Jana Lo Bello Miller
This capstone curriculum project seeks to answer the question: How do English Language Arts (ELA), culturally responsive curricular resources impact academic achievement in our advanced first-grade learners from historically underserved populations? The connection between implementing an advanced English language arts (ELA) Jacob’s Ladder poetry unit utilizing the Integrated Curriculum Model (ICM) and learning outcomes of students from historically underserved backgrounds, including twice-exceptional (2e), and racially, culturally, linguistically, and economically diverse (RCLED) learners are measured through growth from the preassessment to summative assessment. High-rigor curricula, culturally responsive teaching methods that tap into neuroscience, and differentiated instruction with entry points for all students are implemented. Attention is given to providing appropriate scaffolding and challenge based on learners’ readiness. A review of current literature, which includes exploring The Young Scholars Model, Hammond’s culturally responsive teaching and the brain, and resources vetted through the National Association for Gifted Children (NAGC) and Jacob Javits Gifted and Talented Students Education Act provided evidence-based resources from which to develop effective differentiated interventions for students from historically underserved populations. Based on student achievement data, this unit could be implemented at scale to support learners at the district, state, and national levels
Achievement, Literacy, Gifted and Talented, Culturally Responsive Teaching
McKenzie, Nicole, "English Language Arts Curricular Interventions and Achievement in Advanced First Grade Learners from Underserved Backgrounds" (2023). School of Education and Leadership Student Capstone Projects. 998.
School of Education Student Capstone Projects