Post on 15-Mar-2016
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MSU English Education Program
Caitlin Lacey,Undergraduate Research Fellow
Christine Burton,Undergraduate Service Fellow
Kathryn Mincey,Associate Professor of English
Secondary English Language Arts
Curriculum Alignment Survey
College&
Career Readiness
Curriculum
Alignment
Preparati
on
Background
• An update of previous researcho 2007 Statewide Survey: English/Language Arts 8-16 Curriculum Alignment
Surveyo 2012 Statewide Survey: How Kentucky High School English Teachers Teach
Reading and Grammar: Implications for 9-16 Curriculum Alignment and Professional Development
• Goalso To explore content and strategies high school English teachers use for
teaching grammar, reading literature, and reading for information. o To allow teachers to compare their own curriculum maps and approaches
to those of other schools across the stateo To allow teacher education faculty to review curriculum alignment issues
Methodology• Updated questions to reflect CCRS/KCAS• Designed and posted the survey
o Special thanks to Clarissa Purnell, MSU Office of Institutional Research and Assessment
o http://snapsurvey.moreheadstate.edu/snapwebhost/surveylogin.asp?k=132576976958
o http://engedmsu.blogspot.com/
• Sent e-mail invitations to o all high school principals in Kentucky to forward to English teacherso participants in 2011 English Teacher Connection conference at MSUo high school English teachers in MSU’s service region in connection with the
English Education Program• Still collecting responses…• Today’s preliminary snapshot compiles the responses of the first seventy eight participants.
Invitation to Participate
MSU English Ed Blog
Reading:
What We TeachHow We Teach It
37-43. Favored Texts:Most Frequently Taught
Fiction, Epics, Plays, Poetry, and Nonfiction
The following lists were created by combiningo commonly anthologized texts o college-bound reading lists o and sample texts from Appendix B
of the Common Core State Standards.
They are organized from the most to least frequently taught by survey respondents.
Most Frequently Taught Fiction and Epic Texts
Fiction and Epics 9th
grade 10th
grade 11th
grade 12th
grade
Total
Poe, Edgar Allen. Story 33 23 29 5 90
Lee, Harper. To Kill a Mockingbird 39 31 8 1 79
Fitzagerald, F. Scott. The Great Gatsby 3 8 59 7 77
Chaucer, Geoffrey. The Canterbury Tales 0 1 2 68 71
Hawthorne, Nathaniel. The Scarlet Letter 4 2 56 3 65
Homer. The Odyssey 57 4 1 3 65
Bradbury, Ray. Fahrenheit 451 17 25 8 10 60
Golding, William. Lord of the Flies 24 19 4 11 58
Austen, Jane. Pride and Prejudice 1 3 9 39 52
Dickens, Charles. Novel 20 10 5 17 52 Hurston, Zora Neale. Their Eyes Were Watching God 3 10 22 13 48
Bronte, Charlotte. Jane Eyre 7 5 5 29 46
Cisneros, Sandra. The House on Mango Street 18 18 2 5 43
Hansberry, Lorraine. A Raisin in the Sun 7 9 19 7 42
Achebe, Chinua. Things Fall Apart 4 19 5 13 41
Salinger, J.D. The Catcher in the Rye 4 8 20 9 41
Twain, Mark. Novel 9 6 22 4 41
Conrad, Joseph. Heart of Darkness 0 4 3 31 38
Orwell, George. Novel 11 11 3 11 36
Ellison, Ralph. Invisible Man 0 5 18 13 36 Walker, Alice. Novel or story 9 17 5 3 34
Homer. The Iliad 19 1 6 5 31
Less Frequently Taught Fiction and Epic Texts
Fiction and Epics 9th grade
10th grade
11th grade
12th grade
Total
Faulkner, William. As I Lay Dying 0 2 18 9 29 Steinbeck, John. The Grapes of Wrath 2 5 13 8 28 Henry, O. Story 17 5 3 2 27 Tan, Amy. The Joy Luck Club 6 14 5 2 27 Milton, John. Paradise Lost 0 1 0 25 26
Kakfa, Franz. The Metamorphosis 1 6 2 15 24 Wharton, Edith. Ethan Frome 3 7 6 7 23 Zusak, Marcus. The Book Thief 3 5 3 9 20
Hemingway, Ernest. A Farewell to Arms 3 4 12 6 25 Dostoevsky, Fyodor. Crime and Punishment 0 2 4 17 23
Morrison, Toni. The Bluest Eye 3 5 8 6 22 de Cervantes, Miguel. Don Quixote 1 4 3 11 19 Buck, Pearl S. The Good Earth 5 6 2 3 16 Alvarez, Julia. In the Time of Butterflies 1 5 2 5 13
Shaara, Michael. The Killer Angels 3 3 7 0 13 Olsen, Tillie. Story 2 3 4 3 12 Melville, Herman. Novel 2 0 6 3 11 Voltaire, F.A.M. Candide 0 3 1 7 11 Vergil. Aeneid 4 1 2 3 10 Jewett, Sarah Orne. Story 1 3 4 2 10 Turgenev, Ivan. Fathers and Sons 1 3 1 1 6 Ovid. Metamorphoses 1 0 0 5 6 Chekhov, Anton. Play 0 3 0 4 7 Bellow, Saul. The Adventures of Augie March 1 1 0 1 2
Garcia, Cristina. Dreaming in Cuban 0 1 1 0 2
Frequency of Dramatic Texts
Playwrights, Titles 9th grade
10th grade
11th grade
12th grade Total
Shakespeare, William. Play 49 48 15 32 144
Hansberry, Lorraine. A Raisin in the Sun 6 11 20 5 42
Miller, Arthur. Death of a Salesman 1 5 18 16 40
Sophocles. Oedipus Rex 5 14 2 8 29
Williams, Tennessee. The Glass Menagerie 2 4 12 8 26
Ibsen, Henrik. A Doll's House 2 5 4 14 25
Wilder, Thornton. Our Town: A Play in Three Acts 2 6 11 5 24
Wilde, Oscar. The Importance of Being Earnest 0 0 5 15 20
Moliere, Jean-Baptiste Poquelin. Tartuffe 0 1 1 6 8
Soyinka, Wole. Death and the King's Horseman: A Play 0 0 4 0 5
Ionesco, Eugene. Rhinoceros 1 1 0 1 3
Frequency of Poets
Poets 9th grade
10th grade
11th grade
12th grade Total
Shakespeare, William 68 66 27 71 232 Poe, Edgar Allen 51 45 50 12 158 Dickinson, Emily 27 32 50 16 125 Frost, Robert 36 29 44 11 120 Whitman, Walt 12 11 54 11 88 Eliot, T. S. 6 11 30 26 73 Keats, John 6 7 7 35 55 Shelley, Percy Bysshe 4 7 3 40 54 Donne, John 3 3 4 38 48 Wheatley, Phyllis 6 5 24 3 38 Collins, Billy 7 8 9 11 35 Pound, Ezra 4 6 16 11 37 Cullen, Countee 5 6 21 1 33 Neruda, Pablo 7 16 5 4 32 Auden, W.H. 3 5 5 13 26 Houseman, A. E. 4 5 2 11 22 Bishop, Elizabeth 4 7 6 4 21 Dove, Rita 2 6 9 0 17 Johnson, James Weldon 1 5 8 1 15 Li Po 1 4 1 8 14 Ortiz Cofer, Judith 0 5 3 0 8 Baca, Jimmy Santiago 3 4 1 0 8 Tagore, Rabindranath 0 2 0 1 3
Frequency of Nonfiction Texts
Author 9th grade
10th grade
11th grade
12th grade Total
King, Jr., Martin Luther. Speech or Letter 26 32 46 5 109
Jefferson, Thomas. The Declaration of Independence 5 2 47 2 56
Thoreau, Henry David. Essay 3 1 46 3 53
Henry, Patrick. "Speech to the Second Virginia Convention" 2 4 45 0 51
Lincoln, Abraham. Address 2 6 41 0 49
Emerson, Ralph Waldo. Essay 3 1 40 4 48
Paine, Thomas. Common Sense 0 2 40 4 46
Angelou, Maya. I Know Why the Caged Bird Sings 14 19 8 3 44
United States. The Bill of Rights 3 4 29 1 37
Wiesel, Elie. 'Hope, Despair and Memory" 6 11 8 2 27
Wright, Richard. Black Boy 5 7 12 2 26
Washington, George. "Farewell Address" 3 1 18 0 22
Roosevelt, Franklin Delano. "State of the Union Address" 0 8 12 1 21
Tan, Amy. "Mother Tongue" 3 8 9 0 20
Hand, Learned. "I Am an American Day Address" 1 2 13 0 16
Hofstadter, Richard. "Abraham Lincoln and the Self-Made Myth" 2 0 14 0 16
Smith, Margaret Chase. "Remarks to the Senate in Support of a Declaration of Conscience" 1 1 6 0 8
Chesterton, G. K. "The Fallacy of Success" 1 0 3 3 7
Anaya, Rudolfo. "Take the Tortillas Out of Your Poetry" 0 4 1 0 5
Teacher's Own Sequencing
Text Book Sequencing
Thematic
Genre
National/Historic
Conceptual Design
0 20 40 60 80 100120140160180200
37
22
47
58
25
25
44
27
59
58
37
31
36
33
36
33
58
22
31
31
43
36
52
26
1-12. Organizational Approaches to Literature
9th10th11th12th
Mostly Young Adult Fiction
Balanced
Occasional Young Adult Fiction
Only Anthologized/Canonical
0 20 40 60 80 100 120 140 160 180
12
32
48
16
11
37
49
23
8
32
33
25
9
31
31
33
13-20. Categories of Literature by Grade Level
9th10th11th12th
Only Conventional
Occasional Non-Conventional
Balanced
Mostly Non-Conventional Literature
0 20 40 60 80 100 120 140 160
24
37
17
4
25
42
24
6
23
36
18
7
30
36
19
7
21-29 Teaching Conventional Literature in the Classroom
9th10th11th12th
No Multicultural Texts
Occasional Multicultural Texts
Balanced
Favored Multicultural Texts
0 20 40 60 80 100 120 140 160 180
6
38
25
10
6
44
26
20
4
41
25
7
7
38
25
10
29-36. Teaching Multi-Cultural Text in the Classroom
9th10th11th12th
53. Reading Literature vs. Reading for InformationRelative Percentages
Reading Literature Reading for Information
Range
Mean Mode Range Mean Mode
9th Grade 30-90 67 50 10-70 33 50
10th Grade 10-100 58 50 10-90 42 40, 50
11th Grade 10-100 56 50 10-90 44 50
12th Grade 30-100 66 60 5-100 34 40
9th Grade
10th Grade
11th Grade
12th Grade
Recommended Goal
0% 20% 40% 60% 80% 100% 120%
67%
58%
56%
66%
30%
33%
42%
44%
34%
70%
53. Reality vs. Recommendation
Reading LiteratureReading Information
Prefer RFI O
ver O
ther Stra
nds
Comfortable Pre
paring Students
for Exte
rnal Asse
ssments
Prepared to Teach
RfI
Use Tech
nology w
ith RfI
0102030405060708090
100
55-58. Dispositions Towards Teaching Reading for Information
PositiveNegative
Grammar and Usage:
What We TeachHow We Teach It
Higher Medium Lower 0
5
10
15
20
25
30
35
40
45
50
66. Emphasis in Grammar and Usage Instruction
Error Correction and Pre-vention in Student WritingPunctuation and SpellingSentence Combining and Expansion in Student Writ -ing Recognizing and Identifying Parts of SpeechUnderstanding the Struc-tures and Customs of Language Verb Forms and Agreement
9th Grade 10th Grade 11th Grade 12th Grade 0
5
10
15
20
25
30
35
40
45
50
34
24
17
10
33
45
34
24
2933
43 42
3 3 37
64. Approaches to Teaching Grammar and Usage
Systematic Units Daily Mini-lessons Point of Need in WritingLittle or No Grammar and Usage Instruction
Systematic Units
Daily Mini-lessons
Point of Need in Writing
Little Or No Instruction
0 20 40 60 80 100 120 140 160
34
33
29
3
24
45
33
3
17
34
43
3
10
24
42
7
64. Approaches to Teaching Grammar and Usage
9th Grade10th Grade11th Grade12th Grade
0
10
20
30
40
50
60
35
4
4350
11
43
2 8 42
42
12
29
2
67. Impact of Grammar and Usage Instruction on Student Writing
Strongly Agree Agree Neutral Disagree Strongly Disagree
0
5
10
15
20
25
30
35
40
34
3
30
9
19 22
8
33
1
23
68. Impact of Common Core Academic Standards on Grammar & Usage Instruction
Strongly AgreeAgree NeutralDisagreeStrongly Disagree
0
10
20
30
142126 31
227
20 22
3 7
70. Grammar/Usage Skill & Drill vs. New Approaches
Strongly AgreeAgreeNeutralDisagreeStrongly Disagree
38%
62%
69. Same in "Black and White"Grammar and usage instruction should return to traditional skills practice.Grammar and usage instruction should not return to traditional skills practice but should become more systematic and thorough.
23 Favor teaching grammar and usage over teaching other strands of language arts69 Prefer to teach strands of language arts other than grammar and usage
37 Feel well-prepared by teacher education programs with content knowledge for teaching grammar and usage55 Do not feel well-prepared by teacher education programs with content knowledge for teaching grammar and usage 65 Comfortable with preparing students for external grammar and usage assessments28 Uncomfortable with preparing students for external grammar and usage assessments 46 Employ technology, media, and creative strategies in teaching grammar and usage47 Tend toward traditional, less engaging strategies in teaching grammar and usage
Use of Technology and Innovation
Student Preparation for External Assignments
Preparation for G&U Instruction
Preference for Teaching G & U
0 10 20 30 40 50 60 70 80 90 100
46
65
37
23
47
28
55
69
71-74. Dispositions about Teaching Grammar and Usage
PositiveNegative
Teachers’ Perspectives:
Preparation and Professional Development
Deconstructing Standards
Generating learning Targets
Formative Assessment
Interdisciplinary Integration
Classroom Management
Reading Literature
Reading for Information
Writing
Language
Speaking and Listening
0 10 20 30 40 50 60 70 80 90 100
19
16
16
17
27
11
25
27
27
19
29
31
27
35
32
12
47
39
42
40
25
33
41
33
29
60
19
26
22
27
18
11
7
8
5
7
1
0
1
3
75. Emphasis in Teacher Education Programs
Much More Emphasis
More Emphasis
About Right
Less Emphasis
Deconstructing Standards
Generating Learning Targets
Formative Assessment
interdisciplinary Integration
Program Reviews
Curriculum Mapping
Text Complexity
Assessing Mastery Learning
Reading Literature
Reading for information
Writing
Language
Speaking and Listening
0 10 20 30 40 50 60 70 80 90 100
13
14
14
16
17
19
24
29
12
21
25
29
23
32
31
35
32
36
32
41
34
16
42
36
36
39
25
31
31
32
26
32
22
21
56
29
28
22
25
21
14
11
10
10
8
3
7
7
0
1
3
3
77. Emphasis in Professional Development Opportunities
Much More EmphasisMore EmphasisAbout RightLess Emphasis
Invitation to Participate