Curriculum+Analysis+Format

//Common Core State Standards//
//Curriculum Framework Analysis// (4-6 pages, plus appendix) (30) Examine a published curriculum framework at your level of teaching for its theoretical implications. This may include local, state, national or referential literacy standards for a limited range of literacy levels (e.g high school, First-year writing, disciplinary writing, developmental English, etc.) This means characterizing

__the kind of literacy it represents,__ __considering the goals for writing__ achievement model, not growth

__the level of performance implied,__ __considering how the writing process is modeled (impromptu assessments, portfolios, staged assignments)__ __considering assessments or how goals are worded__ effectively .. . demonstrating understanding... clear and coherent writing.... linear and fixed process. . . sequential writing on demand

product-based ... not process __the breadth of genres and media,__ __considering diversity of purposes and audiences__

__and the local and cultural characteristics, if any__ __considering examples and exemplars of assessments__

You may extend your analysis to evaluation of these elements, but most important is that you analyze it for a peer audience, i.e. this class.