Language Arts Curriculum for Advanced Learners Dr. Joyce VanTassel-Baska Brunei Workshops November, 2009

Session outcomes Participants will be able to: Apply selected models for differentiating curriculum in the language arts, Design differentiated activities, using a model study guide, and Reflect on broad applications of the differentiation ideas to the humanities and social science curriculum.

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) 3

The Integrated Curriculum Model Advanced Content Dimension Process-Product Dimension Issues/Themes Dimension - VanTassel-Baska, 1986

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 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 Secondary Units Autobiographies (gr. 5-6) Persuasion (gr. 5-7) The 1940s: A Decade of Change (gr. 6-10) Utopia: Man’s Changing Ideas of the Ideal (gr. 7-10) Threads of Change in 19th Century American Literature (gr. 7-11) Change through Choices (gr )

Research-Based Language Arts Teaching Models Concept Development Model Literature Web Hamburger Model Dagwood Model Reasoning Model Research Model Vocabulary Web

Concept Development

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

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 Words Write or draw pictures to show examples of change.

Change Matrix: Journeys and Destinations

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 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.

Wild Geese You do not have to be good You do not have to walk on your knees for a hundred miles through the desert, repenting. You only have to let the soft animal of your body love what it loves. Tell me about despair, yours, and I will tell you mine. Meanwhile the world goes on. Meanwhile the sun and the clear pebbles of the rain are moving across the landscapes, over the prairies and the deep trees, the mountains and the rivers. Meanwhile the wild geese, high in the clean blue air, are heading home again. Whoever you are, no mater how lonely, the world offers itself to your imagination, calls to you like the wild geese, harsh and exciting – over and over announcing your place in the family of things. --M. Oliver

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

Persuasive Writing

Hamburger Model for Persuasive Writing (primary) Introduction (State an opinion.) Conclusion Reason

Hamburger Model for Persuasive Writing Reason Introduction (State an opinion.) Conclusion Reason Elaboration

Dagwood Model Reason Claim/Opinion/Introduction Background Elaboration Other Points of View Elaboration ReasonOther Points of View Elaboration ReasonOther Points of View Conclusion Details Elaboration

Reasoning

Elements of Reasoning -- Paul, 1992 Issue/ Problem Evidence/ Data Point of View Implications/ Consequences Inferences Concepts/ 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 in Language Arts Issue analysis (academic, societal, school/personal) Analysis of reading selections Foundation for questioning Review of sources Persuasive writing Assessment of writing Research Reading organizer

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?

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 (4 th ed.) Merriam-Webster Collegiate Dictionary (11 th ed.)

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

Major Findings - Language Arts Significant and important treatment effects for literary analysis and interpretation and for persuasive writing for students in Grades 2-8. No significant gender effects. 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.

Overview of the Program Includes 10 reading selections of each of the following genres: Fables/myths (level 1), short stories and Essays (level 2 and 3) Poetry Nonfiction NEW! Each reading selection (except poetry in Level I) includes 2 ladders based on best fit with the reading selection

Jacob’s Skill Ladders Jacob’s Ladder A n A 3 A 2 A 1 Questions inserted here. Sequencing Questions inserted here. Cause and Effect Questions inserted here. Consequences and Implications

Jacob’s Skill Ladders Jacob’s Ladder D

Navigators: Differentiated Novel Study Guides Use of literature webs, vocabulary webs, hamburger model with activities Higher level questions prepared Interdisciplinary research projects delineated

Walk Two Moons Examine the Navigator entitled Walk Two Moons. Create a set of three navigator activities for a book you currently teach. Share your activities with the group.

Questions for discussion How can you use the models of differentiation in language arts to change your current curriculum in the humanities and social sciences? How would using the differentiation approaches benefit gifted students in your class, in your school?

Reflection Which of the approaches is most workable for me? Which one would benefit my students the most? Which one is the easiest to apply to my existing curriculum? My plan to differentiate for the gifted in the humanities is: (Create a list of to do’s)