Honors Level Course Implementation Guide [English Language Arts]

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Honors Level Course Implementation Guide
English Language Arts
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Curriculum Content

• How is the honors level course adapted and
  differentiated for advanced learners? How does
  the honors level curriculum support vertical
  alignment for college and career readiness?
• Honors Level Course Portfolio Evidence must
  include
• Teacher Rationale for Curriculum Content
  (intentional reflection philosophy)
• Standards and Objectives
• Curriculum Plan (Pacing guides, course syllabus
  sequence, curriculum maps, etc.)

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Curriculum Content Portfolio Section

• Teacher Rationale for Curriculum Content Must
  Include
• An explanatory paragraph of how the same grade
  specific standards are taught in greater depth
  and complexity for the course and listed in
  Section I.2 Standards and Objectives.
• Justification of how the curriculum supports
  vertical alignment for college and career
  readiness
• Resources (Section I.2)
• Examples

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ExampleContent Can be Differentiated by

• Thematic and/or skill-related supplemental
  readings for honors credit
• Increased text complexity for honors credit
• Varying text complexity based on readiness
• Text choice based on student interest
• Variety of papers/essays with a focus on mastery
  learning (improving specific skills)
• Research projects small group or individual
• Exposure to AP Language/Literature style
  questions and literary analysis/synthesis essays

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Curriculum Content Portfolio Section

• Standards and Objectives Must Include
• Evidence of how the Common Core State Standards
  for English Language Arts will be taught with
  extensions beyond the standard level.
• Resources
• Examples

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Resources (Section 1.2)

• Common Core State Standards for English Language
  Arts http//www.corestandards.org/assets/CCSSI_ELA
  20Standards.pdf
• The ACT Connecting College Readiness Standards to
  the Classroom For English Teachers
  http//www.act.org/standard/guides/act/pdf/ACT_Eng
  lish.pdf
• AP Central Course Descriptions http//apcentral.co
  llegeboard.com/apc/public/repository/ap-english-co
  urse-description.pdf
• English Language Arts College Board Standards for
  College Success TM http//www.collegeboard.com/pro
  d_downloads/about/association/academic/english-lan
  guage-arts_cbscs.pdf
• AP Central http//apcentral.collegeboard.com/apc/p
  ublic/courses/teachers_corner/2124.html

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Curriculum Content Portfolio Section

• Curriculum Plan Must Include
• Overview of Course Content
• Scope and Sequence
• Course Syllabus
• Curriculum Maps

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Example
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Example
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Instructional Materials and Methods Section

• How is the honors level course taught?
• Honors Level Course Portfolio Evidence must
  include
• Teacher Rationale for Instructional Materials and
  Methods
• Instructional Materials and Methods
  (instructional resources, methods, strategies,
  equipment, and technology)
• Sample Units, Lesson(s), and Assignments
• Student Work Samples

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Instructional Materials and Methods Section

• Teacher Rationale for Instructional Materials and
  Methods for Advanced Learners Must Include
• A reflective narrative explaining the choice of
  instructional materials and methods utilized in
  the honors course
• Focus on the differentiated content objectives
• Link Standards to identified Instructional
  Materials and Methods listed in section II.2

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Instructional Materials and Methods Portfolio
Section

• Instructional Materials and Methods Must Include
• A list of instructional materials used to
  differentiate the honors course.
• A list of instructional methods used to
  differentiate the honors course.
• References to units, lessons, and assignments
  submitted in the following section (II.3 Sample
  Units, Lesson(s), and Assignments).

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(No Transcript)
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Instructional Materials and Methods Portfolio
Section

• Sample Units, Lesson(s), and Assignments Must
  Include
• One instructional unit that includes either an
  additional topic or objective extension
• Two additional lessons with assignments
• Student Work Samples Must Include
• Two or more work samples from the submitted
  instructional unit
• Two or more work samples from each submitted
  lesson

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Example
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Resources

• Revised Publishers Criteria for the CCSS in ELA
  and Literacy, Grades 3-12 http//www.achievetheco
  re.org/downloads/Publishers20Criteria20for20Lit
  eracy20for20Grades203-12.pdf?20120412
• Each section of the document outlines the
  following key criteria
• Key Criteria for Text Selection
• Key Criteria for Questions and Tasks
• Key Criteria for Academic Vocabulary
• Key Criteria for Writing to Sources and Research
• Additional Key Criteria for Student Reading,
  Writing, Listening, and Speaking

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Assessment

• How is the Honors Level Course assessed?
• Honors Level Course Portfolio Evidence must
  include
• Teacher Rationale for Assessment Practices
• Assessment Practices (grading practices, use of
  rubrics and/or scoring guides, use of formative
  and summative assessment)
• Assessment Samples (pre-assessment, description
  of formative assessment, and summative
  assessment)
• Student Work Assessment Samples

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Assessment Portfolio Section

• Teacher Rationale for Assessment Practices for
  Advanced Learners Should Include
• how assessments are used to compact the
  curriculum,
• how the assessment addresses the standard,
• how the assessment measures student mastery,
• how the criteria is communicated to students
  prior to the assessment, and
• how the assessment data is used to inform
  instruction.

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Example of Teacher Rationale

• All students deserve to have quality formative
  and summative assessments, but the formative
  assessment process for Advanced Learners can be
  particularly important. Formative assessment
  practices are important for Advanced Learners, as
  they are likely to learn material quickly they
  will become frustrated with repeated instruction
  if they already know the material.

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Assessment Portfolio Section

• Assessment Practices Must Include
• Course grading criteria
• Evidence that the assessment explicitly assesses
  the Standards taught.
• A list of non-graded assessment practices (e.g.,
  pre-assessment, formative assessment, self- and
  peer-assessment)
• A list of summative assessment practices (e.g.,
  quizzes, authentic/performance tasks with
  rubrics/scoring guides, written test item types
  multiple choice, extended response questions,
  etc.)

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Assessment Portfolio Section

• Assessment Samples Must Include
• Evidence of sample formative and summative
  assessments aligned to the Reading, Writing,
  Speaking and Listening, and Language Standards
  (i.e. selected response, written response,
  performance tasks, communication, and observation
  assessments).
• Sample pre-assessments used to compact the
  curriculum and inform instruction.
• An integrated writing task that assesses two or
  more standards.
• Sample assessment(s) that address different
  learning styles or provide choices for advanced
  learners.

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Example of Sample Rubric
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Assessment Portfolio Section

• Student Work Assessment Samples Must Include
• One or more pre-assessments completed by a
  student(s).
• One or more completed student formative and
  summative assessments. (Include descriptive
  feedback provided by the teacher to the student
  based on assessment results)
• One or more writing tasks completed by a
  student(s). Remember to include the rubric used
  to score student work. (No Student Names)

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Contact Information

• Questions?
• Anna Frost, ELA Consultant
• Anna.frost_at_dpi.nc.gov
• 919-807-3952