Transcript What’s an English Language EGLCE Why Should I Care? Michigan Department of Education

What’s an English Language
Arts EGLCE, and
Why Should I Care?
Michigan Department of Education
OEAA Fall Conference 2005
Sheila A. Potter
BETA, Inc.
[email protected]
What are Extended GLCEs?
Learning expectations or TARGETS. . .
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based on the Michigan Curriculum Framework
ELA Content Standards and Benchmarks
aligned to and extended from Grade Level
Content Expectations (GLCE)
designed to guide curriculum development and
inform instruction
used to drive grade level MI-Access
assessments for the next several years
What are Extended GLCEs?
Learning expectations or TARGETS. . .
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developed by an outstanding team of mostly
special education teachers, consultants,
administrators, and parents
Divided into Strands of Reading, Writing,
Speaking, Listening/Viewing
Subdivided into Domains, e.g., in Reading,
Word Study, Narrative Text, Informational
Text, Comprehension, Metacognition, Critical
Standards, and Reading Attitude
MI-Access
Functional Independence Assessments
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measure Extended Grade Level Content
Expectations (EGLCE) at Grades 3-8 and
Extended benchmarks (EB) at Grade 11.
The EGLCE and EB reflect similar content
and skills as the GLCE and benchmarks, but
they have been reduced in depth, breadth,
and cognitive complexity.
Example Grade 5
GLCE and EGLCE
R.NT.05.02 Analyze elements and style of
narrative genres (e.g., historical fiction, tall
tales, science fiction, fantasy, mystery).
R.NT.05.EG02 Begin to identify and describe
a variety of genre including
- poetry
- fantasy
- legends
- drama
Example Grade 5
GLCE and EGLCE
R.NT.05.03 Analyze character traits and
setting and how it defines characters/plot,
the role of dialogue, how problems are
resolved, and the climax of a plot.
R.NT.05.EG03 Identify story elements, such
as
- characters’ actions and motivations
- setting (time and place)
- problem/solution
- sequence of events
- theme/lesson.
Example Grade 5
GLCE and EGLCE
R.IT.05.01 Analyze elements and style of
informational genres (e.g., advertising,
experiments, editorials, atlases).
R.IT.05.EG01 Identify and describe a variety
of informational/functional genre including
- simple how-to books
- personal correspondence
- science and social studies magazines
Example Grade 5
GLCE and EGLCE
R.IT.05.02 Identify and describe informational text patterns (e.g., theory and
evidence, compare/contrast, position/support,
problem/solution).
R.IT.05.EG02 Identify informational text
patterns
- sequential
- descriptive
- enumerative.
“Not everything that counts
can be counted;
not everything that can be
counted counts.”
Albert Einstein
“Mining” the EGLCEs
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Begin by discussing the fundamental
meaning and content of the domain.
Examine each grade-level statement in
light of the domain.
Underline important key concepts.
Think about the meaning of each term—
underlying knowledge/skills, concrete
examples—and why it’s important.
“Mining” the EGLCEs
Key concepts are specific learning
targets.
They:
 reveal meaning of the EGLCEs.
 are the content of the curriculum.
 serve as basis for state assessment and
classroom assessment – mastery of concepts.
 guide teachers in what to teach.
 are the criteria upon which scoring guides are
constructed.
Key Concepts/Learning Targets
R.NT.05.EG03 Identify story elements,
such as
- characters’ actions and motivations
- setting (time and place)
- problem/solution
- sequence of events
- theme/lesson.
Hitting the Target: Teaching
the Elements of a Story
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Characters – Who are the main characters in the
story? What do they do? Why do they do it?
Setting – When and where does the story take place?
Problem – What problem does the main character
have? What does the main character want?
Solution – How is the problem solved? How does the
main character learn to deal with the problem?
Events – What does the main character do to solve
his/her problem or get what he/she wants?
Theme/Lesson – What did the main character learn?
What did you learn from this story? Why do you
think the author wrote this story?
Key Concepts/Learning Targets
R.IT.05.EG02 Identify informational
text patterns
- sequential
- descriptive
- enumerative.
Hitting the Target: Teaching
Informational Text Patterns
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Sequential – Main ideas and supporting
details are written in a prescribed
order, e.g., chronological (steps in a
process), geographical (N, S, E, W), etc.
Descriptive – Information is provided
about a topic by presenting its
attributes.
Enumerative – The main idea is “proven”
through examples.
Hitting the Target
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Knowledge of text structure (narrative and
informational/functional) aids comprehension
by helping us to focus on important elements
of text.
Mapping is a graphic representation of the
story or informational text.
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Teachers use “maps” to make informed decisions
about texts to use, questions to ask, and prior
knowledge needed to comprehend.
Students use “maps” to comprehend and remember
content; to build knowledge about process – how
text is constructed; to retell and summarize; and
to plan for and write original text.
Hitting the Target
“Students learn what
teachers emphasize.”
Gerald Duffy
MI-Access Functional Independence
Instructional Implications
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Proficient readers are metacognitive; they think about their
own thinking during reading.
Effective teachers provide direct instruction and modeling in
comprehension strategies, e.g.,
 activating prior knowledge before, during, and after reading;
 determining important ideas and themes;
 asking questions;
 creating visual and other sensory images;
 drawing inferences;
 retelling or summarizing what is read; and
 using fix-up strategies to repair comprehension.
From Keene & Zimmermann, Mosaic of Thought, 1997
MI-Access Functional Independence
Instructional Implications
Effective teachers also:
 provide opportunities for students to read silently
and listen for extended periods of time in class.
 allow students to read, listen to, and create texts in a
variety of genre (short stories, poetry, plays,
newspaper articles, web pages, graphs, etc.) in all
content areas.
 provide daily opportunities for writing done in support
of reading, e.g., response logs, journals, and writing in
which students reflect on their growth as authors.
 encourage students to connect and compare ideas and
information from more than one text.
“If we teach reading and
writing well, the test scores
will take care of themselves.”
Roger Farr
“A Czar’s Pronouncements on the
Subject of Reading Assessment”
June, 2003