Secondary (9-12) English Language Arts
“A guaranteed and viable curriculum” 1) gives students access to the same essential learning regardless of who is teaching the class, and 2) can be taught in the time allotted (Marzano, 2003). It does not mean that teachers must adhere to lockstep pacing by which members are teaching from the same page on the same day. It does not mean that all teachers must use the same instructional strategies or same materials. It does mean that during a unit presented within a specific window of time, each member of the team will work to ensure every student acquires the knowledge and skills that have been agreed upon and are most essential for that unit.
–Richard Dufour, from Learning By Doing
ELA Classrooms feature:
- student feedback on inquiry topics, themes to explore, and reading and writing topics
- books, poems, stories, plays, articles, and digital texts with multiple perspectives and diverse authors, protagonists, and settings: ‘windows and mirrors’ for our students
- time and space for reading, writing, discussion
- iPad and other technology to access, analyze and manipulate text
- Schoology, Google Drive and other technology to provide ongoing feedback.
- Instruct the whole class for 10 to 20 minutes daily.
- Clarify goals for the lesson in a visible and explicit way.
- Connect the lesson to students’ prior knowledge and experiences.
- Show students several strategies to hone a skill and challenge students to employ which strategy or approach works best for them.
- Engage students with texts and topics that are culturally relevant and responsive.
- Choose instructional strategies precisely to support all learners.
- Provide students 20 to 30 minutes of time to read, write, or discuss and apply ideas and strategies from the lesson.
- Ask for student input on topics, themes, texts, and assignments to ensure interests and opportunities are racially and culturally relevant.
- Provide space for independent reading and on-demand writing.
- Provide time and space to confer with students or use small groups for instruction, review, intervention and acceleration.
- Assign reading and writing at home daily and weekly.
- Close the lesson by generalizing big ideas and describing next steps for readers and writers.
ELA 9-12 Year at a Glance
- ELA 9 Benchmark Sequence, Example Units, and Common Assessments
- ELA 10 Benchmark Sequence, Example Units, and Common Assessments
- ELA 11 Benchmark Sequence, Example Units, and Common Assessments
- ELA 12 Benchmark Sequence, Example Units, and Common Assessments
- High School Reading Foundations [HSRF 9, HSRF 10, HSRF 9-10]
- Content Area Reading [CAR 9, CAR 10, CAR 9-10]
- College and Career Reading [CCR 11, CCR 12, CCR 11-12]
- Use pre-assessment to ensure instructional personalization around student strengths, areas for growth, and student needs.
- Use efficient and timely formative assessments in both task and grading to best inform learning for transferable skills.
- Assess specific standards/benchmarks or IB objectives/criteria. Approximately 3-5 benchmarks or 1-3 IB objectives/criteria per assessment will ensure focus.
- Formative assessments should guide instruction, allow for clarity of progress monitoring, and provide ongoing feedback.
- Use assessments that are as on-demand as possible to allow for students to transfer skills, multiple opportunities for assessment and teacher intervention.
- Grade on skills in relation to proficiency. Attendance and behavior should not be graded explicitly as an assignment or assessment. The gradebook’s role is to provide feedback for parents/guardians, students, and other teachers in regards to student growth and proficiency on English Language Arts skills.
- Provide avenues for redos and retakes of summative assessments to ensure equity in regards to providing multiple opportunities to show growth and proficiency.
- Work consistently to ensure students have learned the material, not simply that teachers have taught it.
For Secondary Literacy Schoology group access, please contact Sue Braithwaite (firstname.lastname@example.org)