English Language Arts Curriculum Framework - Province of Manitoba

Kindergarten to Grade 12 English Language Arts Curriculum Framework

A Living Document

September 2020

2020 Manitoba Education

Kindergarten to grade 12 English language arts curriculum framework : a living document

Includes bibliographical references.

Copyright ? 2020, the Government of Manitoba, represented by the Minister of Education. Manitoba Education Winnipeg, Manitoba, Canada

Every effort has been made to acknowledge original sources and to comply with copyright law. If cases are identified where this has not been done, please notify Manitoba Education. Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, and publishers who allowed their original material to be used.

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This resource is available on the Manitoba Education website at .mb.ca/k12/. Websites are subject to change without notice.

While the department is committed to making its publications as accessible as possible, some parts of this document are not fully accessible at this time. Available in alternate formats upon request.

Contents

Acknowledgements

v

Introduction

1

Purpose

1

Background

1

Foundations and Principles

5

What Is English Language Arts?

5

Relationship between English Language Arts and Literacy

5

Guiding Principles

6

Powerful Practice in Kindergarten to Grade 12 English Language Arts

18

The English Language Arts Learning Landscape

21

English Language Arts Goals

21

What Grounds the Design of the Kindergarten to Grade 12 ELA Curriculum?

22

The English Language Arts Conceptual Framework

22

Competency, Communities, and Meaningful Contexts

23

Effective English Language Arts Planning, Teaching, and Learning

27

Assessment As, For, and Of Learning

34

English Language Arts Practices

37

What is the Structure of the Kindergarten to Grade 12 ELA Curriculum?

44

Structural Design of the Kindergarten to Grade 12 English

Language Arts Curriculum

45

Planning Effectively for Kindergarten to Grade 12 English Language Arts

47

Planning for Rich, Meaningful Learning Experiences and Deeper Understanding

47

Using Lenses to Plan Rich, Meaningful Learning Experiences

49

Using Lenses to Focus and Deepen Learning Experiences

51

Approaches to Instructional Design

53

Embedding and Connecting Programmatic Structures in Rich Learning Experiences

54

Grade Bands, Learning Growth, and Dimensions of Learning

57

Enacting the Practices and Dimensions of Learning Growth: Independence,

Breadth, Depth, and Transformation

57

Interrelated Dimensions of Learning Growth

59

Contents

iii

Grade Band Descriptors Enacting the Four ELA Practices in the K to 2 Grade Band Enacting the Four ELA Practices in the 3 to 5 Grade Band Enacting the Four ELA Practices in the 6 to 8 Grade Band Enacting the Four ELA Practices in the 9 to 10 Grade Band (pending) Enacting the Four ELA Practices in the 11 to 12 Grade Band (pending)

Appendix: Elaborations Language as Sense Making: Kindergarten to Grade 2 Language as System: Kindergarten to Grade 2 Language as Exploration and Design: Kindergarten to Grade 2 Language as Power and Agency: Kindergarten to Grade 2 Language as Sense Making: Grades 3 to 5 Language as System: Grades 3 to 5 Language as Exploration and Design: Grades 3 to 5 Language as Power and Agency: Grades 3 to 5 Language as Sense Making: Grades 6 to 8 Language as System: Grades 6 to 8 Language as Exploration and Design: Grades 6 to 8 Language as Power and Agency: Grades 6 to 8 Language as Sense Making: Grades 9 to 12 Language as System: Grades 9 to 12 Language as Exploration and Design: Grades 9 to 12 Language as Power and Agency: Grades 9 to 12

References

65 66 67 68 69 70

71 71 74 76 78 81 83 86 88 90 93 95 97 100 100 100 100

101

iv

Kindergarten to Grade 12 English Language Arts Curriculum Framework: A Living Document

Acknowledgements

Manitoba Education gratefully acknowledges the contributions of the following individuals and groups in the development of the Kindergarten to Grade 12 English Language Arts Curriculum Framework: A Living Document.

Because of the participatory nature of the development process, content continues to be tested, revised, and developed based on observations and feedback from sustained deeper learning cohorts, in collaboration with education faculty members, and in consultation with other stakeholders.

Critical Friends, Contributors, Reviewers

Karen Boyd Michelle Honeyford Marlene McKay Wayne Serebrin Shelley Warkentin

Initial Working Group

Brandi Bartok Jonine Bergen Angela Burdett Susan Hayward

Jessica Kowall

Steve Lawrie Elaine Levesque Ruth McDonald Virginia Moose Georgette Nairn Cathy Oresnik Jodianna Paterson

Mark Reimer Wayne Serebrin Chris Wigglesworth Karen Wiebe

Initial Grade Band Exploration Group

Jen Anderson Elizabeth Bourbonniere Angela Burdett Mike Chopek Cathy-Jane Green Michelle Honeyford Heather Khan Jennifer Kolesar Elaine Levesque Ruth McDonald Janice Matthewman

River East Transcona School Division University of Manitoba Independent Consultant University of Manitoba Seven Oaks School Division

Pembina Trails School Division St. Paul's High School Frontier School Division Lakeshore School Division (until 2015) and Independent (from 2015) Child Guidance Clinic, Winnipeg School Division (until 2015) Louis Riel School Division (until 2015) Division scolaire franco-manitobaine Pembina Trails School Division Mystery Lake School Division River East Transcona School Division Pembina Trails School Division Child Guidance Clinic, Winnipeg School Division (from 2015) Hanover School Division University of Manitoba Seven Oaks School Division Manitoba Teachers' Society

Brandon School Division River East Transcona School Division Frontier School Division Frontier School Division Brandon School Division University of Manitoba St. James-Assiniboia School Division Prairie Spirit School Division Division scolaire franco-manitobaine Pembina Trails School Division St. James-Assiniboia School Division

Acknowledgements

v

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