[etni] Re: New Module B
- From: Bari Nirenberg <bnirenberg@xxxxxxxxx>
- To: "dmarc-noreply@xxxxxxxxxxxxx" <dmarc-noreply@xxxxxxxxxxxxx>
- Date: Tue, 10 Feb 2015 10:27:27 +0200
One correction and one clarification:
There are poems on the more updated list on the TLC.
Texts may only be submitted to me for approval between May 1st and November
1st and should be sent to the email address that appears on the TLC (not
the address I'm writing this email from).
Bari
On Tuesday, February 10, 2015, Rivka Lewenstein <dmarc-noreply@xxxxxxxxxxxxx>
wrote:
> Let me try to give a brief summary of the Module B literature component.
> Note that I do NOT work for the Ministry, but I have spent the last few
> months writing a book for the Module B literature program (currently in the
> middle of the evaluation process by the Ministry - really hoping that we
> get approval by the end of April) so I certainly hope that I'm familiar
> with the requirements :-)
> Module B is a log, not an external test. Students must study two short
> stories and one poem. The short stories can (and should) be abridged and /
> or simplified. They must be at least 900 words long. The poem may NOT be
> abridged / simplified and it may not be a poem written for children / by a
> children's poet (e.g., Shel Silverstein). There is no minimum length, but
> of course there needs to be enough "meat" for students to talk about.
> The key components of the teaching program are the same as the key
> components for Modules D and B, albeit on a much lower level: Pre-reading,
> Basic Understanding (which includes vocabulary), Analysis (which includes
> basic analysis questions, HOTS, and basic literary terms), Bridging Text
> and Context, Post-reading task, and Summative Assessment (a test), as well
> as a Personal Response at the end of each year. The key, as I said, is to
> do at the students' level without insulting them. That's why I worked hard
> to find pieces for my book that would be interesting and make students talk
> / think, but not overwhelm them. I introduced the HOTS with the help of
> visual aids, and also gave ideas for using multimedia (youtube clips) for
> introducing the HOTS. I gave a variety of post-reading task options so that
> students could work to their strengths (drawing, computers, music, etc.). I
> also used the pieces as a springboard for reviewing basic language and
> vocabulary concepts.
> The testing demands are really reasonable, I think: Basic Understanding
> (including vocabulary) and Analysis. There is no Bridging question on the
> test!!! The only thing about the summative assessment that I found
> challenging was the requirement to have 6-8 BU questions and 4 analysis
> questions. For a short poem, that's really hard, because there's not THAT
> much to ask on a really short poem that three-point students can deal with
> (taking into account that I didn't want to repeat questions that were asked
> in the unit). But other than that, I do think the requirements are
> appropriate to three-pointers.
>
> As to pieces, there is an initial list of approved pieces (from books
> already published) in the document whose link I listed below. At the
> moment, there isn't much there (no approved poems, and only stories from
> published books, which makes sense since you need to know exactly which
> simplified version you can use). However, anyone can send pieces to Bari
> Niremberg for approval - she is really wonderful to work with. Of course, I
> made sure that all the pieces that I wanted to put in my book got approved
> before writing the units (there are 5 short stories and 3 poems in the
> book, so that teachers can choose the pieces they like best and which best
> suit their class), but those are not yet on the list. (The short stories
> won't be on the list till the book is published.)
>
> For more information, here is the Ministry document that describes the
> main components of the Module B literature:
> http://cms.education.gov.il/NR/rdonlyres/072E4999-2B61-4A96-993E-424FA9103A9A/194210/ChangesLiteratureSept91.pdf
> I don't know when samples will be released - I hope soon!
> I honestly do believe that literature can be effectively taught at the
> three-point level, so long as you choose suitable pieces, give lots of
> scaffolding (glossing of difficult vocabulary into Hebrew / Arabic,
> questions that students can deal with, a memorable and not overwhelming
> introduction of the HOTS), and introduce it as something exciting, not
> something that we just need to do to pass the Bagrut exam. I'm sure that
> some (many?) three-point teachers will disagree with me and tell me that I
> am being too naive, but this is based on my own experience with teaching
> weaker students.
>
> Hope this helps,Rivka
>
>
>
> \Hi all,
> 1. WHO knows something solid about the new Module B?
> 2. What pieces do you recommend for really weak students?
> 3. When will there be sample tests \ questions?
> 4. Are externi students expected to do a log or will there be an external
> test???
>
> Looking forward to your replies.
>
> Noel
>
>
>
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