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Newfoundland-English Language Arts
ARCHIVE
English Language Arts English 1200
GOVERNMENT OF NEWFOUNDLAND AND LABRADOR Department of Education Division of Program Development
A Curriculum Guide June 2002
Contents
Introduction
Specific Curriculum Outcomes
Instructional Design and Approaches
Assessing, Evaluating, and Reporting
Resources
Appendices
ENGLISH 1200 CURRICULUM GUIDE
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CONTENTS
Acknowledgements ......................... ..... .............. .. .... ...... .......... . iii
Purpose of English 1200 ............. ........................... .. ................. 1 English 1200 and the Senior High School Graduation Requirements ........................................................ ................... .. 2 Meeting the Needs of Students in English 1200 ............ ......... 3 Learning Preferences ............................................ ... ....... ............ 4 The English 1200 Teacher .. .. ........................... ..... ... .. ... ... ......... 5 Connections Across the Curriculum .. ... ....... .. .. ... ..................... .. 6
Curriculum Outcomes Framework ............................................ 7 Specific Curriculum Outcomes ................................................. 9
Introduction .... .. ...................................................................... 2 7 Cueing Systems and Reading Strategies .............. .................... 2 8 Approaches to Readi ng ............................................................ 3 5 Approaches to Writing .. ............ ...... .................... ... ... .............. . 3 9 Integrat ing Technology ...... .......... ........................... ......... ........ 42
Introduction .................. ...................... ........... .... ..................... 45 Components of Assessment and Evaluation ........................... .4 5 Reporting Student Progress .......... .......................... .......... ....... 49
Introduction .. .. .... .................. ...................... ....... .................... . 5 1 Teacher Resources .. .................. ............... ................................. 51 Student Resources .................... .......... .. ......... ...... .... ...... ........... 52
Appendix 1: Sample Interview Form fo r Goal Setting ........ ... 57 Appendix 2: Sample O bservatio n Record ...... .... ................ .... 59 Append ix 3: Sample C heckl is t Items for Reading .. .. .... ...... .. .. 61
Com prehension Appendix 4: Sample Readi ng Log .................. .. .... .. ................ 6 5 Appendix 5: Writing Modes and Forms ................ ................. 67 Appendix 6: Sample Writing Chart for English 1200 ........... 6 9 Append ix 7: Sample Writi ng Log .............. ............................. 71 Appendix 8: Writing Conferences .. ...... .. ...... ... ...... .. ......... .. .... 7 3
CONTENTS
ii ENGLISH 1200 CURRICULUM GUIDE
ACKNOWLEDGEMENTS
Acknowledgements
ENGLISH 1200 CURRICULUM GUIDE
This course had its origins as Reading 1227, a local course
developed in 199 3 and proposed to the Department of Education by Humber-St. Barbe R.C. School Board, Western Integrated
School Board, Appalachia R.C. School Board, Vinland-Strait of
Belle Isle Integrated School Board, Port aux Basques Integrated School Board, and Deer Lake-St. Barbe South Integrated School
Board. The course was intended to be one means of addressing
low literacy levels being experienced by a number of senior high school students. The initial course description for Reading 1227
was approved for these districts for the 1993-94 school year.
Between 1993 and 1997 a number of other school districts began offering a locally developed course in reading, based largely on the
Reading 1227 course description. Respecting the significant
dedication of specific personnel across the six districts in the
development of the course description, the following are
acknowledged:
Anita Reardon , St. Stephen's High School , Stephenville
Debbie Murley, Regina High School, Corner Brook
Valerie Parsons, St. James High School , Port aux Basques
Jeanette Matthews, Herdman Collegiate, Corner Brook
Myra Spence, Elwood High School, Deer Lake
Mary LeBlanc, Harriott Curtis Collegiate, St. Anthony
Thanks are also extended to the following district office personnel from all six districts for their involvement in organizing and preparing the original Reading 1227 course description:
Lawrence Sipe, Port aux Basques Integrated School Board
Jennifer Gillingham, Port aux Basques Integrated School Board
John Moores, Vinland-Strait of Belle Isle Integrated School Board
Rachel Handrigan, Vinland-Strait of Belle Isle Integrated School
Board
Paula Gillis, Appalachia R.C. School Board
John Maddock, Appalachia R.C. School Board
Jane Murphy, Humber-St. Barbe R.C. School Board
Jerome Jesseau, Humber-St. Barbe R.C. School Board
Ill
ACKNOWLEDGEMENTS
iv
Richard Payne, Deer Lake-St. Barbe South Integrated School Board
Ina Shears, Deer Lake-St. Barbe South Integrated School Board
Jim Powell, Deer Lake-St. Barbe South Integrated School Board
Catherine Maggs, Western Integrated School Board
Ruby Day, Western Integrated School Board
Debbie McHugh, Western Integrated School Board
Jackie Crocker, Western Integrated School Board
Dorothy Chaulk, Western Integrated School Board
Don Carter, Western Integrated School Board (retired)
Alberta Education is also acknowledged for permission to use
Reading I 0 (1987), Teaching Evaluating Reading in the Senior High - A Monograph to Accompany Reading I 0 (1988) and Reading I6 (Integrated Occupational Program, 1990), in preparing the original description for Reading 1227. Thank you to Mr. Merv Thornton, consultant with Alberta Education, who kindly sent the course description for Reading I 0 and who arranged for Ms.
Catherine Maggs to visit Alberta classrooms where Reading I 0 was being taught.
Literacy 1228 (Avalon North Integrated School District) and
Reading 2227 (Burin Peninsula Integrated School District) are examples of other local courses developed from the 1227 foundation . In particular, the following are acknowledged:
Albert Bishop, Coordinator, Avalon North Integrated School District
Marilyn Moulton, Ascension Collegiate, Bay Roberts
Carletta Wells-Deering, Jackson Walsh High, Western Bay
Cathy Groves, Holy Trinity High, Heart's Content
Brenda Best, Coordinator, Burin Peninsula Integrated School District
Roy Pike, Principal, Pearce Regional High
Dr. Robert Reid, Guidance Counselor, Pearce Regional High
Mary McCarthy, Learning Resources, Pearce Regional High
Thank you as well to the many teachers across several other districts who offered a local course in reading based on these
course descriptions.
ENGLISH 1200 CURRICULUM GUIDE
ENGLISH 1200 CURRICULUM GUIDE
ACKNOWLEDGEMENTS
The Department of Education wishes to acknowledge the assistance of the following individuals in the preparation of an interim document; Reading 1200, in 1997:
Eldred Barnes, Program Development Specialist, English
Language Arts
Edith Furey, Student Support Services
Janice Pyne, Student Support Services
The Department of Education also wishes to acknowledge the following individuals for their assistance in the preparation of this
English 1200 curriculum guide:
Eldred Barnes, Program Development Specialist, English
Language Arts
Janice Pyne, Student Support Services
Irene Fudge, St. Michael's All-Grade School, Arnold's Cove
Lorne Green, Random Island Academy, Random Island
Suzette Strong, Musgravetown High School, Musgravetown
English 1200 will replace all locally developed reading courses at senior high.
v
ACKNOWLEDGEMENTS
vi ENGLISH 1200 CURRICULUM GUIDE
SECTION 1: INTRODUCTION
Section 1: Introduction
Purpose of English 1200
ENGLISH 1200 CURRICULUM GUIDE
Foundation for the Atlantic Canada English Language Arts Curriculum provides a comprehensive framework for an English
language arts program from school entry to grade twelve. It is a
document to which all teachers of English, including those
teaching English 1200, should refer for the philosophy and
principles underlying all aspects of the English language arts
curriculum.
English 1200 IS an optional course aimed at addressing the needs
of students entering senior high schools who
• lack sufficient skills and strategies to handle the reading and
writing demands of senior high school courses
• have not developed the reading strategies that enable them to
decode, interact with, retain, interpret, or reconstruct print
may have learning disabilities, mild cognitive delay or no
causative disability but are disabled by a lack of literacy skills
• may be characterized by a lack of motivation and interest,
avoidance of print and reading tasks, low self-esteem and dependence on external clues, classmates and teachers for any successful interpretation of print
The curriculum outcomes and the suggestions for teaching,
learning, assessing, and evaluating found in this guide are tied to
Foundation for the Atlantic Canada English Language Arts Curriculum. As such, the outcomes for English 1200 are linked
with the Essential Graduation Learnings for students in our public
school system .
While there is no doubt that difficulties with reading and writing
need to be addressed when children are beginning school,
students entering senior high school with such difficulties cannot
be ignored. A lack of literacy skills has been identified as a major
factor in a lack of success with senior high courses. Therefore,
improving the level of literacy must be a programming priority for
these students.
English 1200 reflects current research, theory, and classroom
practice. It places emphasis on the student as a learner and
provides flexibility for teachers in planning instruction to meet the
needs of their particular students.
SECTION 1: INTRODUCTION
English 1200 and the Senior High School Graduation Requirements
2
English 1200 is part of the provincial senior high English language arts curriculum. The following chart shows the context
of English 1200 within the framework for the senior high English
language arts program:
CORE SENIOR HIGH ENGLISH COURSES Students must have completed one (1) course at each level
to graduate
Academic General L I English 1201 L I English 1202 LII English 2201 LII English 2202 L III English 3201 L III English 3202
OPTIONAL SENIOR HIGH ENGLISH COURSES If they do not study a second language, students must have
completed one (1) of the following courses to graduate
English 1200 Writing 2203
Theatre Arts 2205 Language 3204
Canadian Literature 3205 Literature 3206
All senior high students must complete eight credits in Language as part of the minimum graduation requirements. At least six (6) credits must be in English language arts. Students who do not
study a second language will need to obtain an additional two credits from the optional English courses. Students who
successfully complete English 1200 will receive two credits in English toward the eight credits required in the language category for graduation.
English 1200 is an enabling course in that it will provide students with significant instruction and practice in skills that will help them in all courses at the senior high level. English 1200 must be taken either prior to or concurrently with English 1202. Students cannot obtain credit for English 1200 if they have already
successfully completed English 1202. It is recommended that
English 1200 be taken by most, if not all, students who register for English 1202 and that both courses be taught, where possible, by the same teachers. It is strongly recommended that class sizes be kept to a level less than 20 to allow for individualized programming. This course is not recommended for students who are enroled in English 1201.
ENGLISH 1200 CURRICULUM GUIDE
Meeting the Needs of Students in English 1200
ENGLISH 1200 CURRICULUM GUIDE
SECTION 1: INTRODUCTION
English 1200 is based on the belief that reading is a process by
which text and readers interact to create meaning. It is based on
the belief that writing is a problem-solving, recursive process that
has identifiable stages. Both authors and readers use their
linguistic knowledge and their prior experiences in meaning
making. Because each individual brings unique background
knowledge and experiences to bear on a text, the construction of
meaning can differ with each reader's reading of that text. The
initial response of the reader to a text can always be used as the
starting point for discussion. Otherwise, engagement with the
text may be lost and the student may not be able to expand and
refine his/her own understandings. At the same time, it is
recognized that strategies which can improve reading and writing
for a variety of purposes can and should be learned. To meet the
needs of students taking English 1200, this course assumes the
following:
• A wide range of reading materials focusing on real reading situations will be used.
• A portfolio of writing that displays different forms (i.e.,
expressive, transactional, and poetic) for different purposes (e.g., to learn, to inform, to entertain) will be a part of a student's course work.
• Strategies learned will be deliberately applied to students'
reading and writing requirements in other courses, to real-life reading and writing situations, and to their reading and writing for enjoyment. Students will be helped to develop facility in the use of several reading and writing strategies that work for them.
Language processes and experiences are interrelated and therefore speaking, listening, viewing, and other ways of representing meaning will be involved in the teaching and learning activities of this course.
• Reading and writing cannot be separated from the life of the student. Poor self-concept is often a stumbling block to improving reading. Focused efforts will be made to give students positive and successful experiences. The use of inclusive language, attitudes, and actions supportive of all learners will be modeled.
The learning environment will affirm the dignity and worth of
all learners. The learning environment will emphasize interaction and collaboration, and will provide balanced, challenging learning experiences supported by a wide range of resources, including technology.
3
SECTION 1: INTRODUCTION
Learning Preferences
•
Students will be helped to bring prior knowledge to their reading and writing, and to transfer learned skills and strategies to new situations that will allow them to achieve the curriculum outcomes for other senior high courses.
Learning extends beyond the classroom to the home and the
wider community. Independent reading at home, for example, is important in increasing proficiency in the use of reading
strategies.
Students should be given opportunities to identify and respond
to diversity in their learning styles.
Students will benefit from a variety of grouping arrangements
that allow optimum opportunities for meaningful teacherstudent and student-student interaction. Groupings should include whole-class instruction, teacher-directed small group instruction , cooperative learning groups, one-to-one teacher/ student instruction, independent work, partner learning, peer
learning, or cross-age tutors.
Students have many ways of learning, knowing, understanding,
and creating meaning. Research into the links between learning
styles and preferences and the physiology and function of the
brain has provided educators with useful concepts on the nature of
learning. Howard Gardner, for example, identifies eight broad
frames of mind or intelligences: linguistic, logical/mathematical,
visual/spatial, body/kinesthetic, musical, interpersonal , intra
personal, and naturalistic. Gardner believes that each learner has a
unique combination of strengths and weaknesses in these eight
areas, but that all of them can be more fully developed through
diverse learning experiences. Other researchers and education
psychologists use different descriptors to categorize learning
preferences.
How students receive and process information and the ways in
which they interact with peers and their environments are
indicated by and contribute to their preferred learning styles.
Most learners have a preferred learning style, depending on the
situation and the type of information being dealt with, just as
most teachers have a preferred style. By reflecting on their own
styles and preferences as learners, and as teachers m vanous
contexts, teachers can
• build on their own teaching style strengths
develop awareness and expertise in different learning and
teaching styles
4 ENGLISH 1200 CURRICULUM GUIDE
The English 1200 Teacher
ENGLISH 1200 CURRICULUM GUIDE
SECTION 1: INTRODUCTION
recognize differences in student preferences
• vary teaching strategies to accommodate the different ways
students learn
Learning experiences and resources which engage students'
multiple ways of understanding allow them to focus on their
learning processes and preferences. To enhance their opportunities
for learning success, students should have
•
•
a variety of learning experiences to accommodate their diverse
learning styles and preferences
opportunities to reflect on their preferences and understand
how they learn best
opportunities to explore, experiment with, and use learning
styles other than those they prefer
opportunities to reflect on other factors which affect their
learning-environmental, emotional, sociological, physical
a flexible time line within which to complete their work
English 1200 is a provincially prescribed course designed to be
taught by senior high English teachers. The English 1200 teacher
should be able to
• •
integrate new ways of teaching and learning with established
effective practices
demonstrate an extensive knowledge of reading and writing processes or be prepared to develop such knowledge and background
model appropriate reading and writing strategies
value the place of dialogue in the learning process
• value the inclusive classroom and engage all learners 10
meaningful reading/writing responding activities
structure repeated opportunities for reflection so that reflection
becomes an integral part of the learning process
When reading and writing are viewed as ways of making meaning
for purposes important to the reader, the teacher becomes a
facilitator, helping students successfully fulfill their own purposes.
The teacher helps students develop strategies for handling reading
tasks encountered in their lives . The teacher serves as role model
and facilitator for reading and writing as opposed to a drill master
teaching and forcing the practice of discrete sub-skills.
5
SECTION 1: INTRODUCTION
Connections Across the Curriculum
6
The teacher's role will be a very active one. Regularly, the teacher
will need to circulate through the classroom, attending to vocal
and silent students, modeling ways of drawing everyone into the
reading and writing process, as well as ways of respecting and
valuing each person's contribution, and making notes, mentally or
written, about students to conference with them later on an
individual basis. The teacher will also need to accept the
challenge of matching texts with individual student interests and
learning needs . In addition, it will be important for teachers of
English 1200 to seek out current information about reading and
writing theory and practice through professional development
seminars and the study of professional literature.
Students should be encouraged to find strategies to link their
learning in English 1200 to their studies in other courses,
particularly English 1202. This might be accomplished, for
example, through interdisciplinary research or presentations .
Teachers of English 1200, who do not teach English 1202, should
work closely with the English 1202 teacher(s) to develop clear
connections for students as they undertake the reading and
writing required in both courses. The topics/issues for research,
for example, could be a collaborative effort. Teachers of English
1200 should also come to know the reading and writing
requi rements that their students have across the Grade 10 (Level I)
curriculum, so that multiple opportunities to develop meaningful,
purposeful learning tasks are provided to students.
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
Section 2: Specific Curriculum Outcomes
Introduction
Curriculum Outcomes Framework
Essential Graduation Learnings
General Curriculum Outcomes for English 1200
ENGLISH 1200 CURRICULUM GUIDE
This section provides
• information on the curriculum outcomes framework for English
language arts
• general and specific curriculum outcomes for English 1200
• suggested teaching and learning strategies, assessment tasks,
and notes/vignettes
Essential graduation learnings are statements describing the
knowledge, skills and attitudes expected of all students who
graduate from high school. They are found on pages 6 - 9 of
Foundation for the Atlantic Canada English Language Arts Curriculum (1996) and are the foundation for all curriculum
development. Each course in senior high school, including
English 1200, is designed ro help students achieve one or more of
the essential graduation learnings for the public schools of Atlantic
Canada.
The general curriculum outcomes for English 1200 are statements
identifying what students are expected to know and be able to do
upon completion of study in the course. These general outcomes
contribute ro the attainment of the essential graduation learnings.
The three general curriculum outcomes for English 1200 are as
follows:
• Students will apply skills and strategies of reading and writing
to learn across the curriculum
• Students will apply skills and strategies of reading and writing
ro function in society
• Students will apply skills and strategies of reading and writing
to satisfy personal interests
7
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
Connections
Essential Graduation Learnings
Aesthetic Expression
Graduates will be ab le to respond
with critical awareness to various
forms of the arts and be able to
express themselves through the
arts.
Citizenship
Graduates will be able to assess
social, cultural, economic, and
environmental interdependence 10
a local and global context.
Communication
Graduates will be able to use the
listening, viewing, speaking,
reading, and writing modes of
language(s) as well as mathematical
and scientific concepts and
symbols to think, learn, and
communicate effectively.
Personal Development
Graduates will be able to continue
to learn and to pursue an active,
healthy lifestyle.
8
The following specific curriculum outcomes for English 1200 are
examples of outcomes that enable students to achieve the essential
graduation learnings:
Specific Curriculum Outcomes for English 1200
By the end of English 1200, students will be expected to
• apply knowledge of the specific characteristics of literary texts in both reading and writing for personal satisfaction (e.g., fiction, drama, poetry, non-fiction)
expand strategies for constructing meaning from visual and
aural cues
By the end of English 1200, students will be expected to
• demonstrate an understanding that relevant prior knowledge and experience helps in predicting and confirming m eaning in what is being read for work or social reasons develop strategies for reading and producing expository texts , recognizing that the writer has a specific purpose in writing information text
By the end of English 1200, students will be expected to
read to gain information about a specific topic or subject, or to acquire broader general knowledge
• apply reading and writing skills and strategies in real situations encountered in workplaces, and social life
By the end of English 1200, students will be expected to
show an understanding of the importance of reading and writing as personal development and leisure actiVIties widen the range of material read for personal interest and
satisfaction
ENGLISH 1200 CURRICULUM GUIDE
Problem Solving
Graduates will be able to use the
strategies and processes needed to
solve a wide variety of problems,
including those requiring language,
mathematical, and scientific
concepts.
Technological Competence
Graduates will be able to use a
variety of technologies,
demonstrate an understanding of
technological applications, and
apply appropriate technologies for
solving problems.
Spiritual and Moral Development
Graduates will demonstrate
understanding of and appreciation
for the place of belief systems in
shaping the development of moral
values and ethical conduct.
Specific Curriculum Outcomes
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
By the end of English 1200, students will be expected to
assess material for accuracy, completeness, bias and applicability to particular problem-solving or decision-making
purposes • transfer reading and writing strategies to school and other
tasks in which reading and writing to gain information is
important
By the end of English 1200, students will be expected to
use word processing technology to create, revise, edit, and
publish texts demonstrate understanding of how to gain access to desired information, including the use of electronic technology
By the end of English 1200, students will be expected to
evaluate material for pleasure reading in terms of satisfaction,
challenge, sustained interest and an expanded view of life
apply reading and writing skills and strategies in real
situations encountered in workplaces and social life
•
Specific curriculum outcomes are statements which identifY
specifically what students are expected to know, be able to do, and
value by the end of English 1200. The suggested strategies and
activities are exactly that - suggestions. Instructional and
assessment practices can and shou ld be designed to provide
multiple routes to achievement of the outcomes and multiple ways
of demonstrating achievement. The specific curriculum outcomes
which follow are grouped under reading to learn, reading to
function in society, and reading to satisfy personal interests. It is
recognized, however, that specific learning experiences will cross
over the three functions. The course should provide wide-ranging
experiences in each outcome through student participation in all
aspects of the course.
9
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
1. Students will apply skills and strategies of reading and writing to learn across the curriculum
Outcomes
By the end of English 1200,
students will be expected to
1.1 read to gain information about a specific topic or subject, or to acquire
broader general knowledge
1 . 2 demonstrate the use of several strategies for learning unfamiliar words and enhancing vocabulary in specialized texts, as
necessary
1. 3 develop strategies for reading and producing expository texts, recognizing that the writer has a specific purpose in writing information text
1.4 recognize that different types of texts have distinctive structures
10
Suggestions for Teaching and Learning
Students need to be encouraged and helped to
•
•
keep a personal log of reading choices
survey adult or peer reading choices
examine popular magazines to determine kinds of information
offered and percentage of space devoted to informational material
read course materials in other subject areas
read nonfiction texts in areas of interest
learn and apply - structural analysis (knowledge of prefixes, suffixes, and roots;
derivation) - dictionary/reference skills (e.g., locate definitions of unfamiliar
words)
use contextual clues and internal definitions within texts (e.g.,
social studies, science or other technical textbooks)
refine the ability to recognize specialized use of terms m certain
subject areas
build vocabulary through such means as discussion or word games
read expository texts to find the main idea
recognize and eliminate extraneous information
differentiate fact and opinion in both their reading and writing
use highlighting, marginal notation or other means of noting main
points
• produce expository texts (paragraph and multi-paragraph pieces)
having a specific topic/thesis and adequate support/development
• recognize methods of idea development
- example/illustration - statistical information (e.g., graphs)
- chronological sequences
recognize logical linkages (if/then, therefore)
recognize features of plot in narrative texts
use specific methods of development in producing paragraphs and
multi-paragraphs
ENGLISH 1200 CURRICULUM GUIDE
I
4
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
1. Students will apply skills and strategies of reading and writing to learn across the curriculum
Suggestions for Assessment
1.1
Using criteria pre-designed or developed with the students,
assess students' ability to
identifY headings, subheadings, and matn ideas in a subject
area text book
• summarize m agazine articles of their own choos ing
1.2
explain, in their reading logs , why choices were made, why
their choices may be different from others, what genre they
plan to use later.
Use a checklist of reading strategies as a student reads a selected
passage aloud.
1.3 Assess students' summanes of sections in other subject area texts,
noting such aspects as main idea, headings, italicized words.
Have students differentiate between fact and opinion articles tn a
newspaper and assess their responses.
1.4
Assess students' ability to explain or demonstrate the features of
narrative versus non-narrative text
factual versus opinion forms of expository text
Assess students' ability to use different methods (e.g., examples,
chronological sequence) to develop unified, coherent paragraphs.
ENGLISH 1200 CURRICULUM GUIDE
Vignettes and Notes
Subject area "Speed Word"
Students are challenged to write as
many words as possible that apply to
a given subject area in a certain
time. Points are awarded for number
of words and words spelled correctly
Student text books are the best
resource to use when providing
pracnce tn many areas.
A good practice is to have students
create their own chapter overviews
prior to covering a topic in any given
subject area. It provides an
opportunity to practise using
headings, bold print, italics ,
illustrations, graphs and charts.
11
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
1. Students will apply skills and strategies of reading and writing to learn across the curriculum (continued)
Outcomes
By the end of English 1200, students will be expected to
1 . 5 apply a knowledge of the specific features of print materials in constructing meaning from texts, and in the production of different types of texts
1 . 6 expand strategies for dealing with visual and aural cues to meaning
12
Suggestions for Teach ing and Learning
Use a variety of print texts to help students recognize characteristics
of layout and format of informational print materials, such as
• tables of contents, indices, glossaries • chapter tides and sub-headings • chapter summaries, graphics
Have students experience a variety of texts that will help them
understand the
• organization of material (e.g., news, editorials) • structure of a news story • relationships between illustration and text • bias, editorializing • structure of feature article: lead, developmental
points , conclusion
• visual signals: headings, graphics, illustrations specialized vocabulary in technical and special interest field
Have students
read materials with visuals such as maps, charts, diagrams, and illustrated texts
create and modify mental images create graphic illustrations note-take, outline, highlight and summarize develop an ability to differentiate between main structural potnts and illustration practise distinguishing between the pros and cons of reasoned
argument. retell or summarize oral or visual texts
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
1. Students will apply skills and strategies of reading and writing to learn across the curriculum (continued)
Suggestions for Assessment
1. 5
Using specific criteria, assess students' ability to
take a familiar text without headings and create chapter titles,
sub-headings, table of contents, etc.
write instructions for a simple task such as:
- brushing teeth
- making toast
- getting from one class to another
- gassmg up a car
illustrate a selection they have read (picture, graph, diagram,
etc.)
1.6
Assess students' abilities to
• read maps, charts, graphs, diagrams, schedules
create maps, charts, graphs, diagrams, schedules create visual depictions of an oral description of a scene, area, or event
ENGLISH 1200 CURRICULUM GUIDE
Vignettes and Notes
As students develop expository texts,
they will need to access a variety of
sources when researching their topic,
and not limit themselves to one
source. Teachers should specify to
students which sources are available
to access when researching a topic.
Have students create a map of their
classroom, bedroom, etc. complete
with a legend, direction and scale.
13
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
1. Students will apply skills and strategies of reading and writing to learn across the curriculum (continued)
Outcomes
By the end of English 1200,
students will be expected to
1 . 7 apply prior knowledge and experience in predicting
and confirming meaning,
linking prior personal
experience to what is
being read for information
1. 8 transfer reading and
writing strategies to school and other
tasks in which reading and
writing to gain
information are important
1. 9 demonstrate understanding of how to
to gai n access to d esired information, including the
use of electronic
technology
1. 1 0 assess material for applicability, bias ,
com pleteness and accuracy
1. 11 write appropriate acknowledgements for sources used in producing straightforward information text
14
Suggestions for Teaching and Learning
Students should be given opponunities to
discuss personal knowledge of a subject brainstorm to build collective background information that can be brought to the reading process increase, through discussion and writing tasks, precision in the use of words utilize word games learn pronunciations and graphic respresentation patterns (e.g., breaking down complex words into more manageable parts)
Provide many opportunities for students to
apply learned strategies in reading for information, panicularly information found in texts from his or her other senior high courses read in areas of special interest to find and share new information
Teaching and learning activities can be designed to help students
recognize the range of sources of information (e.g., textbooks, newspapers, dictionaries, humans, videos, magazines, encyclopedias, handbooks, audio tapes, telephone books) use various types of indices:
book index periodical indices (e.g., Reader's Guide and Index to Periodical
Literature) use electronic technology to search for and retrieve information (e.g., CD Rom data base, Internet search engines)
Students should be expected to
scan and skim to locate and determine usefu lness of information check date and publisher for relevant in format ion
use bibliographies as leads
Students should be expected to
write b ibliograph ical entries for sources used recognize and use panicular styles for acknowledging sources m their writing (e.g. , MLA, APA)
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
1. Students will apply skills and strategies of reading and writing to learn across the curriculum (continued)
Suggestions for Assessment
1.7
Examine students' thought webs that are created prior to
reading a selected text.
Use pre-test and post-tests and assess the difference in
performance.
1.8
Using carefully developed criteria, assess students' class
presentations on a topic of their choosing.
1.9
Assess students' ability to develop a bibliography of credible
sources of information, from a range of media, on a given topic.
1.10
Assess students' ability to
identifY passages from magazines and newspapers as factual or editorial
create a list of recent articles on a topic of their choosing
1. 1 1
Assess students' ability to follow a specified style and format
(e.g., APA, MLA) in developing a bibliography and footnotes.
ENGLISH 1200 CURRICULUM GUIDE
Vignettes and Notes
Obtain work samples developed for
other subject teachers to be used
when assessing students' writing.
A classroom display of different
forms of bibliographies and footnotes
is a useful reference for students.
15
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
2. Students will apply skills and strategies of reading and writing to function in society.
Outcomes
By the end of English 1200,
students will be expected to
2. 1 apply reading and writing skills and strategies in real situations encountered in workplaces and social life
2. 2 demonstrate an understanding that relevant prior knowledge and experience helps in predicting and confirming meaning in what is being read for work or social reasons
2 .3 recognize that a writer has a specific purpose in producing functional (workplace) texts
16
Suggestions for Teaching and Learning
Have students
•
keep personal logs of reading choices collect sample forms, directives , and/or instruction sheets found in various workplaces share samples of work and social communication with classmates examine the reading and writing activities undertaken in a chosen workplace reflect (in journal or discussion) on the range of reading used in business and personal life read and reread carefully to find meaning of unfamiliar terms question for clarification compare information charts (e.g., Consumer's Guide) examine several models of simple statistical charts (e.g., graphs) highlight main points diagram relationships chart information for comparison
discuss experiences related to a document or transaction explore terms familiar through experience
apply knowledge of roots, prefixes and suffixes break down complex words into more manageable parts
write letters of request, complaint, resume
differentiate between informative and persuasive material recognize propaganda techniques become aware of fine print (e.g., in warrantees and contracts)
read carefully and reread as necessary understand logical linkages (e.g., if/then)
• understand some basic legal terms (e.g., use of suffix, ee - er as in
employer, employee)
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
2. Students will apply skills and strategies of reading and writing to function in society.
Suggestions for Assessment
2.1
Assess students' ability to
complete the following forms independently:
- job application
- catalogue order
- Social Insurance Number
- credit card
- firearms application
- driver's license
The teacher can use
•
•
a reading comprehension checklist (see Appendix 3)
direct observation of students' responses to various texts
reader response journals
text talks to the class by students
student/teacher conferences where students tell how they
constructed meaning
the contract folder where the student agrees to complete ten
items for the term and the student selects five for grading
2.2
Assess students' ability to
•
provide appropriate development and follow the appropriate format when writing - a cover letter and resume
- a letter of request - a letter of complaint - a friendly/personal letter
Give worksheets that require students to identifY prefixes,
suffixes, root words, compound words, etc.
2.3
Use comprehension sheets on print ads that ask questions on
purpose, sponsonng company, target audience, fine print and
advertising techniques.
ENGLISH 1200 CURRICULUM GUIDE
Vignettes and Notes
Local businesses and government
offices are excellent resources for
forms.
Have students work on cover letters
and resumes so that they have
meaningful support in their search
for a summer job.
17
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
2. Students will apply skills and strategies of reading and writing to function in society (continued).
Outcomes
By the end of English 1200, students will be expected to
2. 4 understand that texts found in various
workplaces are organized
according to purpose and audience
2. 5 assess material for accuracy, completeness, bias and applicability to particular problem-solving or decision-making purposes
2.6 use word processmg technology to create, revise, edit, and share texts
18
Suggestions for Teaching and Learning
Students should be expected to
become familiar with the structure and layout of typical business and legal documents (e.g., point structure, print density, use of boldface type, and varying fonts) examine a range of standard business forms (e.g., job applications, banking forms)
read self-help books and manuals, searching for
- dear concrete patterns of organization - operational steps - illustrations, examples and visuals to clarifY understanding
obtain, read and share information from advertisements,
billboards, consumer reports and ratings, government publications, etc.
• read advertisements as sources of information/misinformation
read and write formal invitations, contracts or job applications and
discuss their legal implications
compare and evaluate information (e.g., about a product or topic)
from several sources
read types of texts found in mass media and the workplace, paying
particular attention to details, support, and documentation
use the electronic technology found within the school to create,
refine, and publish their own work
• save products (e.g., expository paragraphs, letters, resumes,
reading logs) to a disk that can form part of their portfolio
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
2. Students will apply skills and strategies of reading and writing to function in society (continued).
Suggestions for Assessment
2.4
Assess classroom discussion and student feedback on the
structure and layout of a series of business forms and documents.
Use teacher-student conferences where the students reflect on
what they have learned, the quality of notes taken, the problems
encountered, etc.
Assess students' learning logs.
Assess a research project using such criteria as
• selecting/narrowing the topic finding the sources
quality of notes presentation in oral/written/ graphic form to different audiences
answering questions
2.5
Assess a print ad, Internet ad or television commercial for
effectiveness. Surveys may be an effective tool.
Given a particular product (e.g., sports shoes, soft drinks) have
students collect and compare ads for different brands of that
product. Assess an oral presentation of research findings.
2.6
Assess students' ability to revise, edit, and share their work using
technology such as word processing programs, presentation, and
editing software.
ENGLISH 1200 CURRICULUM GUIDE
Vignettes and Notes
During the reading/research process,
students should be directed to find
comparisons and contrasts in the
information presented in the
different sources.
School-based forms can be used to
teach structure and layout.
Work in partnership with the
school's computer/technology
teacher.
19
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
3. Students will apply skills and strategies of reading and writing to satisfy personal interests.
Outcomes
By the end of English I 200,
students will be expected to
3. 1 show an understanding of the importance of reading and writing as personal
development and leisure acttvlttes
3. 2 use relevant prior knowledge and experience to predict and confirm meaning of what is being read for personal satisfaction
3. 3 recognize structural and organizational signals embedded in narrative and non-narrative texts
3. 4 apply knowledge of the specific characteristics of literary texts in both reading and writing for personal satisfaction (e.g., fiction, drama, poetry, non-fiction)
20
Suggestions for Teaching and Learning
Students need to be encouraged and helped to
read in special interest fields to find new and more challenging
sources of information
develop personal habit of leisure reading for enjoyment
listen to others read (e.g. , teacher reading regularly to students)
participate in regular sustained silent reading
recommend and share print material
• discuss responses to texts read and written
identifY with a character in a book
develop ongoing "conversation" with text/author
maintain a response journal
become aware of related knowledge and expenence
explore the likenesses and differences in experience and texts
previously read, heard or viewed
• develop personal word lists
utilize word games
• learn to break down longer, complex words into smaller units
use knowledge of sentence patterns to help construct meaning at
the sentence level
• learn to recognize point of view, narrative vo1ce, tone and attitude
1n vanous texts
recognize narrative signals such as indications of time and nme
passage
use chapter and section headings to build meaning from non
narrative texts
recognize characteristics of layout and format designed to aid
enjoyment
become aware of literary formats such as
- dialogue conventions
- narrative conventions
- non-narrative structures such as headings, graphics, and their
relationships to text
• write short literary texts (e.g., short story, several poems, short
script)
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECI FIC CURRICULUM OUTCOMES
3 . Students w ill apply skills and strategies of reading and writing to satisfy personal interests.
Suggestions for Assessment
3. I
Administer reading interest inventories.
Observe students during silent reading.
Assess, for quality and quantity, students' logs of all texts read
during school year, including books, magazine and newspaper
articles and i nrernet articles.
Assess samples of students' character sketches that have been
based on narrative/descriptive texts that they have read.
3.2
Assess oral reading sessions with miscue analysis or running
records, doze passages/exercises, and word searches.
3.3
Test students' understanding of the elements of literature such
as point of view, tone, mood, and bias.
Discuss text layout with students and obtain feedback from
them on what makes it easier and more fun to read.
3.4
Assess students' short stories, poems, dialogues, monologues,
plays, etc.
Use worksheets that assess their use of writing conventions (e.g.,
punctuation, capitalization, quotation marks, noun/verb
agreement, etc.)
Vignettes and Notes
The teacher provides a visual text
(e.g., a newspaper or magazine
cartoon which hits on a current
issue) and the students are given
time to "study" the cartoon and then
discuss in a group situation the
thrust of the cartoonist.
Set up a "Reading Wheel" for each
student. The wheel would contain a
spoke representing each of several
genres. The student will shade a
spoke after completing a book from
each genre .
Oral reading need not be done with
the whole class as an audience. An "aside session" with the student
while the rest of the class is engaged
in other activities is an option.
Work in partnership with the
school's computer/technology
teacher.
ENGLISH 1200 CURRICULUM GUIDE 21
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
3. Students will apply skills and strategies of reading and writing to satisfy personal interests (continued).
Outcomes
By the end of English 1200,
students will be expected to
3. 5 develop strategies for constructing meaning from texts read as sources
of pleasure
3. 6 expand strategies for constructing meaning from visual and aural cues
3. 7 increase reading speed and comprehension for the purpose of increasing pleasure in reading
3.8
22
develop strategies for selecting materials related to personal interest and preferences
Suggestions for Teaching and Learning
Students will be expected to
•
•
•
• • •
•
reflect (in journal or discussion) on kinds of reading they do (or
could do) for pleasure
learn ''think along" strategies
use contextual clues to approximate meantng
look up key words as necessary
engage in activities which enhance awareness of word construction,
development, and derivation
engage in activities which enhance awareness of the connotative
meaning of certain words
recognize messages conveyed through illustration
compare text and picture
look beyond a cover to internal illustrations
describe a scene from a novel
create pictorial equivalents to poetic language, events in narrative,
characterization
read orally - prepared selected passages: reader's theatre, poetry
readings to background music selected by the student
reproduce text from sound (e.g., through dictation)
use skimming techniques and "going on" strategies, where
appropriate
share books with classmates through informal oral reviews
recognize library and book store resources available
evaluate a book from jacket design and notes, advertising
promotions, illustrations and sample passages
skim for purpose of selection
find more books by an author who has pleased a reader in the past
select on the basis of review
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
3. Students will apply skills and strategies of reading and writing to satisfy personal interests (continued).
Suggestions for Assessment
3.5 Assess students' understanding of texts by having them
•
•
rewrite the ending of a text
provide plot summaries of texts chosen by them
provide a glossary for a text
3.6 Assess, for example, students' ability to map scenes and events tn
a short story or novel.
Assess oral readings of poems or short passages as selected by
students.
Assess students' attempts at videos of passages from short stories,
novels, poems or lyrics.
3.7 Assess students' performance in terms of time and accuracy
when given a short passage to read.
3.8 Assess students' performance in completing an "author study"
that aims to persuade classmates to read works by that author.
Record discussion with students on why they didn't select
certain texts.
Use teacher-student conferences for reading/discussion of certain
wn tten responses
ENGLISH 1200 CURRICULUM GUIDE
Vignettes and Notes
It is important to emphasize
accuracy above speed in the reading
process. Speed can be emphasized
when teaching skills such as
skimming.
To give students practice taking
"literature-type" tests have them
view a movie. Test them on elements
of plot, character, setting, irony, etc.
that are present in that movie.
23
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
3. Students will apply skills and strategies of reading and writing to satisfy personal interests (continued).
Outcomes
By the end of English 1200,
students will be expected to
3. 9 evaluate material for pleasure reading in terms of satisfaction, challenge, sustained interest, expanded view of life
3. 1 0 widen the range of
material read for personal interest and satisfact ion
24
Suggestions for Teaching and Learning
Students will be expected to
• sha re orally "The best book I ever read ... "
collect student recommendations/reviews in portfo lio.
read a variety of texts for pleasure, including novels, non-fiction
and short stories, drama, poetry, magazines, newspapers and electronic texts (e.g., Web sites, list servs)
ENGLISH 1200 CURRICULUM GUIDE
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
3. Students will apply skills and strategies of reading and writing to satisfy personal interests (continued).
Suggestions for Assessment
3.9
Assess studen ts ' reactio ns to text read on a teacher-made
rating scale. Poss ible areas to includ e in ratings scale:
- cover des ign
- ch apter lengths
- iII ustratio ns
- font size and style
- autho r's style
- ch aracters
- actto n
- d escripti o n
3. 10
Keep an inventory of genres read by a student.
ENGLISH 1200 CURRICULUM GUIDE
Vignettes and Notes
To g ive students practice taki ng
" lite ra ture- type" tes ts, have them
view a m ovie. Tes t rhem o n elements
o f plo t , character, setting, iro ny, etc.
that are present in that m ovie.
It is no r necessary to assess every text
read by the student. So m e reading
sh o uld be d o ne just fo r pl eas ure.
25
SECTION 2: SPECIFIC CURRICULUM OUTCOMES
26 ENGLISH 1200 CURRICULUM GUIDE
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Section 3: Instructional Design and Approaches
Introduction
*Strategies are thoughts and behaviors that
help determine how information is processed.
They are practiced but flexible ways of
responding to recognizable contexts,
situations, or demands. Strategies may be
described as knowing what to do, how to do
it, when to do it, and why it is useful.
Strategies differ from skills in that skills are
automatic, often unconscious processes used to
accomplish tasks. Strategies involve the
conscious selection ofskilLs.
ENGLISH 1200 CURRICULUM GUIDE
Reading and writing involves far more than the application of
discrete sub-skills learned in isolation from the total task of
making meaning. Recent research has led us to an understanding
that reading and writing are complex, thinking activities whereby
meaning is constructed from an interaction berween the reader
and the text, and can be influenced by the context of the reading
or writing. English 1200 will be implemented most successfully
when both teacher and students view reading and writing as
important thinking activities and life skills, worthy of thoughtful
attention as an integral part of in-school life and out-of-school life.
Students in English 1200 will need to experience and produce a
range of fiction and nonfiction/information texts, as well as mass
media texts. They will need to examine features and purposes of
different texts and to know how to use this information as they
read. They also need to produce their own texts in response to
their reading. It is important for the teacher and students to
record the range of texts read, viewed, heard and produced.
English 1200 requires students to record in a portfolio the texts
read, viewed and produced. The appendices of this guide provide
sample forms for students to add to their portfolio.
Students will need to build a repertoire of strategies* for
interpreting, analyzing, and producing texts. Activities and
experiences included in this guide focus on helping students to
improve reading and writing competencies by applying strategies
to print that have genuine significance to the students.
This course is intended to heighten students' awareness of the
kinds of reading and writing they do, and of the purposes for
which they engage in reading and writing. As students become
more aware of their own reading and writing experiences, the
course should become a way of meeting their recognized reading
and writing needs. In this way, course work is motivated by
student purposes for reading and by student awareness of the need
to read and write more effectively.
27
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Individualization
The Cueing Systems and Reading Strategies
28
Individualization is important to this course although, because of
the social nature of language learning, it is also essential that
students work with their peers and across-age tutors. What
students read and write in the course will often be a result of
negotiation between student and teacher. Assessment of progress
and goal-setting will take place through ongoing student-teacher
conferences and the development of a student portfolio. It will be
essential for the teacher and students to identify students'
individual strengths and learning needs very early in the course.
Appendix 1 provides a Sample Goal Setting Form .
While instructional time will be spent in small group actlvttles,
more of the course time will be spent in individual reading which
will allow students to engage in focused reading of self-selected
material relevant to their particular needs and interests, and in the
production of purposeful texts. Therefore, the course must have a
flexibl e organization which includes individual sessions, small
group sessions, and tutorials.
T he teacher will need to engage in one-to-one or small-group
instruction, giving help to students experiencing particular
problems, listening to student response to a recent reading
experience, introducing an individual or small group to a new
challenge in reading or writing, o r modeling strategies that will
enable students to develop greater independence as readers and
wnters . Identifying their own strengths and learning needs,
choosing reading materials of personal interest and appropriate to
their purposes, and reflecting on the progress they are making,
should motivate students to take increasing responsibility for their
own learning.
As students read they use the strategies of sampling, predicting,
and confirming/self-correcting. This process requires the
integration and coordination of four cueing systems or sources of
information: semantic, syntactic, graphophonic, and pragmatic. A
brief overview of the cueing systems is provided here as a reminder
of the need to address not only decoding skills but other sources of
information critical to fluent reading.
ENGLISH 1200 CURRICULUM GUIDE
The Cueing Systems
Semantic Cues
Syntactic Cues
ENGLISH 1200 CURRICULUM GUIDE
SECTION 3: INSTRUCTIONAL DESI GN AND APPROACHES
Students must develop skill in using all the cueing sys tems in
order to become fluent, mature, and flexible readers. While the
four cueing systems can be separated for purposes of discussion,
research, and assessment, they cannot be isolated from each other
during the process of reading. They all interact in the process of
building comprehension.
Semantics is the term used to refer to the knowledge acquired
through prior experience and background. If material containing
new information is read in the context of known facts or concepts,
then readers can more easily integrate this new information with
what they already understand.
The ability to use semantic cues can be enh anced by
reading aloud to students regularly
having students participate in real-life situations and hands-on
expenences
• providing vicarious experiences to activate knowledge students
already have that is related to the topic
discussing the topic to provide background information and to
present new vocabulary in context, thereby providing a purpose
for reading
• having students clarify and extend understanding through the
use of a wide variety of ways to respond to texts.
Syntactics is a term that refers to the knowledge of the structure of
language. Syntactic cues allow readers to transfer what they know
about oral language to printed materials. Word order, the
relationship between words, tense, number, and gender provide a
sense of the language structure being used.
The ability to use the syntactic cues can be enh anced by
•
•
•
reading aloud a wide range of materials to familiarize students
with the language patterns
involving students in using "doze" strategy (oral and written)
exposing students to poetry, songs, and chants with repeated
language patterns
having students create new texts based on the structures from
familiar texts
providing opportunities for students to use language patterns
for a variety of purposes and situations - to give direct ions, to describe, to tell stories, to explain, to ask questions.
encouraging students to read independently
29
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Graphophonic Cues
Pragmatic Cues
Reading Strategies
30
Graphophonics is a term that refers to the knowledge of the
relationship between the written letters and the sounds of the
language.
The ability to use graphophonic cues can be enhanced by
•
•
using guided reading experiences to focus on particular letter
sound relationships
guiding students in examining the formation of significant
words from reading materials (root words, affixes, agreement of
number and gender)
exposing students to a variety of print
having students keep personal word lists
using oral and written doze activities to focus on graphic
(printed) cues to predict and confirm words
having a variety of dictionaries available
Pragmatics refers to the knowledge of how language is used in
particular contexts. For example, an experienced reader knows
what to expect from an information book as opposed to a story, or
a letter. As well, fuller meaning is gained from a text if the reader
understands the print conventions of punctuation. For example, a
"?" represents tone of voice when aslcing questions; periods and
commas help indicate thought units and pauses in speech.
The ability to use pragmatic cues can be enhanced by
immersing students in a wide variety of reading across many
genres and styles
having students read a variety of non-fiction and media texts
having students observe and discuss a wide variety of text
features
providing opportunities for students to engage in a variety of
writing formats.
Strategies are metacognltlve devices. They help students to think
about their own thinkjng. The more students think strategically,
the better they become at making decisions about what they
already know, and about what they still need to know to
accomplish a task.
The following suggestions may be helpful:
State explicitly the strategy to be learned.
• Inform students about the strategy by discussing
- what the strategy is,
- how it works,
- when it should be used, and
- when it is not effective.
ENGLISH 1200 CURRICULUM GUIDE
ENGLISH 1200 CURRICULUM GUIDE
•
•
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Model the use of the strategy. Try to let first applications apply
to simple, familiar materials so that students are not being
asked to apply a new strategy to new material. Students may need repeated demonstrations of the strategy applied to a variety of texts.
Provide several and varied opportunities to have students
practise the strategy on relevant reading material.
Encourage students to use their own initiative to apply the
strategies purposefully and independently. The goal is to ensure that students develop a personal repertoire of reading
strategies.
Reading is an active process which involves the basic strategies of
sampling, predicting, and confirming/self-correcting. Readers
make use of the cueing systems (semantics, syntax, graphophonics,
and pragmatics) in an integrated way to carry out these strategies.
Sampling means attending only to those details of print necessary
to make predictions and to confirm or correct them. This involves
making use of vocabulary and significant details of print such as
letters and print conventions.
Readers make predictions from what they have sampled of the text
by using the cueing systems in an integrated way. This entails
making predictions based on
• What would make sense? (e.g., What is happening in the
story? - semantic cues)
What would sound right? (e.g., How would I say that? -
syntactic cues)
What does the print suggest? (e.g., What does it start with? ...
end with? Do I know another word that looks like that? -graphophonic cues)
Confirming/Self-Correcting. Effective readers are constantly
monitoring their predictions, looking for confirmation. They ask
themselves questions such as
Did that make sense? (semantic cues) Did that sound right? Can I say it that way? (syntactic cues) Does it look right? (graphophonic cues)
When readers are uncertain about their predictions, they need to
have a variety of self-correction strategies upon which to draw.
Self-correction strategies include
reading on and coming back to make another prediction that
fits.
31
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Before Reading/PreReading Strategies
32
•
going back to the beginning of the sentence and trying it again,
thinking about what fits .
using more print information
looking for more of the letters
breaking the words into parts
thinking about a word that starts the same way
Students learn these strategies (sampling, predicting, and
confirming/self-correcting) over time when the strategies are
focused on in the contexts of guided reading, mini-lessons and
reading conferences.
Other reading strategies that help readers construct meaning as
they interact with a text are elaborated on here under the headings
pre-reading, during-reading, and after-reading strategies.
Reading begins before a text is opened. Two means are available to
help students:
activate the knowledge they already have that is related to the
text.
increase their relevant knowledge prior to reading a text.
On a simple level, activating knowledge occurs through
previewing the topic. Before reading begins, students could be
engaged in such activities as
describing a time when they were involved In . . . (something
similar). Consider how they felt at that time.
writing a journal entry on some aspect of a topic, issue, or idea.
On a more advanced level, the following approach can activate
knowledge:
• Ask the students to tell the group what they already know about the topic. Then have students rethink or reread their statements and think of questions they have about the topic. If students develop well-organized statements and questions, it will make it easier for them to organize the new knowledge
they gain during reading.
ENGLISH 1200 CURRICULUM GUIDE
Pre-reading Activity
What I already What I need!
know want to know
ENGLISH 1200 CURRICULUM GUIDE
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Previewing the text is a pre-reading strategy. A wide variety of
features may be previewed:
Tides, sub-tides, authors
• Table of contents
• Illustrations, graphs, charts
• Introductory and summary paragraphs
• •
Chapter questions
Whole text scanning
Index, glossary, references
Once students have previewed the text in some way in order to
discover the topic for themselves, they can generate what they
already know about the topic and what they would like to know.
The following questions could be modeled:
• From looking at the tide (and other text features) what do you
think this will be about?
•
•
What does the picture (or other text features) make you wonder
about?
From looking at the subtitle (or other text features) what are
some questions you expect the author to answer?
It is often true that students increase their knowledge as a result of
reading. However, there can be more certainty about this
knowledge increase if students have enough knowledge to attach
new information to, and know that they do. This implies that as
parr of "preparing to read," teachers might use one or more of the
following activities:
• Listen to a speaker address the topic of the selection .
If the topic permits, provide "hands-on" exploration such as
that which often occurs in science labs.
• View a film or video related to the selection.
•
Use picture files, records, slides, etc., to present related
information (e.g., read a short news story or another item related to the topic or issue of the selection).
Use graphic organizers for common organizational patterns
(e.g., cause/effect, comparison/contrast, time/order, and problem/solution.)
33
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
In-process/During Reading Strategies (Building Meaning)
34
There must be a first reading of a text. Sometimes in English
1200 the teacher should read the selection to the class, sometimes
students should read it aloud, and sometimes students should
read silently.
The basic responsibility of students during reading is to construct
meaning. Meaning must be constructed during reading if
meaning is to be extended after reading. This meaning occurs as
students bring to the task their interests and purpose, prior
knowledge, self-concept, and their internalized knowledge of
reading conventions and strategies, all of which interact with the
author's purpose, topic, ideas, visual text features, and language
structures.
After the first reading, teachers might go directly to a personal
response task for students. This might take the form of a journal
or notebook entry, a structured response (oral or written) to a
question, or a few moments of time for students to reflect and
gather their thoughts. It is important to have students share their
responses with others and to hear the responses of others. In this
way, students might reconsider and modifY their initial responses,
and teachers might, with a gentle hand, guide the responses
toward greater depth of insight. This personal response stage
might provide a path into higher levels of comprehension.
An effective way to teach students how to make sense of text is for
the teacher to demonstrate as she or he reads. Often the teacher
can think aloud about how she or he constructs meaning-how
she or he rereads, creates visual images, anticipates, checks
predictions, looks for interconnecting details, and adjusts reading
rate.
At other nmes the teacher could conduct mini-lessons to highlight
particular strategies such as
making marginal or journal notes on the selection
• underlining
• creating an outline or map
wrmng a summary
retelling a story
ENGLISH 1200 CURRICULUM GUIDE
Post-reading Strategies
Approaches to Reading
Instructional Reading
Reading Aloud
ENGLISH 1200 CURRICULUM GUIDE
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Students who close the book without thinking are not controlling
their reading. After reading, students need to reflect on what they
read, talk to others about aspects of the text that really interested
them, reread all or parts of the text to refine and extend their
knowledge and thinking.
Opportunities for creating responses and involvement can extend
and complement the reading. Responses in a variety of modes
such as discussing, dramatizing, writing, and illustrating extend
and enrich the meaning-making process.
It is recommended that English 1200 include the following
components:
• • •
Reading for Instruction
Reading Aloud
Independent Reading: at School and at Home
Instructional reading involves the teacher working with the whole
class or a group of students, talking, thinking, reading, and
questioning their way through a text. It is a technique with
specific diagnostic, instructional, and evaluative intent. It is
structured and organized. It is used for supporting and
encouraging the development of strategies for independence in
reading.
During instructional reading, the teacher has the opportunity to
• •
•
•
observe the reading strategies that students are using
demonstrate reading strategies and language conventions In
context
develop students' thinking skills
help students make connections between life and the text they
are reading
discuss the authors' and illustrators' crafts
provide opportunity for students to respond both personally
and critically
Reading aloud is also an essential component of English 1200.
Reading aloud
encourages the desire to read as students observe adults or other
students reading and enjoying the experience.
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SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Independent Reading
36
•
•
•
•
•
improves reading and writing skills . Hearing interesting texts
stimulates the desire to read. It also provides students with a knowledge of conventional prose and options that they can draw upon to organize and express their ideas.
focuses on listening comprehension. Good listening significantly increases vocabulary acquisition. Such an increase in vocabulary is extremely helpful in the development of skills in reading and writing.
expands horizons. On their own, students would probably not
pick up certain books .
stimulates the imagination. Reading introduces new ideas and images which can excite us and, in turn, motivate us to respond. This creativity enriches our lives and permeates our writing.
enhances overall language acquisition .
The following suggestions for reading aloud may help:
Be flexible with time limits. Listening is hard work that requires concentration. Read aloud sessions should allow time for follow-up activities.
Create a context in which students become deeply involved 10
reading, reflecting and extending their strategies as readers. Following the reading, as students work individually or in groups, ask questions that help guide them to form their understanding of an issue or a concept. Create significant questions that allow students to form more comprehensive and complex interpretations of the text. For example, "Where did the author hook you? How? Or, "Why do you suppose the author started here? What if a different start were chosen?"
• Ask questions to help guide students to form their understanding of an issue or a concept.
Encourage the applicatio n of background knowledge, ideas,
and experiences .
Students, who need to monitor their own oral reading for greater flu ency and understanding of text, could maintain a record of texts read aloud.
Independent reading is a very important part of English 1200.
Independent reading, both in the school and the home, is
essential to a student's development as a reader. Independent
reading strengthens the bonds between reader and author, student
and library, and home and school. Independent reading allows for
self-pacing and self-selection. It is also for enjoyment and personal
pleasure. Such reading permits students to explore a variety of
print material for their own purposes.
ENGLISH 1200 CURRICULUM GUIDE
Independent Reading at School
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SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
At school, teachers need to structure time in class for students to
engage in independent reading. Use a scheduled amount of time.
Within the constraints of the course, be flexible to suit the needs
and/or purposes, extending the time for reading and/or varying
the days. Each student should have at least one appropriate piece
of reading material before the first independent reading period.
Help students select appropriate materials.
Independent reading over a period of time requires teacher
involvement. The keeping of reading records can be motivating
for students, especially as they see evidence of their growth and
progress .
The following suggestions may assist tn creating and sustatntng
interest in independent reading:
• Have students share views on the texts they are reading or
would like to read. Sharing includes informing classmates about reading material, expressing opinions and views. Such sharing can often be the single most potent factor in influencing other students to select a text. Sharing could be informal and as casual as volunteers talking in groups about
books they have read or are presently reading.
Bring several texts to class periodically and do a selling job.
• Make an effort ro keep up with current publications. Collect information about texts from reviews, annotated lists, rapid
skimming, and from what students are reading across the curriculum.
• Work cooperatively with teachers of other subjects. For
example, many teachers of Physical Education encourage students to read stories about sports or well-known athletes.
Provide a variety of reading materials with different types of
content: newspapers, magazines, books of fiction and nonfiction. Where possible, have paperbacks available in the classroom.
• Allow some false starts; permit a student to stop reading a book
he or she doesn't like and get another. However, this practice needs monitoring. Chat with students to find out why false starts reoccur. Lead them to develop selection strategies which will lessen false starts.
Involve the school librarian. The librarian or resource teacher
can assist students in selecting texts and can work with the teacher to build a diverse collection of texts for students.
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SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Independent Reading at Home (Voluntary Program)
Response Activities
38
Encourage students to take books home. Books from the school
programs and library can be read at home. The transactions that
occur among the parents/guardians, the student, and the books
are important, and teachers can suggest ways to foster these
interactions. Keep requests to parents few. The following
suggestions may provide some assistance:
•
•
•
Recommend to parents that their son or daughter have a quiet,
comfortable place to read. Reading time should be an enjoyable and relaxing experience.
Point our the importance of having a son or daughter see the
parent as a reading model.
Encourage parents to read aloud and discuss texts with their
son or daughter.
Help parents to recognize and promote the value of silent
reading.
Students demonstrate growth in reading when they express their
personal ideas, feelings, and preferences freely; when they can talk
about a text, read parts aloud, illustrate, model, role-play
characters and events, write about ideas sparked by the text, or
read other related texts. In general, the response activities that
follow students' reading should
elaborate on first understandings
• extend and enrich their print experience
allow students to discover new patterns of thought
When students respond to some of the texts they have read, they
will begin to explore naturally the traditional elements of texts
such as
aspects of language
• aspects of structure
the author
the text as a whole
Ideal ly, during the co urse, students will engage in activities
touching on a variety of texts, and will experience a variety of
response modes, including visuals, writing, and discussion.
ENGLISH 1200 CURRICULUM GUIDE
Approaches to Writing
Writing as a Process
An Environment for Writing
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SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Writing involves students in working through various processes
independently and collaboratively to explore, construct, and
convey meaning; clarify and reflect on their thoughts, feelings,
experiences; and use their imagination.
Students need to have exposure to many models of writing. They
need many experiences in creating products for a variety of
purposes in different forms of expression. That being so, the main
forms of writing in English 1200 should be those that grow
directly out of students' reading.
Learning to write is a developmental process that involves thinking
and composing, the consideration of audience and purpose, and
the use of conventions of written language. Writing is also a tool
for learning-a means of gaining insight, developing ideas, and
solving problems. Students learn the process of writing gradually.
With practice they continually expand their repertoire of concepts,
skills, and strategies, and the process becomes more and more
sophisticated.
Although the process of writing is discursive rather than linear,
and approaches to writing vary from individual to individual,
there are general identifiable stages, commonly referred to as pre
writing, writing (drafting, revising, editing, proofreading), and
post-writing (publishing, reflecting). By helping students to
understand the writing process and by encouraging them to
practise the skills and strategies that come into play at various
stages , teachers can ensure growth in students' writing. Students
in English 1200, however, are not expected to take all pieces of
writing through to publication.
The following supports should be found 1n the English 1200
classroom:
• • • •
dictionaries, thesauri, and other reference books
a writing handbook
a classroom computer and printer
an audio recorder and player
rules and expectations (for solving problems, editing and proofreading one's own work and the work of others, for peerconferencing, etc.)
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SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Writing Folders
Writing Conferences
Language Structure and Usage
40
Writing folders provide a space for students to store their writing
throughout the various stages of development. They are a simple
way for students to organize their work and allow them to keep
track of several pieces of work. Folders could contain
•
• •
first drafts, writing in the process of being revised, and some
completed pieces (such pieces could be stamped "draft," "in revision," or "fi nal draft" and could also be date-stamped)
guidelines and checklists that help students focus on specific tasks at different stages of the writing process
computer disks
illustrations
a record of completed products (see Appendices 6 and 7)
materials that are a potential source of ideas for future writing
• notes from writing conferences for future reference
Selected pieces from the writing folder will be transferred or
copied to the larger student portfolio (see Section 4 of this guide).
Writing conferences are conversations between the teacher and the
student-writer or between students. They can occur at any point
in the writing task and fulfill a number of functions . The writing
conference is one of the best forms of feedback the teacher can
provide to encourage growth in students' writing.
See Appendix 8 for suggestioned approaches to writing conferences
Students learn to use language effectively and appropriately
through interacting with the people around them, from listening
to others read, from their own reading, and from learning about
language in the context of their own writing.
Writing samples will reveal what students know, and what they do
not know or are ready to learn about writing and about the
conventions of the language. From such samples, students' levels
of independence and confidence can be determined, especially
when several pieces of writing are assessed. (One piece of writing
from students will seldom give an accurate picture of writing
skills. The content and difficulty of a piece of writing can affect
students' proficiency.)
When teachers observe students' writing and monitor their
language performance over a period of time, they can note those
students who, for example:
• need help with the use of capital letters.
need help forming contractions.
ENGLISH 1200 CURRICULUM GUIDE
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•
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
need help with orgamzmg, categorizing, and seque ncm g ideas
for paragraphs.
need help with plurals and possessives .
use minimal or no punctuation.
need help with sentence construction and appropnate use of
parts of speech within sentences
use sentence fragments and need help organizing their
thoughts into sentences.
Teachers then have to make decisions about what to teach and
about what strategies to choose to use to meet each student's
needs and interests. They must also consider w hen and how to
use the particular strategies so as to help students d evelop a
growing awareness of words and language, as well as the ski lls
needed to communicate effectively as writers. The following
suggestions are offered:
Try to work on the selected concept in the context of students'
own compositions.
Use grammatical terminology naturally in discussions abo ut
reading and writing, either the students' own writing o r the writing of published authors. For example, a compl iment can be given to a student for his/her effective use of verbs to
describe action; or, point out that certain describing words, called adjectives, tell more about nouns, or that adjectives add
description and interest to writing.
Introduce grammatical terminology as it is needed, teaching as
much by example as by explanation. Students can become aware
of different sentence structures and patterns (question , command,
statement, and exclamation) through exposure and practice with
writing.
•
Use as much as possible of appropriate literature and other
texts as models. For example, poems, novels and other descriptive language texts provide great opportunities for examining the functions and importance of adjectives and adverbs.
Use specially-prepared and personalized checklists, dictionaries ,
and published handbooks.
Use demonstrations and lessons (spontaneous and planned)
with groups of students or the whole class whenever opportunities arise.
Provide opportunities for students to use word processi ng
programs with spell checkers, electronic spelling dictionaries, and computer graphics .
41
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
Choosing Writing Activities
Integrating Technology
42
• Use a writing conference to teach individual students while
they are at the editing stage of the writing process. In such cases, let the focus for the conference be on one or two identified skills.
In cases where there is a great deal to edit, the teacher may choose
a selected error to work on at a given point in time.
It is expected that students in English 1200 will create written
products in all three writing modes: expressive, transactional, and
poetic (see Appendix 5). It is expected, however, that students
will produce more writing that stems from their reading in the
course.
As a guide, teachers and students can use the chart of "Writing in
English 1200" found in Appendix 6. Using such a chart as a
guide, teachers could make a separate record of their writing for
their portfolio.
Technology generally, and computers particularly, have influenced
changes in pedagogy and student and teacher access to a rich
range of information resources in all media. Students in English
1200 must be helped to use new ways to interact and
interconnect with others in an increasingly technologically
oriented environment characterized by continuous, rapid change.
Decisions about the application of technology in English 1200
should always be made in relation to the extent to which it helps
students to achieve the specific curriculum outcomes for readi ng
and writing.
Within English 1200, technology can assist students in
retrieving information from, for example, commercial CO
ROMs and Web sites.
creating, organizing, editing, and publishing texts, for example, articles, letters, brochu res, magazines, newspapers, presentations, and Web sites, using word processin g software, style and mechan ics aid software, desktop p ubl ishing and presentation graphics software, and Web si te development software.
shari ng informat ion w ith others th rough such avenues as e
m ail.
ENGLISH 1200 CURRICULUM GUIDE
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SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
refining information and skills using computer and other
communications tutoring systems, instructional simulations, drill and practice software.
Obviously, students who have difficulties reading and producing
various types of texts will require significant support in using
various forms of technology. As well, limited access to certain
technology will inhibit the extent to which students can integrate
technology into their course work. Each English 1200 class
should, however, have access to
•
•
a computer with word processing, editing, and print
capabilities and Internet access
an audio cassette recorder and a video recorder
projection equipment
43
SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES
44 ENGLISH 1200 CURRICULUM GUIDE
SECTION 4: ASSESSING, EVALUATING AND REPORTING
Section 4: Assessing, Evaluating and Reporting
Introduction
Components of Assessment and Evaluation
ENGLISH 1200 CURRICULUM GUIDE
Although assessment and evaluation are terms often used
interchangeably, they are not the same. Assessment refers to the
broader activity where data about student learning is collected and
recorded from a variety of sources. It is the begin ning of the
evaluation process. Evaluation is the process of analyzing,
reflecting upon and summarizing assessment in formation, and
making judgements and/or decisions based on the information
collected. Reporting, which is one of the results of assessment and
evaluation, involves reflecting on what has been learned about a
student and sharing this information, usually with the students
themselves and with their parents/care givers and the school
administration. Assessment is the larger undertaking and is the
main focus of this section.
Assessment in English 1200 should acknowledge the essentially
individual nature of the reader-text interaction. It should also
recognize the importance of the reader's purpose and prior
knowledge in making meaning, and the importance of
acknowledging and building on a student's strengths.
Any assessments undertaken in English 1200 should allow
students a variety of opportunities to demonstrate achievement of
the specific curriculum outcomes for the course. Information
about student learning should come from a variety of sources that
addresses students' learning styles and needs, and reflects teaching
approaches. The most appropriate reading material, as indicated
through the structure of the curriculum outcomes, is that which IS
of particular interest to the students or that which serves their
needs across the senior high curriculum or in the community.
There are three elements of the assessment and evaluation process
1n English 1200:
gathering information about students' reading and writing
attitudes, behaviors and performance upon entry into the course
assessing reading and writing extension and improvement and
making adjustments about instructional strategies and learning expenences
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SECTION 4: ASSESSING, EVALUATING AND REPORTING
Assessing Strengths in Reading and Writing
Ongoing Assessment (Measuring Growth)
46
• gathering, interpreting and quantifYing information in order to
assess and evaluate student success in the course as a whole.
Diagnostic activities should focus on reading skills, strengths, and
interests that students bring with them to English 1200. Aware
of their present strengths, students can be encouraged to develop
and build on them. Students should come to realize, for example,
that all readers experience difficulty in some reading situations.
With this recognition, students can learn that most reading and
writing difficulties can be confronted and overcome through
learned skills and strategies. Learning to identifY a specific
problem ("/don't understand the words the author is using. ") rather
than merely shruggi ng ("Im not a good reader.") Is an Important
step toward improvement.
Early in the course, teacher and students need to determine each
student's reading interests, attitudes, and needs. This can be
accomplished through interviews with the student, a review of
student files, doze testing, comprehension activities or some form
of running record/miscue analysis, and other forms of teacher
observation and student self-assessment. Appendix 1 contains a
sample Interview Form for Goal Setting.
Ongoing assessment in English 1200 will allow the teacher and
the student to measure growth, so that both student and teacher
know that progress is being made in improvi ng reading and
writing ability. It wi ll also allow the teacher to adjust the
instructional and learning activities to reflect student needs.
Throughout the course, students will be expected to maintain
individual portfolios containing all information pertinent to their
progress. Portfolios entail a purposeful selection of students' work
that tell the story of their efforts, progress, and achievement.
Maintaining a portfolio engages students in the assessment process
and allows them a voice in the selection of portfolio samples.
Portfolios are most effective when they encourage students to
become more refl ective about and involved in their own learning.
Students should participate in decision making regarding the
contents of their portfolio and in developing the criteria by which
their portfolios will be assessed. Portfolios should contain the
following:
• student-developed profiles of reading strengths and needs,
based on both the student's and the teacher's perceptions of where the student's difficulties lie
ENGLISH 1200 CURRICULUM GUIDE
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SECTION 4: ASSESSING, EVALUATING AND REPORTING
• attitudinal self-checklists
• results from doze-testing or m1scue analysis
personal reading logs containing the student's written
comments on books read
• teacher observations shared through conferences.
student writing
A student portfolio could also include tape recordings of oral
reading, a reader-response journal, information about authors and/
or particular types of texts. The portfolio can become an
invaluable source of information for students to monitor their own
reading development. It provides valuable data about students'
long term development. It provides the teacher and parents with
concrete examples of learning experiences, and real evidence
regarding the nature of the learning that has occurred.
Tools which may be used for assessing student progress during the
course include:
• Observation/Anecdotal Records
Recorded observations over an extended period of time (the
time frame of the course) and across many different reading
experiences (oral reading sessions, small group discussions,
independent reading sessions, reading different types of text, ... )
are essential assessment procedures for English 1200.
Observations can be recorded through anecdotal records
containing the date and context of the observation, the focus of
the observation, and the most significant information gathered
from the observation. It is important to the accuracy of such
records that the teacher distinguish between the narrative
record of observation and the inferences drawn or comments
made. Appendix 2 provides a sample Observation/
Anecdotal Record. Checklists, particularly those designed by
the teacher, can also facilitate observations. For example,
Appendix 3 provides a sample checklist for monitoring
comprehension. Checklists or notes such as the following can
help the teacher monitor students' progress with reading.
The teacher will also be able to discern when students are
achieving "fluency," that feeling or knowing that they can make
text "mean" without anxiety because they want to. Anything that
contributes to this is progress.
47
SECTION 4: ASSESSING, EVALUATING AND REPORTING
48
• Teacher-student Conferences
•
•
During these conferences, goals and strategies would be
reviewed and adjusted. New priorities would be established.
Teachers will benefit from designing a schedule to ensure that
several conferences are held with each student throughout the
course. Conferences may be an opportunity for the student to
discuss texts read. It can also be an opportunity to
demonstrate awareness of strategies and cueing systems.
Appendix 4 contains a sample form that may assist the teacher
in undertaki ng student-teacher conferences.
Student-maintained "Reading and Writing Logs"
The range of material the students have read will be indicated
by their reading logs. This will help the teacher assess whether
or not the students have extended the range of material they are
able to read with fluency. Sample reading logs are found in
Appendix 4.
Student Response Journals
Even for students who have significant difficulties with the
written mode of communication, the response journal can
provide a means for students to express their personal and
critical reflections on what they have read, heard and discussed.
The intent is nor to focus on students' ability to produce well
constructed sentences and paragraphs . Rather, it is to
encourage the expression of coherent thoughts. These thoughts
may be expressed in a single sentence, an illustration, or
through pages of text.
• Whole Class and Small Group Discussion and Other Oral
Work
Whole class and small group sharing time involves listening to
and speaking with other members of the class to exchange ideas
about a specific text. This can be accomplished through a
personal response and perhaps including information
about the author, the setting of the book, the plot, or features
of the particular type of text. This is a useful way to bring
students to a deeper understanding of specific texts or aspects
of rhe reading process. In English 1200, it will be vital for the
teacher and the students to develop models of procedure for
whole class and group discussion. The following are
suggestions for initiating group work:
ENGLISH 1200 CURRICULUM GUIDE
Reporting Student Progress
ENGLISH 1200 CURRICULUM GUIDE
SECTION 4: ASSESSING, EVALUATING AND REPORTING
Start small. Build an environment that encourages students to interact with their peers in a constructive way and acquaint students with the dynamics of group interaction.
Initially, it may help to select members of the group
carefully to ensure that good group dynamics are established. Group roles such as group leader and recorder
may be assigned early in the school year. As students gain experience working together, it may be more appropriate to allow students to choose roles within groups. Assign a manageable task. Explain the task carefully and establish a schedule or set time limits. Students will need to
know what precisely they have to do and why. The group structure should be appropriate to the task that
is assigned. In certain instances, pair share may be appropriate while larger groups with individual roles may be
more suitable for larger tasks. Have all materials organized and available to groups.
Assessment for the purpose of evaluation should not begin until
students are clear about expectations and roles.
• Self Assessment
At the beginning of the course, and throughout the course, the
teacher can provide opportunity for students to administer
attitudinal checklists, recording the student's perceptions about
their reading patterns and about themselves as readers. The
first of these checklists could be stapled inside the individual
student's reading portfolio to serve as a base against which the
student can measure his or her own growth in reading. At the
end of the course, a student self-checklist, paralleling but not
necessarily repeating the one given at the beginning of the
course, will help to assess change in attitudes toward reading.
Appendix 7 provides a sample form to facilitate students' self
assessment. In addition, students should be helped to
continually monitor their use of reading strategies and cueing
systems.
At several points throughout the course, teachers will undoubtedly
have to report students' progress to the school administration and
to parents. Most likely this will take the form of a letter or
numerical grade with comments on a report form. For the
purposes of evaluating and reporting, teachers should examine all
contents of each student's portfolio and all information gathered
in the teacher's file. For example, each student's reading and
writing logs can be graded on quantity and quality of reading and
49
SECTION 4: ASSESSING, EVALUATING AND REPORTING
50
wntmg reported or produced. Students' response journals can be
evaluated holistically. Students' ability to apply reading and
writing strategies and their demonstrated levels of comprehension
need to be considered.
It is important to remember that the most significant aspect of
reporting is the discussion with others concerned abour the
student's progress (e.g., parents, principal, counsellor, consultant).
Therefore, the comments arising out of evaluation and the
collaborative examination of the student's portfolio become critical
components of the reporting process. Such reporting also serves as
a motivating force for a student to make the effort required to
extend reading and writing strategies; to widen the range of
material read with understanding and Auency, and the writing
produced for a variety of purposes.
ENGLISH 1200 CURRICULUM GUIDE
SECTION 5: LEARNING RESOURCES
Section 5: Learning Resources
Introduction
Recomended Teacher Resources
Student Resources
Authorized Text
Novels Suggestion
ENGLISH 1200 CURRICULUM GUIDE
Teachers of English 1200 will have to accommodate a wide range
of abilities, needs, interests and learning styles. While an anchor textbook is authorized for the course, no single text and no one
teaching method will be sufficient for all students at all times.
Teachers will need to employ a variety of strategies and resources. It is strongly recommended that each school begin building class
and school access to a range of resources that will accommodate
the diverse range of needs and interests of the students who will
take this course.
Gilles, Carol, et. al.(l988) Whole Language Strategies for Secondary Students. New York: Richard C. Owen Publishers.
Goodman, Yetta, et. al. (1987). Reading Miscue Inventory: Alternative Procedures. New York: Richard C. Owen Publishers.
Senior High Pathways: Students with Exceptionalities. St. John's, Newfoundland: Department of Education, Division of Student Support Services.
Archer, Lynn, Costello, C., and Harvey D. (1997) . Reading and Writing for Success. Toronto, Ontario: Harcourt Brace & Company Canada, Ltd.
Students who are studying English 1200 concurrently are dealing with novels prescribed for English 1202. In situations where students of English 1200 are not studying English 1202, it is suggested that teachers choose novels from the prescribed list for English 1202. The teacher may wish to cover one or more
depending upon the individual English 1200 class and its ability level. The list is as follows :
Ken Ball, In the Heat of the Night Cassie Brown, Death on the lee Joan Clark, The Dream Carvers Paul Gallico, The Snow Goose Lois Lowry, The Giver Kevin Major, Eating Between the Lines Paul Zindel, The Pigman
51
SECTION 5: LEARNING RESOURCES
Recommended Texts
52
English 1200 does not lend itself to the use of one textbook.
Rather, the resources used should be based on students' needs,
abilities, interests and the goals that are set for each student.
Resources may include, for example:
Reading and Writing for Personal Satisfaction
Comics Videos Music-lyrics Pamphlets/brochures Newspapers (local, provincial, national) Magazines (e.g., Seventeen) Logs/journals/ diaries Plays Computer reading programs Menus Poetry
Reading and Writing Across the Curriculum
Student texts "How-To" Books Newspaper (i.e. , local , provincial , national) Magazines (i.e., Popular Mechanics) Maps Logs Plays Computer reading programs Poetry Pamphlets/brochures Dictionaries Manuals (e.g., the Newfoundland Drivers' Handbook)
ENGLISH 1200 CURRICULUM GUIDE
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SECTION 5: LEARNING RESOURCES
Reading and Writing to Function m Society
Driver's Manual Recipes Instructions/ directions Safety informational signs Operational guides Newspapers (i.e., local, provincial, national) Maps Logs/journals/ diaries Sales flyers Computer reading programs Applications Menus G raphs Telephone books Dictionaries Catalogues
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SECTION 5: LEARNING RESOURCES
54 ENGLISH 1200 CURRICULUM GUIDE
APPENDICES
Appendices
ENGLISH 1200 CURRICULUM GUIDE 55
APPENDICES
56 ENGLISH 1200 CURRICULUM GUIDE
APPENDICES
Appendix 1: Sample Interview Form for Goal Setting
GOAL SETTING PLAN
1. What is one area of your school performance you really want to improve? This is your long-term goal
It may take you several weeks , months, or even a whole school year to accomplish this goal.
2 . What is one activity you can do to help you reach your goal? This is your short-term goal You
can accomplish this goal in 2-4 weeks.
3. What steps do you need to take to reach your goal?
4. What would be good about reaching your goal?
5. What things or people might keep you from reaching these goals? These are your obstacles. What can
you do to get around your obstacles? These are your solutions.
Obstacles Solutions
ENGLISH 1200 CURRICULUM GUIDE 57
APPENDICES
6 . What special material or help do you need to reach your goal? These are your resources.
7. How will you reward yourself if you reach your goal? These are your incentives.
5. How and when will you check on your progress? Who will help you do this - a teacher, a parent, a friend?
Checkpoint Date Signature
Today's Date:
Sign Here:
Have a parent, reacher, or friend sign here:
CLIP and POST
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Write your goal below. Cut off this parr of your Goal Setting Plan and place it in your portfolio where
you wi ll see it every day.
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Appendix 2: Sample Observation Record
Name:
Class : English 1200 Dare- October 28 200 1
Observations:
Rick spent most of the class flipping through car magazines , pausing to read a few lines or study a
picture. He finally settled on one article which he read for about five minutes, then began fl ipping
pages agam .
(See over for comments)
Comments:
Rick did not make very good use of a full period given to "find out something you want to know ".
Perhaps he needed help in stating what information he wanted.
Inferences:
Rick's restless behaviour today may indcate that he has not focused on the task or that he lacks
skills for seeing specific information.
Teacher Signature:
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N a m e:
C lass :
Observa tions:
Comments:
Inferences:
Teacher Signature:
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Appendix 3: Sample Checklist Items for Reading Comprehension
Name : Date:
Ti tle ofText:
Context :
(+ to a great extent) ( * to some extent) (- not at al l) (0 not observed in this setting)
+ * Checklist Item s
0 Comments
-
Before Reading . Uses rides, pictures, captions, graphs, blurbs to predict.
. Uses background knowledge to predict.
. lnsrrinsically motivated to engage in reading .
D uri11g Reading . Is aware when rexr doesn 't make sense .
. Uses preceding text to predict .
. Reads to answer own questions about text .
. Reads "between rhe lines" .
. Understands and uses structure of text .
. Rereads when comprehension difficult .
. Changes reading mode (silent & oral) when comprehension difficult.
. Gets help when comprehension difficult.
. Able ro identify concepts, language, or vocabulary that interfere with comprehension
. Searches efficiendy for specific information .
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(+ ro a great extenr) ( * ro some exrenr) (-nor at al l) (0 not observed in this setting)
+ * Checklist Items Comments
- 0
After Reading 0 Exends comprehension through writing.
0 Extends comprehension through discussion.
0 Recalls imporrant information.
. Recalls sufficient information .
0 Summarizes main points.
0 Identifies story elements in text (characters, setting, problem, episodes, resolution).
0 States appropriate theme For story.
0 Uses text to support statements and conclusions.
0 Compares characters in text.
0 Retells fluently (length and coherence).
0 Links story episodes in narrative; Facts in expository text.
0 Uses author's language in retelling.
0 Uses own "voice" in retelling.
Before, During, or After Reading 0 Compares characters or incidents to self or experiences.
0 Compares this text to other texts.
0 Uses text to support statements and conclusion.
0 Identifies point-of-view.
0 Distinguishes between Fact and opinion.
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Indicators ofStudent Progress* Yes No
Student picks up and looks at books voluntarily.
Reading is becoming a desire to find information or find out what happens next.
Student asks own questions about the text.
Student agrees or disagrees with the author.
Words are coming out in meaningful groups instead of one by one.
Student says such thing as "Don't tell me!" or "''ll read it."
Student uses contextual cues.
Student maintains the author's meaning.
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Appendix 4: Sample Reading Log
Year: Student:
Date Date Type Started Finished Author/Producer T itle of Text Purpose Comments
(e.g.,) group T his book was ...
Sept. 15 O ct. 15 Paul Zindel The Pigman novel study It reminded me ...
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Date Date Type Started Finished Author/Producer Title of Text Purpose Comments
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Appendix 5: Writing Modes and Forms
Writing Modes and Forms
There are three main writing modes (text types) and many d ifferent writing formats. The purpose and
intended audience will often dictate the choice of both.
Modes of Writing
Expressive
The language is often colloquial and spontaneous. The
writer is expressing personal desires , feelings, and
opinions, and the audience is less important than what the
writer has to say.
•
• •
written down speech
personal feelings, opinions, expenences
first person
first drafts of some writing
Transactional
The writing is done to record and convey information
accurately. Some standard forms and specialized
vocabulary m ay be necessary. It consti tutes much wri ting
tn many subject areas and includes:
• •
writing to "get things done"
writing directions, messages
conveying information
organizing factual information
reporting, explaining, surveying
persuading
presenting with precision and clarity
ENGLISH 1200 CURRICULUM GUIDE
Writing Formats
Diaries
• Journals
Learning Logs
Response Logs
•
• •
•
Some Friendly Letters
Reports
Book Reviews
Letters (especially business)
Directions , Instructions
Autobiographies, Biographies
Advertisements, Commericals
Argumentative Essays
Persuasive Essays
67
l
APPENDICES
Poetic
The language expresses the feelings of the writer who is
concerned about the impact it will have on the audience. It is
intended to be appreciated as a work of art. Descriptive
language and figurative language devices are used. It addresses
the creative imagination, develops the "self" and the "play"
with language.
• creative, art form
68
reader meant to experience the effect
concerned with the form of writing
Stories Poems Plays
Songs
ENGLISH 1200 CURRICULUM GUIDE
Appendix 6: Sample Writing Chart for English 1200
Modes ofWriting
Expressive (Personal)
Transactional (Informational)
Poetic (Imaginative)
Play/Drama
Story
ENGLISH 1200 CURRICULUM GUIDE
Formats
Personal Journal Learning/Response Logs Friendly Leners I nvi rations
Thank-you Notes
Book Review Movie and Book Comparison Paragraph/Essay Responses Project Reporr Summaries Letter ro the Editor Editorials/Opinions Business Letter Surveys/questionnaires Biography Advertisements and TV Commercials Autobiography Instructions/Procedures Comparison/Contrast Interview and Taping
Word Models Riddles Cinquain Shape/Concrete Limerick Haiku Rhyming Couplet Chant/Rap Formula Poems Free Verse
Skits Scripts Monologues Shorr Plays
Personal Narrative Ghost Srories Adventure Srories Mystery Srories Comic Strips Myths/Legends Folk Tales Description
APPENDICES
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APPENDICES
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Appendix 7: Sample Writing Log
Year: Student Name:
Date Date
Started Finished Topic/Focus Purpose Audience Form Comment(s)
Oct. 10 Oct. 15 A Classroom to persuade principal persuasive I wrote the principal
Library letter to request a meeting with the class to
convince him that we need several novels and other books for our classroom.
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Date Date Started Finished Topic/Focus Purpose Audience Form Comment(s)
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Appendix 8: Writing Conferences
Content Conference The purpose of a content conference is to help the student develop ideas. When the conference is
completed, the student will be able to return to the writing with many ideas to use to extend the
writing.
Approaches/Questions The teacher can listen to the student talk about and read the work. The teacher may question the
student in order to help him or her elaborate on the topic and to develop the details. Q uestions could
include the following:
What is the most important thing you are trying to say? How can you build on it?
• I do not quite understand. Please tell me more about it.
Do you have enough information to answer your own questions? What parts do you need?
• How did you feel when this happened?
• What can you do to show how these people spoke, so you can really hear their voices?
What do you think you will do next?
Process Conference A Process Conference can occur after a student has completed a draft of work. The purpose is to help the
student become aware of how he or she functions as a writer. This discussion is not about process in the
abstract; it is about the student's own experiences in writing. Such conversation helps the student to
become aware of the processes, to gain greater control of the processes, and eventually to use them
independently.
Approaches/Questions How did you go about writing this?
• Why did you stop writing at this point?
• What problems did you have?
How did you find your topic?
Why did you add information here?
What might you do next?
Revision Conference Revision literally means "seeing again." The student is helped to rethink the writing. Revision is a
complex activity that is difficult for many students. It develops slowly over an extended period of time.
Revision strategies are somewhat incremental in their effect and are therefore best introduced a few at a
time .
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In a Revision Conference, the teacher helps the student to achieve a greater correlation between what he
or she wants to say and the words written on the page. A revision conference could focus on:
• •
•
moving ideas around
adding information
taking out redundant material
considering paragraph structure
considering sentences
considering the impact of words
Approaches/ Questions • Write another opening sentence and compare it with the original.
Decide what the mood of your writing is. What words produce this mood? Can you change other
words to help add to this mood?
• •
Why did you use this word? What impression are you conveying?
What are some other ways you might end your story?
Choose two of your shorter sentences in the paragraph and combine them using any one of the following words: because, as, since, while, if, before, after.
How can you make your meaning clearer?
Editing and Proofreading Conference An Editing Conference can occur after the student has written and revised a piece of writing and wishes
to present it for others to read.
Approaches/ Questions • Build upon the strengths of the writer. Help the student to become aware of what is accomplished.
Bui ld confidence.
• Use editing/proofreading checklists to guide d iscussion.
Evaluation Conference An Evaluation C on feren ce could begin with the teacher and the student discussing the contents of the
writing folder in order to determine what progress is being made. For some conferences the student wi ll
choose the pieces of writi ng to submit for evaluation
Approaches/Questions How do you fee l about th is w riting?
• W hat did you learn about writi ng?
• W h at was th e hardest part of writing this piece?
• What changes wi ll you m ake in you r next piece of writing?
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Guidelines for Writing Conferences The following techniques may assist teachers:
• All aspects of writing need not be covered during every conference. Be aware of the student's w riting
strengths and weaknesses. Be selective based on the needs of your students. Focus on no more than two areas of difficulty at a time.
Keep conferences brief and focussed. An average conference may last from 3 - 5 minutes.
• Allow time for the student to ask (and respond to) questions, clarifY ideas, and th ink about the
writing. Show interest in what the student is trying to express. Dedicate the conference time to
sharing.
Try to have the student know what to do when the conference is over - to consider choices and alternatives.
• The atmosphere should be non-threatening. Sit beside the student, rather than face-to-face. Develop an effective record-keeping system.
ENGLISH 1200 CURRICULUM GUIDE 75
DATE DUE
.NOV I 2 2009
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