English Language Arts Review 2019

Writing Team

Guidance from ELA Steering Committee to ELA Writing Committee

Overall:

• Keep the big picture in mind: students at the center.
• Reduce the total number of standards by combining like topics.
• Ensure consistent developmentally appropriate progressions.
• Students are critical consumers and producers of technology. Account for (reflect) how technology and digital tools in the 21^st century impact literacy development.
• Ensure use of teacher friendly language.
• The ELA standards develop skills in the English language with an awareness of cultural responsiveness of other languages.

Introduction:

• State that literacy is a developmental process and continuum that values all learners.
• Make statements about lifelong learning rather than college and career ready.
• Include the Guiding Principles in the introduction using the Social Studies model. Examples may be broader due to the nature of ELA as a content area.
• Address the updated form and format of the standards.
• Address the importance of literature and the balance of text types with attention to a variety of text types.
• Slim down the introduction by adding a preamble to each strand that clarifies instructional topics and terms.

Strand A – Reading:

Preamble should include:

• Expanded definition of “text.”Definition of print: include the ability to read various texts such as print, cursive, and common digital fonts.
• Definition of fluency.
• A balance of instructional approaches and possibilities.
• Explanation of the philosophical importance of phonics.
• Explanation of text complexity with quantitative, qualitative, and reader & task elements mentioning that these are further explained in supporting documents.
• Explanation of range of reading text types and text complexity (current standard #10)

The Standards

• Use language that is more inclusive of all learners – including EL Learners and various levels.
• Reconsider the list format of the foundational skills so as not to be seen as a list.
• Maintain headings (Foundational Skills, Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas)
• Apply the broader definition of text (provided in preamble) throughout the reading standards to include digital literacy.
• Keep, expand or highlight connections to disciplinary literacy (especially in K-5 standards).
• Remove examples that suggest curriculum or specific texts.
• Remove the wording of “by the end of the year” when the standard is a span and not a single grade
• Blend or integrate inquiry and research information found in writing standards 7-9 into the reading standards and into writing standards 1-3 for Text Types and Purposes.

Strand B – Writing:

Preamble should expand:

• Text types
• Composing
• Forms of writing (print, cursive, keyboarding, font etc.)
• Range of writing: writing standard 10 should part of the preamble introduction to the writing section.

The Standards

• Reframe the content of the first three standards, Text Types & Purposes, from exclusive types - expository, argumentative and narrative.  
  • Focus on audience, purpose, genre, and mode rather than the prescriptive types of writing in standards 1-3.
  • Include blended writing.
• Keep a process that includes collaboration, reflection, revision, editing,
• Change “Production and Distribution of Writing” to “Process & Production of Writing”
• Include K-2 in the Process & Production of Writing
• Keep, expand or highlight connections to disciplinary literacy (especially in K-5 standards).
• Consider implications of current, 21^st century technology including digital composition.
• Blend or integrate inquiry and research information found in writing standards 7-9 into the reading standards and into writing standards 1-3 for Text Types and Purposes.

Strand C – Speaking and Listening:

Preamble should include:

• Speaking and listening may include digital modes and media considerations
• Terms that reflect modern terminology and technology
• Specifics of discourse, audience and purpose.

The Standards

• Reconsider use of the word formal.
• Consider combining standards 4 and 5.

Strand D – Language:

Preamble should include:

• Importance of integrated instruction of language standards into reading, writing, speaking & listening.
• An expectation that the language standards will be taught and assessed as an embedded component of the other strands except where direct instruction is necessary.
• Explanation that language development is approached through integration into other strands rather than a discreet list of skills as an integration topic as opposed to a list of skills.
• Balance between integration and the skills we really want taught.

The Standards

• Review the use of “standard English” as a phrase (consider language appropriate and responsive to task, purpose and audience at hand).
• Reconsider the use of the word “command.”
• Integrate or reflect language with the reading and writing standards.
• Reorganize standards 1-3 into three categories as they apply to reading, as they apply to writing, and as they apply to speaking and listening.
• Add K-1 standards to Knowledge of Lang
• Consider consolidating 4-6 into one standard, aligning to or imbedded within reading, writing, speaking & listening or have vocabulary stand alone in the other content strands .

Steering Committee Work Session Summary

February 28, 2019

• The committee began developing an understanding of the Strength, Weakness, Opportunities, and Threats (SWOT) protocol by working through the introduction to ELA standards.
• The committee reviewed reading standards 1, 2, and 3
• Concerns were voiced about the purpose and structure of the Literacy in History/Social Studies, Science and Technical Subjects standards. After vigorous discussion, the committee agreed to table the discussion, review the updated science and social studies standards for homework, and come to the next session prepared to make a recommendation about how to address the content literacy standards.

March 19, 2019

• Complete the SWOT for all reading standards
• A proposal was made for addressing the literacy standards
• Review the foundational skills standards and determine their role in the revision process
• The speaking and listening standards were completed in the SWOT process

May 24, 2019

• The entire team convened
• The committee completed the SWOT process for the reading foundational skills standards and the writing standards.

May 29, 2019

• Complete SWOT for Language Standards
• Consider the Guiding Principles and determine how to address these in ELA
• Review public comment submitted
• Respond to instructions from Ed Committee regarding cursive writing
• 2014 Validation report
• Final recommendation for handling or addressing disciplinary literacy
• Craft guidance

Steering Committee Members

Andrea Stairs-Davenport, PhD is associate professor and chair of the Literacy, Language, and Culture department at the University of Southern Maine. Dr. Stairs-Davenport teaches graduate courses in literacy development, English as a second language, and research methods and serves as Site Director of the Southern Maine Writing Project. A former middle and high school English language arts teacher and literacy coach, she earned her BA in English and secondary teacher certification from Colby College and her master’s and doctoral degrees from Boston College.

Beth Carlson is an English teacher and Department Chair at Kennebunk High School (RSU21).   Currently, Ms. Carlson teaches 11th and 12th grade, including college preparatory, Advanced Placement, International Baccalaureate, and SMCC 100 Dual Enrollment courses.  Prior to this, she taught English and history to at-risk students in Maine and to middle school students in Maine and Massachusetts.  Ms. Carlson is Past President and Board member in the Maine Council for English Language Arts.  She earned her BFA in Creative Writing with minors in Elementary Education and Psychology from Roger Williams University and an M.Ed. in Adolescent Education from Lesley College.

Cristina Perez Zamora teaches ESL at MSAD #37 (Harrington). She graduated from the University of Maine at Orono on May 2017 where she majored in Elementary Education with a concentration in ESL (English as a Second Language). Ms. Zamora works with students from  Pre-K to grade 12. “I am honored to be part of the ELA Steering Committee. I hope that together we can provide a better education for the students.”

Dawn Moore is in her ninth year as principal of the Leroy H. Smith School in Winterport, Me. (RSU #22) where she is also the district Pre-K Coordinator. With 27 years of prior education work, Ms. Moore has served as a teaching principal, interim principal and lower elementary classroom teacher. She holds a B.S. in Elementary Education from the University of Southern Maine as well as an M.S. in General Education and a C.A.S. in Educational Leadership from the University of New England. Ms. Moore received the honor of being named Maine's NAESP 2018 Principal of the Year.

Heather Manchester is  the Curriculum Director for MSAD#17, serving the eight towns of the the Oxford Hills since 2014.  Prior to this, she started her career in London, England, as an English teacher in a large comprehensive school. Upon returning to Maine, she eventually landed at Poland Regional High school for fifteen years, where she taught English and served as the school’s instructional coach.  Heather earned her BA at Wheaton College in Norton, Massachusetts, her Post Graduate Certificate of Education at the University of London Institute of Education, and her Master’s Degree from Lesley University.  Ms. Manchester currently serves on the Board of Directors for the Maine Curriculum Leaders Association. 

James Isgro is a retired technology specialist with a telecommunication national engineering staff. He has also had careers in Law Enforcement and Data Project Management. He is a part time consultant and remains active in education and technology. Jim is a veteran of the US Navy, US Army Reserve and SC State Guard. He currently serves as Chair on the Board of Directors for Maine Regional School Unit 18.

Lane W. Clarke Ed. D. is an Associate Professor of Education at University of New England. She teaches classes at the undergraduate level to pre-service teachers in literacy and global education. She earned a B.A. Psychology at Dickinson College, an M.S.Ed. at Rowan University, and an Ed.D. in Literacy from University of Cincinnati. Prior to joining University of New England, Dr. Clarke taught literacy courses at Northern Kentucky University, was a reading specialist in Cincinnati, Ohio and a fourth grade teacher in Rochester, New York and Williamston, South Carolina. She has published three books and has articles published in journals such as The Reading Teacher, Journal of Adolescent and Adult Literacy, Journal of Literacy Research, English Journal, and Language Arts among others.

Lisa Sockabasin is a public health and health systems consultant for Public Health Research Institute (PHRI), the Penobscot Indian Nation, and the Maine Tribal Public Health District. She has health policy and planning expertise and experience in tribal, state, and federal governments, non-profits, and the philanthropic sector. Lisa Lisa previously worked in the philanthropic sector and served as the Director of the Office of Health Equity, Maine Department of Health and Human Services for 10 years from 2005-2016. She is a graduate of the University of Maine with a B.S. in Nursing and a B.S. in Biology and the University of Southern Maine with a M.S. in Health Policy and Management and a graduate certificate in non-profit management and strategic planning. Lisa is a Passamaquoddy tribal member, one of four federally recognized Indian Tribes in Maine.

Peter Lancia, Ph.D. serves as Superintendent of Schools in Westbrook, Maine. He has taught in the Westbrook School Department since 1990 serving as a second grade teacher, literacy specialist, elementary school principal, Director of Teaching and Learning, and Assistant Superintendent. He also teaches graduate courses in Literacy Education at the University of Southern Maine, coordinates the Southern Maine Literacy Leaders Network, and is past-President of Maine ASCD. He earned his BA at Bowdoin College, his M.S.Ed. in Literacy Education at USM, and his Ph.D. in Adult Learning and Development at Lesley University. Dr. Lancia was honored as 2002 Maine Teacher of the Year and 2016 Maine Curriculum Leader of the Year.

Ryan Dippre is in his fourth year at the University of Maine. He is a graduate of Wilkes University (B.A., M.S.) and the University of California, Santa Barbara (M.A., Ph.D.). His scholarship focuses on writing development; particularly, he is interested in how and why (1) writing development is shaped by participants, both philosophically and technologically; and (2) writers develop both on a moment-to-moment basis and over time. While his recent work has focused on writing development across the K-16 continuum, he is interested in how writers develop across the lifespan.