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Concept English*

Concept English*. Requirements Updated 8/20/2014. Director of English. Research, advise, and develop programs to address shifts in English Language Arts Articulate a vision for Concept Schools’ literacy Curriculum writer and resource evaluator

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Concept English*

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  1. Concept English* Requirements Updated 8/20/2014

  2. Director of English • Research, advise, and develop programs to address shifts in English Language Arts • Articulate a vision for Concept Schools’ literacy • Curriculum writer and resource evaluator • Co-collaborator on curriculum adaptions, instructional delivery, standards/assessment mastery, and re-teaching suggestions • Review, recommend, and approve texts • Review and develop assessments • Guide and facilitate communication among Directors, Instructional Coordinators, Coaches and Department Chairs • Develop Disciplinary Literacy Plan and monitor RtI implementation • Design and facilitate Professional Development • Develop and implement 3 English Special Events

  3. Process for Year • Director of English Education will: • Reach out Twice Monthly to Department Chair • Expectations, Required Forms, Meeting Notes, and Resource Questions • Funnel materials approval through Department Chair • Reach out Three Times a semester to Individual Teachers • Comment on lesson plans, areas of strengths and improvements, and strategic curriculum/assessment direction Goal this year is to focus on instruction, struggling teachers, and strategic develop for improved performance. Teachers may contact me at anytime.

  4. Unit Design Options • Use Master Curriculum – adapt to fit significant concept/essential question to your text and resources • Use Textbook – adapt to include a significant concept/essential question and other Concept requirements outlined in slide 7 & 8 • Both options – teachers select novels, and other materials that fit into units focused with significant concept/essential question

  5. English Units/Lesson Requirements: • Use Understanding By Design (UBD) and select texts, activities, strategies, and assessments that engage students to master the identified standards. • It is expected that teachers: • Follow Department Chairs and collaborate with colleagues • Develop a horizontal/vertical alignment plan • Follow the identified standards scope and sequence • K-3 English develop integrated units

  6. English* Units/Lesson Requirements: • Designed using UBD - outcomes planned first • An essential question • Standards and I can statements • A balanced literacy approach - close reading, text dependent questions, and writing • Academic Vocabulary (Tier 1, 2, and 3) • Disciplinary/Content Strategies - identified strategies from “Realizing Illinois” • RtI Interventions - identified and monitored • IEPs – loaded into grade book and appear in your accommodation s section of unit plan. • *K-3 grade teachers adapt requirements based on Ms. Sajovec’s direction.

  7. English* Units/Lesson Requirements: • Assessment/Assignment Minimum Expectations • 3 structured discussion • 5 short writing assignments with rubrics that target a specific skill • 1 extended writing assignment with rubric • 2 oral presentations with rubric • 1 21st century skills • 3 non-traditional text assignments • On-going Readers and Writers Workshop • On-going progress monitoring/running records of reading • Prepare students for state tests, EOC, and PARCC or Smarter Balanced EVIDENCE OF A BALANCE BETWEEN FICTION/NON-FICTION TEXTS! Novels should be taught within the context of existing Master Curriculum, not in isolation and paired with strong non-fiction readings. * K-3 grade teachers make adjustments based on Ms. Sajovec’s direction.

  8. Evaluators Are Looking For: • An essential question linking unit • I can statements • Multiple texts on one topic • Compare and Contrast Tools • Close Reading/Text dependent questions • Precision Partnering • Cooperative Learning – interdependence • Content specific strategies /academic vocabulary • Assessment of Learning often • Author’s Purpose, Arguments, and Writing

  9. Frequently Asked Questions • Units are fluid and dynamic • Can I go out of order? – Yes, as long as you cover the standards. • Can I combine units? – Yes. • Do I have to adapt from Master Curriculum? – No, especially if your resource is older and does not have any common language. Just make sure it has all the key elements for a Concept unit. • Can I use the textbook since I am new to UBD design? – Yes, but include the essential elements of a Concept unit.

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