Northfield Township

Language Arts/English

Fall Articulation Meeting

October 22, 2007

Welcome to the

Participating SchoolsAttea Middle School

Field School

Glenbrook North High School

Glenbrook South High School

Maple School

Northbrook Junior High School

Our Lady of Perpetual Help School

Springman Middle School

Wood Oaks Junior High School

     

Welcome & Introductions

      Housekeeping o       Review of Township English Report and use of Township Reference Handbooko       Review of study skills rubric used by 8th grade teachers for freshman placement

       Introduce various Standard models

o       NCTEo       ISBEo       College Readinesso       The Glenbrook Academyo       Others

 BBreak 

      Hopes for what to accomplish today o       List of current research assignmentso       Begin a list of research skills and processes students’ experience at each grade level o       Begin a list of research-based writing skillso       Highlight the core experiences, projects, and skills common to all schools at all levels

       Meet in grade-alike teams

o       Sharing and comparison of “typical” research assignments and rubrics  LLunch 

      Report out similarities and overview 

      Mapping of research skills and research-based assignments grades 6 –12 

      Continuing the articulation o       Inputing web-based communication and granting access to all members

       Summary of progress

       Where do we go from here?

   

Northfield Township Language Arts Study GroupArticulation Self-Study

        

Study Group Co-ChairsBarbara Taylor, Glenbrook North English Department IS

Tom Valentin (retired), Glenbrook South English Department IS       

Study Group Members 

Attea Middle School Sophia Moros, Diane HorbanField School Cathy TerdichMaple School Lorene SchrammNorthbrook Junior High School Becky HodginSpringman Middle School Barbara Buzard, Suzanne BellWood Oaks Junior High School Helene SpakGlenbrook North High School Lisa Koc, Nick TimmerGlenbrook South High School Chris Palmi

 

TABLE OF CONTENTS  

I.             Introduction 3a.      Background/Context and Mission 3b.      Philosophical Base 3c.      Self-Study Process & Summary of Tasks 4d.      Research Base: Sources Consulted 6e.      Research on Instructional Base 6II.          Core Curriculum Review 11a.      Shared Language Arts Outcomes 11b.      GBS Course Offerings for 9th and 10th Grade 11c.      GBN Course Offerings for 9th and 10th Grade 12d.      Comparison 14III.        Application of Learning 15a.      Writing in the Curriculum 15b.      Reading in the Curriculum 16c.      Reading, Writing and Thinking Across the Curriculum 17d.      Research Writing Skills Continuum 18IV.       Curriculum Survey for Northfield Township 8th and 9th Grades: English/Language Arts 19V.          Recommendations 21Appendices 23

State Goals 23The Standards for the English Language Arts – abstract 29NCTE Guidelines: A Call to Action 31Carnegie Report: Reading Next 37NCTE Guidelines: NCTE Beliefs about the Teaching of English 41Richard Paul, Chapter 37: Critical Thinking and Language Arts 50

 

Study Skills Rubric for Teachers of Incoming Eighth-Grade Students

The rating scale for assessing study skills is provided below. It is designed to parallel the skill levels of high school students at the Glenbrook high schools. Application of these standards ensures that incoming students’ skills are being assessed consistently.  5 – Very GoodAlways completes homework. Assigned work is correct and shows evidence of mastery Always completes assigned work on timeExcellent attendance Inquires about missed work when absent and completes independently within established timelinesDemonstrates thoughtful participation that is relevant - completes in-class assignmentsConsistently shows initiative without adult direction or intervention 4 – GoodCompletes homework with rare exceptions. Assigned work is usually correct and shows masteryMeets deadlines with few exceptionsExcellent attendance Makes up missed work if absent within established timelinesParticipates in class and completes in-class assignmentsRequires only minimal adult support in preparation and organization 3. – AverageCompletes homework better than 80% of timeMeets deadlines with occasional exceptionsAttendance is satisfactory Makes up missed work if absent when provided by teacher – needs occasional reminders Completes in-class assignmentsRequires some adult supervision to assist in preparation and organization 

Mapping for GrowthBenefits

“Thoughtfully constructed standards guide education reform initiatives by providing consensus about what students should learn and what skills they should acquire.”

-Thomas Guskey 2005

• Creates discussion and promotes collaboration• Provides scaffolding • Helps to define academic levels• Helps to define individual goals• Allows for current research to influence decision making

Mapping for GrowthChallenges

“Translate the standards into specific classroom experiences that facilitate student learning and ensure that classroom assessments effectively measure that learning.”

» -Thomas Guskey 1999

• Keeping collaboration ongoing• Keeping curriculum guides and maps off the shelf • Developing common assessments and sharing

quality instructional methods

Standards and Models

• NCTE

• ISBE

• AASL

• ACT

• The Glenbrook Academy

1. In your group, brainstorm skill attributes that should be present in the research process and assignment at your grade level. For example, "appropriately uses subscription databases," “identifies main idea,” or “compares and contrasts ideas.” 2. Using the brainstormed list from #1, list the eight most important skill attributes for your grade level in the diagonal columns. 3. In each row, write the name of the research assignment you brought today or another one you use in the classroom. 4. As a group, analyze each of the assignment(s). If the assignment teaches or assesses a particular skill, place an "X" in the appropriate box.

Where do we go

from here?