Running head: PRONUNCIATION CURRICULUM CONTENT CLASSES Curriculum to Assist ELLs in Content Classes Using Pronunciation Practice Cecellia Myla Van Duyn A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION IN CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah January 10, 2022 Approved ________________________________ David Byrd, Ph.D. _______________________________ Debi Sirideain, Ph.D. ________________________________ Adam T Johnston, Ph.D. PRONUNCIATION CURRICULUM CONTENT CLASSES 2 ACKNOWLEDGEMENTS After a twenty-year career in education, I find myself incredibly enriched by Weber State University’s Masters of Education with an emphasis in Curriculum and Instruction Program. It gave me the opportunity to reflect on my educational practices and incorporate them to enhance my student’s educational experience. I do not regret waiting until now to advance my education since my experience was phenomenal through WSU. Thank you to Dr. Byrd for chairing my committee, but also for being my intro to my advanced professional development in supporting ELL students. My gratitude extends to Dr. Sirideain who expanded on how to support our ELL, and Dr. Johnston whose critical eye on this project made sure to not make the ELL feel singled out by its use in class. Other support include Dr. Moulding for always being so understanding and shared so many small details that we would not understand until we got to that point in our projects and the program itself. And though not really the last person to thank but, is among one of the reasons I felt at ease many times over during the program and the logistics of this project is the responsiveness of Melinda Bowers. Thank you! Brooke Funk, you made all the difference in all of this. You made my access to Weber State Univeristy’s campus easier by allowing me to ride with you as you attended your own classes. This might not seem like much to you, but it made all the difference for me. It has also cemented a friendship that I know will be long lasting thanks to hours of car time! I can’t leave my family out, in particular my sister, Lillianne. If not for her openness to me being a part of her family, I would not be where I am in my life and career. And to my nieces and nephew for the times I told them I needed to be left alone for extended hours at a time to complete some papers and such, and they obliged. You are the MVP! PRONUNCIATION CURRICULUM CONTENT CLASSES 3 ABSTRACT The project offered here was created to provide curriculum for instructors who are interested in practicing pronunciation in content classes. This project was inspired since pronunciation practice does not tend to occur in content classes, confirmed by a high school senior (12th grade) English Language Learner and a staff member of a public school (Anonymous, 2021; Kimple, 2020-c) as well as my own experience within various campuses throughout the United States. The project provides guided practices that create the opportunity to practice pronunciation of vocabulary words in content classes through various methods. This work is the culmination of twenty years as an educator with more recent education through various classes via the Master of Education with emphasis on Curriculum and Instruction program at Weber State University. The classes included core program classes and electives such as those that help students for whom English is not their first language. Though the project was inspired by this, the practices included can be used with all students in the class. PRONUNCIATION CURRICULUM CONTENT CLASSES 4 Contents ABSTRACT…………………………………………………………………………………….....3 NATURE OF THE PROBLEM……….………..……………………………………...…………7 Literature Review…………………………………………….…………...……………….8 PURPOSE……………………………………...……………….……..……………...………….11 METHOD…………………………………………………………….………………………….13 Instruments ………………………….……………….………………………………….15 Intro………………………………………………………………………………..15 The Curriculum Guide…..………………………...……………………….………17 The Pronunciation Practice Documents…………………………...………………18 Peer Review…………….…....……………...……………………………….……21 Curriculum Development Guide ……………………………….….…....………………24 DISCUSSION………………………………………………………………..…………………..25 Conclusion……..…....……………………...…...……………………………………….28 Reflections ………………………………………………………………………...…….28 Implementation ……..………….…………………..…………………………………….29 Curriculum Limitations……………………………………….………………………….29 Curriculum Improvements……………………….……………………………………….30 REFERENCES………………………………………………………………….……………….31 APPENDICES……..……….………....…………………………………………………………35 Appendix A: Curriculum Guide…………….…...………………….……………………35 Appendix B: “Acceleration” Google Document…………..……………..………………42 Appendix C: “Acceleration” Google Slide………………………….……………………43 Appendix D: “Alliteration Paired” Google Document…………………………..………44 PRONUNCIATION CURRICULUM CONTENT CLASSES 5 Appendix E: “Alliteration Solo” Google Document…….………..……………...……....46 Appendix F: “Bingo” Google Document………………………...……………………....48 Appendix G: “Chain Story” Google Document………………….……………………....51 Appendix H “Charades” Google Document…………………..………………………....53 Appendix I: “Find Your Twin” Google Document…………………...………………....55 Appendix J: “Find Your Twin” Google Slide…………………………………………....59 Appendix K: “Prefix Suffix” Google Document………...……………………………....60 Appendix L: “Taboo Group” Google Document………………...……………………....63 Appendix M: “Taboo Paired” Google Document……………..………………………....68 Appendix N: “Telegram” Google Document……………………………....…………....73 Appendix O: “Telephone” Google Document……………..……………….…………....75 Appendix P: “20 Questions Group” Google Document………………………………....77 Appendix Q: “20 Questions Paired” Google Document………………………………....81 Appendix R: “5E Lesson Example for 2.1 Macromolecules” Google Document……….86 Appendix S: “Glossary” Google Document………………………...…………...……....93 Appendix T: “Student Self-Tracker” Google Document………...……………………....95 Appendix U: “Speaking Habits Checklist” Google Document……….………………....97 Appendix V: “All Practices” Google Document………..……………….……………....98 Appendix W: Peer Review Recruitment Email ………………………...….…………..101 Appendix X: “Peer Review Part I” Google Form ……….……………………………..102 Appendix Y: “Peer Review Part II” Google Form ………………………...…………..105 Appendix Z: Curriculum Development Guide…………...……………......…………...111 PRONUNCIATION CURRICULUM CONTENT CLASSES 6 List of Tables Table 1. Pronunciation Practices with Descriptions, WIDA Skills and Grouping ………….……20 Table 2. Peer Review I Survey Results ………………………...…………………...…………………22 Table 3. Number of Times a Reason was Selected to Review a Practice …………….……………23 Table 4. Practices Rated Based on Expected Outcomes ……………………………….……………24 PRONUNCIATION CURRICULUM CONTENT CLASSES 7 THE NATURE OF THE PROBLEM English Language Learners (ELLs) are students anywhere in the world who are learning English. They are sometimes referred to as “LEP” for “limited-English-proficient,” which is used less frequently since LEP focuses on deficiencies whereas ELL focuses on accomplishments. Publications still tend to refer to “ESL” for “English as a Second Language,” even though this is not necessarily the learner’s second language since it could be the third language they have learned, if not more. Due to this fact, the term ELL describes any student of English as an additional language (U.S. Department of Education, 2020). The ELL population is growing at a steady rate in the United States, although some of the students are native-born (Zong & Batalova, 2015). The schools face a population of students who qualify for ELL services in public schools, which for 2000 was 8.1% (3.8 million students) versus 2017 with 10.8% (representing 5 million students) (English Language Learners in Public Schools, 2020). Therefore, there is an increase at the schools, and they are a group that have specific needs that should be addressed. Regardless as to how ELL students are in the United States, through either immigration or native-born, there are Federal Laws protecting their education. Such laws that protect ELL education are Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunity Act of 1974 (EEOA). According to the U.S. Department of Justice and U.S. Department of Education (2015) there is a responsibility to “ensure that EL students can participate meaningfully and equally in educational programs” in public schools (p. 1). States’ efforts to comply with educating ELL students include utilizing such programs as “World-Class Instructional Design and Assessment” (WIDA) (WIDA, 2020) or “Teaching English to Speakers of Other Languages” (TESOL) (TESOL, 2020) to support multilingual PRONUNCIATION CURRICULUM CONTENT CLASSES 8 students, among other possible programs. By incorporating these devices, they have standards with which to measure students’ proficiency in English year-to-year. Although Spanish is the most widely spoken language in the homes of ELLs (Zong & Batalova, 2015), there are potentially many others occurring in households at campuses throughout the United States. Granger High School is located in West Valley City within the state of Utah in Salt Lake County and serves students from homes that in total use forty-nine different languages (Kimpel, 2020b). When one considers the magnitude of not only having a legal obligation to educate these students, but also the variety of languages that are unique from one another, one realizes that the students may benefit from more support to enhance their opportunity to practice English. Literature Review Utah students who receive ELL services are placed into English Language Development classes that match their level of proficiency. The proficiency scale is 1-6, with a 1 being a student who is “entering” and a 6 for a student who is “reaching,” as based on WIDA standards (World-Class Instructional Design and Assessment, 2016). Students in Levels 1 and 2 have nearly daily pronunciation practice. Additionally, the students also take an English Language Arts section based on their level which may include reading aloud and practicing difficult words. Level 3 does not do a direct practice in pronunciation since they have likely mastered enough of the English language in order to produce it, but still receive the support if difficult words are encountered (Kimpel, 2020a). ELLs do not typically have the opportunity to practice pronunciation in their content classes, or elsewhere (Avery & Ehrlich, 1992) and therefore to may not feel confident when expressing PRONUNCIATION CURRICULUM CONTENT CLASSES 9 themselves (Morley, 1998). Teacher strategies for encouraging student oral dialogue include activities such as speaking, but not actual correct pronunciation, unless they happen to be paired up with a student who is willing to correct errors. The likelihood of practicing with their teacher in a Utah high school classroom is extremely low, given the extensive size of the rosters for classrooms (Tanner, 2018). The most likely scenario would be that the student learning English is paired with another student, whom they trust enough to speak incorrectly in front of. This student helper would also need to have the ability to teach and express how to correctly pronounce words that they notice, along with the patience to do so. That student helper would therefore be expected to have the level of training as a certified linguistics teacher. Though students can be willing participants, this is too much to ask of them. In a content class such as biology, there would be many new words that a student would learn to help them communicate academically. This means that students likely encounter words that would be used to speak academically, but they may not have any practice using. The Utah Biology Science and Engineering Education (SEEd) standards are meant to focus more on the practices and connecting themes (Utah State Board of Education, 2019) of biology rather than the vocabulary of it. These standards were written among teachers based on Next Generation Science Standards (NGSS) through the Utah State Board of Education (USBE) (Utah State Board of Education, 2019). A sample standard reads as follows: “Standard BIO.2.1 Construct an explanation based on evidence that all organisms are primarily composed of carbon, hydrogen, oxygen, and nitrogen, and that the matter taken into an organism is broken down and recombined to make macromolecules necessary for life functions. Emphasize that molecules are often transformed through enzymatic PRONUNCIATION CURRICULUM CONTENT CLASSES 10 processes and the atoms involved are used to make carbohydrates, proteins, fats/lipids, and nucleic acids” (Utah State Board of Education, 2019). The biology content is still specific enough to involve the incorporation of vocabulary to express concepts in that area. This lends itself to reason that all students would benefit from practicing pronunciation, and therefore not penalize ELLs by giving them extra work that other students would not need to practice. At the core of any language, they are either syllable-time or stress-timed. This can influence how students hear the words (Roach, 1982). This would then affect how they place the sounds and use them. They would then need to state whole sentences to capture the syllable-timed pattern of English. Teacher programs could consider including it as part of the training for all content areas. The practice would need to happen in each of the content classrooms, along with the ESL programs since schools may not be able to support a stand-alone class for pronunciation due to budget constraints. Since an argument could be made that pronunciation practice is better served in the context in which it is being used (Avery & Ehrlich, 1992), a method to help guide the students in their pronunciation would help alleviate the burden for teachers in their planning to include this. These teachers may not be aware of what is considered effective language practice for ELL populations, let alone pronunciation. The pronunciation practice is done by utilizing the curriculum as a series of templates. Teachers could contemplate their focus and select a template in which they could include the vocabulary that they would like to incorporate. PRONUNCIATION CURRICULUM CONTENT CLASSES 11 PURPOSE Even though correct pronunciation increases the confidence to speak, it is still considered a utopian goal. If teachers can achieve a glimpse into the level of each student in their pronunciation abilities in English, they could then focus their efforts on a specific direction. Exacerbating this problem is that the research necessary is up for debate since not all teachers feel it is useful to practice pronunciation due to the nativism of the human brain that is presumed to use intuition correctly for sounds (Derwig, 2010). To further show evidence of the lack of curriculum to support pronunciation, a search within a document published by WIDA of their “Can Do Descriptors” for grades 9-12 does not include the word “pronunciation” or “pronounce” anywhere in its document. The “Can Do Descriptors” do include “Speaking,” but they involve being able to “recount by,” “explain by,” “argue by,” and finally “discuss by” using certain skill sets based on their proficiency from 1 through 6. “Discuss by” is in the category of “oral language” instead of “speaking,” however each seems interchangeable (WIDA, 2016). This could be interpreted to indicate a need for spoken words. However, the students are less likely to speak confidently if at all if they are not able to pronounce words correctly. The United States does still have some level 1 students entering high schools and therefore some basics should be considered in content classes (Kimpel, 2020a). A search on the WIDA website using “pronunciation” in the query results in only three links, and each one led to the same feature on three different occurrences. The feature is a section titled “Featured Educator,” where an educator is interviewed and offers their insight about learning a language, not necessarily English. Kay Mitchell, featured February of 2018, utilizes pronunciation to reflect on their advancement in the language (WIDA, 2018). Marie Henneman, featured September of 2019, likes having her students participate in activities where they help PRONUNCIATION CURRICULUM CONTENT CLASSES 12 peers or teachers to pronounce words in Spanish. Therefore, even these featured teachers are addressing the need to practice pronunciation (WIDA, 2020a). The third item features Sheila Hickman in October of 2019. She mentions using pronunciation to assess their proficiency level, but not the practice as to how to improve it (WIDA, 2019b). None of these esteemed professionals offers a method to practice pronunciation, but there is an indication of its importance. A search query at the WIDA website using “pronounce” results in zero items (WIDA, 2020c). As a teacher, I prefer to avoid “decision fatigue” (Pignatiello, Martin & Hickman, 2018) at this point of my career. If there is an item that I appreciate from prior years of teaching, I will be able to include it if it fits within a series of templates I recently designed through curriculum studies during my Master of Education program, and borrowed from other ideas I have implemented. There are only three different templates that are used, in order, for each unit of study. These help frame the expectation of what the students will learn and how. It does include options for the students to select from to access learning to allow the students to frame their learning in the cycle. Although I do review great insights within the work, students have also commented how much they appreciate the format of the work. These statements would then indicate to me that not only is it teachers who are constantly facing decisions, but perhaps the amount is not so different for our students. Therefore, this curriculum could help incorporate a needed practice without the teacher having to create something from the beginning each time. They are receiving curriculum that has been developed through the years of experience of a veteran teacher who can now put the pieces of their career together into this master’s project. Given all the reasons shared here, I feel confident that what is being offered is a curriculum that will provide opportunities for students to practice the pronunciation of words in a biology PRONUNCIATION CURRICULUM CONTENT CLASSES 13 class while at times using their background knowledge of their first language. They can even be used in any content class where it may help students to converse by providing a way to practice the vocabulary typically used in that content area. Given that the practices involved could include preserving the student’s identity in their native language, they could share their insights with classmates that do not share that language and build their vocabulary and partnerships. Based on my findings after exploring the WIDA documents, there is little to offer in terms of expectations or how to practice pronunciation at the high school level. A search on the website “Teachers Pay Teachers,” a very prolific resource due to the multitude of teachers who contribute lessons, only leads to four items when searching using “biology,” “pronunciation” and “free”. Two are for elementary levels, another is for practicing Spanish medical terminology and the third is a set of information cards on macromolecules (Teachers Pay Teachers, 2020b). Even when removing the “free” option, there are only nine items offered and based on their overviews, they are offered as pronunciation but not the actual practice of saying it aloud or even finding equivalents in their own language or English words (Teachers Pay Teachers, 2020b). Given that many curriculum searches push toward “Teachers Pay Teachers,” I am confident in saying that there is not any readily available curriculum for biology students to practice pronunciation, let alone our ELLs who so desperately need it to enhance their conversations in class and in English. METHOD Pronunciation is not typically practiced in content classes (Avery & Ehrlich,1992), which indicates a gap that could be filled through this curriculum project. Pronunciation practice is performed in a class that is meant to help develop English but is only focused on during ESL1 and ESL2. By the time ELLs are in ESL3, the practice is not a focus (Kimpel 2020a). The PRONUNCIATION CURRICULUM CONTENT CLASSES 14 biology teachers at my campus are not known to practice pronunciation outside of the whole class performing the words in unison. When seeking guidance from popular teacher lesson suppliers after searching “biology”, “pronunciation” and “high school”, it is found that there is a lack of curriculum. Additionally, where there is pronunciation, it is done with the word in isolation (Teachers Pay Teachers 2020a, Teachers Pay Teachers 2020b) even though it is best to practice words in context (Avery & Ehrlich, 1992). Additionally, practicing pronunciation is brought up as an important practice among teachers who are featured in WIDA publications (WIDA 2018, 2019a, 2019b). Although it may be difficult to address the pronunciation of individual speakers with individual abilities, they may be able to use their native language (L1) to help develop their English language. This act, translanguaging, can make connections between their L1 and English to reinforce the literacy that they already have and the pattern and sounds that may be different but due to the ability to make a comparison can lead to improved English acquisition. Additionally, this act reinforces their identity and increases their confidence and character to increase their academic motivation (Langman, 2014). This approach is further supported as stated by Birman and Addae (2015), “Research suggests that maintaining and continuing to develop their native language can improve immigrant children’s academic performance in English. Studies have found academic advantages for children who maintain their native language” (p. 130). Additionally, this act reinforces their identity and increases their confidence and character to increase their academic motivation (Langman, 2014). References that refer to utilizing the L1 include the fact that the act of decoding assists the language acquisition. The act of practicing decoding for each of their languages reinforces training to ease the transition of English acquisition (Meschyan & Hernandez, 2002). Literature that encourages using the L1 is abundant and each address different facets of English language acquisition. PRONUNCIATION CURRICULUM CONTENT CLASSES 15 Therefore, the days of shutting out the L1 to focus on English should be reconsidered in favor of utilizing it to assist. To create curriculum that focuses on English language pronunciation while using the L1, resources have been procured while studying ELL and general curriculum strategies at Weber State University. The elements of this have been learned and practiced through ELL classes that lead to TESOL certification but as well as curriculum classes and others that have resulted in this project’s development. Among the strategies are focusing on pronunciation emphasis to create templates. These templates were originally intended to include parts of language including plural, vowels versus consonants, alliteration, consonant clusters and to mark stresses on words (Avery & Erhlich, 1992). However, it was decided that these templates needed to be something that focused simply on the words and not the specific parts of speech given that they need to be brief, include all students in the class in order to not make the ELL feel “singled out” and be used by teachers who are not linguistic experts. Other pronunciation practice does not utilize the L1 but allows for students to work in groupings that can ease the stress from the expectations that they may feel they are facing when speaking out loud. As much as the ELL students may be acquiring the word, they are alongside their non-ELL counterparts for whom the word is likely new to them as well. This shared experience can enhance the sense of community they have with those counterparts. Instruments Intro The final curriculum is packaged to make it easy for the instructor to locate what they would like to practice under the WIDA domains such as “speak,” “listen,” “write” and “read.” Students PRONUNCIATION CURRICULUM CONTENT CLASSES 16 would speak by using the words audibly after listening to the instructor or a digital glossary. The glossary is self-directed and has links to a Google search for each word using “pronunciation” then the word intended. Once the link is selected, it leads to an animated mouth that mimics the pattern the face would make when pronouncing that sound, along with the speed slowed down as an option. The instructor would open the Google Slide and access the slide that has WIDA skills with hyperlinks. The instructors makes sure they know what they want to practice (speaking, listening, reading or writing), which will lead them to a new slide within that document which provides a list of practices. That slide offers the name of the practice along with a brief summary, the WIDA skills that are practiced for that template and how the grouping is set up (solo, paired, group, or class). This additional method of categorizing the templates into grouping assists the teacher by accommodating the structure that they would prefer for their class for that lesson. The final curriculum package includes each template using vocabulary from a unit of study in biology used during instruction involving biological macromolecules. The biological macromolecules vocabulary selected are not all inclusive since the main objective of this project is to offer what is possible, and not provide content information as it tends to be different from state to state, and many times even among instructors at the same campus. The vocabulary used in each of the templates utilizes the same biological vocabulary, which instructors could then replace with the content from their subject area. There is also a checklist for teachers and students to track what they have used and feedback on the students’ practice as well as space for notes. Included is a general speaking habits checklist that would further enhance tracking the pronunciation practice to use with the student every week or two as a one-on-one with the teacher to practice clarity, speed, loudness, breath groups, eye gaze, fluency and voice (Avery & Erhlich, 1992). Students should keep this and provide it each time the teacher is able to complete a session with each new PRONUNCIATION CURRICULUM CONTENT CLASSES 17 column showing a new assessment so that students can see their progress as teachers rate them. The notes would either include a “+” to show the student has achieved that area or a triangle would suggest that they need improvement. The Curriculum Guide The final project offered includes a Google Slide titled “Curriculum Guide to Practice Pronunciation” (Appendix A), along with fourteen practices (Appendices B-Q). The curriculum guide is organized with the intent to aid any teachers who would seek to easily access the practices based on the modality that they seek to practice, then select for grouping. The instructor could instead prioritize the grouping for their selection, then select based on the modality they would like to practice. In order to do either of those options, they access the second slide (Appendix A) and select the hyperlink for any of the modalities (speaking, reading, writing or listening), which then leads them to a slide that has the practices listed. The slide has a table that includes the names of the practicess, a description of the practice, the WIDA skills incorporated written in short for as “L”, “R”, “W” and “S” then the grouping that is utilized. If there is a second slide for that selection, the title text box of the slide is hyperlinked to offer “Click here for more…” to access the rest of the practices that fulfil their selection. If that is the only slide, or if it is the second slide, the title box of the slide is hyperlinked to return them to the second slide in the document. The last slide of the document includes resources meant to support the instructor. They include a sample lesson, glossary, student self-tracker, speaking habits checklist and a document with the practices in list form. The sample lesson is included in case an instructor accessing the document is a biology teacher and could use the vocabulary with the lesson. The glossary has links that lead to their pronunciation through a Google feature, included in case the student is insecure about how it is PRONUNCIATION CURRICULUM CONTENT CLASSES 18 pronounced. This is meant to support what the instructor would have already done to demonstrate the pronunciation of the words. However, students would have this accessible if the teacher is otherwise occupied and not available to immediately help them. The student self-tracker is intended to allow the student to explore their progress by noting what they have done to practice pronunciation and their experience while doing so. The speaking habits checklist is meant to aid the teacher to assess how the student’s pronunciation practice is progressing. The final document included in the resources is a list of the practicess for the instructors to use as needed but may help keep track of their experience using them. The Pronunciation Practice Documents There are fourteen pronunciation practice items included as Appendices B-Q. They are featured in the Appendices as screenshots to show the formatting of the templates in order to capture their style. The hyperlinks are included in case any interested parties accessing this document may be able to implement, analyze or edit any of them. Each practice includes a section titled “Instructor Notes” to facilitate their use with students including directions and suggestions. All the practice items apply at least two WIDA skills or up to four. A few of the practices are a modification of another to adjust for another potential grouping for that pronunciation practice. Some of the practices include two types of groupings but the instructor has the discretion to modify the practicess as necessary. Graphics were included to help give hints to the use of the words being practiced and to help students realize which skills they are expected to practice. All of the graphics utilized were obtained through Creative Commons licenses via a Google search. The pronunciation practice opportunities are indicated in Table 1. They were each developed through a variety of methods including using familiar practices already used by instructors or PRONUNCIATION CURRICULUM CONTENT CLASSES 19 students and research-supported methods which include utilizing the student’s L1 to enhance the pronunciation practice. PRONUNCIATION CURRICULUM CONTENT CLASSES 20 Table 1 Pronunciation Practices with Descriptions, WIDA Skills and Grouping Practice name “Acceleration” “Alliteration Paired” “Alliteration Solo” “Bingo” “Chain Story” “Charades” “Find Your Twin” “Prefix Suffix” “Taboo Group” “Taboo Paired” “Telegram” “Telephone” “20 Questions Group” “20 Questions Paired” Description Students will improve on speed and accuracy. Alliterations are used to enhance the sound at the beginning of the vocabulary words. Alliterations are used to enhance the sound at the beginning of the vocabulary words. Images on the bingo cards are matched when students see an image that corresponds with the selected vocabulary word, then state them back to confirm that they were selected. Vocabulary words are used to start a sentence that each of the members of the group will add on to as they take turns. Vocabulary words are acted out. Words and definitions are given out separately for students to locate and match correctly. Make words utilizing some prefixes and suffixes common in science. Students give clues about their “taboo word” (the vocabulary word) while the group guesses what the word is. Students give clues about their “taboo word” (the vocabulary word) while a partner guesses what the word is. Provide students with a phrase to shorten. Students attempt to pass a message around their group. Vocabulary word is guessed using questions that can only result in “yes” or “no” responses, until reach 20 tries. Vocabulary word is guessed using questions that can only result in “yes” or “no” responses, until reach 20 tries. WIDA Skills L, R, S L, R, S, W R, W L, S L, R, S, W L, R, S L, R, S L, R, S, W L, R, S L, R, S L, R, S, W L, R, S L, R, S L, R, S Grouping Group, Class Solo, Paired Solo Solo Group Group Paired Solo, Paired Group Paired Solo, Group, Class Group Group Paired PRONUNCIATION CURRICULUM CONTENT CLASSES 21 Peer Review The curriculum was peer reviewed by utilizing a survey that included ratings and comments (Appendices X and Y). The peers were selected from a public high school and were selected based previous professional development experiences with them and were recruited via email, (Appendix W). The peer review was conducted in order to seek evaluations among people who could potentially implement the pronunciation practice in a setting that included ELL and non- ELL students in a high school classroom. This setting would also include crowded classrooms and teachers who do not have a lot of time allotted for planning. The peers were asked to rate the Google Slide document called “Curriculum Guide to Practice Pronunciation” (Appendix A) by considering its “organization”, “clarity” and “completeness” (Appendix X). Additionally, peers were provided with the opportunity to offer an open response for each rating. Of the five peers who responded, all five rated the guide as a “5” for “extremely” for “organization”, indicating that they found it extremely well organized. For “clarity” three rated it a “5” and two rated it at a “4” for “mostly” indicating that there is some room for improvement. For example, one responder indicated that they did not understand what was offered until they looked at the practices, and the other is not familiar with WIDA skills explicitly and found the skills labeled as “L”, “R”, “S” and “W” as confusing until they realized what they stood for. For completeness, it was rated “5” by three respondents and a “4” by one respondent. None of the open responses indicated what it was lacking anything, nor did they suggest adding anything. Instead, they remarked that it was in fact, complete. Table 2 displays the peer review ratings. PRONUNCIATION CURRICULUM CONTENT CLASSES 22 Table 2 Peer Review I Survey Results Category Organization Clarity Completeness 5/Extremely 5 3 3 4/Mostly 0 2 1 3/Somewhat 0 0 0 2/Not very 0 0 0 1/Not at all 0 0 0 Total (N=5) 5 5 4a a One respondent did not mark a rating but did comment “I think that this is very complete. There is definitely plenty of resources for each modality. I like that the user is able to select their desired modality. I also like that the modalities have essentially been cross referenced to one another (even though it took me time to figure that out)” There was a second survey procured where the respondents were asked to select practices then offer why they chose them from a list of possible choices (Appendix Y). These choices were “WIDA skill(s) involved”, “Grouping”, “Apparent ease of use with students”, “Familiar with the type of practice used”, and “other” where they could contribute an additional reason as to why they selected that practice. There were three respondents who assisted with this portion and among them they only selected six different practices, whereas there could have potentially been nine different ones selected. The most commonly selected practices were “Taboo Paired” (selected by all respondents) and “Acceleration” (selected by two respondents) with “20 Questions Group”, “Prefixes and Suffixes”, “Telegram” and “Telephone” each selected once. When offering why they selected those practices to review, the predominant responses involved “Apparent ease of use with students”, with “Familiar with the type of practice used” and “Grouping” as the next popular reasons. Since the teachers who responded were not ESL certified, it seems to make sense that they would not focus on WIDA components and instead would focus on primary functions. These may include the application of the practice in given their classroom structure and the ability of the instructors to instruct in an area that is unfamiliar PRONUNCIATION CURRICULUM CONTENT CLASSES 23 to them. Table 3 displays each practice with the number of times a reason was selected as a reason for reviewing that practice. Table 3 Number of Times a Reason was Selected to Review a Practice Practice Name “Taboo Paired” “Telephone” “Acceleration” “Prefix and Suffix” “20 Questions Group” “Telegram” WIDA Skills Involved 1 Grouping 2 1 1 1 Apparent ease of use with students 3 1 2 1 1 1 Familiar with the type of practice used 1 1 1 1 1 The peers were also asked the rate each practice based on expected student participation and ability to practice pronunciation and predominantly utilized “extremely” able to or “mostly” to describe their potential. This is extremely reassuring since the employees are at the same campus and are experiencing the reality of what this year has offered. We have been working with students who may have potentially been out of school for approximately one year and a half, and then suddenly re-entering school life. The fact that even these teachers could be optimistic about student participation is extremely reassuring for the sake of the implementation of this project. Table 4 displays the responses from this portion of the peer review. PRONUNCIATION CURRICULUM CONTENT CLASSES 24 Table 4 Practices Rated Based on Expected Outcomes Practices Reviewed Taboo Paired Telephone Acceleration Prefix and Suffix 20 Questions Group Telegram Participation a 4.3b 5 c 4.5 d 2 c 5 c 5 c Pronunciation a 3.7 b 5 c 5 d 5 c 4 c 5 c a Ratings were 5/Extremely, 4/Mostly, 3/Somewhat, 2/Not very, 1/Not at all b Averaged from three responses c Single response d Averaged from two responses Curriculum Development Guide The project was separately reviewed using a tool incorporated by Connecticut (Connecticut State Department of Education, 2008) (Appendix Z). It is an evaluation tool for their state to use when considering curriculum offered for public education institutions to utilize with students. It was modified to replace Connecticut references with the equivalent ones for Utah for this project. By examining this pronunciation project with this tool, it may be offered to other entities to consider for classroom implementation level, along with the survey results from the peers that would need to include more than the sample provided thus far. As discussions with interested parties continue, the curriculum could be further modified. However, as the curriculum stands, it targets many of the items that would be helpful for ELL students. Where evidence of an item was not evident in the project, that could be included without modifying the project. PRONUNCIATION CURRICULUM CONTENT CLASSES 25 DISCUSSION Though the intended practitioners of these templates would be students who are identified as ELL, this could be utilized in any classroom setting where an instructor may find it helpful to provide these templates as a mode to practice pronunciation. Although there are some English Language Development classes where students may practice pronunciation, practicing this in content classes would also be beneficial since they would occur in context with the lesson since they normally do not get the chance to practice them at all (Avery & Ehrlich, 1992). Since the students would hopefully be placed in groups with other students whom they trust, they may feel more comfortable practicing the pronunciation, even if it needs correcting, and therefore their confidence is enhanced (Morley, 1998). The pronunciation practice is set up to allow the students to support each other, which then relieves the issue of the large rosters in classrooms (Tanner, 2018). Though the students are not certified linguists, the format of each pronunciation practice is meant to be done in a fun way that still meets the intended goal. Although the Utah Biology Science Engineering Education (SEEd) standards are meant to focus more on the practices and connecting themes (Utah State Board of Education, 2019) of biology rather than the specific vocabulary, the practices are not lengthy nor are they dependent on memorization of the words since each set where they occur has a guide to provide hints as to the relevance of the words being practiced. Additionally, the practices are meant to engage the students into speaking, which is the goal of this project since this guided method could help their confidence in speaking in English generally. Since all would still practice the terms and together, the ELL students would not be penalized with additional work since all would participate, and benefit from it. PRONUNCIATION CURRICULUM CONTENT CLASSES 26 What has been created here is a method for pronunciation practice that can also support science practices. Whereas the pronunciation practice refers to clarity, speed, breath group, eye gaze, fluency, and voice the science and engineering practices include asking questions, defining problems, constructing explanations, engaging in arguments, and communicating information (Utah State Board of Education, 2019). By providing a method to orally express their communication through the pronunciation practice, students can better expedite their ability in the science and engineering practices since they are using the words in their context (Avery & Ehrlich, 1992). In this way, the educational equity gap that ELL students face due to their language status (Avenia-Tapper & Llosa, 2015) can be overcome or at least made narrower. The expected time allotment for these activities would be during opportunities where an instructor has fifteen minutes or less available unless they want to extend the time period for the pronunciation practice. Covering the required content may be a priority however, an available sporadic fifteen-minute time period would support the standards since they will have practiced the words in context and ideally be able to have those discussions written into the curriculum (Bruno, Vann & Perales, 2007). Five minutes of the fifteen minutes is expected to be used to provide directions and model the practice. The other ten minutes, or extended at the instructor’s discretion, would be used for the practice with the students. In the “Peer Review Part II” (Appendix Y), the instructors were asked to select practices and provide their reasons for focusing on those particular practices. They were each able to provide multiple reasons why they selected the practices, but mostly was because of “familiarity” or “ease”. This indicates that teachers recognized practices in them that they knew and could use without hardship. The ability to select templates out of a collection would be helpful, especially since out of the practices produced, they could be repeated but with the vocabulary words PRONUNCIATION CURRICULUM CONTENT CLASSES 27 replaced for the current topic. For example, an instructor may appreciate “Acceleration” (Appendix B) and therefore repeat its use for each unit since the content can easily be replaced for the current topic. Since “Telegram” (Appendix N) compliments well with “Acceleration”, they could be used on separate days or weeks with “Telegram” preceding “Acceleration” since the phrase to be practiced during “Acceleration” could be created during the use of the practice “Telegram”. Given that the curriculum guide was rated “extremely” or “mostly” in the categories for organization, clarity, and completeness by peers, I would consider this project feasible based on its intention to provide teachers with a body of work that they could select from to use with their students. Since the practices themselves were mostly selected based on the comfort level of the teachers and given that these responses were likely from non-TESOL certified teachers, it is encouraging that they would rate the practices high for student participation and the opportunity to practice pronunciation. Since the project from the beginning was simply to offer a way for content teachers to be able to practice pronunciation in their classes, this project seems to be able to fulfill that need. In the open response for the practices from the peers, a concern was brought up that the students may not pronounce the intended vocabulary words correctly. This is something that has considered, but the instructor would need to model each of the words and make sure that the students continue to access the digital glossary that has links for the vocabulary words. On the other hand, instructors may find success in simply encouraging their students to speak at all. Additionally, students can sit and work with trusted teammates whom they can feel comfortable making pronunciation mistakes with and trust them to help them pronounce them correctly, since all students would be expected to participate in the practice. PRONUNCIATION CURRICULUM CONTENT CLASSES 28 It would be expected that this project could be offered to instructors to practice pronunciation with their students. They would need to have certain vocabulary words that they can place into the practices, instead of the biology focused vocabulary. An access point for teachers is through education programs, such as at Weber State University. These could be offered by professors to new teachers who may struggle with the overwhelming amount of responsibility that they have taken on by becoming a teacher. This project would only need a slight modification to be utilized. Once the year is complete, the instructor would now have practices that could be used year to year. Alternatively, a team of content teachers could lay claim over one of the practices to incorporate pronunciation practice without overlapping a repeated favorite practice that may have been selected by multiple instructors and therefore avoid boring the students. The practice would be short, but it would be effective and go far in encouraging the students to have dialogue in their classroom that is more academic. Conclusion Reflections This project’s beginnings were when the author was an ELL student due to moving to Brazil and being immersed at school in Portuguese and in the community. It was not expected that their career and academic path would lead to creating practices that support ELL students and general classmates with practice in pronunciation. More so, the practices are valued by the peers who contributed reviews and therefore validated the work in not just the hoped results, but the comments shared were generally enthusiastic responses over their potential implementation. This is very encouraging since it was during the literature review for this project that it realized that there was a gap to fill for pronunciation practice in content classes. Therefore, it is very PRONUNCIATION CURRICULUM CONTENT CLASSES 29 appreciated to have this work valued and to be able to have the opportunity to share it. Since the peers tended to choose practices based on their ease of use and familiarity, this practice could be shared widespread as these were understood without any professional development training. Implementation The pronunciation practices should be able to be applied in content classrooms in public schools. Participation of students would be expected but can be enhanced with the use of incentives. The current group for school year 2021-2022 is generally enthusiastic about being back in school and are receptive to helping each other, based on my observations. Completing this project has made me appreciate the value of not just encouraging ELL students to engage in academic dialogue, but also the assistance that the non-ELL students could provide in this endeavor. From the ELL student’s perspective, they would get the opportunity to increase their confidence by interacting with the words alongside their classmates with a variety of groupings possible. By having a variety of groupings possible with the different style of practices, an instructor could create a climate of comfort for students to participate and take the risk of pronouncing words. One peer commented that they appreciated this very fact, that the teacher can use what they feel that their students would mostly likely have a comfort level with. Additionally, the groupings would make the difference of accountability at different levels. The students would also become accustomed to the formats of the practices which would be expected to make implementing them easier each time the practice occurs for that template. Curriculum Limitations Concerns had been expressed among the “Peer Review Part II” of practices that the pronunciation will not necessarily be completed or pronounced correctly. This could be said PRONUNCIATION CURRICULUM CONTENT CLASSES 30 among many content areas in general as we attempt to transfer knowledge. However, the “Speaking Habits Checklist” (Appendix U) could absolve that concern if the instructor applied it to the students that were most in need, or eventually all as frequently as manageable. Curriculum Improvements To improve this project, I would seek vocabulary lists from other content teachers including core and elective teachers. Additionally, instructional videos could be included to demonstrate how to provide the practice selected. However, this endeavor would best be completed as a collaborative effort through a school district or even the state in which the instructor is employed. Our school district science curriculum specialist is accessible and would be a good resource to seek support with cross-curricular implementation among the sciences and beyond to other departments. PRONUNCIATION CURRICULUM CONTENT CLASSES 31 REFERENCES Avenia-Tapper, B., & Llosa, L. (2015). Construct relevant or irrelevant? the role of linguistic complexity in the assessment of English language learners’ science knowledge. Educational Assessment, 20(2), 95-111. doi:10.1080/10627197.2015.1028622 Avery, P. & Ehrlich, S. (1992). Teaching American English pronunciation. Oxford, England: Oxford University. Anonymous (May 7, 2021). Personal communication [conversation]. Birman, D., & Addae, D. (2015). Acculturation. In C. Suarez-Orozco, M. Abo-Zena, & A. Marks (Eds.), Transitions: The development of children of immigration (pp. 122–141). New York, NY: New York University Press. Connecticut State Department of Education (2008, October 14). CT Curriculum Development Guide. Retrieved from http://winbev.pbworks.com/f/Curriculum_Development_Guide_2008.pdf Derwing, T. M. (2010). Utopian goals for pronunciation teaching. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st pronunciation in second language learning and teaching conference, Iowa State University, Sept. 2009. (pp. 24-37), Ames, IA: Iowa State University. Kimple, S. (2020a, October 5). Personal communication [email]. Kimple, S. (2020b, October 28). Personal communication [email]. Kimple, S. (2020c, November). Personal communication [conversation]. Langman, J. (2014). Translanguaging, identity, and learning: Science teachers as engaged language planners. Language Policy, 13(2), 183–200. doi:10.1007/s10993-013-9312-9 PRONUNCIATION CURRICULUM CONTENT CLASSES 32 Meschyan, G., & Hernandez, A. (2002). Is native-language decoding skill related to second language learning? Journal of Educational Psychology, 94, 14 –22. Retrieved from http://ph.lacounty.gov/ha/present/Staff_researchpapers/Gayane%20Meschyan/JEP2002_Meschy an.pdf Morley, J. (1998, January/February). Trippingly on the tongue: Putting serious speech/ pronunciation instruction back in the TESOL equation. ESL Magazine, 1(1), 20-23. English Language Learners in Public Schools (2020, May). Retrieved from https://nces.ed.gov/programs/coe/indicator_cgf.asp Next Generation Science Standards (N.D.). FAQs. Retrieved from https://www.nextgenscience.org/faqs##CCSS%20Literacy Pignatiello, G.A., Martin, R.J., & Hickman Jr, R.L. (2018). Decision fatigue: A 626 conceptual analysis. Journal of Health Psychology, doi: 627 10.1177/1359105318763510. Retrieved from https://journals.sagepub.com/doi/full/10.1177/1359105318763510 Richardson Bruna, K., Vann, R., & Perales Escudero, M. (2007). What's language got to do with it?: A case study of academic language instruction in a high school “English learner science” class. Journal of English for Academic Purposes, 6(1), 36-54. doi:10.1016/j.jeap.2006.11.006 Roach, P. (1982). On the distinction between ‘stress-timed’ and ‘syllable-timed’ languages. (D. Crystal, (Ed.), Linguistic controversies (pp. 73-79). London: Edward Arnold. Tanner, C. (2018, September 18). 30, 40, almost 50 students? Here are the hotspots for overcrowded classrooms in Utah. Retrieved from https://www.sltrib.com/news/education/2018/09/09/almost-students- here/ PRONUNCIATION CURRICULUM CONTENT CLASSES 33 Teachers Pay Teachers (2020-a). Retrieved from https://www.teacherspayteachers.com/Browse/Search:pronunciation/Price-Range/Free/Grade- Level/Ninth/PreK-12-Subject-Area/Biology Teachers Pay Teachers (2020-b). Retrieved from https://www.teacherspayteachers.com/Browse/Search:pronunciation/Grade-Level/Ninth/PreK- 12-Subject-Area/Biology TESOL International Association (2020). Retrieved from https://www.tesol.org/ U.S. Department of Education (2020). Developing programs for English Language Learners: Glossary. Retrieved from https://www2.ed.gov/about/offices/list/ocr/ell/glossary.html U.S. Department of Justice & U.S. Department of Education (2015). Ensuring English Learner Students can participate meaningfully and equally in educational programs. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf Utah State Board of Education (2019). Utah science with engineering education (SEEd) standards. Retrieved from https://www.schools.utah.gov/file/e5d886e2-19c3-45a5-8364-5bcb48a63097 World-Class Instructional Design and Assessment (2016). Can do descriptors: Key uses edition grades 9-12. Retrieved from https://www.uen.org/core/englishlanguage/downloads/CAN_DO_Key_Uses_Gr9-12.pdf World-Class Instructional Design and Assessment (2018). February 2018 featured educator: Kay Mitchell. Retrieved from https://wida.wisc.edu/about/news/february-2018-featured-educator-kay-mitchell World-Class Instructional Design and Assessment (2019a). September 2019 featured educator: Marie Hennemann. Retrieved from https://wida.wisc.edu/about/news/september-2019-featured-educator-marie-hennemann PRONUNCIATION CURRICULUM CONTENT CLASSES 34 World-Class Instructional Design and Assessment (2019b). October 2019 featured educator: Sheila Hickman. Retrieved from https://wida.wisc.edu/about/news/october-2019-featured-educator-sheila-hickman World-Class Instructional Design and Assessment (2020a). Home page. Retrieved from https://wida.wisc.edu/ World-Class Instructional Design and Assessment (2020b). Search results. Retrieved from https://wida.wisc.edu/search?query=pronunciation World-Class Instructional Design and Assessment (WIDA, 2020c). Search results. Retrieved from https://wida.wisc.edu/search?query=pronounce Zong, J., & Batalova, J. (2015). Limited English proficient population in the United States. Migration Policy Institute. Retrieved from https://www.migrationpolicy.org/article/limited-english-proficient- population-united-states-2013#Age,%20Race,%20and%20Ethnicity PRONUNCIATION CURRICULUM CONTENT CLASSES 35 APPENDICES Appendix A: “Curriculum Guide to Practice Pronunciation” Google Slide link for document: https://docs.google.com/presentation/d/1SWOIwLxisPZm2XqjcCvqj0u5ufx5YAzPfZyrnrNR00s /edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 36 PRONUNCIATION CURRICULUM CONTENT CLASSES 37 PRONUNCIATION CURRICULUM CONTENT CLASSES 38 PRONUNCIATION CURRICULUM CONTENT CLASSES 39 PRONUNCIATION CURRICULUM CONTENT CLASSES 40 PRONUNCIATION CURRICULUM CONTENT CLASSES 41 PRONUNCIATION CURRICULUM CONTENT CLASSES 42 Appendix B: “Acceleration” Google Document Link for document: https://docs.google.com/document/d/11wTq1kXiVOa8vIos- 08FABZn4X0fEp2_j3K34Iq9a7Q/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 43 Appendix C: “Acceleration” Google Slide Link for document: https://docs.google.com/presentation/d/1N5ulNSrXks5UsAPrhXo4BmU5oax_IAegkxOavEHq4i Q/edit PRONUNCIATION CURRICULUM CONTENT CLASSES 44 Appendix D: “Alliteration Paired” Google Document Link for document: https://docs.google.com/document/d/128g7uC0InvWzDLevEs1IUhJ7in5GiRqtX1piojMuuNQ/ed it?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 45 PRONUNCIATION CURRICULUM CONTENT CLASSES 46 Appendix E: “Alliteration Solo” Google Document Link for document: https://docs.google.com/document/d/1cTf3sGitQaLuEsuaQW9R-Sw2dPF026SPaNXNsV5OrNc/ edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 47 PRONUNCIATION CURRICULUM CONTENT CLASSES 48 Appendix F: “Bingo” Google Document Link for document: https://docs.google.com/document/d/1iGvEAhCkebCe0W4uRzkNcbPzSaBCJQ_Bxuzy6l2E8Cc/ edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 49 PRONUNCIATION CURRICULUM CONTENT CLASSES 50 PRONUNCIATION CURRICULUM CONTENT CLASSES 51 Appendix G: “Chain Story” Google Document Link for document: https://docs.google.com/document/d/1MOEbpSDCArShx-hpwlCfO6tTpn4qaqD5NuJt0V8m1Nk/ edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 52 PRONUNCIATION CURRICULUM CONTENT CLASSES 53 Appendix H: “Charades” Google Document Link for document: https://docs.google.com/document/d/16qgk-Qle3- W3J5QFodYIVD7X9OvhW3a0HcTDiWsESnA/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 54 PRONUNCIATION CURRICULUM CONTENT CLASSES 55 Appendix I: “Find Your Twin” Google Document Link for document: https://docs.google.com/document/d/1PuUymzyNT1ejArci8aRnWvl-xS4Bq_ nzPhRhWKbq7ew/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 56 PRONUNCIATION CURRICULUM CONTENT CLASSES 57 PRONUNCIATION CURRICULUM CONTENT CLASSES 58 PRONUNCIATION CURRICULUM CONTENT CLASSES 59 Appendix J: “Find Your Twin” Google Slide Link for document: https://docs.google.com/presentation/d/1vPWSmZds54gtiU_LJckJJwmhV1bpQe5mMcS_LxBlB hI/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 60 Appendix K: “Prefix Suffix” Google Document Link for document: https://docs.google.com/document/d/16RSqNHYXe6X9YSSpoUEOPa7xyNNl6gtQhaUOnFXoa YE/edit PRONUNCIATION CURRICULUM CONTENT CLASSES 61 PRONUNCIATION CURRICULUM CONTENT CLASSES 62 PRONUNCIATION CURRICULUM CONTENT CLASSES 63 Appendix L: “Taboo Group” Google Document Link for document: https://docs.google.com/document/d/1O5RGUpkaSQZw1jq0snmjWWfhOBCJDutuqRE32rmOo kY/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 64 PRONUNCIATION CURRICULUM CONTENT CLASSES 65 PRONUNCIATION CURRICULUM CONTENT CLASSES 66 PRONUNCIATION CURRICULUM CONTENT CLASSES 67 PRONUNCIATION CURRICULUM CONTENT CLASSES 68 Appendix M: “Taboo Paired” Google Document Link for document: https://docs.google.com/document/d/1HzA5tqn8FpICO1t1u3Im_ZgI2N20M-kX3HbzEumMfFQ/ edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 69 PRONUNCIATION CURRICULUM CONTENT CLASSES 70 PRONUNCIATION CURRICULUM CONTENT CLASSES 71 PRONUNCIATION CURRICULUM CONTENT CLASSES 72 PRONUNCIATION CURRICULUM CONTENT CLASSES 73 Appendix N: “Telegram” Google Document Link for document: https://docs.google.com/document/d/1f2rR3Tfrg6nrZrTVfRoDnAyox5Z2NecYbMy_SUtpuxs/ed it?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 74 PRONUNCIATION CURRICULUM CONTENT CLASSES 75 Appendix O: “Telephone” Google Document Link for document: https://docs.google.com/document/d/17GOnvxTiUiRTsto-fGsEAJjdtH1TpnyKeG- wRoK_ihc/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 76 PRONUNCIATION CURRICULUM CONTENT CLASSES 77 Appendix P: “20 Questions Group” Google Document Link for document : https://docs.google.com/document/d/1FvDhLkhUXEihZm9Hi9TZRdRkHi7BPpOuvMLc9XYaS ck/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 78 PRONUNCIATION CURRICULUM CONTENT CLASSES 79 PRONUNCIATION CURRICULUM CONTENT CLASSES 80 PRONUNCIATION CURRICULUM CONTENT CLASSES 81 Appendix Q: “20 Questions Paired” Google Document Link for document : https://docs.google.com/document/d/1ETe--YDsEbGMEmZOWt9B- _xzvNNZ3hqCFgZvYtnw0-U/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 82 PRONUNCIATION CURRICULUM CONTENT CLASSES 83 PRONUNCIATION CURRICULUM CONTENT CLASSES 84 PRONUNCIATION CURRICULUM CONTENT CLASSES 85 PRONUNCIATION CURRICULUM CONTENT CLASSES 86 Appendix R: “5E Lesson Example for 2.1 Macromolecules” Google Document Link for document : https://docs.google.com/document/d/1lwZBWRsGi4Kvx2BkSRt17gC4uwtrNqQNDsn63M5- mBU/edit?usp=sharing Phenomenon-Based Storyline Planning Guide Step 1: Unpack the Standard(s) Use the SEEd standards, as well as other resources to figure out what students are expected to know and be able to do to meet the standard. The links on this page will take you to the documents that you need. Standard: From the Utah SEEd Standard PDFs or on UEN 2.1 Construct an explanation based on evidence that all organisms are primarily composed of carbon, hydrogen, oxygen, and nitrogen, and that the matter taken into an organism is broken down and recombined to make macromolecules necessary for life functions. Emphasize that molecules are often transformed through enzymatic processes and the atoms involved are used to make carbohydrates, proteins, fats/lipids, and nucleic acids. (LS1.C) Grade band expectation for the SEPs: See the 3D instructional planning table in the core guides Students do and use the Science and Engineering Practice (SEP) of Constructing Explanations • Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. • Apply scientific reasoning, theory, Grade band expectation for the DCIs: See the 3D instructional planning table in the core guides Students know and apply the Disciplinary Core Idea (DCI) of LS1.C: Organization for Matter and Energy Flow in Organisms in their thinking and reasoning to communicate • Chemical elements are recombined in different ways to form different products. • Not using this now since this is the first time I’m giving a content lesson: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar Grade band expectation for the CCCs: See the 3D instructional planning table in the core guides Students think and connect through the Crosscutting Concept (CCC) of Energy and Matter to reason • The total amount of energy and matter in closed systems is conserved. • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and PRONUNCIATION CURRICULUM CONTENT CLASSES 87 and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Not using this now since this is the first time I’ve even spoken to them • Not using this now since this is the first time I’m giving a content lesson: Cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed. within that system. • Energy drives the cycling of matter within and between systems. • Matter is conserved because atoms are conserved in physical and chemical processes. Insights from Performance Assessment Criteria: See the assessment exemplar section near the end of the core guide document to learn more about the expectations for how students can show they are proficient. Performance Assessment Criteria: Phenomena that Supports Students in Demonstrating Proficiency: • The food you eat becomes part of your body and helps your cells function. • Cells are able to break apart molecules in order to get energy. What does it look like to demonstrate proficiency on this standard? Constructing Explanations: Articulating the explanation of phenomena Students construct an explanation that includes that: • The relationship between the carbon, hydrogen, and oxygen atoms from sugar molecules formed in or ingested by an organism and those same atoms found in amino acids and other large carbon-based molecules; and • That larger carbon-based molecules and amino acids can be a result of chemical reactions between sugar molecules (or their component atoms) and other atoms. Evidence PRONUNCIATION CURRICULUM CONTENT CLASSES 88 Students identify and describe* the evidence to construct the explanation, including: • All organisms take in matter (allowing growth and maintenance) and rearrange the atoms in chemical reactions. • Cellular respiration involves chemical reactions between sugar molecules and other molecules in which energy is released that can be used to drive other chemical reactions. • Sugar molecules are composed of carbon, oxygen, and hydrogen atoms. • Amino acids and other complex carbon-based molecules are composed largely of carbon, oxygen, and hydrogen atoms. • Chemical reactions can create products that are more complex than the reactants. • Chemical reactions involve changes in the energies of the molecules involved in the reaction. Students use a variety of valid and reliable sources for the evidence, which may include theories, simulations, peer review, and students’ own investigations. Reasoning Students use reasoning to connect the evidence, along with the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future, to construct the explanation that atoms from sugar molecules may combine with other elements via chemical reactions to form other large carbon-based molecules. Students describe* the following chain of reasoning for their explanation: • The atoms in sugar molecules can provide most of the atoms that comprise amino acids and other complex carbon-based molecules. • The energy released in respiration can be used to drive chemical reactions between sugars and other substances, and the products of those reactions can include amino acids and other complex carbon-based molecules. • The matter flows in cellular processes are the result of the rearrangement of primarily the atoms in sugar molecules because those are the molecules whose reactions release the energy needed for cell processes. Revising the explanation Given new evidence or context, students revise or expand their explanation about the relationships between atoms in sugar molecules and atoms in large carbon-based molecules, and justify their revision. *When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Step 2: Choose a Phenomenon and Describe Success Criteria Resources for Finding Phenomenon: Wonder of Science - Check out the master list and grade level ideas; many of the assessments also include phenomena Phenomenon Checklist: • Does the phenomenon occur in the students’ local environment, is the phenomenon anchored in real-world issues, or does the phenomenon relate to a problem that needs to be solved? • Can students observe and/or investigate the phenomenon either through firsthand experiences (e.g., directly in a classroom, lab, or outdoor environment) or through PRONUNCIATION CURRICULUM CONTENT CLASSES 89 Project Phenomena - Ideas for phenomenon w/ additional resources Georgia Science Teachers’ Association - Ideas for phenomenon w/ additional resources Going 3D w/ GRC - Look in the lessons for your grade level for ideas. Utah Core Guides - Look towards the end of the document for a list of phenomena Note: These are starting points. Often the phenomenon you choose will come from your own experiences. someone else’s experiences (e.g., through video presentations, research, or analyzing patterns in data)? • Will focusing on this phenomenon get students to learn the concepts and disciplinary core ideas in the standard? • Will students find making sense of the phenomenon interesting and important? • Will students be able to gather evidence / build understandings to explain the phenomenon by engaging in science and engineering practices? • Does the potential student learning related to the phenomenon justify the financial costs and classroom time that will be used? Adapted from Going 3D w/ GRC: https://sites.google.com/3d-grcscience. org/going3d/choosing-phenomenon Notes and Ideas: Phenomenon: Write the phenomenon as a statement or driving question. Insert a picture or video if needed. Lactose intolerance https://youtu.be/ecZbhf96W9k Explanation or Model: Write a grade level appropriate explanation for the phenomenon. This should be a short paragraph or a labeled drawing (model). Enzymes process our food from what they were into what we need List the understandings or evidence that students will need to explain the phenomenon: Write conceptual understandings as complete sentences. Think about what students will need to understand in order to construct an explanation for the phenomenon. These conceptual understandings should be closely related to the disciplinary core idea you wrote above. -elements -molecules -enzymes PRONUNCIATION CURRICULUM CONTENT CLASSES 90 Step 3: Idea for the Lesson Assessment How will students demonstrate that they are proficient on the standard? Many assessments for phenomenon-based lessons often ask students to construct an explanation (oral or written) or to develop a model of the phenomenon to assess student understanding. Other assessments will be based on an analogous phenomenon, a new phenomenon that requires students to use the same core ideas to explain. In the box below, describe your initial idea for the final assessment for your storyline lesson. You may end up revising your initial idea after deciding on the learning activities you will use in your lesson. Model: students can provide diagrams and images that display the EXPLANATION that we are made of elements we ate and changed into what we need to live, thanks to enzymes. Specifically: CHON, carbs, proteins, fa ts/lipids, Step 4: Ideas for Learning Activities and the 5Es 5E Phase Learning Activity Ideas What will students be doing? Understandi ngs or evidence students will figure out Engage Level 1 CHECK PROFICIEN CY SCALE AGAINST THIS LESSON Milk Mutants https://youtu.be/ecZbhf96W9k Being able to digest milk is a mutation Turned out to be an advantage for group based on where they were Explore Level 2 Lactase Lab (tests lactose to glucose) Prelab: glucose is something we need, milk has lactose, we use an enzyme called lactose Materials: milk, glucose test strips, lactase , test tubes (or any small container) **can use 1 test tube or 3 if you want to include controls** Directions: small amount of milk in test tube and dip a glucose test strip into the milk briefly and allow a minute to see if there is a change (should show no change), video example with 3 test tubes (2 controls, 1 IV); add lactase/lactaid making sure to shake the test tube and wait 5 minutes, use a new glucose test strip and dip it into the milk briefly and allow a minute to see if there is a change (should turn brown or at least darker), video example after 2 minutes Enzyme reaction will be observed by students. PRONUNCIATION CURRICULUM CONTENT CLASSES 91 Explain Level 3 Students analyze data from lab and/or give this diagram Using data from the lab and the diagram, students will express an explanation in regard to the standard “ matter taken into an organism is broken down and recombined to make macromolecu les necessary for life functions” PRONUNCIATION CURRICULUM CONTENT CLASSES 92 Elaborate Level 4 Students are provided with the prompt “If we need (such and such element) for (such and such process), then where can we get it from? (then provide diagrams of them like on the benchmark) Evaluate Gradebook Students find other macromolecule groups that could be tested (does it have to be a test?) Question prompts for group discussions: Since lactase is a carbohydrate, how can other macromolecules (proteins, lipids, nucleic acids) Notes Using lactose intolerance can carry throughout the year: https://www.biointeractive.org/planning-tools/resource-playlists/teaching-genetics- and-molecular-biology-using-lactose Start year with a food web/nature of science lesson with graphing and such (probably use the element picture of humans with Scott Lewis/Granger HS “How Much Are you worth?” lesson to practice graphing and segway to this lesson Tie back to cellular respiration when there (“When we used the “milk mutants” lab, do you remember which molecule was produced? -Glucose- Vocabulary to tie as possible: glucose, enzyme, carbohydrate, protein, amino acid, lipid, fat, nucleic acid, DNA, lactose, lactase, galactose, matter PRONUNCIATION CURRICULUM CONTENT CLASSES 93 Appendix S: “Glossary” Google Document Link for document: https://docs.google.com/document/d/1DSRIe_v3QUf4cyDyBK0J8y6C4KhuYhBB_nogJh1hqo0/ edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 94 PRONUNCIATION CURRICULUM CONTENT CLASSES 95 Appendix T: “Student Self-Tracker” Google Document Link for document: https://docs.google.com/document/d/1I3d_s3NH0mEd3SmSzynTn8x1Q5C3U4e85d-u18GWfO8/ edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 96 PRONUNCIATION CURRICULUM CONTENT CLASSES 97 Appendix U: “Speaking Habits Checklist” Google Document Link for document: https://docs.google.com/document/d/1kmYq_jEmouEctBzjrLEHvaeZqX6Kbg3vCSJ3UK8FIlc/e dit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 98 Appendix V: “All Practices” Google Document Link for document: https://docs.google.com/document/d/1p1PtfAqljymZ4kGN6MOGBwXZ5MhW2dQmvGMIplX6 vnk/edit?usp=sharing PRONUNCIATION CURRICULUM CONTENT CLASSES 99 PRONUNCIATION CURRICULUM CONTENT CLASSES 100 PRONUNCIATION CURRICULUM CONTENT CLASSES 101 Appendix W: Peer Review Recruitment Email PRONUNCIATION CURRICULUM CONTENT CLASSES 102 Appendix X: “Peer Review Part I” Google Form Link for form: https://docs.google.com/forms/d/e/1FAIpQLSfoC77tBPzgpQkHyRs0V9IrYOeUSo3PSRW29EV C4-7QS5FE4g/viewform?usp=sf_link PRONUNCIATION CURRICULUM CONTENT CLASSES 103 PRONUNCIATION CURRICULUM CONTENT CLASSES 104 PRONUNCIATION CURRICULUM CONTENT CLASSES 105 Appendix Y: “Peer Review Part II” Google Form Link to form: https://docs.google.com/forms/d/e/1FAIpQLSdjZ9_30OLB6o9BahX_MCmWCaFhJE6guo1xGr e-_AnBdaVQsg/viewform?usp=sf_link PRONUNCIATION CURRICULUM CONTENT CLASSES 106 PRONUNCIATION CURRICULUM CONTENT CLASSES 107 PRONUNCIATION CURRICULUM CONTENT CLASSES 108 PRONUNCIATION CURRICULUM CONTENT CLASSES 109 PRONUNCIATION CURRICULUM CONTENT CLASSES 110 peer review part II PRONUNCIATION CURRICULUM CONTENT CLASSES 111 Appendix Z: Curriculum Development Guide This curriculum development guide is an instrument designed by the Connecticut State Department of Education to lead to the planning, review and development of PK-12 curriculum. Using an inventory of components recommended for all PK-12 curriculums, the guide provides a common language and structure for curriculum design in an effort to increase consistency within and among programs, districts, schools, grade levels and subject areas statewide. Consultants will follow the guide when working with districts or providing feedback about the curriculum in this Masters project. In this way, the project intends to improve communication between consultants and the university, while empowering the consultants to inventory and plan their own curriculum design. The curriculum development guide should not be used as an evaluation tool. Rather, it should be part of the process of determining curriculum development priorities and distinguishing between immediate, short-term and long-term next steps. The evaluation of the project will be completed by Weber State University officials. To use the guide, mark the appropriate indicator as it applies to the curriculum being inventoried. Then, record corresponding comments to show how the marked indicators for the curriculum being inventoried exceed, meet or do not meet the stated goals. Finally, review the results, consider your program/district initiatives and set goals for further curriculum development. Note: Hyperlinked text is included throughout this document to provide links to Web sites for related resources, links to sample curriculum documents within and beyond Utah, and links to definitions of terms provided in the glossary. Sample lessons are also included to show how some of the ideas from the given indicators can be found in a curriculum. To meet a given indicator, however, the idea ought to be woven throughout the curriculum. Program Name Instructional Materials to Support ELL Pronunciation in Content Classes Reviewer(s) Cecellia Myla Van Duyn Date Curriculum Reviewed 11/8/2021 Content Area Biology Grade Levels/Ages/Courses Reviewed High School Biology I.Curriculum Development and Support This section of the guide addresses district-level planning that is essential to curriculum development. Evidence may be presented from related documents, such as a curriculum development plan or a professional development plan. The following are important aspects of curriculum development and should be evidenced. Yes, there is evidence. No, there is not evidence. Comments/Next Steps PRONUNCIATION CURRICULUM CONTENT CLASSES 112 A. A philosophy and/or mission statement about the teaching and learning of all students (including special education and ELL students) across all curriculums guides the curriculum development. X curriculum is meant for ELL but can be used in class for all students to benefit B. An overall plan for curriculum development exists, involves stakeholders and indicates where each curriculum area is in the development, implementation, or evaluation cycle with timelines. Plans for data-driven evaluation of the curriculum at the district/program level and for the content areas are also included (LINK TO SURVEY). X peer review sought to determine if this curriculum is organized, has clarity and complete C. A defined model (e.g., Pair Share) governs the curriculum. X multiple models are used that involve different grouping under WIDA D. A system to orient teachers and administrators in the use of the curriculum includes professional development and training of new staff as needed. X there are “instructor notes” with each practice to assist teachers in their use E. A list of current references/research guided the curriculum development. X though the project was developed through utilizing resources, they are not included in the product provided for teachers but is included in the thesis F. A plan showing alignment with a standards-based report card/child profile. X the practice is not intended to be used for a grade but is meant to enhance students’ ability to speak academically, which would then influence their grades II. Curriculum Components This section of the guide proposes elements likely to be part of planning high-quality curriculum for all learners. These elements represent current professional understanding of what it means to plan so all learners have opportunities to achieve. Many of the elements are supported in education literature. Indicators are categorized as Goal or Advanced. Check those indicators that are evident in the curriculum. To meet either category, all indicators in the category must be checked. Curriculum document addresses Indica tors reflecting goal and advanced performance Comments/Next Steps (Reference the bullet you are commenting on.) A. Alignment to Standards — the matching of district grade level/course level/learner expectations to standards GOAL % ‰ The curriculum aligns with the current state/national standards. The curriculum aligns with current state grade-level expectations (when available). The curriculum aligns with current state/national assessments (e.g., Aspire, SAT). Since state standards are focused on process skills over vocabulary, it does not align with that but does align with other resources PRONUNCIATION CURRICULUM CONTENT CLASSES 113 ‰ The curriculum aligns with other state level resources (e.g., Utah Education Network). B. Learner Expectations (locally designed or CSDE GLEs) — statements about what students should know and be able to do GOAL ‰ ‰ ‰ Learner expectations state what students should know and be able to do by the end of each grade level/course/program. Learner expectations are prioritized to reflect district/program goals. Learner expectations are included and organized into units/themes/chapters (based on the district’s curriculum model, as appropriate) for a set period of time (e.g., six weeks for unit 1). For ECE, learner expectations are organized developmentally. The curriculum is not meant to be grade specific but rather utilized in any content are which students would benefit from engaging in academic dialogue ‰ Learner expectations address all six levels of cognitive domain (Bloom’s taxonomy). ADVANCED ‰ Learner expectations are organized in three stated levels of priority from the most important to the least important based on the big ideas. Curriculum document addresses Indica tors reflecting goal and advanced performance Comments/Next Steps (Reference the bullet you are commenting on.) C. Pacing — the order in which skills and concepts are sequenced along a continuum of development GOAL ‰ 100‰ ‰ Within grade level clusters (e.g., PK-2, K-5, 6-8, 9-12), skills and concepts evolve sequentially from grade to grade and/or course to course. Skills and concepts are sequenced along a continuum of development PK-12. Big ideas/concepts are stated for each unit/theme/chapter. Teachers may select the WIDA skills to practice as a class and cycle through to ensure that they have covered each of the areas and potentially repeated them. ‰ ADVA 100‰ Timelines are included for each unit/theme/chapter (N/A for ECE) (e.g., curriculum maps). NCED A curriculum matrix (graphic)/scope and sequence showing either topical, thematic or skill development PK-12 is included (matrix sample 1, sample 2). D. Embedded Literacy — reading, writing, listening, speaking, viewing and presenting across all content areas GOAL 100‰ ‰ Literacy (reading, writing, listening, speaking, viewing and presenting) instruction is systematically embedded at each grade level within this content area, as evidenced by inclusion of targeted instructional strategies. Literacy (reading, writing, listening, speaking, viewing and presenting) activities are embedded at each grade 6. The project is focused on WIDA skills including reading, writing, speaking and writing regardless of their grade level. PRONUNCIATION CURRICULUM CONTENT CLASSES 114 level within this content area (unit sample 2). ‰ Integration of culturally responsive texts is evident in: 1. nonfiction, 2. fiction and 3. nonprint materials. 4. Examples of text selections at varied readability levels are evident at each grade level. ADVANCED 5. There is vertical alignment of expectations for literacy at each grade level. 6. There are opportunities for assessment of selected literacy skills at each grade level. Curriculum document addresses Indicators reflecting goal and advanced performance Comments/Next Steps (Reference the bullet you are commenting on.) E. Embedded Information and Technological Literacy — skills related to information, media and technology across all content areas GOAL • The use of information and technology to support and improve the teaching and learning processes is embedded at each grade level. • Using, searching and evaluating Internet sources and information are embedded at each grade level. • Content specific technology and technology applications are specified. ADVANCED • There is vertical alignment of expectations for information and technological literacy at each grade level. • There are opportunities for assessment of selected information and technology literacy skills at each grade level. n/a PRONUNCIATION CURRICULUM CONTENT CLASSES 115 F. Teaching Strategies — the plan for and the actions by the teacher to engage students in learning the content GOAL Every unit/theme/chapter/series of learning activities includes: 1. information about common misconceptions and teaching strategies to address them; 2. suggestions for teaching strategies to support learners who struggle; 3. suggestions for teaching strategies to support the extension of the learning, beyond the lesson objectives; 4. research-based teaching strategies (e.g., similarities and differences, summarizing and note taking, nonlinguistic representation, advanced organizers); 5. guidance about classroom environments conducive to learning (e.g., seating arrangements, safety, social interactions); 6. opportunities for varied approaches and choice for learners (e.g., tasks, resources, product formats); 7. a variety of teaching and grouping strategies based on student learning needs, preferences, interests, learning styles, intelligences, and cultures; 8. specific strategies to address ELL students or students experiencing learning, social-emotional or behavioral difficulties; 9. current event connections; 10. interdisciplinary connections; and 11. teaching strategies aligned with the learning activities. (lesson sample 1) 4. The strategies are research based and are referenced in the thesis. 5. The guide includes grouping for each type of practice and tasks to practice. 8. The project is meant to aide ELL to communicate academically. Curriculum document addresses Indicators reflecting goal and advanced performance Comments/Next Steps (Reference the bullet you are commenting on.) PRONUNCIATION CURRICULUM CONTENT CLASSES 116 G. Learning Activities — cognitive experiences that help learners perceive, process, rehearse, store, and transfer new knowledge or skills GOAL Every unit/theme/chapter/series of learning activities includes: 1. activities sequenced to target the content in the learner expectations; 2. activities promoting higher order thinking and problem-solving; 3. multiple types of learning opportunities (e.g., group and individual projects, centers, simulations, role playing, performances, debates, demonstrations, discussions, modeling, inter-disciplinary, authentic experiences); 4. activities differentiated to address prior knowledge, learning styles, interests and the developmental stages of the learners; 5. opportunities for authentic application of new learning in or out of the classroom; 6. specific activities to address 21st century skills (e.g., communication, creativity, problem solving, self-direction); and 7. ways to use information and technology to enhance learning, increase productivity and promote creativity. (lesson sample 2) 2. Some activities involve higher order thinking by needing to problem-solve in order to express themselves. 3. The practices incorporate a variety of interactions for learning opportunities 5. the practices can be modified to include current vocabulary words for the unit, and may be repeated with a new set of vocabulary words 6. Communication is the focus of these practices. H. Assessments — the ways to measure and monitor a learner’s progress and guide instructional decisions GOAL Every unit/theme/chapter/series of learning activities includes: 1. assessments aligned with the content in the learner expectations; 2. assessments aligned to the learning activities; 3. multiple methods for assessing (e.g., pre/post, formative and summative, observations) the range of levels of cognitive domain; 4. grade level or department-generated common assessments (formative and summative); 5. use of schoolwide and districtwide rubrics; 6. information about how assessments are applied to ELL students or students experiencing learning, social-emotional or behavioral difficulties; and ‰ opportunities for self-assessment and monitoring. 2. The assessments match what the learning activity is practicing. 3. Some activities are specific to responses on a practice whereas others are based on actively participating. PRONUNCIATION CURRICULUM CONTENT CLASSES 117 ADVANCED 7. strategies for including families in the assessment process. Curriculum document addresses Indicators reflecting goal and advanced performance Comments/Next Steps (Reference the bullet you are commenting on.) I. Resources — materials that support learning GOAL Every unit/theme/chapter/series of learning activities includes: 1. suggested resources aligned with the content in the learner expectations; 2. a variety of resources that address the age, skill-level and readiness of learners; ‰ suggested print and non-print resources; 3. suggested learning supplies and equipment resources (e.g. manipulatives, technology); and 4. explanations for the use of included resources. 3. Where technology could be utilized, resources are included. 4. Each practice has “instructor’s notes” III. Organization This section of the guide outlines the expectations for the usefulness of the curriculum document for all internal and external communities. Curriculum document addresses Indic ators reflecting goal and advanced performance Comments (Reference the bullet about which you are commenting.) A. Ease of use — factors related to organization and usability GOAL 100‰ ‰ The document uses a common format with other curricula in the district. Grade-level documents include district PK-12 components (e.g., philosophy/mission, research and references, scope and sequence). WIDA is common in the district. Teachers can access the sections they desire. The documents are organized by WIDA skills to be able to consider practices that are feasible for that instructor. ‰ The document is paginated. 100‰ The document is in identified sections. PRONUNCIATION CURRICULUM CONTENT CLASSES 118 ‰ All identified sections are connected to ensure coherence among the whole document. 1. The document is currently digital but could be printed out. But, it would not be useful to provide to families as the practice would tend to mostly happen with other students. 3. More practices could be developed, and the practices included can be modified separately without restructuring the project overall. ‰ The document is available in multiple formats (e.g., electronically, hard copy) to every teacher. 1. The document is available in multiple formats (e.g., electronically, hard copy) for families. ADVANCED 2. The document is available in languages reflective of the community. 3. The document is electronic and dynamic to allow for continuous improvement. Commendations: (1) (2) (3) Recommendations: Short-term Next Steps: (1) (2) (3) Long-term Next Steps: (1) (2) (3) PRONUNCIATION CURRICULUM CONTENT CLASSES 119 Connecticut Curriculum Development Guide Glossary alignment: The degree to which assessments, curriculum, instruction, instructional materials, professional development and accountability systems reflect and reinforce the educational program's objectives and standards. assessment: The measurement of knowledge, skills and beliefs to determine the level of student achievement in a particular content area (e.g., performance-based assessments, written exams, quizzes). big idea: Key generalization or enduring understanding that students will take with them after the completion of a learning unit. CAPT: Named the Connecticut Academic Performance Test, this criterion reference test is given to 10th grade students in the areas of math, reading across the disciplines, science and writing across the disciplines. CMT: Named the Connecticut Mastery Test, this criterion reference test is given to students in grades 3 -8 in the areas of math, reading and writing and in science for grades 5 and 8. cognitive domain: One of three types of learning domains; knowledge (cognitive), skills (psychomotor) and attitude (affective). common assessments: A broad term for assessments that are given routinely to all students in a grade and/or content area and that are the same for all students in a grade or course. Common assessments may be summative or formative. common misconceptions: Flawed ideas that many believe (e.g., humans get warts from toads). content specific technology: Instruments that are specific to a discipline (e.g., graphing calculators for math or science). culturally responsive text: Texts that positively reinforce cultural identity and have affirming views of individuals of diverse backgrounds, including African Americans, Asian Americans, Americans Indians and Hispanic Americans. Historically, literature written by and for these groups of people generally lies outside of the literary canon, recommended book lists and the school curriculum. curriculum: Guaranteed course of study and learning objectives that integrates standards, instructional strategies, materials and assessments to ensure that all students are able to achieve standards. In this document, we are referring to written curriculum. PRONUNCIATION CURRICULUM CONTENT CLASSES 120 data-driven: Using data to determine strengths and prioritize areas in need of improvement to inform instruction, curriculum and policy decisions to positively affect student achievement. dynamic: Usually in an online format, adjustments can be made to make the curriculum useful and continually improved. ECE: Early childhood education inclusive of birth to PK programs. ELL: English language learners. formative assessment: Process used by teachers to determine how to adjust instruction in response to student needs, and by students to adjust learning strategies. Formative assessments are used to inform and adjust instruction and are not used to evaluate student progress for a grade. grade-level expectations (GLE): A description of what students should know and be able to do at the end of a grade level. higher order thinking: Based on the idea that some types of thinking require more cognitive processing than others and also have more generalized benefits. In Bloom's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order—involving more complex judgmental skills—than the learning of facts and concepts, which require rote memory and recall. Higher order thinking is more difficult to learn or teach but also more valuable because such skills are more likely to useable in novel situations (i.e., situations other than those in which the skill was learned). languages reflective of the community: Languages commonly spoken among individuals in a social group or geographical area. long-term next steps: Actions that require the further development of the curriculum or improvement of the curriculum development plan and training to implement the curricular changes. mission statement: A short, written passage that clarifies the beliefs of a school district about the nature of learning and the need for educational services to meet student learning needs. philosophy: A common belief system that guides policy and practice, e.g., All students can learn. readability levels: The measurement of the textual difficulty or reading difficulty level of a book determined by a readability formula (e.g., calculated by the average number of sentences and syllables per hundred words). Some commonly used readability formulas used to determine readability levels include Fry Readability Formula, Spache Readability Formula, Dale-Chall, and the Lexile Framework for Reading. PRONUNCIATION CURRICULUM CONTENT CLASSES 121 rubric: Scoring guide composed of set criteria and related levels of proficiency that is used to evaluate a student's performance, product or project. SAT: The SAT Reasoning Test is a standardized test for college admissions in the United States. The SAT is owned, published and developed by the College Board. scope and sequence: Defines what should be taught, to what depth and when it should be taught. short-term next steps: Actions that can be taken immediately or within this school year with minimal adjustments to the existing curriculum or curriculum development plan. scientific research-based interventions (SRBI): The use of educational practices, which have been validated through research as effective, for improved student outcomes. Educational practices that are implemented in a school or district which, through data analysis, demonstrate effectiveness (also known as Response to Intervention or for early childhood, Recognition and Response). stakeholders: A person, group, organization, or system that affects or can be affected by an organization's actions (e.g., business, families, board members, etc.). summative assessment: Assessments that are employed mainly to assess cumulative student learning at a particular point in time (e.g., unit tests, finals, the Connecticut Mastery Test, the Connecticut Academic Performance Test). targeted instructional strategies: Purposefully selecting and employing specific processes that maximize learning opportunities technological literacy: Computer skills and the ability to use computers and other technology to improve learning, productivity and performance. technology application: Any program, whether software or online-based, that aids in the completion of a task. vertical alignment: Specific learner expectations that are built upon one another to ensure that fundamental knowledge is established, skills are mastered, gaps are eliminated, and that there is increasing sophistication and rigor across grade levels. When curriculum is vertically aligned, teachers have a clear understanding of what students should have already learned, what they currently have to teach, and what students will learn in future courses or years.