Framework Gaps

Framework v. CSET Overview

Even though my project will be arts based, I chose to look at fifth grade Language Arts because my biggest gaps lie in this area. 

There are numerous differences between the state framework for fifth grade Language Arts and the CSET overview of Language Arts. Although I am sure there are many more, the discrepancies I found are as follows:

1. The CEST overview contains theoretical portions which the framework does not.

•  Structural Linguistics (phonemes, morphemes, phonology, and phonemic awareness)
•  Language Development and Acquisition (the stages)
•  Theorists (Vygotsky and Krashen)

2. The CSET overview mentions formal and informal assessment but the framework is much more  detailed in its coverage of assessments.

•  Entry-Level Assessment
•  Monitoring Student Progress
•  Post-test Assessment

3. The framework discusses universal access which the CSET overview does not.

•  Students with Reading Difficulties or Disabilities
•  Advanced Learners
•  English Learners

4. The CSET covers more of what the students should know and the framework covers more of what the students should be able to do. The framework uses words such as: analyze, explain, contrast, describe, identify, and understand.

Unfortunately, I do not have my own classroom yet and have not been in any other classrooms where I have seen the standards for fifth grade Language Arts followed at an appropriate level.  

Gaps for Three Grade Levels

Fifth Grade Framework Gaps:

•  punctuation, grammar, and sentence structure
• word origins

The standards which correspond to my gaps:

Written and Oral English Language Conventions:

 Vocabulary and Concept Development: 

•  1.2  Use word origins to determine the meaning of unknown words.
•  1.4  Know abstract, derived roots and affixes from Greek and Latin and use this knowledge to analyze the meaning of complex words.

 Sentence Structure:

•  1.1  Identify and correctly use prepositional phrases, appositives, and independent clauses; use transitions and connections to connect ideas.

 Grammar:

•  1.2  Identify and correctly use verbs that are often misused, modifiers, and pronouns.

Spelling:

•  1.5  Spell roots, suffixes, contractions, and syllable constructions correctly.

Fourth Grade Framework Gaps:

• sentence structure, grammar, and spelling

The standards which correspond to my gaps:

Written and Oral English Language Conventions:

 Sentence Structure:

•  1.2 Combine short, related sentences with appositives, participial phrases, adverbs, and prepositional phrases.

 Grammar:

•  1.3 Identify and use regular and irregular verbs, prepositions, and coordinating conjunctions in writing and speaking.

 Spelling:

•  1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

Third Grade Framework Gaps:

•  although I do not have major gaps for this grade level I feel I could have more in depth knowledge of prefixes and suffixes

The standards which correspond to my gaps:

Word Analysis, Fluency, and Systematic Vocabulary Development:

 Vocabulary and Concept Development:

•  1.8 Use knowledge of prefixes (e.g., un-, re-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.

CSET Gaps:

•  sentence structure which includes grammar 

Gap to Be Leapt

I chose grammar as the area I would seek to improve. One feasible method of improvement would be an online course. Online courses offer less financial and time restraint strain than do courses at a community college or university and therefore, would be easier to accomodate. I would have to further research the site but one possibility would be http://englishgrammar101.com/