ERIC ED377500: Language Arts Curriculum Framework. Phase 1: Through End of Grade Three.

19 Pages·1993·0.48 MB·English

by  ERIC

DOCUMENT RESUME
CS 214 667
ED 3.777 500
Language Arts Curriculum Framework. Phase 1: Through
TITLE
End of Grade Three.
INSTITUTION New Hampshire State Dept. of Education, Concord.
PUB DATE
93
NOTE
19p.
Teaching Guides (For
PUB TYPE
Classroom Use
Guides
Teacher) (052)
MF01/PC01 Plus Postage.
EDRS PRICE
*Communication Skills; Curriculum Guides; Curriculum
DESCRIPTORS
Research; *Evaluation Criteria; *Language Arts;
*Primary Education; *Reading Instruction; Speech
Communication; *Writing Instruction
New Hampshire
Authentic Assessment;
IDENTIFIERS
ABSTRACT
Taking as its motto "Language Arts includes the
integrated communication processes of listening, reading,
representing, talking, viewing, and writing," this curriculum
framework serves as the foundation for the development of a new
assessment system for New Hampshire. The framework will help
practitioners monitor the quality of learning and provide information
about student progress to parents, teachers, administrators, other
decision makers, and the general public through the data generated
within the new assessment system. After an introduction and vision
statement, the framework delineates "Broad Goals and Performance
Outcomes," encompassing effective communication, creative and
critical thinking, and lifelong learning. Under part of the
framework, performance indicators in language arts (reading, writing,
talking, and listening/viewing) are also listed. (Contains 23
references.)
(TB)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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O
O
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LANGUAGE ARTS
1./.1
CURRICULUM FRAMEWORK
integrated communication processes of
Language Arts includes the
talking, viewing, and writing.
listening, reading, representing,
of Grade Three
Phase 1: Through End
BEST COPY AVA:LABLE
DEPARTMENT OF EDUCATION
STATE BOARD AND
1993
CONCORD, NEW HAMPSHIRE:
PERMISSION TO REPRODUCE THIS
U.S. ['EMINENT OF EDUCATION
/*IS
Oft' d Edu Calanai Research and Improvement
MATERIAL HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
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*this document nes been reChOduCed as
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INFORMATION CENTER (ERIC)."
OERi potion or oghCe
Governor of New Hampshire
Stephen Merrill
Executive Council
Raymond S. Burton, Woodsville
District 1
Robert C. Hayes, Cz.licord
District 2
Ruth L. Griffin, Portsmouth
District 3
Earl A. Rinker, Ill, Auburn
District 4
Bernard A. Streeter, Jr., Nashua
District 5
New Hampshire
State Board of Education
Judith 0. Thayer, Chairperson, Manchester
Eugene 0. Jalbert, Vice-Chairperson, Lincoln
Susan B. Winkler, Peterborough
Pat Geneetreti, Portsmouth
Frederick J. Bramante, Jr., Durham
Raymond P. D'Am.ante, Concord
Commissioner of Education
Charles H. Marston
Deputy Commissioner
Dr. Elizabeth M. Twomey
INTRODUCTION
It involves the
communication.
Language is the primary means of human
of creating, deriving, and conveying
complex, active, and integrated processes
In order for individuals to
All forms of communication are valuable.
meaning.
skills and attitudes must be developed in
effectively communicate, certain language
representing, talking, viewing, and writing.
the areas of listening, reading,
meaning requires the application of
Furthermore, the ability to enhance and critique
communicating effectively are life-long
various thinking processes. Thinking and
the school curriculum and
skills that enable individuals to experience success across
cooperatively as contributing members in our democratic
to work independently and
society and the global economy.
the development of a new
This framework will serve as the foundation for
of learning and provide information about
assessment system to monitor the quality
other decision makers, and the
student progress to parents, teachers, administrators,
the New Hampshire Assessment Plan
general public. As stated in A Framework for
Education, January, 1992) "state-wide
(Concord, NH: State Board and Department of
complete assessment system." As envisioned
assessment is but one component of a
developers of this plan, a complete
by the Assessment Steering Committee, the
and summative components. That is,
assessment system will include both formative
actively engaged in assessing common goals
both the state and local districts will be
from this
The state will select certain performance outcomes
and outcomes.
Through End of Grade Three and assess
Language Arts Curriculum Framework:
complement the state program
them. In addition, local districts will be encouraged to
system will generate data
through a locally-designed process. This new assessment
which can be used:
time
level, by students and parents, to recognize progress over
o at the student
and to
level, to monitor individual student progress
o at the classroom
enhance learning;
toward
level, to measure school and district-wide progress
o at the district
curriculum, to design inservice
meeting goals and outcomes, to 1.-vise
education programs, and to improve instruction;
improve the quality of teacher training programs;
o at the college level, to
toward the attainment of goals and
o at the state level, to measure progress
the results to the citizens
outcomes from this framework, and to report
of New Hampshire;
existing programs,
target services to schools, improve
o at the state level, to
standards;
develop new initiatives, and revise
provide correlation with national goals and a measure
o at all levels, to
of accountability.
1
The broad performance outcomes and more specific performance indicators
identified in this framework will guide state and local implementation teams as they
work with assessment experts to develop and validate assessment items.
The
outcomes will also assist educators, parents, state and community leaders, and
citizens in their efforts to improve curriculum and the quality of instruction.
Frameworks through the end of grade three have been developed concurrently
in both language arts and mathematics. In the future, these frameworks will be
expanded to include outcomes through the end of grades six and ten. In addition,
new frameworks will be developed in the areas of science, history, and geography
The ultimate goal of this process is
through the end of grades six and ten.
instructional improvement through the implementation of a systematic, outcome-
based approach for promoting student achievement and school performance, one
which will better prepare students for life and work in the 21st Century.
2
VISION STATEMENT
Learning language,
learning about language,
learning through language
enables individuals
to acquire, use, and expand
knowledge, skills, and ideas
in order to become
life-long learners,
critical and creative thinkers,
and effective communicators.
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6
OUTCOMES
BROAD GOALS AND PERFORMANCE
Effective Communication
with the opportunity to develop the
Al' New Hampshire schools will provide students
effective communication through
knowledge, skills, and processes necessary for
listening, talking, viewing, and
the interrelated use of reading, writing,
and literature).
representing (non-print interpretations of language
Performance Outcomes:
communicate for specific
Students will demonstrate an increasing ability to
1.
ability to:
purposes. This includes the
* express feelings and opinions
* identify, define, and solve problems
* exchange ideas and knowledge
* request information
* initiate and follow directions
of forms (e.g. drama,
* respond to language/literature through a variety
music, writing, illustration, film)
communicate with clarity
Students will demonstrate an increasing ability to
2.
and accuracy. This includes the ability to:
spelling, usage, punctuation,
* use appropriate conventions (handwriting,
capitalization, format)
and logical relationships
* organize ideas to show coherence, unity,
audiences
* choose appropriate forms for specific
* use proof-reading and editing strategies
computers, visual aids,
* use technology as a communication tool (e.g.
mass media)
ability to generate, explore,
Students will demonstrate an increasing
3.
This includes the ability to:
organize, and extend ideas and information.
before engaging in language
* identify what is known and unknown
questions, brainstorm,
activities (e.g. establish purpose, generate
predict, discuss, identify specialized vocabulary)
known
* link new knowledge to what is
detail
* expand and support ideas with
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Students will demonstrate an increasing ability to use language to examine
4.
and construct meaning. This includes the ability to:
* form an initial understanding
* extend initial impressions to develop more complex understandings
* compare and use information presented in various forms (e.g. maps,
charts, graphs, illustrations, descriptions, narratives)
* employ a variety of forms to express ideas and to create meaning
* convert knowledge presented in one form into a different form
* use a varied vocabulary
* integrate new knowledge with prior knowledge
Students will demonstrate an increasing ability to apply learning strategies
5.
and processes. This includes the ability to:
* make use of prior knowledge before beginning a project or activity
* predict and confirm content
* generate questions about content
* understand information presented in different forms
* summarize the main ideas from material presented in various
forms
* identify information needed and develop a strategy to find it
* use self-help strategies (e.g. re-reading, reading aloud, varying rate
of reading, monitoring comprehension)
* use and integrate the language-cuing systems to ensure
meaning, specifically
meaning of language through words,
-- semantics (context,
structure of words)
syntactics (grammatical structure of language, relationships
of words, sentences, and paragraphs within a coherent piece of
writing)
graphophonics (sound/symbol relationships, relationships
between sounds, relationships between written and oral
language)
Students will demonstrate an increasing ability to attain knowledge,
6.
understanding, and appreciation of a wide variety of literary genreo
and media forms. This includes the ability to:
* identify, understand, and respond to various modes of expression
representing various times and peoples (e.g. narrative, poetic,
expository, expressive, dramatic)
* select and use various modes of expression
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Creative and Critical Thinking
with the opportunity to develop
All New Hampshire schools will provide students
the context of language, literature,
creative and critical thinking processes within:
and media.
Performance Outcomes:
idea or
Students will demonstrate an increasing ability to take an
1.
different
information and present it in a new way or through a
medium. This includes the ability to:
content-specific books)
* use resources (e g films, magazines, interviews,
* use a variety of methods to organize and present ideas
* summarize, compare, and contrast information and ideas
* experiment with unfamiliar communication strategies
predictions about
Students will demonstrate an increasing ability to make
2.
This includes the ability
outcomes, organization, and authors' purpose.
to:
* speculate on 'what might happen next or in the future
* offer an estimate or an opinion from a different perspective
variety of problem-
Students will demonstrate an increasing ability to use a
3.
solving strategies. This includes the ability to:
* identify problems
* seek help when needed
* simplify and reorganize a task
* hypothesize
* analyze and evaluate
their use
* develop practical strategies and be flexible in
critical stance
Students will demonstrate an increasing ability to develop a
4.
evaluate a process
by formulating, expressing, and/or using criteria to
the ability to:
,or a product. This includes
* recognize the need to redraft
and clarity
* recognize the need to revise for content, accuracy,
(spelling, punctuation,
* recognize the need to edit for conventions
grammar, capitalization)
* develop evaluation criteria and make judgements
self assessment
* understand the process of and respond to
time
* compare and contrast one's own work over
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9
Life-Long Learning
All New Hampshire schools will provide students with the opportunity to use
language to develop the wide variety of strategies necessary for life-long learning,
including the attributes of motivation, curiosity, independence, and interdependence.
Performance Outcomes:
Students will demonstrate an increasing ability to understand the
1.
significance and function of language in their own lives. This includes
the ability to:
* connect knowledge presented with their own background
* draw inferences from context and relate them to their own
experiences
* understand and respond in personal ways to ideas, attitudes, and
feelings expressed
* enrage in language activities that are functional in everyday life
* demonstrate positive attitudes toward language (e.g. reading and
listening for enjoyment, choosing to write, participate willingly
in discussions)
Students will demonstrate an increasing ability to learn independently.
2.
This includes the ability to:
* work alone on an activity or project
* initiate language activities including the revision of a project
* take pride in their own products and understandings
* view mistakes as an opportunity for learning
* assess the quality of their own work
* take responsibility for their own learning including planning,
organizing, and completing tasks
* adapt to new situations
* set goals for continued learning
Students will demonstrate an increasing ability to work cooperatively. This
3.
includes the ability to:
* contribute to formal and informal discussions
* choose another student to work with on an activity or project
* collaborate with several others on a project
* listen respectfully
* work in a group to plan, organize, and complete tasks (e.g. serve as a
team leader or group participant, follow directions, resolve conflicts)
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