English Language Arts Grades 7-9 - Prince Edward Island

English Language Arts 7-9 February 2011

Acknowledgments

ACKNOWLEDGMENTS

The Council of Atlantic Ministers of Education and Training (CAMET) and the departments of education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island gratefully acknowledge the contribution of the regional English language arts common curriculum committee to the revised curriculum guide. Committee members include the following:

New Brunswick Tiffany Bastin

Prince Edward Island Cathy Montgomery Jarmo Puiras

Newfoundland and Labrador Jill Howlett

CAMET Sylvie Martin

Nova Scotia Barry Wilson

The Council of Atlantic Ministers of Education and Training (CAMET) and the departments of education of New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island gratefully acknowledge the following provinces for granting permission to use the resources listed below.

British Columbia English Language Arts Grade 7: Integrated Resource Package (2006), English Language Arts Grade 8: Integrated Resource Package (2007), English Language Arts Grade 9: Integrated Resource Package (2007). Used with permission of British Columbia Ministry of Education.

Nova Scotia Teaching in Action, Grades 7-9: A Teaching Resource (2007). Adapted with permission from the Province of Nova Scotia Department of Education.

Active Readers Grades 7?9 Assessment Resource: Young Adolescents (2005). Adapted with permission from the Province of Nova Scotia Department of Education.

Saskatchewan English Language Arts 9 (2008). Used with permission of Saskatchewan Ministry of Education.

ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9

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ACKNOWLEDGMENTS

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ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9

CONTENTS

Contents

List of Illustrations

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Introduction to English 7-9 Language Arts

Background ................................................................................................................................3 The Atlantic Cananda English Language Arts Curriculum ....................................................3 Essential Graduation Learnings .............................................................................................4 Connections between Essential Graduation Learnings and Key-Stage Curriculum Outcomes ....4 Purpose of the English 7-9 Curriculum Guide .......................................................................7

The Nature of English Language Arts ..........................................................................................7 Comprehension and Metacognition......................................................................................8 Definition of Text..................................................................................................................8 An Effective English Language Arts Program.........................................................................9 Zone of Proximal Development ...............................................................................9 Gradual Release of Responsibility...........................................................................10 Contexts for Learning and Teaching in English 7-9 ............................................................11 Principles Underlying the English Language Arts Curriculum ................................11

Considerations for Program Delivery

The Learning Environment .......................................................................................................17 Developmental Characteristics of Adolescents .....................................................................17 Intellectual Development ........................................................................................17 Social Development ................................................................................................18 Physical Development .............................................................................................18 Emotional and Psychological Development.............................................................19 Moral Development ................................................................................................19 The Role of the Teacher ......................................................................................................20 Establishing Community in the English Language Arts Classroom......................................20

Meeting the Needs of All Students.............................................................................................22 Valuing Equity and Diversity ..............................................................................................22 Students with Exceptionalities ............................................................................................24 English as an Additional Language (EAL) Students ................................................25 Students with Language and Communication Challenges ......................................25 Advanced Learners .................................................................................................26 Engaging All Students ........................................................................................................26 Student Learning Preferences .................................................................................27 Resource-Based Learning ...................................................................................................28 Differentiated Instruction...................................................................................................29 Differentiating by Content.....................................................................................29 Differentiating by Process.......................................................................................30 Differentiating by Product .....................................................................................31 Opportunities for Student Choice.............................................................31 Differentiating the Learning Environment .............................................................32

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CONTENTS

A Framework for Balanced Instruction in English Language Arts.................................................. 33 Selecting Strategies ................................................................................................................. 33 Workshop Approach .............................................................................................................. 34 The Speaking and Listening Strand ........................................................................................ 35 Expectations for Speaking and Listening ................................................................... 35 The Role of the Teacher ............................................................................................ 36 Organizing the Speaking and Listening Environment .................................. 37 Organizing for Speaking and Listening Instruction ...................................... 37 Speaking................................................................................................ 38 Listening ............................................................................................... 39 Focuses for the Strand ............................................................................................... 40 The Reading and Viewing Strand........................................................................................... 42 Expectations for Reading and Viewing ...................................................................... 42 The Role of the Teacher ............................................................................................ 43 Organizing the Reading and Viewing Environment ..................................... 44 Organizing for Reading and Viewing Instruction ......................................... 44 Varying the Reading and Viewing Experience .............................................. 47 Reading Workshop ................................................................................ 48 Stages of Reading Development ............................................................................... 48 Reading Strategies ........................................................................................ 49 Focuses for the Strand .............................................................................................. 51 The Writing and Representing Strand .................................................................................... 53 Expectations for Writing and Representing ............................................................... 53 The Role of the Teacher ............................................................................................ 53 Organizing for Writing and Representing Instruction .................................. 54 Writing Workshop................................................................................. 55 Focus Lessons ........................................................................................ 56 Expressive or Exploratory Writing ............................................................................. 56 Transactional Writing................................................................................................ 57 Poetic Writing ........................................................................................................... 57 Determining Purpose ................................................................................................ 58 Determining Audience .............................................................................................. 58 Determining Form.................................................................................................... 58 Text Forms ............................................................................................ 59 Representing ............................................................................................................. 61 Focuses for the Strand ............................................................................................... 63

Organizing Learning Experiences for Students.............................................................................. 65 The Workshop: A Framework for Instruction......................................................................... 65 Time to Teach ........................................................................................................... 66 Time to Practise and Develop.................................................................................... 67 Time to Share and Reflect ......................................................................................... 69 Integrated Teaching and Learning .......................................................................................... 72 Inquiry-Based Learning............................................................................................. 72

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ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9

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