English/LangArts Curriculum Survey

Alaska Department of Education & Early Development

APPENDIX: The English/LangArts Curriculum Survey

The following survey results are a composite of information provided by 22 of Alaska's 54 school districts. More detailed information may be obtained by sending a written request to:

English/Language Arts Framework Project,
Alaska Department of Education & Early Development,
801 W. 10th Street, Suite 200,
Juneau, AK, 99801-1894

ENGLISH/LANGUAGE ARTS CURRICULUM SURVEY

Twenty-two Alaskan school districts responded to this survey in September, 1995.

CURRICULUM

In what year was your English/language arts curriculum last revised?

Grades K-8	Grades 9-12
Year 1985 2 districts	Year 1985 2 districts
Year 1989 4 districts	Year 1989 3 districts
Year 1990 1 district	Year 1991 3 districts
Year 1991 2 districts	Year 1992 6 districts
Year 1992 4 districts	Year 1993 1 district
Year 1993 1 districts	Year 1994 2 districts
Year 1994 2 districts	Year 1995 4 districts
Year 1995 3 districts	Year 1996 1 district

Who is involved in your curriculum review team?

22 of 22 districts include teachers with 11 districts counting a total of 104.
21 of 22 districts include administrators with 10 districts counting a total of 25.
15 of 22 districts include parents with 8 districts counting a total of 25.
5 of 22 districts include students with 1 district counting a total of 1.
11 of 22 districts include community members with 3 districts counting a total of 14.
3 of 22 districts include instructional assistants with 3 districts counting a total of 5.
17 of 22 districts include resource teachers (special ed, bilingual, etc.) with 9 districts counting a total of 20.

What is the philosophy statement of your English/language arts curriculum?

11 of 22 districts provided the information ranging from philosophy statements and program goals to complete curriculum guides. For sample statements, please send a written request to English/Language Arts Framework Project, AK DOE, 801 W. 10th Street, Suite 200, Juneau, AK 99801-1894.

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CONTENT

The tables below show the degree to which the number of the 22 school districts' current English/language arts curriculum addresses the state student standards for English/Language Arts and the percentage of graduating seniors the district estimated would meet or exceed these standards.

How well are the standards addressed in curriculum?					Graduating students meeting or exceeding the standards

very well			not very well		all	76- 99%	51- 75%	26- 50%	1- 25%	none
10	6		2	A. All Alaska students will speak and write well for a variety of purposes and audiences.		11	3	1		1
12	7	2	2	B. All Alaska students will be competent and thoughtful readers, listeners, and viewers of literature, technical materials, and a variety of other information.		8	8	2	3	1
9	5	6	2	C. All Alaska students will identify and select from multiple strategies in order to complete projects independently and cooperatively.	1	8	4	7	2	1
11	5	2	4	D. All Alaska students will think logically and reflectively in order to present and explain positions, based on relevant and reliable information.		5	7	4	5	1
8	9	2	2	E. All Alaska students will understand and respect other people's perspectives in order to communicate effectively.		10	6	1	4	1

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INSTRUCTION/ASSESSMENT (1) Items below addressed in district curriculum guides or other documents (2) Degree to which the districts have implemented each of these items (3) In the grid to the right, which language is used to implement each item
1. Language experience in individual grades/schools 5 across all grades/schools 5		8
2. Elements of effective speaking (ideas, organization, vocabulary, sentence fluency, style, volume, intonation, clarity) in individual grades/schools 2 across all grades/schools 7		8
3. Writing process instruction in individual grades/schools 1 across all grades/schools 10		9
4. Elements of effective writing (ideas, organization, word choice, sentence structure, voice, and conventions of grammar, punctuation, capitalization, spelling) in individual grades/schools 3 across all grades/schools 9		8
5. Vocabulary development instruction in individual grades/schools 2 across all grades/schools 7		8
6. Reading process instruction limited use by individual teachers 1 in individual grades/schools 4 across all grades/schools 6		8
7. Reading strategies instruction limited use by individual teachers 1 in individual grades 2 across all grades/schools 6		8
8. Reading cueing systems instruction limited use by individual 3 in individual grades/schools 4 across all grades/schools 2		6
9. Responses to literature limited use by individual teachers 2 in individual grades/schools 1 across all grades/schools 6		8
10. Using literature of diverse historical and contemporary cultures by individual teachers 3 in individual grades/schools 1 across all grades/ 5		8
11. Reading technical materials no use 2 limited use by individual teachers 3 in individual grades/schools 3 across all grades/schools 2		8
12. Listening skills/strategies instruction in individual grades/schools 4 across all grades/schools 5		8
13. Viewing skills/strategies instruction (all but 1 of 22 school districts) limited use by individual teachers 2 In individual grades/schools 3 across all grades/schools 4		7

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INSTRUCTION/ASSESSMENT (1) Items below addressed in district curriculum guides or other documents (2) Degree to which the districts have implemented each of these items (3) In the grid to the right, which language is used to implement each item
14. Using projects in the classroom limited use by individual teachers 1 in individual grades/schools 3 across all grades/schools 5		8
15. Cooperative/collaborative learning limited use by individual teachers 1 in individual grades/schools 4 across all grades/schools 4		9
16. Research skills instruction limited use by individual teachers 1 in individual grades/schools 3 across all grades/schools 4		8
17. Recognition of effects of points of view, biases, stylistic differences among cultures limited use by individual teachers 4 in individual grades/schools 2 across all grades/schools 2		9
18. Thinking skills instruction limited use by individual teachers 2 in individual grades/ 4 across all grades/schools 2		8
19. Instruction in stating and defending a position limited use by individual teachers 2 in individual grades/schools 3 across all grades/schools 4		9
20. Use of electronic technology by teachers and students: word processing limited use by individual teachers 1 in individual grades/schools 3 across all grades/schools 5		8
21. Use of electronic technology by teachers and students: data management limited use by individual teachers 4 in individual grades/schools 1 across all grades/schools 2		9
22. Integrative language arts approach limited use by individual teachers 2 in individual grades/schools 4 across all grades/schools 3		7
23. Use of interdisciplinary/thematic units no use 1 limited use by individual teachers 1 in individual grades/schools 5 across all grades/schools 2		7
24. Performance Assessments: direct writing assessment no use 1 limited use by individual teachers 3 in individual grades/schools 2 across all grades/schools 3		6
25. Performance Assessments: portfolios limited use by individual 6 in individual grades/ 2 across all grades/schools 1		7
26. Performance Assessments: R.O.P.E.s/Senior Projects no use 5 limited use by individual teachers 3 in individual grades/schools 1 across all grades/schools 1		4
27. Teacher research projects (all but l of 22 school districts) no use 1 limited use by individual teachers 9 in individual grades/schools across all grades/schools		6

PROFESSIONAL DEVELOPMENT

On a scale of 1 to 5, with 5 indicating greatest need, please indicate your district's professional development needs in English/language arts for each of the following areas:

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	1	2	3	4	5
Developing content expertise: writing process	3	4	1	1
Developing content expertise: reading process	2	3	2	1	3
Developing content expertise: orally	1	2	5	2	2
Developing content expertise: literature	1	5	1	2	3
Developing instructional skills		3	3	6
Developing assessment skills		2	1	2	7
Developing instructional materials	3		5	2	2
Developing assessment materials	1		3		8
Developing fluency with technology	1	1	2	4	4
Developing skills for working with Limited English Proficient (LEP) students	1	2	3	1	4
Developing a climate for school change	1	2	3	2	3

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Please describe any innovative scheduling that your district has tried to increase time for professional development, i.e., a week of four long student contact days and one short day dedicated to professional development.

Curriculum development early release one day per month
Building level inservice with teachers teaching teachers
Rotating schedule of longer class periods in high school.
Longer preps on some days
Teacher release days for special planning, work days relevant to program development
Peer observation - release day to observe in colleague's classroom
One hour early dismissal on Wednesdays to allow for grade level meetings
Paid after-school curricular discussion groups
Use of Title 1, Goals 2000, Migrant Ed, and Title 6 funds to help sustain professionals
District wide language arts specialists to help/model/support teachers during classroom hours
Aides scheduled to maximize help during reading, i.e., all aides are scheduled to be in class during reading rather than one aide all day.
Students go to library in shifts so teacher has smaller numbers.

Please describe parent/community involvement activities in English/language arts, i.e., family literacy nights, community reading buddies.

PTA volunteers to read with kids in elementary school
Sleepover/readover for 1st grade
Home reading programs, Family Reading Night, and parents involved with reading at home to kids
Annual Family "Reading Fair"
Art teacher grants for special education collaboration
Junior high has a publishing party during American Library Week.
Students present/read their writing at School Board and CSC meetings during the year.
Literacy Council tutors
Oral history project with community elders and Grandparent (Sr. Citizen) Program
Incentives for more recreational reading through Valdez Reading Association and Battle of the Books
Unalaska City School celebrations of learning displaying student work: Project Fairs, Young author Nights, Math Night, grade 8 Autobiography of Myself as a Reader, Writer, Mathematician
Books for Breakfast, featuring primary students and families.
Writing assessment training for parents/community members.
Might of 1,000 stars, community literacy event of public libraries
Books on Boats - family backpacks for summer reading and writing.
Board goal to improve literacy
Literacy hints and suggestions in weekly newsletters

Please describe two burning issues related to English/language arts in your district.

Reluctant readers
Writing across curriculum
Coordinated language arts through grades
Overall, the community wants their children to receive a high school diploma.
Reading strategies: Our district is working toward a stated goal, "Ensure all students can read at grade level by third grade."
Language arts curriculum revision
Departmentalized classes in the intermediate grades
Thematic unit integration in K-6 curriculum
Developing students academic English so they can access text books
Teacher isolation, collaboration, assessment
Integrated language arts assessment process/products (connecting with social studies/science)
Budget cutbacks resulting in 1/2 time rather than full-time librarians in elementary schools
Balancing literature-based approach to language arts to mechanics/grammar, etc.
Relationship of writing to critical thinking and problem-solving
Improving literacy and evaluation of whole language techniques
Censorship

INSTRUCTIONAL MATERIALS

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integrative language arts
Primary	intermediate	middle / jr. . high	high school
Basal T.D.M. Houghton Mifflin Literature experience Children's non-fiction Write Reading Series Success in Reading and Writing, Silver Burdett, and Ginn Wright Group Thematic approach across curriculum My Weekly Reader	Daily oral language Fast as the Wind Houghton Mifflin Literature experience Write Reading Series Success in Reading and Writing, Silver Burdett, and Ginn Trade books Social studies integration Thematic approach Weekly Reader	Language Arts Today Beyond The Reef, Houghton Mifflin The Literature experience Wright Group Doorway, Macmillan HBJ Language Spelling and Vocabulary, Houghton Mifflin Trade books, text, and, workbook McDougal Littel Literature and Language series, assorted literature collections,.novels and plays Social studies integration Thematic units Thematic approach	Readers Digest Project Write Prentice Hall Literature skills Writing workshop Survival Kit Muschle Newsweek articles (reading, speaking, spelling, vocabulary) Trade books Prentice Hall literature research/social studies integration Themes in literature
reading/literature
Primary	intermediate	middle / jr. . high	high school
Trade books Beginning to Read and Write, Houghton Mifflin Wright group Heath, Literacy Through Literature Wright Reading Series Grubver's Wright group Literature selections Dehodifukan, Center for Innovation in Education	Trade books Fast as the Wind Houghton Mifflin Literature experience DEAR ( drop everything and read) Read aloud Student chosen books Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn Wright group Trade books Literature selections Literature series, HBS	Read Magazine Beyond The Reef, Houghton Mifflin The Literature Experience Merlyn's Pen McDougal Littell Literature and Language series, assorted literature collections, novels, and plays Basals Select Novels Choice reading Trade books Literature Prentice Hall Literature Series	Trade books Ginn Literature series Preparation for the SAT, Grubver's Analytical Reading and Reasoning McDougal Littel Trade books Short story collections Prentice Hall Literature Series
writing
Journals TDM Houghton Mifflin Distar spell Wright Group Success In Kdg Reading and Writing D'Nealian Handwriting Storybook Weaver (software) Write Reading Series Success in Reading and Writing, Silver Burdett, and Ginn McDougal, Littell Daily Oral Language	Journal Units TDM Lift Project Write Fast as the Wind, Houghton Mifflin Literature Experience Personal Journals Literature logs Response Journals Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn Wright Group Wright Source Daily Oral Language	Project Write TDM Alaska Statewide Writing Assessment Beyond The Reef, Houghton Mifflin The Literature Experience Write Source 2000 McDougal Littel Literature and Language series, assorted literature collections, novels and plays Journals Response writing to stories, movies, etc. I Search-narratives, essays, letters Oral book report Response/disc. Oral I Search Selected tapes and stories Wright Group Warriner's	Writers, Inc. Writing by Doing, Warriner McDouglal Littell Wright Group
Reading Journals TDM Wright Group Success Dramatic Play Heath Reading and Children's Fiction Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn	TDM Source 2000 Fast as the Wind, Houghton Mifflin The Literature Experience Reading conferences (student/teacher) Oral Reports and projects Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn	TDM Speech Experience Beyond The Reef, Houghton Mifflin The Literature Experience Write Source 2000 Speaking by Doing Teacher made materials	TDM How In the World? Reader's Digest science articles for reading aloud Public Speaking Today McDouglal Littell Speaking Effectively, Holt, Rinehart, Winton
listening
Children's literature books with tapes Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn	Write Source 2000 Trade books Fast as the Wind, Houghton Mifflin The Literature Experience Discussion groups Teacher read aloud Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn	Read Magazine TDM Beyond The Reef, Houghton Mifflin The Literature Experience Write Source 2000 Speaking by Doing Teacher made materials	TDM Spoken Arts, Inc. Tapes, (great works of literature on tape) Public Speaking Today McDouglal Littell
viewing
Wright Group Public Television Literature based videos Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn	Hyperstudio cable in the classroom TDM Fast as the Wind, Houghton Mifflin The Literature Experience Compare, contrast literature/movies Wright Reading Series Success in Reading and Writing, Silver Burdett, and Ginn	Thematic units TDM Beyond The Reef, Houghton Mifflin The Literature Experience Teacher made materials Selected movies and filmstrips relating to themes of reading	TDM McDouglal Littell

ASSESSMENT STRATEGIES

	primary	intermediate	middle / jr.high	high school
performances and exhibitions	Plays and puppet plays Writing samples Check sheet of skills Portfolio Writing Sample, Gr. 2	Writing Speeches Performances Plays Individual journals Student interviews Report card Portfolio Alaska Statewide Writing Assessment, grade 5 Analytic writing assessment Writing sample, gr. 4	Presentations Projects Writing Speeches Performances HBJ Language Assessment Macmillan reading and writing evaluation Plays NCTE Promising Young Writers Weekly vocabulary and spelling Quarterly Report Comprehension Writing Assessment Writing sample, gr.7 Radio show to spotlight good work	Speech units Video production Group presentations Plays Debates Alaska Statewide Writing Assessment, grade 10 Writing Assessment Speech contest - local and district wide Radio show to spotlight good work
complex tasks over time	Portfolios	Theme projects Portfolio assessment Report cards	Projects Portfolios Theme project HBJ Language Assessment MacMillan Reading And Writing Evaluation Writing Portfolios Semester reading journals	Term papers portfolios Writing Portfolios Senior Project
criterion - referenced tests	Basal tests Success in Reading and Writing	Basal tests Project Write Mifflin Alaska Statewide Direct Writing Assessment	Textbook Teacher made Mifflin HBJ Language assessment Macmillan Reading and Writing Evaluation	Unit tests Career portfolios Alaska Statewide Direct Writing Assessment
norm-referenced tests	Gates-MacGinitie CAT ITBS	Gates-MacGinitie CAT ITBS	CAT ITBS	CAT ITBS

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Last modified on: Mon, Jun 17, 1996.