Michigan Merit Curriculum ELA HSCE/CCE Update MASSP ELA HSCE Webinar May 20, 2008

ELA HSCE and CCE High School Content Expectations (HSCE) –The “universe” of recommended content during a 4 year high school experience Course/Credit Content Expectations (CCE) –Specific course/credit content requirements derived from the “universe” of the HSCE Posted on MDE HS site at _41644_ ,00.html

Big Picture Assessment ACT/MME Cross-Discipline Planning (Include CTE, Special Ed) General Knowledge, Processes, Skills –Reading comprehension, inquiry, research –Creative problem solving –Effective communication skills Productive Dispositions

Guides for HSCE/CCE implementation Define requirements for assigning credit Common Elements –Curriculum Unit Design – Relevance – Formative and Summative Assessment – HSCE/CCE Organizational Structure – Goals Statement Course/Credit Requirements

Required: 4 credits Credit content is defined by units –4 (or more) model units per credit (year) –Anchor texts narrative/informational –Organized by Big Ideas and Dispositions –Increasing levels of complexity and sophistication Emphasis on Reading, Writing, and Informational Text Suggested literature English Language Arts

Writing, Speaking, and Representing Writing Process (8) Personal Growth (4) Audience and Purpose (9) Inquiry and Research (7) Finished Products (5) Reading, Listening, and Viewing Strategy Development (12) Meaning Beyond the Literal Level (3) Independent Reading (8) Literature and Culture Close Literary Reading (10) Reading and Response (5) (varied genre and time periods) Text Analysis (6) Mass Media (4) Language Effective English Language Use (5) Language Variety (5) 4 strands 14 standards 91 expectations Organized by strand and standard ELA Expectations

Habits of Mind… 9 th Inter-Relationships and Self-Reliance 10 th Critical Response and Stance 11 th Transformational Thinking 12 th Leadership Qualities A lens to focus student thinking toward social action and empowerment. See HSCE page 4 chart. Four Dispositions

Dispositions –Acquired patterns of behavior that are under one’s control and will as opposed to being automatically activated –Overarching sets of behaviors, not just specific behaviors –Dynamic and idiosyncratic in their contextualized deployment rather than prescribed actions to be rigidly carried out –More than desire and will, dispositions must be coupled with the requisite ability Dispositions motivate, activate, and direct our ability. Intellectual Character: What It Is, Why It Matters, and How to Get It Ron Ritchhart, Jossey-Bass 2002

Essential Questions Who am I? How do I relate to my family, my community, and society? How am I a reflection of my relationships? What can I contribute as an individual? What is my responsibility to society? Thinking Connect to self and world Compare and contrast Reflect Grade 9: Inter-Relationships and Self-Reliance

Essential Questions What criteria do I use to judge my values? How will I stand up for what I value? What can I do to realize my dreams or visions for the future? What role does empathy play in how I treat others? What voice do I use to be heard? Thinking Analyze from multiple perspectives Respond critically Grade 10: Critical Response and Stance

Essential Questions How do I develop a realistic plan for the future? How do I build a context for change in my life? How can I generate new ideas for solving problems? Which decisions I make today will affect me for my entire life? Where will I find wisdom? Thinking Look for the unique or unusual Seek wisdom Tolerate change or chaos Grade 11: Transformational Thinking

Essential Questions How do I know if I am developing the academic skills that I will need in my future life? What rules or principles do I use for how I treat others? What responsibility do I have to society? What leadership qualities will I need to take with me from high school? How can I create the world I want to live in? Thinking Move toward innovative/generative thinking Create new knowledge Envision a new view of the world Develop new ways to solve problems Know when to take a risk Grade 12: Leadership Qualities

What is in greatest demand today isn’t analysis but synthesis – seeing the big picture, and crossing boundaries – being able to combine disparate pieces into an arresting new whole. Daniel Pink A Whole New Mind: Moving from the Information Age to the Conceptual Age 2005 Create the Big-Picture Vision

Literature Focus… 9 th Overview 10 th American Literature 11 th British and World Literature 12 th Overview with World Perspective Leaving opportunities for studying various literature in 12 th grade AP Literature ELA CCE Grade-Level Focus

ELA Unit development status –Review CCE Unit Framework, model units for ELA 9, 10, 11, & 12, and dispositions (updates) –Analyze Unit Development Flipbook and Genre Records –Read through new Parent Guide –Evaluate alignment with current practice –Make plans for unit development and assessment –Identify cross-curricular connections Survey and Discussion

HSCE/CCE represent –English Language Arts content knowledge (literature, language, communication, comprehension) –Literacy skills and strategies as components of ALL content area requirements (reading and writing across the content areas; content area literacy) ACT measures content area literacy – skills taught and reinforced in –English Language Arts, Social Studies, Science, and Mathematics ELA HSCE/CCE and ACT

HS ELA credits (and credit assessments) are based on meeting ALL 91 expectations –at increasing levels of sophistication and complexity –at each grade level HS ELA Credit

ELA instructional units –Address grade-level disposition –Focus on big ideas and themes –Students answer focus and essential questions –Supporting quotations –Include reading, writing, listening, speaking, viewing, and expressing instruction for competency ELA Unit Development

ELA instructional units –Genre study/literary analysis Literary and expository elements, devices, features, organizational patterns Historical, cultural considerations Critical perspectives –Students read a variety of texts (genre, difficulty) –Address contemporary and engaging issues – connection building –Media-rich environment ELA Unit Development

Reading, listening, viewing strategies and activities –Comprehension, close and critical reading, vocabulary, response activities Writing, Speaking, Expressing Modes of Communication –Narrative, Literary Nonfiction, Informational/Expository, Media, Speaking Writing, Speaking, Expressing Strategies and Activities –Process strategies, activities, writing to activate prior knowledge, writing to learn, writing to demonstrate learning, authentic writing, S/L/V strategies ELA Unit Development

Ongoing Literacy Development Goal setting, self-evaluation, response to feedback to improve performance Daily language fluency – HSTW/Act recommendations, vocabulary development, differentiated instruction Reading portfolio – texts studied in class, book club texts, independent reading texts Writing portfolio – writing to learn, writing to demonstrate learning, authentic writing Grammar instruction – for enrichment, coherence, and convention ACT College Readiness Standards ELA Unit Development

HSCE/CCE represent –English Language Arts content knowledge (literature, language, communication, comprehension) –Literacy skills and strategies as components of ALL content area requirements (reading and writing across the content areas; content area literacy) ACT measures content area literacy – skills taught and reinforced in –English Language Arts, Social Studies, Science, and Mathematics ELA HSCE/CCE and ACT

Preparation for ACT (component of MME) Become familiar with ACT College Readiness Standards –Review assessed skills (English, Reading, Writing, Science, Mathematics Tests) Read ACT resource reports –Reading Between the Lines –On Course for Success Preparing for ACT

ACT practice questions Print complete ACT sample test and test preparation information “Your Guide to the ACT” Preparing for ACT

The Power of Language Module offers resources for developing grammar mini-lessons for all grade levels Units include grammar instruction to –enrich writing: add detail, style, voice –create organizational coherence and flow –make writing conventional Information is organized by ACT English Standards categories _7.pdf Grammar Module

Michigan’s Mission Possible: Get ALL Adolescents Literate and Learning –Take Flight in the Content Area –Lift Up Through Literacy Initiated by RLTC Directors Free web resource available to ALL educators and students Adolescent Literacy Initiative

Step-by-Step 8 th Grade Assessment _and_Resources/Grade_8_Assessment_Step_by_Step Focused Professional Development –Creating Literacy-Rich Schools for Adolescents Gay Ivey and Doug Fisher (ASCD preview) 01a2f7c208cdeb3ffdb62108a0c/?chapterMgmtId=0a6393cbc00d90 10VgnVCM d01a8c0RCRD NCTE Adolescent Literacy Policy Brief Adolescent Literacy Initiative

Quality Indicators (Ivey and Fisher) ELA Class (units as described in MMC) All Content Area Classes –Big idea focus –Students read and write in every class –Students are taught strategies for reading and writing increasingly complex text –Selected texts span a range of difficulty levels Secondary Literacy

Quality Indicators (Ivey and Fisher) Sustained Silent Reading (SSR) –Every day –Access to diverse texts –Self-selected reading time Secondary Literacy

Quality Indicators (Ivey and Fisher) Intervention and Support for Struggling Readers –Teachers actively involved –Comprehensive approach to reading and writing –Engaging –Driven by useful and relevant assessments –Opportunities for authentic reading and writing Secondary Literacy

Quality Indicators (Ivey and Fisher) Leadership and Schoolwide Support –Teachers have access to materials –Human resources for schoolwide literacy plan –Professional development to build teacher knowledge and expertise –School culture of collaboration and peer coaching –Schoolwide commitment to literacy assessments for instruction design and assessment of student progress Secondary Literacy

NCTE Recommendations for Teachers Foster critical thinking, questioning, decision-making, independent learning Address diverse needs, varying literacy abilities Personal characteristics –Care about students, creative/collaborative, love to read and write Develop solid knowledge/commitment to literacy instruction Use quality/quantity/variety of literacy activities Participate in ongoing professional development Develop quality relationships with students Manage classroom effectively Adolescent Literacy

Plan for cross-curricular discussions and schoolwide literacy plan –Become familiar with expectations from other content areas –Identify common content, skills, and strategies –Identify, teach, and reinforce literacy skill and strategy development in all content areas Next Steps

NCTE Webinar with Doug Fisher playback.jnlp?psid= M.097EB5FE1F932EBA638077F2A25EC 1.vcrhttps://sas.elluminate.com/site/external/jwsdetect/ playback.jnlp?psid= M.097EB5FE1F932EBA638077F2A25EC 1.vcr All Teachers are Not teachers of Reading, But… Doug discusses sustained literacy professional development Literacy Plan Development

Macomb ISD links Model ELA assessments htm Mr. Greenlee’s English Room Examples of ISD & Local District Work

Find Information on Web ACT.org ( POLICY MAKERS ) On Course for Success ACT.org ( POLICY MAKERS ) Reading Between the Lines ACT.org ( POLICY MAKERS ) College Readiness Standards ACT.org ( EDUCATORS ) The ACT Writing Test

Find Information on Web Understanding University Success Resources from High Schools That Work (including Making Middle Schools Work) Resources from College Board (Standards for College Success) Breaking Ranks II: Strategies for Leading High School Reform (Executive Summary )

Find Information on Web Michigan.gov/highschool (with link to HSCE site) Michigan.gov/hsce Michigan.gov/oeaa (MME/ACT information) Michigan.gov/mathematics (mathematics resources)

MDE Contact Information Sally Vaughn, Ph.D. Deputy Superintendent/Chief Academic Officer Betty Underwood, Interim Director Office of School Improvement Deborah Clemmons, Supervisor Office of School Improvement

MDE Contact Information High School Content Expectations – Susan Codere Kelly English Language Arts HS Content Expectations – Elaine Weber, Ph.D.