English Language Arts English Language Arts 6, 7, 8, and 96, 7, 8, and 9

What do students really need to What do students really need to know and be able to do in English know and be able to do in English

Language Arts?Language Arts?

The K-12 aim of the Saskatchewan English The K-12 aim of the Saskatchewan English language arts curricula is to help students language arts curricula is to help students understand and appreciate language, and to understand and appreciate language, and to use it confidently and competently in a use it confidently and competently in a variety of situations for learning, variety of situations for learning, communication, work, life, and personal communication, work, life, and personal satisfaction.satisfaction.

““Language is the expression of human’s Language is the expression of human’s highest faculties, the basic highest faculties, the basic achievement that makes all others achievement that makes all others possible. The learner is engaging in possible. The learner is engaging in the most human of activities. the most human of activities. Language learning encourages the Language learning encourages the development of one’s thoughts, one’s development of one’s thoughts, one’s feelings, one’s humanity.” (R. S. feelings, one’s humanity.” (R. S. Dissick)Dissick)

Important QuestionsImportant Questions

What do your students really need to know What do your students really need to know and be able to do in this area of study?and be able to do in this area of study?

How are they going to learn this?How are they going to learn this? What are the performance requirements What are the performance requirements

and criteria by which their achievement will and criteria by which their achievement will be evaluated?be evaluated?

Seven Critical Aspects of an Effective Seven Critical Aspects of an Effective

ELA ProgramELA Program

Addresses specific Addresses specific goalsgoals, , outcomes, outcomes, andand indicators indicators to to achieve the aimachieve the aim

Ensures Ensures learnerslearners can describe the goals, the can describe the goals, the performance requirements, and the criteria performance requirements, and the criteria

Provides Provides meaningful contextsmeaningful contexts and addresses big ideas and addresses big ideas and essential questionsand essential questions

Facilitates Facilitates active construction of meaningactive construction of meaning Equips students with powerful cognitive and Equips students with powerful cognitive and

communication communication strategiesstrategies Uses a variety of Uses a variety of textstexts (beyond the “printed” word) (beyond the “printed” word) Encourages student Encourages student questioning, inquiry, efficacy, questioning, inquiry, efficacy,

and self-reflectionand self-reflection. .

English Language Arts GoalsEnglish Language Arts Goals

Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.

Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

Assess and Reflect on Language Abilities (AR). Students will extend their abilities to assess and reflect on their own language skills, discuss the skills of effective viewers, representers, listeners, speakers, readers, and writers, and set goals for future improvement.

Goals and OutcomesGoals and Outcomes

Comprehend and Respond (CR). CR6.5 Listen purposefully to understand,

respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.

Goals, Outcomes, and IndicatorsGoals, Outcomes, and Indicators

Comprehend and Respond (CR). CR6.5 Listen purposefully to understand, respond, and analyze oral

information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.

a. Display active listening behaviours including preparing to listen; making notes to assist recall of ideas presented; identifying important details; noting techniques employed; seeking additional information from other sources as needed.

b. Restate and follow multi-step instructions and show that they have been understood by completing a task.

c. Identify speaker’s viewpoint and purpose.

Sample Rubric for Sample Rubric for AssessmentAssessment

Comprehend and Respond (CR) (Viewing, Listening, and Reading) Assessment and Evaluation Criteria (Goal 1)Holistic Rubric

Level 6 Comprehends almost all of what is viewed, heard, and read and demonstrates a significant recall and thorough and insightful understanding of ideas, information, concepts, and/or themes.

Level 5 Comprehends most of what is viewed, heard, and read and demonstrates a good recall and clear understanding of ideas, information, concepts, and/or themes.

Level 4 Comprehends most of what is viewed, heard, and read and demonstrates an adequate recall and an adequate understanding of ideas, information, concepts, and/or themes.

Level 3 Comprehends the basic ideas of what is viewed, heard, and read and demonstrates only limited recall and a general understanding of ideas, information, and/or themes.

Level 2 Comprehends some of what is viewed, heard, and read and demonstrates an inadequate recall or limited understanding of ideas, information, concepts, and/or themes.

Level 1 Comprehends little or nothing of what is viewed, heard, and read and demonstrates little or no recall or understanding of ideas, information, concepts, and/or themes.

Student Learning TargetsStudent Learning Targets(CR)(CR)

Level 4: I understand almost all of what I view, hear, and read. I can explain the explicit and implicit messages in a text. I can explain how the ideas are organized and how the conventions and techniques achieve a particular effect. I can provide an insightful interpretation and give strong evidence to support my response.

Level 3: I have a clear understanding of what I view, hear, and read. I understand the overall message, key ideas, and their supporting details. I have a clear understanding of how the text is organized and recognize the key conventions and techniques used to achieve an effect. I can provide a thoughtful interpretation and give reasonable evidence to support my response. I try to set goals to improve.

Level 2: I understand most of what I view, hear, and read. I understand most of the important ideas and details that support them. I recognize how the ideas are organized and the key conventions and techniques that are used. I give an adequate interpretation and provide some evidence to support it.

Level 1: I understand some of what I view, hear, and read but can’t recall most of it. I do not always understand the conventions and techniques that are used. I usually give a simple or inadequate interpretation and give little evidence to support it.

Contexts and Suggested Themes and Topics for Middle Level English Language Arts Units

Contexts (one unit from each of the following)

Grade 6 Grade 7 Grade 8 Grade 9

Personal and PhilosophicalStudents are looking inward and focusing on self-image and self-esteem. They reflect on self and life, and on their beliefs and values and those of their society.

Growing UpOrInto the Spotlight (Self and Relationships)OrYour Choices

Participating and Giving Our Personal Best (Model Unit) or Finding the CourageOrExploring Thoughts, Feelings, and Ideas

Becoming MyselfOrIn My MirrorOrTelling One’s Life Story

Exploring Loyalty, Love, and Relationships (Model Unit) (Semester II)orAll that I Am – The Search for Self (Semester I)

Social, Cultural, and HistoricalStudents look outward and examine their relationships with others, their community, and that of the world. They also consider the historical context.

Peace and Conflict (Model Unit)OrGoing the DistanceOrLooking for AnswersOrCanada’s Links to the World

Voices Through the Ages – Reconstructing the PastOrBuilding a Better WorldOrYoung People in HistoryOrHeroes Gallery

Adventure and Adventurers (Model Unit)OrIs it Fair? – In Search of JusticeOrBuilding A Better WorldOrHeroic Ways

Conflicts, Challenges, Issues, and Choices – Doing the Right Thing (Model Unit) Semester I)OrTaking Risks; Setting LimitsOrEqual Opportunity

Imaginative and LiteraryStudents consider imaginary worlds and possibilities (e.g. What if…?) as well as a range of genres and authors.

Tales - Heroes, Deeds, and WondersOrSuspense OrMarvels Then and Now orFantastic Fiction

Mysteries Uncanny Incidents, and Unusual Happenings (Model Unit)OrImagined WorldsOrActions and Reactions

Timeless Narratives of the First Nations and Greek Peoples (Model Unit)OrOther SkiesOrMystery Maze

Indigenous and Norse Narratives (Model Unit) (Semester 1)OrLooking Beyond - Imagining New Worlds and The FutureOrLaugh LinesOrEndless Possibilities

Communicative Students consider the role of communication in their lives and the ideas and technologies that help people become effective communicators.

Messagesor Scripts to Act OutOrOff the PageOrBiographiesOrScience Fiction

Lighten Up! – On the Funny SideOrThinking for One-selfOrIt’s Showtime!

Burning QuestionsOrFast ForwardOrPopular CultureOrBeneath the InkOrBuy It, You’ll Like It

Our Shared Linguistic and Cultural Roots (Semester II)OrListen to the MusicOrSide by Sideormage and Information

Environmental and Technological Students explore the elements of the natural and constructed world and the role of technology and related developments in their society.

Taking Flight (Model Unit)OrSpace, Stars, and QuasarsOrSystems for LivingOrBiodiversityOrElectricity

Doing Our Part for Planet EarthorThink Outside the BoxorTaking Action

An Eye on Our Natural and Technological EnvironmentOrSurvivalOrCreating Turning Points

Surviving and Conquering (Semester II)OrBuilding a Better PlanetOrIn TouchOrFinal Frontier

Deeper UnderstandingDeeper UnderstandingPeace and Conflict(multi-genre thematic or inquiry) [Model Unit]

Social, Cultural, and Historical Communicative

People around the world yearn for peace. Each of us has a role and responsibility in maintaining peace on a personal, local, and global level – peace begins with us. Developing our communication and group skills can help maintain respectful relationships and resolve conflict. If we are to make the world a better place, we have to do our part. We have to be the peacemakers. “I see the world gradually being turned into a wilderness, I hear the ever approaching thunder which will destroy us too, I can feel the suffering of millions, and yet, if I look up into the heavens, I think that it will all come right, that this cruelty, too, will end” (Anne Frank).

Possible Questions for Deeper Understanding:What role does peace play in your life? What brings peace and happiness in our lives?What skills are needed to resolve conflicts and disputes peacefully?What is the role of the peacemaker?What are our rights and our responsibilities in supporting peace?What can people learn by resolving conflicts?

FNM Content, Perspectives, and FNM Content, Perspectives, and Ways of Knowing in Middle Level Ways of Knowing in Middle Level

ELAELA In the In the Peace and Conflict Unit (Grade 6)Peace and Conflict Unit (Grade 6): Contemporary and : Contemporary and

Traditional Texts; Elder Wisdom; Living in Peace and Harmony; Traditional Texts; Elder Wisdom; Living in Peace and Harmony; Treaties; Residential Schools; Traditional Ceremony (Lakota Pipe Treaties; Residential Schools; Traditional Ceremony (Lakota Pipe Ceremony)Ceremony)

In the In the Participating and Giving Our Personal Best Unit (Grade Participating and Giving Our Personal Best Unit (Grade 7)7): Contemporary Texts; Exceptional First Nations Athletes in : Contemporary Texts; Exceptional First Nations Athletes in Canada; Inclusive LanguageCanada; Inclusive Language

In the In the Timeless Narratives of the First Nations and Greek Timeless Narratives of the First Nations and Greek Peoples Unit (Grade 8)Peoples Unit (Grade 8): Traditional Texts from Narrative Tradition : Traditional Texts from Narrative Tradition (origins, Heroes, Tricksters); Historical World View; Origins of (origins, Heroes, Tricksters); Historical World View; Origins of Particular Ceremonies (e.g., Pipe); Storytelling; Some discussion of Particular Ceremonies (e.g., Pipe); Storytelling; Some discussion of First Nations languagesFirst Nations languages

In the In the Conflicts, Challenges, Issues, and Choices Unit (Grade Conflicts, Challenges, Issues, and Choices Unit (Grade 9)9): Contemporary Texts; Treaties and Residential Schools; Current : Contemporary Texts; Treaties and Residential Schools; Current Issues in CommunityIssues in Community

Language Cues and ConventionsLanguage Cues and Conventions

Students build and communicate meaning using Students build and communicate meaning using their understanding of the:their understanding of the:

pragmaticpragmatic cueing system cueing system textualtextual cueing system cueing system syntacticsyntactic cueing system cueing system semantic/lexical/morphographicsemantic/lexical/morphographic cueing cueing

system system graphophonic graphophonic cueing systemcueing system otherother cueing systems. cueing systems.

Cognitive StrategiesCognitive Strategies

Resources (Texts)Resources (Texts)

Students need to have access to a wide range of Students need to have access to a wide range of high quality learning resources in oral, visual, high quality learning resources in oral, visual, multimedia, print, and electronic formats.multimedia, print, and electronic formats.

A text is any form of communication, whether oral, A text is any form of communication, whether oral, written, visual, or multimedia (including digital written, visual, or multimedia (including digital media), that constitutes a coherent, identifiable media), that constitutes a coherent, identifiable unit.unit.

QuestioningQuestioning

Effective Questions for Deeper Understanding Cause genuine and relevant inquiry. Provide for thoughtful, lively discussion. Require students to consider alternatives and

support their ideas. Stimulate vital, ongoing rethinking of ideas. Spark meaningful connections. Create opportunities for transfer to other situations

and subjects.

(Adapted from Wiggins & McTighe, 2005, p. 110)

InquiryInquiry

EfficacyEfficacy

EfficacyEfficacy refers to the capacity or power to address refers to the capacity or power to address issues and produce a desired effect or change.issues and produce a desired effect or change.

Efficacy Can Help Students become: more aware reciprocal relationships between

themselves and their local, national, and international community.

contributors to their community and the world beyond that community.

agents of change. socially responsible.

Self-reflectionSelf-reflection

What do effective viewers, representers, What do effective viewers, representers, listeners, speakers, readers, and writers listeners, speakers, readers, and writers do?do?

What viewing, listening, reading, What viewing, listening, reading, representing, speaking, and writing skills representing, speaking, and writing skills and strategies work best for each task and and strategies work best for each task and situation?situation?

What goals do I need to set for What goals do I need to set for improvement?improvement?

Required Minutes for ELARequired Minutes for ELA

Grade 6: 510 minutes per week or Grade 6: 510 minutes per week or approximately 100 minutes each dayapproximately 100 minutes each day

Grade 7: 300 minutes per week or Grade 7: 300 minutes per week or approximately 60 minutes each dayapproximately 60 minutes each day

Grade 8: 300 minutes per week or Grade 8: 300 minutes per week or approximately 60 minutes each dayapproximately 60 minutes each day

Grade 9: 300 minutes per week or Grade 9: 300 minutes per week or approximately 60 minutes each day approximately 60 minutes each day

What ELA Is and Is NotWhat ELA Is and Is Not

(Handout)(Handout)

CONCLUSIONCONCLUSION

“ “If we are successful in English Language Arts If we are successful in English Language Arts instruction, our students will have:instruction, our students will have:

Accomplished….Accomplished…. Developed autonomy in….Developed autonomy in…. Used their learning to….Used their learning to…. Faced and overcome such key challenges as….Faced and overcome such key challenges as…. Created…..Created….. Overcome such misconceptions and habits of Overcome such misconceptions and habits of

thinking as….thinking as….(from Wiggins and McTighe, 2007, p. 61)(from Wiggins and McTighe, 2007, p. 61)

QUESTIONSQUESTIONS

ContactContact

Bill PrenticeBill Prentice

English Language Arts ConsultantEnglish Language Arts Consultant

Ministry of EducationMinistry of Education

306-787-7189306-787-7189

bill.prentice@gov.sk.cabill.prentice@gov.sk.ca