2. Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory TABS TEAMS TAAS/TAKS STAAR/EOC The Conceptual Age

3. Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Blooms’ Taxonomy and Erickson’s Structure of Knowledge Theory Content Process (Skills) Context (Transferred within or across Disciplines) Big Ideas (Transferable) (Knowledge)

4. FactsTopics Comprehension Knowledge Content (Knowledge) ELAR Student reads a fiction selection Student assessment includes an item asking student to identify the main characters in that selection Student reads a drama selection Student assessment includes an item asking student to identify the actions of the main characters There is never a discussion beyond the identification of the main character or beyond the identification of the characters’ actions.

5. Depth FactsTopics Synthesis Evaluation Analysis Application Comprehension Knowledge Content Process (Skills) (Knowledge) ELAR So, we add depth by asking students to use higher level cognitive skills. Students are asked to describe the interaction of characters, including their relationships and the changes they undergo. However, there is never a discussion about the roles and functions of characters in various plots, including the relationships and conflicts.

6. Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Theory Content Process (Skills) Big Ideas (Transferable) (Knowledge) So, we add complexity by asking students to explain the roles and functions of characters in various plots, including their relationships and conflicts. Students explain the roles and functions of characters across both genres by providing evidence from both texts to support their understanding. Students leave our classrooms with knowledge, skills, and understanding about the big transferable generalization that the roles and functions of characters influence the plot of a literary selection. ELAR

7. Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Theory Content Process (Skills) Big Ideas (Transferable) (Knowledge) However, while our students have knowledge, skills, and understanding of transferable concepts and generalizations... they have never been asked to transfer these concepts and understandings across academic disciplines. ELAR

8. Depth Level of Complexity Adapted from ILT to ILD, Moving Texas Forward 2002 FactsTopicsConceptsGeneralization Principle Synthesis Evaluation Analysis Application Comprehension Knowledge Theory Content Process (Sklills) Context (Transferred within or across Disciplines) Big Ideas (Transferable) (Knowledge) So we ask our students to apply these ideas in a new context and across a variety of genre. They are asked to infer, draw a conclusion, and provide textual evidence to support their understanding to answer the question: How do authors develop complex, yet believable characters in works of fiction? ELAR

9. Oh, so you want to know how authors develop complex, yet believable characters in works of fiction?

10. THE GENERALIZATION: Authors develop complex, yet believable characters in works of fiction through the development of: Character feelings Character actions/ responses Character motivations Character relationships and the changes they undergo Character conflict/s Character dialect and voice

11. What’s new in ELAR? Elementary Sequence and pacing of the first 30 days Skills/Word Work Phonics Block Resources 4 th grade expository and literary writing rubrics Embedded formative assessments Color- coded assessed curriculum Specific literature connections through Journeys Secondary Implementation of reader/ writer workshop at all middle schools English II new Springboard curriculum Sequence and pacing of the curriculum QRI/5 will replace the DRA2 Embedded formative assessments STAAR expository and literary writing rubrics for Eng. I