Center For Gifted Education Brought to you by Kendall Hunt Publishing Company Language Arts Units Barbara Hinton Kendall Hunt Consultant For CAG Conference Saturday, March 4, 2017 1:00-2:00 PM barbhinton27@yahoo.com Barbara Hinton • District Gifted and Talented Coordinator • Allen ISD, Allen, Texas • Kendall Hunt Consultant • Contact me: barbhinton27@yahoo.com Agenda Every Student Succeeds Challenging Gifted Learners! Integrated Curriculum Model Unit Goals and Overview CFGE Research-Based Teaching Models Highlighting: Mind Your Time Convergent Thinking • “Convergent" thinking, in which the person is good at bringing material from a variety of sources to bear on a problem, in such a way as to produce the "correct" answer. This kind of thinking is particularly appropriate in science, math and technology. Divergent Thinking • “Divergent" thinking. Here the student's skill is in broadly creative elaboration of ideas prompted by a stimulus, and is more suited to artistic pursuits and study in the humanities.
Evaluative Thinking • Evaluative thinking questions are those which deal with matters of judgment, value, and choice. They are characterized by their judgmental quality. • Thought processes involved while asking and answering these questions are valuing, judging, defending, or justifying choices. Why use CFGE Teaching Units? • Aligned to College and Career Anchor Standards for Readiness http://www.org/ELA-Literacy/CCRA/R/ • Developed by William & Mary’s Center for Gifted Education 25 years of research • Integrated Curriculum Model linking content, process and themes • Balanced literacy • Interdisciplinary connections • Multiculturalism and globalism • Supports Habit of Mind • Concept based • Authentic assessments • Learning across disciplines and units • Fosters 21st century skills: collaboration, communication, creativity, and critical thinking • Recognized by National Association for Gifted Children • Targets meaningful discussion and analysis • Validates: Voice, Choice, Space, Place The Integrated Curriculum Model Because gifted students are Advanced precocious Content learners… Dimension Because gifted students thrive at making connections… Process-Product Issues/Themes Dimension Dimension Because gifted students have -Van Tassel-Baska, 1986 complex thinking capacities… Language Arts Curriculum Framework The Literature Process Concept Using the Understanding Reasoning “Perspective” Process Content Literary Linguistic Analysis and Learning Competency Interpretation Language Arts Oral Persuasive, Content and Communication Creative or Skills Expository Writing Language Arts Curriculum Units • A World of Wild, Wacky, Wonderful Words (gr.
1-2) NEW • Beyond Words (gr. 1-2) *2001 NAGC Award • Journeys and Destinations (gr. 2-3) *1998 NAGC Award • Explore, Discover, Reveal (gr. 3-4) NEW • Literary Reflections (gr.
4-5) *2000 NAGC Award • Mind Your Time (gr. 4-5) NEW • Perspectives (gr. 4-5) NEW • Patterns of Change (gr. 4-6) • Autobiographies and Memoirs (gr.
5-6) *1997 NACG Award • Persuasion (gr. 6-7) • Courage: Connections and Reflections (gr. 7-8) NEW • The Pursuit of Justice (gr. 7-8) NEW *2016 TAGT Award • The 1940s: A Decade of Change (gr.
7-9) • Utopia: Man’s Changing Ideas of the Ideal (gr. 7-9) • Threads of Change in 19th Century American Literature (gr. 8-10) • American Dream (gr. 9-10) NEW • Change Through Choices (gr.
10-12) 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 language arts • To understand the concept development Each unit is mapped out to provide teachers with easy access to format, goals, lessons, and instructional models to assist with ready to go implementation. UNIT PLANNER Teaching Guide Introduction to the teaching models Introduction and Framework Reading and Resource List Teaching tips High-ability learners Each unit = semester of learning – but can be longer with extensions and enrichment Average lesson 60 minutes Centers Writer’s Notebook Assessment Options Rubrics Alignment with Standards Discussion Participation Log Unit Planner Student Guide Examples/Resources Unit Vocabulary List Glossary of Literary Terms Letter to Family Grammar Study (not included in new units) Scavenger Hunt! • In your unit find the following: – Table of Contents – Framework Goals – Unit Reading – Discussion Rubric – Teaching Models – Unit Planner – Glossary – Letter to Family – Appendices Unit Planner At a Glance • Alignment to Unit Goals • Materials Needed • Assignment Overview • Teaching Models Used • Extensions • Homework • Assessment • Teacher Friendly Unit Implementation Tips • Units are designed for high ability students. • Promote student achievement gains. • Unit intended for a semester’s work, however, with extensions, and scheduling may be representative for year’s study.
• Units do not include specific emphasis on spelling, grammar, development reading skills, or extensive narrative writing. It is recommended these elements be integrated. • Average lesson 60 minutes across two hour blocks. – Scheduling may be expanded based upon student readiness and interest levels.
• Sufficient for instruction in a variety of grouping models. • Literature selections were considered with gifted readers in mind, please check selections to support district policies. – Both content and Lexile level have been considered. – Alternative suggestions for selections are provided.
Learning Stations Suggestions • Language Study Station • Listening Station • Vocabulary Station • Art/Music Station • Writing Station • Poetry Station • Research Station • Reading Station Journaling Students are expected to maintain journals throughout the unit to record responses to reading assignments as well as other information tasks. Vocabulary Journal: This section should be a place where students list words with which they are unfamiliar, from their independent Response Journal: This section should be reading or elsewhere. Students should also used for responses to in class journal complete Vocabulary webs for some of the prompts. words they encounter in their reading and include the webs in this section.
Literature Journal: This section should be used for responses to the independent reading assignments, the unit novel, etc. In addition to journal entries, student may include completed Literature webs Divide sheet of paper into three columns – label each task above. Writer’s Notebook • The purpose of the Writer’s Notebook is for student as writers to take the time and effort to think about and organize their ideas regarding characters setting and plot before they begin to write. • The notebook provides the opportunities for prewriting, brainstorming to assist in development of ideas.
• Also add response section (literature, vocabulary webs) • Use a three ring binder or composition notebook to allow for multiple entries. • Try a virtual notebook using http://www.com/welcome/home Discussion Participation Log • Discussion plays an important role in student’s learning. • The Socratic Seminar is one method for organizing discussions and analyzing literature. • Discussion Log is designed to assist with monitoring student’s contributions to discussions.
• Students tally their contributions to various types of literature, both through original contributions and elaborations on classmates’ comments. Found in section 2 • How might you use this in your classroom? DISCUSSION LOG RUBRIC Assessment • Pre-and post-assessments • Writer’s Notebook • Journal Response Rubric Literature Journal Response Journal Vocabulary Journal • Writing Rubric • Evaluation forms for self, peers, and teachers (writing) • Evaluation forms for oral presentations • Discussion rubric • http://rubistar.php Alignment to Standards • Units have been aligned with the English Standards developed by the National Council of Teachers of English and International Reading Association. • Additionally, William & Mary Goals and Outcomes frame each lesson. • Currently TEKS alignment to Pursuit of Justice.
• Additional TEKS alignment in progress. • The CCSS Correlations for the William & Mary materials are available here as pdf documents.edu/centers/cfge/curriculum/curriculum%20documents/CCSScorrelation.pdf Research-Based Teaching Models • Concept Development Model • Literature Web • Vocabulary Web • Hamburger Model • Dagwood Model • Reasoning Model 25 years of commitment to Gifted Children Through Research and Curriculum Development • Research Model Concept Development Model The Taba Model of Concept Development, based upon Hilda Taba’s Concept Model (1962) involves both inductive and deductive reasoning. It is best to use as an introductory lesson to the unit. It is also something you can revisit and use as a post unit assessment.
This can be done as a whole group, or in small groups then afford groups to share. The concept development model provides a unifying means for students to gain an in-depth understanding within and across contents. Concept Development • List examples. • List non-examples.
TIME Examples Discussion Questions What words or ideas come to mind when you think of TIME? • What words come to mind when you think about time? • What are some examples of the different characteristics of time? • How is time measures? After you come up with examples, try to organize or categorize similar ideas. Choose 2-3 “big ideas.” Circle TIME Non-examples • Brainstorm things that do NOT show TIME. – What evidence or proof do you have that these are not a part of the concept of time? – How might you group these ideas? • Choose 2-3 “big idea” a non-examples. Circle Generalizations About Perspective • What are some characteristics of TIME? • What can you say about TIME that is usually true? • Use your “big ideas” to write your generalization.
Write your generalization as a Response on your Writer’s Notebook. TIME is… Teaching a Categories of TIME… TIME is not… Concept Generalization about TIME… – Time transforms people, places, and things. – Time includes the past, present, and future. – Time can be measured.
– Time can be perceived as passing quickly or slowly. – Time can be used well or wasted. TIME Sample Social Science Concepts Cause and Effect Law Patterns Change Leadership Power Conflict Liberty Progress Culture Memory State Government Movement Systems Justice Nationalism Time Concept Development + List words or phrases that - List words or phrases that do represent or define the concept NOT represent or define the (circle 2-3 big ideas or categories) concept Concept … Therefore, create a ? Turn your generalization into statement(s) that explains your an open ended question. key categories or ideas.
(These are your essential questions.) (These are called generalizations.) Graffiti Wall Graffiti Wall to demonstrate “Concept Development.” (You can use pictures and or words.) Ideas 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? Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim Because it was grassy and wanted wear, Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I, I took the one less traveled by, And that has made all the difference. Robert Frost Literature Web - Primary Key Words Feelings READING Ideas Images Symbols Literature Web – Full Form Key Words Feelings READING Ideas Images/Symbols Structure Your Turn!
