Michigan Merit Curriculum ELA HSCECCE Update

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Michigan Merit Curriculum ELA HSCE/CCE Update
MASSP ELA HSCE Webinar May 20, 2008
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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 www.michigan.gov/hsce
• http//www.michigan.gov/mde/0,1607,7-140-38924_416
  44_42674---,00.html

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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

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Course/Credit Requirements

• 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

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English Language Arts

• 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

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ELA Expectations
Organized by strand and standard

• 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

• 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)

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Four Dispositions

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

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Dispositions

• Acquired patterns of behavior that are under
  ones 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

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Grade 9 Inter-Relationships and Self-Reliance

• 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

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Grade 10 Critical Response and Stance

• 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

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Grade 11 Transformational Thinking

• 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

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Grade 12 Leadership Qualities

• 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

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Create the Big-Picture Vision

• What is in greatest demand today isnt 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

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ELA CCE Grade-Level Focus

• Literature Focus
• 9th Overview
• 10th American Literature
• 11th British and World Literature
• 12th Overview with World Perspective
• Leaving opportunities for studying various
  literature in 12th grade AP Literature

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Survey and Discussion

• 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

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ELA HSCE/CCE and ACT

• 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

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HS ELA Credit

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

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ELA Unit Development

• 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

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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

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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

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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

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ELA HSCE/CCE and ACT

• 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

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Preparing for ACT

• Preparation for ACT (component of MME)
  http//act.org/
• Become familiar with ACT College Readiness
  Standards http//act.org/standard/
• Review assessed skills (English, Reading,
  Writing, Science, Mathematics Tests)
• Read ACT resource reports
• Reading Between the Lines http//act.org/research/
  policymakers/reports/reading.html
• On Course for Success http//act.org/research/pol
  icymakers/reports/success.html

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Preparing for ACT

• ACT practice questions
• http//www.actstudent.org/sampletest/index.htm
  l
• Print complete ACT sample test and test
  preparation information
• http//www.actstudent.org/pdf/preparing.pdf
• Your Guide to the ACT http//www.act.org/aap/pdf
  /YourGuidetoACT.pdf

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Grammar Module

• 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
• http//www.michigan.gov/documents/mde/GrammarModul
  e_186324_7.pdf

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Adolescent Literacy Initiative

• Michigans 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
• http//protopage.com/assessmentsystem

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Adolescent Literacy Initiative

• Step-by-Step 8th Grade Assessment
• http//www.protopage.com/assessmentsystemLiteracy
  _Assessments_and_Resources/Grade_8_Assessment_Step
  _by_Step
• Focused Professional Development
• Creating Literacy-Rich Schools for Adolescents
• Gay Ivey and Doug Fisher (ASCD preview)
• http//www.ascd.org/portal/site/ascd/template.chap
  ter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?cha
  pterMgmtId0a6393cbc00d9010VgnVCM1000003d01a8c0RCR
  D
• NCTE Adolescent Literacy Policy Brief
• http//www.ncte.org/collections/adolescentli
  teracy

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Secondary Literacy

• 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

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Secondary Literacy

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

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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

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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

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Adolescent 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

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Next Steps

• 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

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Literacy Plan Development

• NCTE Webinar with Doug Fisher
• https//sas.elluminate.com/site/external/jwsdetect
  /playback.jnlp?psid2008-02-19.1426.M.097EB5FE1F93
  2EBA638077F2A25EC1.vcr
• All Teachers are Not teachers of Reading, But
• Doug discusses sustained literacy professional
  development

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Examples of ISD Local District Work

• Macomb ISD links
• http//www.protopage.com/wozniakc
• Model ELA assessments
• http//www.misd.net/Languageart/OrderForms.htm
• Mr. Greenlees English Room
• http//www.our-english-class.com/

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Find Information on Web

• ACT.org (POLICY MAKERS) On Course for Success
• http//act.org/research/policymakers/pdf/success_r
  eport.pdf
• ACT.org (POLICY MAKERS) Reading Between the Lines
• http//act.org/research/policymakers/pdf/reading_r
  eport.pdf
• ACT.org (POLICY MAKERS)
• College Readiness Standards
• http//act.org/standard/
• ACT.org (EDUCATORS) The ACT Writing Test
• http//www.actstudent.org/testprep/descriptions/wr
  itingdescript.html

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Find Information on Web

• Understanding University Success
• http//www.s4s.org/cepr.uus.php
• Resources from High Schools That Work
• (including Making Middle Schools Work)
• http//www.sreb.org
• Resources from College Board
• (Standards for College Success)
• http//www.collegeboard.com/about/association/acad
  emic/academic.html
• Breaking Ranks II Strategies for Leading High
  School Reform (Executive Summary)
• http//www.principals.org/s_nassp/sec.asp?CID706
  DID49788

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Find Information on Web

• Michigan.gov/highschool (with link to HSCE site)
• http//www.michigan.gov/highschool
• Michigan.gov/hsce
• http//www.michigan.gov/hsce
• Michigan.gov/oeaa (MME/ACT information)
• http//michigan.gov/oeaa
• Michigan.gov/mathematics (mathematics resources)
• http//www.michigan.gov/mathematics

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MDE Contact Information

• Sally Vaughn, Ph.D.
• Deputy Superintendent/Chief Academic Officer
• VaughnS_at_michigan.gov
• Betty Underwood, Interim Director
• Office of School Improvement
• Underwoodb_at_michigan.gov
• Deborah Clemmons, Supervisor
• Office of School Improvement
• Clemmonsd_at_michigan.gov

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MDE Contact Information

• High School Content Expectations Susan Codere
  Kelly
• CodereS_at_michigan.gov
• SCodere_at_aol.com
• English Language Arts HS Content Expectations
• Elaine Weber, Ph.D. eweber_at_misd.net