Curriculum and Standards Critique

Aliza Robinson
Summer 2018
CIE 685

Introduction

For the purposes of this assignment I am choosing to focus on Language Arts. I will be analyzing

the standards in the areas of reading literature/informational texts, foundational skills, writing and

language. The program I am required to use for my instruction in the language arts is ReadyGEN,

therefore I will analyze this program’s adequacy of format, its systematic analysis of concepts and

students, biases, and assessment of student learning.

Perception and Adequacy of the Format

“ReadyGEN uses the principles of backward design to help teachers deliver instruction based on

learning goals” (ReadyGEN, pg. 22). The ReadyGEN 2nd grade program consists of 6 units; each unit

focuses on a “Big Idea” such as “Understanding Communities” and “Path to College and Career

Readiness.” Each lesson is framed by an “Essential Question” that guides the focus of instruction and

learning. These Essential Questions are the components of the unit Big Ideas and Enduring

Understandings. Each lesson maps out readings, close reads, questioning, foundational skills (phonics),

scaffolded instruction, benchmark vocabulary, small group plans, writing, and conventions mini-lessons.

“… teachers should allow them (students) to practice retrieving information and forming that knowledge

in their own words. Teachers should also encourage representing knowledge in alternative forms”

(Wiles & Bondi, pg.74). The Close Reads in this program allow for students to practice retrieving learned

information and communicating it with peers. “Among the generic skills that assist a learner in

becoming more intellectually competent are learning how to acquire new knowledge, consolidating

what is already known, gaining deep or conceptual understandings, and seeing connectivity in
information” (Wiles & Bondi, pg.73). This program allows for students to do all of this through various

forms of formative and summative assessments that I will explain in more depth later.

Systematic Analyses of Concepts and Students

The ReadyGEN program elicits an Experimentalism and Realism approach to teaching, “Learning

would occur through a problem-solving or inquiry format” (Wiles & Bondi, pg.29). This program focuses

on the Common Core standards; it includes multiple standards per lesson, but most importantly it

highlights the main “Focus” which is the overarching standard for that lesson. If an educator were to

follow this program from beginning to end they would cover all language arts standards, especially the

reading standards. These standards are not brought up once; each standard is explored and built upon

in complexity with each unit. This program has done a good job of covering all of the standards, but it

lacks awareness for the future. “Curriculum planners must seek to understand this complex relationship

between education and national destiny so that they can build required changes into the schooling

process” (Wiles & Bondi, pg.62).

Bias

When it comes to bias, I am not concerned for the ReadyGEN program. This program includes a

wide variety of fictional and informational texts that cover many topics. Through reading and discussing,

students learn about diversity and different cultures, races, geographic locations, and traditions.

ReadyGEN has done a great job of including diverse characters and topics in their readings.

Assessment of Student Learning

Assessment is where the ReadyGEN program really shines. Our course text talks about schools

responding to the changing rush of knowledge, increased human capacities, and understanding of

learning. The ReadyGEN program utilizes baseline, formative, and summative assessments. These

assessments allow the educator to assess the starting point for instruction, groupings, progress towards

goals, and mastery. One of the summative assessments included in this program are called Performance
Based Assessment; these assessments ask the students to respond to a real-world questions, apply

learned knowledge, and create a unique piece to showcase their knowledge. This format is in-line with

the Problem-Based Learning our text talks about, “The student is led to actively define the problem and

construct potential solutions” (Wiles & Bondi, pg.77).

Overall Analysis

After analyzing the format, covered concepts for students, biases, and assessments I am

comfortable saying that I would choose to utilize this program if given the choice. It has a plethora of

information, lesson options, and covered standards. This program does need to be supplemented with

more foundational skills, but it does a great job of covering the standards required of educators. At the

end of the day, ReadyGEN allows the educator to personalize this program to incorporate their

educational philosophies.
 Works Cited

ReadyGen Grade 2: Implementation Guide. Pearson, 2010.

Wiles, J. W., & Bondi, J. C. (2015). Curriculum Development, 9th edition. Boston, MA: Pearson and

Dewey, J. (1963). Experience and Education. New York, NY: Macmillan.