Honors Level Course Implementation Guide

[English Language Arts]

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:

I.Teacher Rationale for Curriculum Content (intentional reflection & philosophy)

II.Standards and Objectives

III.Curriculum Plan (Pacing guides, course syllabus & sequence, curriculum maps, etc.)

Curriculum Content Portfolio Section 1. 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

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

Curriculum Content Portfolio Section

2. 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

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_English.pdf

AP Central Course Descriptions http://apcentral.collegeboard.com/apc/public/repository/ap-english-course-description.pdf

English Language Arts College Board Standards for College Success TM http://www.collegeboard.com/prod_downloads/about/association/academic/english-language-arts_cbscs.pdf

AP Central http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2124.html

Curriculum Content Portfolio Section

3. Curriculum Plan Must Include:

Overview of Course Content

Scope and Sequence

Course Syllabus

Curriculum Maps

Example

Example

Instructional Materials and Methods Section

How is the honors level course taught?

Honors Level Course Portfolio Evidence must include:

1. Teacher Rationale for Instructional Materials and Methods

2. Instructional Materials and Methods (instructional resources, methods, strategies, equipment, and technology)

3. Sample Units, Lesson(s), and Assignments

4. Student Work Samples

Instructional Materials and Methods Section

1. 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

Instructional Materials and Methods Portfolio Section

2. 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).

Instructional Materials and Methods Portfolio Section

3. 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

4. Student Work Samples Must Include: Two or more work samples from the submitted instructional unit

Two or more work samples from each submitted lesson

Example

Resources

Revised Publishers’ Criteria for the CCSS in ELA and Literacy, Grades 3-12: http://www.achievethecore.org/downloads/Publishers%20Criteria%20for%20Literacy%20for%20Grades%203-12.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

Assessment

How is the Honors Level Course assessed?

Honors Level Course Portfolio Evidence must include:

1.Teacher Rationale for Assessment Practices

2.Assessment Practices (grading practices, use of rubrics and/or scoring guides, use of formative and summative assessment)

3.Assessment Samples (pre-assessment, description of formative assessment, and summative assessment)

4.Student Work Assessment Samples

Assessment Portfolio Section1. 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.

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.

Assessment Portfolio Section

2. 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.)

Assessment Portfolio Section

3. 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.

Example of Sample Rubric

Assessment Portfolio Section

4. 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)

Contact Information

Questions?

Anna Frost, ELA Consultant

Anna.frost@dpi.nc.gov

919-807-3952