevant to the claim. • 4 At least two strong reasons are offered that are relevant to the claim. • 6 Meets expectations: At least three reasons are offered that are relevant to the claim. • 8 Exceeds expectations: At least three reasons are offered that are also accurate, convincing, and distinct.

Elaboration• 0 No elaboration is provided.• 2 An attempt is made to elaborate at least one reason.• 4 More than one reason is supported with relevant details. • 6 Meets expectations: Each reason (3) is supported with relevant information that is clearly connected to the claim.• 8 Exceeds expectations: The writer explains all reasons in a very effective, convincing, multi-paragraph structure.

Conclusion• 0 No conclusion/closing sentence is provided.• 2 A conclusion/closing sentence is provided.• 4 Meets expectations: A conclusion is provided that revisits the main ideas.• 6 Exceeds expectations: A strong concluding paragraph is provided that revisits and summarizes main ideas.

Guiding Persuasive Writing• Share models or examples that highlight positive

aspects of writing or missing elements.• Use color to mark varied parts of the writing,

outlining key components.• Discuss areas for improvement within the

examples.• Use the rubric as a class to assess models.

Online Resources• http://www.kellygallagher.org/• http://www.edmodo.com/• http://teentribune.com/

Reasoning

Elements of Reasoning

-- Paul, 1992

Issue/Problem

Evidence/Data

Point of View

Implications/Consequences

InferencesConcepts/

Ideas

Purpose/Goal

Assumptions

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…

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

Influences on Points of View

• Culture • Discipline

• Religion • Profession

• Gender • Peer Group

• Economic Interest • Emotional State

• Knowledge of the Event • Social Role

• Experience • Age Group

• Emotional Involvement

Reasoning Sample

In mid-July, I called the county office that handles streetlights. I pointed out that low-growing tree branches in my neighborhood were obscuring a number of the streetlights. I further pointed out that some of the streets were nearly totally dark. The county informed me that trimming trees away from lights was not one of its duties and I was told to call Virginia Power. When I called Virginia Power, I was informed that trimming limbs away from streetlights was not its responsibility and I should call the county. I told the electricity company that the county had stated that Virginia Power was responsible for the work. I also informed the county that Virginia Power’s position is that the county must do the work. These two organizations are in no hurry to resolve this problem, for the limbs are growing longer as the streets grow darker. I can only hope

that if you print this note, maybe I’ll get some action.

-- from The Virginia Gazette, October 3, 1998

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?

Developing Questions Using the Standards of Reasoning

• What is the issue or problem the character is facing?

• How is the concept of wisdom 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?

Reasoning in LiteratureAdapt to Grade Level

Assumptions

What assumptions does the authormake about the concept of change?What in the poem or story led you toyour answer?

Point of View

What point of view is the poem orstory from? Explain why you thinkthis is so?

Implications/Consequences

What are the implications ofcharacter behavior at certainpoints in the story? Citeexamples that will support youranswers.

Evidence/Data

What evidence is presented that thecentral character is motivated by agiven emotion? How does the evidenceor data contribute to the central issue ofthe poem or story?

Issue/Problem

What is the centralissue of the poem

or story?

Purpose/Goal

What is the purpose of the poem orstory? Why do you think this?

Inferences

What inferences might be madeabout the ending of the poem orstory based on specific events?

Concepts/Ideas

What concepts are central tounderstanding the story? What do weunderstand about these concepts? Forexample, what generalizations aboutthe concept of change can be madeabout the poem or story?

Reasoning about a Situation or Event

What is the situation?

Who are the stakeholders?

What is the pointof view for each

stakeholder?

What are theassumptions of

each group?

What are theimplications ofthese views?

Reasoning Sample School schedule shifts irk parents: Shorter week, later start force parents to alter routines

• By Karen Bouffard / The Detroit News

LIVONIA — Debbie Cameron drops her two children off at Washington Elementary School each day on her way to work at Ford Motor Company. Now, a Livonia task force has proposed a plan to start school 40 minutes later on Wednesdays so teachers have time to develop plans for boosting student achievement — throwing a wrench into the Camerons’ morning routine and causing child care, transportation and bedtime headaches for parents in the 18,000-student Livonia School District. Under pressure of strict new accountability standards imposed under the No Child Left Behind Act, President Bush’s sweeping education reform, some teacher unions are demanding that creatively scheduled chunks of time be included in their new contracts. Districts everywhere are manipulating schedules to squeeze free hours into teachers’ hectic days. Officials in other districts are tweaking school schedules for reasons unrelated to academics — they’re proposing fewer days per week or per year to cut costs as districts struggle to cope with school funding crises. Parents — already frazzled by the logistics of getting kids to baby sitters, school, music lessons and after-school sports — are in a tizzy over it.

Vocabulary and Word Study

Vocabulary Web

Source (sentence where you saw the word):

WORD:

Example:

Analysis

Word Families:

Part of Speech:

Stems:

Origin:

Definition:

Synonyms:

Antonyms:

Recommended Dictionaries• American Heritage Dictionary of the English

Language (5th ed.)• Merriam-Webster Collegiate Dictionary (11th ed.)

Online Resources• Word of the day from Dictionary.com:

http://dictionary.reference.com/wordoftheday/

• Merriam Webster online dictionary:

www.m-w.com

• SAT Question of the Day: http://www.collegeboard.com/apps/qotd/question

• Word a Day Mailing List: http://wordsmith.org/awad/

Additional Vocabulary Study Materials

• Word Within the Word by Michael Clay Thompson (Royal Fireworks Press)

• The Caesar’s English by Michael Clay Thompson (Royal Fireworks Press)

Research

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

Developing an IssueState the issue:

Identify the stakeholdergroups:

Describe each group’sposition:

State your initial position:

Research Model1. 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?

2. 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?

3. Form a set of questions that can be answered by a specific set of data:

1) What would be the results of _____________?2) Who would benefit and by how much?3) Who would be harmed and by how much?

My research questions:

4. 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?

5. 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?

6. 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?

7. 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?

8. 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?

Criteria for a Good Learning Station

linked to curriculum objectives

allows continuation and extension of class activities

requires students to access prior knowledge

open-ended aspects includes activities requiring

various lengths of time and resource allocation

not busy work

includes opportunities for group and individual work

allows participation of students with different levels of ability and prior knowledge

allows student choice challenging requires students to

document work and communicate progress

changes periodically

Learning Stations

• Language Study Station

• Vocabulary Station• Writing Station• Research Station• Reading Station

• Listening Station• Art/Music Station• Poetry Station• Advertising Station• Autobiographical

Essay Station

Consultant Contact Information

Dr. Kimberley L. Chandler

Center for Gifted Education

The College of William and Mary

P.O. Box 8795

Williamsburg, VA 23187-8795

klchan@wm.edu

757-221-2588

Work/Planning Time