Orientation to the English Language Arts K to

Orientation to the English Language Arts K to

Orientation to the English Language Arts K to 7 IRP (2006) Purpose of this Presentation The purpose of this presentation is to familiarize educators with the English Language Arts K to 7 (2006) IRP. Organization of this Presentation

There are five sections in this presentation A. Why was the English Language Arts (ELA) K to 7 curriculum (1996) revised? B. What are the new features of the ELA K to 7 curriculum? C. How does the organization of the 2006 curriculum compare with the 1996 curriculum? D. How is ELA IRP organized? E. How will the ELA K to 7 IRP support and inform school practice? A. Why was the English Language Arts (ELA) K to 7 IRP (1996)

revised? As part of the ongoing curriculum review cycle, this IRP was revised to inform instruction and assessment through increased specificity incorporate current literacy research and best practice provide a commonly understood curriculum framework for English Language Arts from Kindergarten through Grade 12 complement and extend the BC Performance Standards A. Why was the English Language Arts (ELA) K to 7 IRP (1996) revised?

B. What are the new features of the ELA K to 7 curriculum? New features include grade-specific Prescribed Learning Outcomes from Kindergarten to Grade 7 Key Elements, Achievement Indicators and Conference Questions/Prompts to provide support for instruction and assessment Key Concepts, which provide a framework of the Prescribed Learning Outcomes from K to 7 Quick Navigation Tips to facilitate understanding Classroom Assessment Models for each organizer at each

grade enhanced visual presentation through graphics B. What are the new features of the ELA K to 7 curriculum? C. How does the organization of the 2006 curriculum compare with the 1996 curriculum? 1996 The 1996 ELA K to 7 curriculum was centred around the purposes of language Comprehend and

Respond Communicate Ideas and Information Self and Society 2006 The revised ELA K to 7 curriculum is organized around the processes of language: Oral Language (Speaking and Listening)

Reading and Viewing Writing and Representing C. How does the organization of the 2006 curriculum compare with the 1996 curriculum? D. How is the English Language Arts IRP organized? The ELA curriculum is divided into seven sections: 1. Introduction 2. Considerations for Program Delivery 3. Prescribed Learning Outcomes (PLOs)

Continued on next slide D. How is the English Language Arts IRP organized? D. How is the English Language Arts curriculum organized? 4. Student Achievement Key Elements PLOs and Suggested Achievement Indicators Questions/Prompts to Promote Comprehension 5. Classroom Assessment Model 6. Learning Resources 7. Glossary

D. How is the English Language Arts IRP organized? 1. Introduction The Introduction provides general information about the ELA K to 7 curriculum, including an At a Glance summary of the aim, goals, and curriculum organizers for ELA the Rationale for teaching English Language Arts Curriculum Organizers and Suborganizers Key Concepts Suggested Timeframe D. How is the English Language Arts IRP organized?

Introduction At a Glance Aim Goals Curriculum Organizers D. How is the English Language Arts IRP organized? Introduction

Rationale Language is fundamental to thinking, learning and communicating in all cultures. The ELA curriculum provides students with opportunities to experience the power of language by exploring a range of texts, contexts and purposes. D. How is the English Language Arts IRP organized? Introduction Curriculum Organizers and Suborganizers

D. How is the English Language Arts IRP organized? Introduction Key Concepts D. How is the English Language Arts IRP organized? Introduction Suggested Timeframe for ELA

D. How is the English Language Arts IRP organized? 2. Considerations for Program Delivery The Considerations for Program Delivery section provides information to help educators develop their school practices and plan their program delivery to meet the needs of all learners, including an expanded definition of text integration of the language arts highlights of the 2006 English Language Arts curriculum current research

D. How is the English Language Arts IRP organized? Considerations for Program Delivery Definition of Text In the curriculum, the term text describes oral, visual and written language forms, including electronic media. The expanded definition of text acknowledges the diverse range of materials with which we interact and from which we construct meaning. D. How is the English Language Arts IRP organized?

Considerations for Program Delivery Integration of the Language Arts D. How is the English Language Arts IRP organized? Considerations for Program Delivery Highlights Highlights of this new curriculum are 1. The link between literacy and thinking 2. The connections among oral language, reading,

and writing 3. Comprehension and metacognition in literacy learning 4. The gradual release of responsibility 5. Literacy learning across the curriculum Continued on next slide D. How is the English Language Arts IRP organized? Considerations for Program Delivery Highlights 6.

7. 8. 9. 10. 11. Early literacy development and intervention Oral language to support learning Reading comprehension and fluency A systematic approach to writing Classroom diversity and differentiated instruction Assessment to inform instruction and support learning

12. Alignment with the BC Performance Standards D. How is the English Language Arts IRP organized? Considerations for Program Delivery Research This curriculum reflects current research in literacy instruction. Successful literacy programs include the following ten essential characteristics: 1. Literacy learning in Kindergarten is critical to later success 2. A comprehensive and co-ordinated literacy

program is crucial Continued on next slide D. How is the English Language Arts IRP organized? Considerations for Program Delivery Research 3. Professional learning communities support a comprehensive and co-ordinated literacy program 4. An extended and uninterrupted block of time for literacy learning is essential

5. Literacy experiences must strongly support student engagement Continued on next slide D. How is the English Language Arts IRP organized? Considerations for Program Delivery Research 6. Ongoing assessments are used to drive instruction and support learning 7. Focussed teaching is essential 8. A resource-rich environment makes a big difference

9. Struggling and/or reluctant literacy learners benefit from research-based interventions 10. Successful family-school partnerships improve student literacy learning D. How is the English Language Arts IRP organized? 3. Prescribed Learning Outcomes (PLOs) The Prescribed Learning Outcomes section includes all the English Language Arts K to 7 PLOs by grade and curriculum organizer. The PLOs

are legally required content standards describe what students should know and be able to do (knowledge, skills and attitudes) complete the stem It is expected that students will are measurable and observable are coded alpha-numerically for organizational purposes, but this does not imply a linear sequence of delivery D. How is the English Language Arts IRP organized?

Prescribed Learning Outcomes Sample PLO from Grade 4 Bolded terms are defined in the Glossary The entire PLO must be taught, including items following the words including, by, of, and to It is expected that students will:

select and use strategies before reading and viewing to develop understanding of text, including setting a purpose and constructing personal goals accessing prior knowledge to make connections making predictions asking questions previewing texts D. How is the English Language Arts IRP organized?

Prescribed Learning Outcomes Sample PLO from Grade 4 All PLOs must be taught. However, if a list included in a PLO is preceded by e.g. or such as, then the ensuing examples are suggestions ONLY and are not prescribed It is expected that students will:

view and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters, photographs, advertising) D. How is the English Language Arts IRP organized? 4. Student Achievement The Student Achievement section includes

Key Elements Prescribed Learning Outcomes and corresponding Suggested Achievement Indicators Suggested Conference Questions/Prompts to Scaffold Learning D. How is the English Language Arts IRP organized? Student Achievement

Key Elements Key Elements provide an overview of the English Language Arts curriculum and the pedagogical understandings required for instruction and delivery, including information regarding Enduring Understandings and Snapshots Pedagogical Understandings for ELA Gradual Release of Responsibility Metacognition Oral Language, Reading and Viewing, and Writing and Representing D. How is the English Language Arts IRP organized?

Student Achievement Key Elements Overview D. How is the English Language Arts IRP organized? Student Achievement Key Elements (Enduring Understandings and Snapshot) Enduring Understandings

Snapshot D. How is the English Language Arts IRP organized? Student Achievement Key Elements (Enduring Understandings K to 3) D. How is the English Language Arts IRP organized? Student Achievement

Key Elements (Enduring Understandings 4 to 7) D. How is the English Language Arts IRP organized? Student Achievement Key Elements (Snapshot) D. How is the English Language Arts IRP organized? Student Achievement

Key Elements (Pedagogical Understandings) D. How is the English Language Arts IRP organized? Student Achievement Key Elements (Gradual Release of Responsibility) D. How is the English Language Arts IRP organized?

Student Achievement Key Elements (Metacognition) Metacognition is thinking about thinking which results in individual students understanding of their own learning processes. It involves the awareness and understanding of how one thinks and uses strategies as an effective learner. These metacognitive strategies weave throughout the curriculum organizers and suborganizers at each grade. D. How is the English Language Arts IRP organized?

Student Achievement Key Elements (Oral Language) Oral Language Skills and Functions Strategies for Oral Language Interacting Expressing/Presenting Listening D. How is the English Language Arts IRP organized?

Student Achievement Key Elements (Reading and Viewing) Contexts for Classroom Reading and Viewing Conferences Independent Reading Partner Reading Small and Large Group Strategies for Reading and Viewing Before

During After D. How is the English Language Arts IRP organized? Student Achievement Key Elements (Writing and Representing) The Writing Process

Prewriting Drafting Revising Editing Publishing and Presenting Strategies for Writing and Representing D. How is the English Language Arts IRP organized? Student Achievement

Sample Page General Learning Expectations Prescribed Learning Outcomes Suggested Achievement Indicators Suggested Questions/Prompts to Scaffold Learning D. How is the English Language Arts IRP organized?

Student Achievement General Learning Expectations General Learning Expectations: are summary statements of PLOs for each curriculum suborganizer are not legally required D. How is the English Language Arts IRP organized?

Student Achievement Prescribed Learning Outcomes Prescribed Learning Outcomes: indicate what a student who fully meets expectations should be able to do by the end of a specific grade correspond to Suggested Achievement Indicators

D. How is the English Language Arts IRP organized? Student Achievement Prescribed Learning Outcomes D. How is the English Language Arts IRP organized? Student Achievement Suggested Achievement Indicators Suggested AIs:

articulate what learning looks like when a student has fully met expectations accommodate a variety of learning styles help guide assessment by providing criteria demonstrate the integration of instruction and assessment D. How is the English Language Arts IRP organized?

Student Achievement Suggested Achievement Indicators D. How is the English Language Arts IRP organized? Student Achievement Questions/Prompts to Scaffold Learning The questions/prompts are: included for each curriculum

suborganizer at each grade provided to encourage student selfassessment (assessment as learning) D. How is the English Language Arts IRP organized? Student Achievement Questions/Prompts to Scaffold Learning D. How is the English Language Arts IRP organized?

5. Classroom Assessment Model The Classroom Assessment Model contains three examples per grade, developed by BC teachers, focussing on selected PLOs from each curriculum organizer at each grade level demonstrates how assessment for and as learning can be integrated into instructional planning includes student samples Continued on next slide D. How is the English Language Arts IRP organized?

5. Classroom Assessment Model includes a variety of instructional approaches to address a range of learning styles includes a variety of assessment techniques to promote assessment for and as learning provides specific criteria, based on the PLOs, for teacher, peer, or self-assessment provides rubrics and quick scales, including some from the BC Performance Standards for Reading and Writing D. How is the English Language Arts IRP organized?

5. Classroom Assessment Model Sample student work (in this case a planning sheet for a group dramatization) Teacher reflection (the teachers observations of the group during the activity) D. How is the English Language Arts IRP organized? 5. Classroom Assessment Model

Teacher and Peer Assessment of group work and dramatization Student Self-Assessment of group work and dramatization Teacher Reflection D. How is the English Language Arts IRP organized? 5. Classroom Assessment Model Oral Language Rubric (highlighted for an

individual student) Teacher Reflection D. How is the English Language Arts IRP organized? 6. Learning Resources Many current resources can continue to be used to support this curriculum The Ministry has recently updated the Grade Collections to include additional resources on Oral Language Some resources that are no longer valid have been

removed the resource list Districts may want to review the many new resources on the market www.bced.gov.bc.ca/irp_resources/lr/resource/gradcoll.htm D. How is the English Language Arts IRP organized? 7. Glossary The Glossary defines bolded terms in the Prescribed Learning Outcomes and Suggested Achievement Indicators. D. How is the English Language Arts IRP organized?

E. How will the ELA K to 7 IRP support and inform school practice? The new ELA K to 7 curriculum is firmly rooted in current research. Many teachers will be familiar with the underlying concepts, such as the importance of teacher modelling, the teaching of learning strategies and metacognition. This curriculum requires a strong, balanced literacybased program in schools. Therefore, the degree of momentum created by its implementation will depend on the existing literacy practices in schools. E. How will the ELA K to 7 IRP support and inform school practice?

E. How will the ELA K to 7 IRP support and inform school practice? for an understanding of the curriculum organizers Introduction for an understanding of the pedagogy, research and delivery Considerations for Program Delivery for a scope and sequence of PLOs across grades Prescribed Learning Outcomes

for an overview of a hands-on approach to teaching Student Achievement for ideas of how to assess student learning of the PLOs Classroom Assessment Model E. How will the ELA K to 7 IRP support and inform school practice? FYI The English Language Arts K to 7 IRP and gradespecific packages are available at: www.bced.gov.bc.ca/irp/irp_ela.htm One K to 7 IRP and a set of grade-specific packages will be distributed to each school commencing in March 2007

Full Implementation is required beginning September 2007 QUESTIONS?

Recently Viewed Presentations

  • Word for thesis writing - WordPress.com

    Word for thesis writing - WordPress.com

    University of Cambridge. 2013. Word for Thesis Writing. It looks like you are trying to write a thesis. Warnings & Caveats. Useful but not interesting. ... On Camtools. Heading Numbers. 1 Main Section. 1.1 Subsection. 1.2 Subsection. 1.2.1 Sub-Sub Section....
  • The Holy Week

    The Holy Week

    The church celebrates the miracle of raising Lazarus from death as an introduction to Christ's resurrection and our resurrection with Him. The church indicates that death has no authority over Christ whose death and Resurrection we shall celebrate. It is...
  • Determine the Purpose and Motivation for Continuous Improvement

    Determine the Purpose and Motivation for Continuous Improvement

    The AAR is the forum to monitor progress in generating initiatives. The expectation of continuous improvement is communicated in the planning or performance commitment stage of the After Action Review. ... United States Army Field Manual FM 25-101. Activity Step...
  • LIKE A TREE - Canada

    LIKE A TREE - Canada

    (Ecc 9:9) Let thy fountain be blessed: and rejoice with the wife of thy youth.(Pro 5:18) Pro 5:19 Let her be as the loving hind and pleasant roe; let her breasts satisfy thee at all times; and be thou ravished...
  • OCR GCSE Computing - Novice Blogger

    OCR GCSE Computing - Novice Blogger

    Puff-Suck Switch This device is a switch which can be turned on and off by either blowing or sucking into a small tube. The software then interprets the actions to take
  • Chapter 1

    Chapter 1

    Part II The exchange of stock for a Note Payable is an example of a significant noncash investing and financing activity. Since it's a noncash transaction, it does not appear on the Statement of Cash Flows; however, it must be...
  • Logical Fallacies

    Logical Fallacies

    Appeal to Authority. Not meant to dismiss the claims of experts. Stating claims as true simply because an authority on the subject is in agreement. Appeal to Emotion. Manipulating emotion (fear, pity, pride, and more) to win an argument. Argument...
  • The Do's and Don'ts of Good Technical CONTENT

    The Do's and Don'ts of Good Technical CONTENT

    The Do's and Don'ts of Good Technical Writing Pre-Write Fill your well. Have a plan. Use whatever pre-writing strategies work for you (brainstorming, lists, clustering, outlining).