D183 Task 2 applying theories
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School
Western Governors University *
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Course
D183
Subject
Arts Humanities
Date
Jan 9, 2024
Type
docx
Pages
6
Uploaded by jmage16
1
Joy R. Magee
MSCIN Program, Western Governors University
D183: Applying Theories, Design Principles, and Evaluation Models
Dr. Sharlie Wade
January 11, 2023
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Curriculum
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Open Court Reading Curriculum
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McGraw Hill Education
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Unit 5
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Grade-Kindergarten
Objectives
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Learn the elements of informational text (SRA, 2016).
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Listen to and discuss “Homes Around the World” (SRA, 2016).
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Apply the Summarizing and clarifying comprehension strategies (SRA, 2016).
The two design principles that adhere to the Open Court curriculum are scope and sequence. Scope refers to the content within the curriculum (William et al., 2018). The Open Court reading curriculum offers a wide range of themes. It also ranges in levels within the curriculum from early emergent to fluent through differentiated instruction and
also providing information to teach English learners. For example, Open Court provides a
wide range of genres such as poetry, informational text, realistic fiction, fantasy, and more. It also provides different cultures to learn about and for students to connect too.
When it comes to the design principle sequence Open Court adheres to it. The creators of the curriculum provide educators with the tools to create strong readers, writers, and thinkers. Open Court provides a blueprint to success using systematic and explicit instruction, spiral curriculum, and core concepts and skills. For example, students
listen to short stories and answering text-based questions. As the unit progresses the reading skills get more complex, asking them to participate in discussion and apply their
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thinking. After reading a story it discusses grammar, usage, and mechanics connected to that same story.
It is apparent that Open Court Reading adheres to the Scholar Academic ideology.
The intention of Open Court Reading is to make sure students learn skills that they will be able to use in the next grade and builds on their background knowledge as they progress. The curriculum provides learning the conceptual frameworks, content , and ways of thinking but learning about different cultures as well. Different units of the curriculum are presented with different cultures within selections. This fits the Scholar Academic ideology perfectly. In Unit 5 is called Home, Sweet Home, within this unit different places all over the world are discussed along with ethnicity through illustrations.
In this unit, they show places like cabins in North Carolina and how homes look during the winter months in the mountains. It talks about other homes around the world. It uses this information for students to compare and contrast the homes. The ideology helps students understand different information by responding, predicting, relating to the real world, and introducing vocabulary. The Scholar Academic ideology helps students reach goals and build skills and incorporate prior knowledge.
Open Court Reading curriculum uses the learning theory through constructivism. This theory is presented throughout the curriculum using the design principles, scope and sequence. Open Court Reading presents information in a spiral-down effect. The unit starts off with a whole concept and then breaks it down into parts with emphasis on the big concept. The big concept is referred to as the “big idea;” this constantly changes as the units change within the curriculum. They ask teachers to create a concept and question board, which leads to the idea of constructivism. It allows students to ask
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questions and challenge their own thinking. The curriculum allows for open discussions before reading a selection and after reading a selection. The curriculum also provides students with different learning opportunities to help achieve the objectives set for each lesson. Students continue to build on their knowledge through learning concepts and skills throughout the curriculum.
Using the CIPP Evaluation Model
Context:
The problem that needs to be addressed in my classroom is differentiated instruction. I want all of my students to be able to learn the content and skills being taught. The need that I want to address is differentiation. Input:
The first component that addresses the need for creativity and differentiation will be learning activities that will challenge all students from emerging to advanced. The second component to address the need within the curriculum is the section that offers support for intervention that can be assessed through print and online. It is crucial for all students to have access to all levels of the curriculum.
The resources I will gather in order to evaluate the curriculum with be the standards being targeted, the sequence of those standards, and how the curriculum reaches a different levels of students. I will work with my literacy coaches to ensure that these things are being met.
Process:
The Open Court Reading curriculum has 3 lessons within a unit and each lesson
is 5 day long. After each day, the teacher manual offers tips for different levels of students. I will implement the curriculum following each step. I will also utilize resources
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provided each day. These resources will allow me to see whether my students reached their daily goal.
Students will be given assessments every 3 weeks (at the end of each unit). This will allow me to monitor the effectiveness of the curriculum and make sure students are meeting state standards.
Product:
I will determine whether the curriculum met the need of differentiation by looking at reading scores. If scores show growth, I will know that curriculum has met the need. I will know that the provided resources are working. If needs are not met, we will determine what can be done to meet the need, whether that involves using other components of the curriculum.
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References
II, W.R. G., Taylor, R. T., & Oliva, P. F. (2018).
Developing the Curriculum
(9th ed.). Pearson Education (US).
https://wgu.vitalsource.com/books/9780134802732
SRA. (2016). Open Court Reading
. McGraw Hill Education.
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