Curriculum Analysis Ohio Learning Standards: K-12 English Language Arts Kim Refosco

Preface 1) Some of the slides represented here are from the Ohio Learning Standards K-12 English curriculum and not of my own work. Citations to follow presentation. 2) The curriculum that I chose to assess is new and will not yet have result and assessment information.

The most recent standards were developed after the studies that showed that students were not College and Career Ready after graduating from high school. This particular study is based on ACT benchmarks. It shows the percent of 11 th grade students ready for college. Foundation

After the realization that the majority of students were not college ready after completing the original K-12 English Language Arts standards, the state decided “adopt statewide academic standards with emphasis on coherence, focus, and rigor for each of grades kindergarten through twelve in English language arts, mathematics, science, and social studies”. Why?

The purpose of the curriculum is clearly stated and specifies the learners and participants. The curriculum was created by administrators and educators, with previous ACT and student benchmark results in mind. Both the developers and the developers of the model curriculum are credible educators. Foundation Overview

Organization

The Standard foundation focus is on reading, writing, language, speaking, and listening comprehension.

Reading Strand Reading: Literature Key Ideas and Details Standard Statement 1 Standard Statement 2Standard Statement 3 Craft and Structure Standard Statement 4Standard Statement 5Standard Statement 6 Integration of Knowledge and Ideas Standard Statement 7Standard Statement 8Standard Statement 9 Range of Reading and Level of Text Complexity Standard Statement 10 Reading: Informational Text Key Ideas and Details Standard Statement 1Standard Statement 2Standard Statement 3 Craft and Structure Standard Statement 4Standard Statement 5Standard Statement 6 Integration of Knowledge and Ideas Standard Statement 7Standard Statement 8Standard Statement 9 Range of Reading and Level of Text Complexity Standard Statement 10 Reading: Foundational Skills Print Concepts Standard Statement 1 Phonological Awareness Standard Statement 2 Phonics and Word Recognition Standard Statement 3 Fluency Standard Statement 4

Writing Strand Text Types and Purposes Standard Statement 1 Standard Statement 2 Standard Statement 3 Production and Distribution of Writing Standard Statement 4 Standard Statement 5 Standard Statement 6 Research and Presentation of Knowledge Standard Statement 7 Standard Statement 8 Standard Statement 9 Range of Writing Standard Statement 10

Speaking and Listening Strand Comprehension and Collaboration Standard Statement 1 Standard Statement 2 Standard Statement 3 Presentation of Knowledge and Ideas Standard Statement 4 Standard Statement 5 Standard Statement 6

Language Strand Conventions of Standard English Standard Statement 1 Standard Statement 2 Knowledge of Language Standard Statement 3 Vocabulary Acquisition and Use Standard Statement 4 Standard Statement 5 Standard Statement 6

Ohio’s New Learning Standards for English Language Arts Reading Strand Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing Strand Text Types and Purposes Production and Distribution of Writing Research to Build Knowledge Range of Writing Speaking and Listening Strand Comprehension and Collaboration Presentation of Knowledge and Ideas Language Strand Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

They are modeling from an existing successful curriculum. How are they coming up with the new curriculum?

Why a Model Curriculum? …the state board shall adopt a model curriculum…The model curriculum shall be aligned with the standards, to ensure that the academic content and skills specified for each grade level are taught to students, and shall demonstrate vertical articulation and emphasize coherence, focus, and rigor. – ORC § (B)

StrandsStrands TopicsTopics Standard Statement ELA Standards Format

Progressions Content Elaborations Enduring Understanding Instructional Strategies and Resources English Language Arts Grade 3 Standards Model Curriculum Example

There is a presence of stated goals, objectives and benchmarks. The system is designed by subject, grade levels, process skills, and specific competencies. It seems to be arranged in chronological sequencing, thematic-topic sequences and combined patterns. Organizationl Overview

RL = Reading for Literature RI = Reading for Information RF = Reading Foundations W = Writing SL = Speaking and Listening L = Language Content

“The CCSS include anchor standards which can be found at the beginning of each strand. Because there are 10 standards for reading, there are 10 anchor standards. In addition to the anchor standards, there are three appendices that can further assist teachers. The Common Core also includes the literacy standards for History, Science, and other Technical Subjects for grades 6-12.” It is important to understand what is covered in different grade levels and how they link.

Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language Three Key Shifts

1. Make close reading of texts central to lesson 2. Structure majority of instruction so all students read grade-level complex texts 3. Emphasize informational texts from early grades on 4. Provide scaffolding that does not preempt or replace text 5. Ask text-dependent questions Ten Guiding Principles

6. Provide extensive research and writing opportunities (claims and evidence) 7. Offer regular opportunities for students to share ideas, evidence and research 8. Offer systematic instruction in vocabulary 9. Provide explicit instruction in grammar and conventions 10. Cultivate students’ independence Ten Guiding Principles

The content is appropriate for the students needs and backgrounds. There should be evidence of authentic learning after the curriculum has a chance to be used. It does include a statement that indicates that original teachers are able to instruct in their own style and creativity. Content Overview

Assessment

PARCC Developed Assessments English language arts grades 3 – 8 and high school Mathematics grades 3 – 8 and high school Assess the Common Core Standards Operational school year State Developed Assessments Science grades 5 and 8 and high school Social Studies grade 5 and 8 and high school Assess the revised Ohio standards Operational school year

29

Introduce new standards Participate in creating model curricula Build awareness of new standards Introduce model curricula Conduct crosswalk activities Initiate formative instruction PD Begin using CCSS for K-2 and Introduce performance tasks and scoring rubrics Continue formative instruction PD Practice online formative assessments Introduce instructional improvement system Integrate standards and curricula into district curricula and teachers’ course planning Integrate performance tasks in course activities Prepare for online testing Complete formative instruction PD Preparation for New Standards Tasks for Districts Preparation for New Standards Tasks for Districts

We will not have a clear idea of the access of the new standard assessments until next year. From the previous assessment we can determine that the standards were not successful, did excel students to career opportunities, and did not use 21 st century learning skills. The new assessments seem to accomplish more learning of real life applications. Assessment Overview

According to David G. Armstrong, author of Curriculum Today, curriculum should involve selecting, prioritizing, and sequencing content that is essential for a student’s academic success. (Armstrong,6,2003). I believe that curriculum is coherent, though contains a lot of “quilt” patchwork. The patchwork, however is relevant and seems to flow consistently and need not be assumed to have the negative connotation that “quilt” curriculum often has. This curriculum will use formative evaluations via standardized testing. In Learning Session 7 of the class “Curriculum” of Franciscan University, students are taught to question the following: Critique

ARE YOUR STUDENTS: Critical Thinkers? Problem solvers? Good communicators? Good collaborators? Flexible and adaptable? Innovative and creative? Globally competent?

In both the 2011 version and the new version of the Ohio Learning Standards I am not sure if I am able to answer the previous questions. Perhaps the answer is yes to all, depending on the individual classes and teachers, but from evaluating the curriculum I do not see much that is preparing 21 st century learners. The layout does seem to use Blooms hiearchy of thinking and skills processing. It also includes segments to apply for diverse and ELL students, which is a great improvement. My overall analysis is that many states and learning institutions have not quite grasped what 21 st century learning is and how it is impacting students from ages 6months through career preparation. Ohio Learning Standards: K-12 English Language Arts Franciscan University. Blackboard –Curriculum. Learning Sessions 1,3,6,7.