Whole+group+session


 * //Language Arts Curriculum//**

**//for High Ability Learners//**

Denver Public Schools Denver, CO June 6, 2011 Overview Session Presented by Dr. Kimberley L. Chandler Curriculum Director Center for Gifted Education The College of William and Mary klchan@wm.edu 757-221-2588

Agenda Introduction Curriculum Framework Constructing Meaning Through Literature Questions Introduction Learner Needs **The Integrated Curriculum Model**

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) Language Arts Curriculum Framework 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-Based**

**LA 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

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. 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 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 wind

between rocks and bog.

Behind each rock

is a shadow;

behind each shadow,

a flower,

or a wellspring,

or a trembling rabbit,

or an unfolding fern 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

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

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

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

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

**Questions** Kendall/Hunt Publishing

Contact Information Kendall/Hunt Publishing Company 4050 Westmark Drive Dubuque, IA 52004-1840 1-800-247-3458 www.kendallhunt.com 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