Language Arts and Social Studies Curriculum for High-Ability Learners

Language Arts Curriculum for Advanced Learners Dr. Joyce VanTassel-Baska Brunei Workshops November, 2009Session outcomesParticipants will be able to:

Apply selected models for differentiating curriculum in the language arts,Design differentiated activities, using a model study guide, andReflect on broad applications of the differentiation ideas to the humanities and social science curriculum.

Learner Characteristics and Corresponding Emphases in the CurriculumTHE LEARNER

Precocity(Advanced development in some curricular area)Intensity(Capacity to focus and concentrate for long periods of time)Complexity(Can engage in high leveland abstract thinking)THE CURRICULUM

Advanced content (Provides opportunities for new learning)

Process/product depth considerations (Enhances engagement and creative production; allowsutilization of information in a generative way )

Issues/concepts/themes/ideas across domains of learning (Allows students to make connectionsacross areas of study and to work at a level of deepunderstanding)33The Integrated Curriculum Model AdvancedContentDimensionProcess-Product DimensionIssues/Themes Dimension- VanTassel-Baska, 19864Language Arts Curriculum GoalsTo develop analytical and interpretive skills in literatureTo develop persuasive writing skillsTo develop linguistic competencyTo develop listening/oral communication skillsTo develop reasoning skills in LATo understand the concept of change in the LA

5Language Arts Curriculum FrameworkThe LiteratureUnderstanding ChangeUsing the Reasoning ProcessLearning Language Arts Content and SkillsConceptProcessContentLiterary Analysis and InterpretationPersuasive WritingLinguistic CompetencyOral Communication6Language Arts Secondary UnitsAutobiographies (gr. 5-6)Persuasion (gr. 5-7)The 1940s: A Decade of Change (gr. 6-10)Utopia: Mans Changing Ideas of the Ideal (gr. 7-10)Threads of Change in 19th Century American Literature (gr. 7-11)Change through Choices (gr. 11-12)

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Research-BasedLanguage Arts Teaching ModelsConcept Development ModelLiterature WebHamburger ModelDagwood ModelReasoning ModelResearch ModelVocabulary Web8Concept Development

9Concept of ChangeCite examples.Categorize.Cite non-examples.Generalize.10Generalizations About ChangeChange 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.

11Change Generalizations and Outcomes

12 Change may happen naturally or be caused by people.Change ModelChange is linked to time.CHANGEChange is everywhere. Change may be perceived as orderly or random. Change may be positive or negative.13Change: Beyond WordsWrite or draw pictures to show examples of change.

14Change Matrix: Journeys and Destinations

15Constructing Meaning Through Literature

16Criteria for Selecting Unit LiteratureChallenging for high-ability learnersAppropriate multicultural literatureConcept of change17Criteria for Selecting Literature for Gifted ReadersRich, varied, precise, complex, exciting languageOpen-ended, with capacity to inspire contemplative behaviorComplex, leading to interpretive and evaluative behaviorsHelp build problem-solving skillsRole modelsBroad-based in formBaskin & Harris, 1980

18Considerations for Multicultural LiteratureGeneral accuracyAvoidance of stereotypesAuthentic, up-to-date, age-appropriate languageAttention to authors perspectiveCurrency of facts and interpretationsConcept of audienceIntegration of cultural informationBalance and multidimensionalityAccurate and appropriate illustrations-- Miller-Lachman, 199219Literature Web - Full FormKey WordsREADINGFeelingsIdeasStructureImages/Symbols20Literature WebKey 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.

21Wild GeeseYou do not have to be goodYou 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 placein the family of things.--M. OliverBuilding Textual UnderstandingUnderlying 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

23Persuasive Writing

24Hamburger Model for Persuasive Writing(primary) Introduction (State an opinion.)ConclusionReasonReasonReason25Hamburger Model for Persuasive WritingReason Introduction(State an opinion.)ConclusionReasonReasonElaborationElaborationElaborationElaborationElaborationElaboration26Dagwood ModelReasonClaim/Opinion/IntroductionBackgroundElaborationElaborationOther Points of ViewElaborationElaborationReasonOther Points of ViewElaborationReasonOther Points of ViewConclusionDetailsDetailsElaboration27Reasoning

28Elements of Reasoning-- Paul, 1992Issue/ProblemEvidence/DataPoint of ViewImplications/ConsequencesInferencesConcepts/IdeasPurpose/GoalAssumptions29Simplifying Reasoning TermsAssumption: beliefs, understandings, taking for grantedEvidence: information, details, facts, experiencesInference: conclusions, reasons to support point of viewConcept: ideas, main topics, what the assumptions are aboutImplication: consequences, what might happen, what we would have to think about if30Reasoning Applications in Language ArtsIssue analysis (academic, societal, school/personal)Analysis of reading selectionsFoundation for questioningReview of sourcesPersuasive writingAssessment of writingResearchReading organizer31Standards of ReasoningAre 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?32Developing Questions Using the Standards of ReasoningWhat 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 characters actions?What assumptions might we make about the story from the title and opening?33Vocabulary and Word Study

Vocabulary WebSource (sentence where you saw the word):WORD:Example:AnalysisWord Families:Part of Speech:Stems:Origin:Definition: Synonyms:Antonyms:35Recommended DictionariesAmerican Heritage Dictionary of the English Language (4th ed.)Merriam-Webster Collegiate Dictionary (11th ed.)36Assessment of Learning OutcomesPre- 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

37Major Findings - Language ArtsSignificant 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.38

Jacobs LadderReading Comprehension Program: A Supplemental Reading Curriculum to Build Higher Level Thinking Skills39Overview of the ProgramIncludes 10 reading selections of each of the following genres:Fables/myths (level 1), short stories and Essays (level 2 and 3)PoetryNonfiction NEW!Each reading selection (except poetry in Level I) includes 2 ladders based on best fit with the reading selection40Jacobs Skill LaddersJacobs Ladder AnA 3A 2A 1Questions inserted here.SequencingQuestions inserted here.

Cause and EffectQuestions inserted here.Consequences and Implications41Jacobs Skill LaddersJacobs Ladder D

42Navigators: Differentiated Novel Study GuidesUse of literature webs, vocabulary webs, hamburger model with activitiesHigher level questions preparedInterdisciplinary research projects delineated

Walk Two MoonsExamine 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 discussionHow 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 humanitiesis: (Create a list of to dos) Generalizations:Outcomes:

Change is linked to time.Illustrate the variability of change based on time.

Change is everywhere.Understand that change permeates our lives and our universe.

Change may be positive or negative.Interpret change in selected works as progressive or regressive.

Change may be perceived as orderly or random.Categorize types of change, given several examples.

Demonstrate the change process at work in a piece of literature.

Change may happen naturally or be caused by people.Analyze social and individual change in a given piece of literature.

A change that happens fastA change that takes a long time

A good changeA bad change

A neat changeA messy change

A change caused by people A change caused by nature

LiteratureChanges in charactersChanges in settingChanges in relationshipsChange in you as a result of reading

Shells

The Green Book

Poems

The Ugly Duckling

Bringing the Rain to Kapiti Plain

Your own story