1. A Brief Introduction to the Draft English Language Arts 8-12 IRP
Joanne Panas

2. Overview of IRP Structure
There are several major changes from the last English Language Arts curriculum:
An expanded definition of “text”
New curriculum organizers
New sub-organizers or aspects for the major curriculum organizers
Prescribed Learning Outcomes and Suggested Achievement Indicators
Pedagogical understandings (best practice)

3. An expanded definition of “text”
As used in the new ELA IRP, “text” refers to any mode of coherent communication, including:
Spoken texts, such as speeches, lit circle discussions, radio programs, and songs
Written texts, such as essays, novels, poems, textbooks, short stories, and web pages
Visual texts, such as paintings, photographs, dances, graphs, sign language, and diagrams
Any combination of these modes, such as videos, web sites, movies, and video games

4. ELA K-12 IRP Glossary Definition of “Text”:
For purposes of English Language Arts, the term
“text” denotes any piece of spoken, written, or visual
communication that constitutes a coherent,
identifiable unit (e.g., a particular speech, poem,
poster, play, film, conversation in sign language of
the deaf, or any other language event). A text may
combine oral, written, and/or visual components. A
text may be considered from the point of view of its
structure, context, and functions.

5. 2. New Curriculum Organizers
The 1996 ELA IRP is organized around the purposes of language (the WHY):
Comprehend and Respond
Communicate Ideas and Information
Self and Society
The new ELA IRP is organized around the processes of language (the HOW):
A: Oral Language (Speaking and Listening)
B: Reading and Viewing
C: Writing and Representing

6. 3. New Sub-Organizers
Each of the 3 major organizers of the new ELA IRP has 4 sub-organizers:
Purposes: Why do students speak, listen, read, view, write or represent?
Strategies: What strategies can students use when they speak, listen, read, view, etc.?
Thinking: What kinds of thinking are students expected to do when they speak, listen, etc.?
Features: What are the features of different kinds of texts, how are they used, and why?

7. 4. PLOs and AIs Prescribed Learning Outcomes (PLOs):
Must be addressed, including dashed items, but not “e.g.”s
Are more general
Are observable
May or may not show grade distinction
Do not describe how to instruct students
Achievement Indicators (AIs):
Suggest what students should be able to do for each PLO by course end
Are more specific
Are observable
Usually show grade distinction
Do not describe how to instruct students

8. A View of the ELA IRP Structure
Example: Grade 8
Oral Language
Reading & Viewing
Writing & Representing
Purposes
A1, A2, A3
B1, B2, B3, B4
C1, C2, C3, C4
Strategies
A4, A5, A6, A7
B5, B6, B7
C5, C6, C7
Thinking
A8, A9, A10, A11
B8, B9, B10, B11
C8, C9, C10, C11
Features
A12
B12, B13
C12, C13, C14

9. 5. Pedagogical Understandings
The new ELA IRP is grounded in best practice research and pedagogy
The IRP has a section with research and sources in the front matter
Explicit explanations and examples of best practice are woven into the entire ELA K-12 IRP

10. “Best Practice” Focuses in English Language Arts
Assessment for, as, and of learning, with a focus on the assessment-to-instruction cycle
Gradual release of responsibility model, particularly in strategy instruction
Metacognition PLO in the Thinking sub-organizers for each organizer in every grade
The recursive nature of the writing process

11. Integration of oral language, reading, and writing in teaching and learning
Scaffolding students’ learning (especially of reading and writing) with oral language
“Before, during, and after” structure for reading
Critical thinking as a key aspect of literacy skills