Acknowledgments - Nova Scotia Department of Educationlia.ednet.ns.ca/pdfs/foundations-ela.pdf · Acknowledgments Acknowledgements PROVINCE OF NEW BRUNSWICK Pauline Allen, Teacher,

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Acknowledgments

Acknowledgements

PROVINCE OF NEW BRUNSWICK

Pauline Allen, Teacher, Priestman Street School

Susan MacDonald, Consultant, Secondary English,Department of Education

Cathy Prosser, Teacher, Moncton High School

Dawn Weatherbie Morehouse, Teacher,Fredericton High School

Darlene Whitehouse, Co-ordinator, ElementaryEducation, Department of Education

PROVINCE OF NEWFOUNDLANDAND LABRADOR

Eldred Barnes, Co-ordinator of English Language Arts,Avalon Consolidated School Board

Linda Coles, Program Development Specialist,Department of Education

Edward Jones, Program Development Specialist,English, Department of Education

Florence Samson, Vice-Principal, Cowan HeightsElementary School

The departments of education of New Brunswick, Newfoundland and Labrador, Nova Scotia and PrinceEdward Island gratefully acknowledge the contributions of the following groups and individuals toward thedevelopment of this document:

• The regional English language arts common curriculum committee, which has overseen the commoncurriculum development and provided direction with respect to the completion of this foundation docu-ment. Current and past members include the following:

• The Province of Nova Scotia, which served as lead province in drafting and revising the document.

• The provincial working groups, comprising teachers and other educators in New Brunswick, Newfoundlandand Labrador, Nova Scotia and Prince Edward Island, who provided input and feedback to the documentduring the development and revision process.

• The educators, parents, and other stakeholders who contributed many hours to the validation processwhich led to the finalization of the Foundation for the Atlantic Canada English Language Arts Curriculum.

PROVINCE OF NOVA SCOTIA

Ann Blackwood, English Language Arts Consultant,Department of Education and Culture

Barry Fox, Assistant Director,Department of Education and Culture

Judith Mossip, Vice-Principal,Hammond’s Plains Consolidated School

Susan Settle, Teacher,George Bissett Elementary School

Peter Smith, Vice-Principal,Sir John A. Macdonald High School

PROVINCE OF PRINCE EDWARDISLAND

Mary Crane, Teacher,Kensington Intermediate-Senior High School

Debbie Dunn, Teacher,Sherwood Elementary School

Percy MacGougan, Secondary Language ArtsConsultant, Department of Education

Lloyd Mallard, Professional DevelopmentCo-ordinator, Department of Education

Cathy Parsons, Elementary Co-ordinator,Department of Education

Jeanette Scott, Elementary Language ArtsConsultant, Department of Education

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Table of Contents

Table of Contents

Contexts for Learningand Teaching

Principles Underlying theEnglish Language Arts Curriculum ................... 37

The Learning Environment .............................. 38

• Introduction .......................................... 38

• Balance ................................................. 38

• Challenge .............................................. 38

• Inquiry .................................................. 39

• Resource-Based Learning ....................... 39

• The Use of Technology .......................... 40

• Interactive Learning ............................... 40

• Homework ............................................ 40

Equity and Diversity ......................................... 42

Roles Within Education .................................... 43

• The Community’s Role .......................... 43

• The Education System’s Role .................. 43

• The Parent’s Role ................................... 43

• The Principal’s Role ................................ 44

• The Student’s Role ................................. 44

• The Teacher’s Role ................................. 44

Assessing and Evaluating Student Learning ...... 46

• Assessment ............................................ 46

• Evaluation ............................................. 46

• Reporting .............................................. 47

• Guiding Principles ................................. 47• Assessing Student Learning in the

English Language Arts Classroom .......... 47

• External Assessment .............................. 53

• Program and System Evaluation ............ 53

Resources ........................................................ 54

• Introduction .......................................... 54

• Criteria for Selecting Resources .............. 54

• The Range of Material Resources ........... 54

• Controversial Texts ................................ 55

• Community Resources ........................... 56

Vision .............................................................. v

IntroductionPurpose of Document ........................................ 1

Curriculum Focus: Literacy ................................ 1

Key Features of the Curriculum .......................... 2

A Common Approach ....................................... 3

OutcomesEssential Graduation Learnings .......................... 5

The Nature of English Language Arts ............... 11

• The Learning Continuum....................... 11

• Using Language Purposefully:

The Unifying Ideas ................................. 11

• Organizing Strands ................................ 13

Curriculum Outcomes for English Language Arts:

Entry-Grade 12 ................................................ 14

• Vision .................................................... 14

• General Curriculum Outcomes .............. 14

• Key-Stage Curriculum Outcomes ........... 15

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VisionThe Atlantic Canada English language arts curriculum

is shaped by a vision of enabling and encouraging students

to become reflective, articulate, literate individuals

who use language successfully for learning and communicating

in personal and public contexts.

Vision

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of literacy were linked almostexclusively to print materials. Thevast spread of technology andmedia has broadened our con-cept of literacy. To participatefully in today’s society andfunction competently in theworkplace, students need to readand use a range of texts.

In this document, the term text isused to describe any languageevent, whether oral, written, orvisual. In this sense, a conversa-tion, a poem, a novel, a poster, amusic video, a television program,and a multimedia production, forexample, are all texts. The term isan economical way of suggestingthe similarity among many of theskills involved in “reading” a film,interpreting a speech, or respond-ing to an advertisement or a pieceof journalism. This expandedconcept of text takes into accountthe diverse range of texts withwhich we interact and fromwhich we construct meaning.

For these reasons, the curriculumat all levels extends beyond thetraditional concept of literacy toencompass media and informa-tion literacies, offering studentsmultiple pathways to learningthrough engagement with a widerange of verbal, visual, andtechnological media.

Introduction

Introduction

PURPOSE OFDOCUMENT

his document offers avision of what thelearning and teaching of

English language arts can becomewhen well supported by theeducation system and communityand when strengthened bycollaboration among students,teachers, administrators andcommunity members.

It provides a framework on whicheducators and others in thelearning community can basedecisions concerning learningexperiences, instructional tech-niques and assessment strategies,using curriculum outcomes as areference point. This frameworkprovides a coherent, integratedview of the learning and teachingof English language arts whichreflects current research, theoriesand classroom practice.

The Foundation for the AtlanticCanada English Language ArtsCurriculum will be followed byEnglish language arts curriculumguides which elaborate on thecurriculum at specific grade levelgroupings: entry-grade 3, grades4-6, grades 7-9, and grades 10-12.

CURRICULUMFOCUS: LITERACY

his curriculum identifiesthe development ofliteracy as a priority. The

curriculum anticipates that whatit means to be literate will con-tinue to change as visual andelectronic media become moreand more dominant as forms ofexpression and communication.

As recently as one hundred yearsago, literacy meant the ability torecall and recite from familiartexts and to write signatures.Even twenty years ago, definitions

Curriculum guides for each ofthe four key stages—entry-3,grades 4-6, grades 7-9, andgrades 10-12—elaborate on thecurriculum at each grade level.These guides provideinformation on program designand components, the nature oflearning, the range of learnersthat can be expected at eachkey stage, specific curriculumoutcomes and learningexperiences, instructional andassessment strategies, andresources. Curriculum guidesare intended to assist teachersand administrators inpresenting a balanced,integrated, effective Englishlanguage arts program at eachgrade level.

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2 Foundation for the Atlantic Canada English Language Arts Curriculum

• This curriculum emphasizesthe importance of students’active participation in allaspects of their learning.

Learning experiences andinteractions should immersestudents in real communica-tion situations both within theclassroom and in broadersocial contexts.

• This curriculum emphasizesthe personal, social andcultural contexts of languagelearning and the power thatlanguage has within thosecontexts.

Since language is the primarymeans by which peopleexpress their personal andcultural values, it is critical thateducators and students besensitive to personal andcultural differences, respect-ing, understanding andappreciating differences inaspects of communication.

This curriculum encouragesstudents to recognize thepower of language to defineand shape knowledge, self andrelational positions in society.This curriculum encouragesstudents to explore how formsof language construct and areconstructed by particularsocial, historical, political andeconomic contexts. It encour-ages students to understandhow their own and others’uses of language have socialeffects.

• This curriculum is defined interms of outcomes.

The identification of Englishlanguage arts curriculumoutcomes clarifies for students,teachers, parents and adminis-trators specific expectations ofwhat students in AtlanticCanada should know and beable to do at key stages intheir curriculum.

• This curriculum is designedto nurture the literacydevelopment of all students.

This curriculum recognizesthat students develop andlearn at different rates and indifferent ways and that thetime frame for literacy devel-opment will vary.

In recognizing and valuing thediversity of students, theeducation system must allowfor a range of learning styles,teaching styles, instructionalstrategies and resources.Learning contexts should beadapted to meet the needs ofstudents with different back-grounds, interests and abilitiesand to provide ongoingopportunities for all studentsto engage in new learning,based on their previoussuccesses.

• This curriculum provides abasis for assessing studentachievement.

The outcomes frameworkprovides reference points forteachers to inform theirinstructional practice as theymonitor student progress andassess what students can andcannot do, what they knowand what they need to know.

Assessment involves more thana judgment made aboutperformance after learning hastaken place. As a continuous,co-operative, collaborative,comprehensive process,assessment can be a powerfultool to enhance students’learning when it is an integralpart of their learning process.

This curriculum requires theuse of a broad range of formaland informal assessmentstrategies and practices toensure that curriculum andassessment work together tosupport student learning.

KEY FEATURES OF THE CURRICULUM

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mechanisms for communicatingand consulting with educationpartners, and it is the responsibil-ity of the provinces to ensure thatstakeholders have input intoregional curriculum develop-ment.

Each foundation documentincludes statements of essentialgraduation learnings, generalcurriculum outcomes for thatcore program, and key-stagecurriculum outcomes (entry-grade 3, grades 4-6, grades 7-9,grades 10-12). Essential gradua-tion learnings and curriculumoutcomes provide a consistentvision for the development of arigorous and relevant corecurriculum. In addition to thisfoundation document, teacherswill receive curriculum guides forthe grade levels they teach.

General curriculumoutcomesare statements which identifywhat students are expected toknow and be able to do uponcompletion of study in acurriculum area.

Key-stage curriculumoutcomesare statements which identifywhat students are expected toknow and be able to do by theend of grades 3, 6, 9 and 12as a result of their cumulativelearning experiences in acurriculum area.

A COMMON APPROACH

n 1993, work began on thedevelopment of commoncurricula in specific core

programs. The Atlantic ministers’primary purposes for collaborat-ing in curriculum developmentare to

• improve the quality of educa-tion for all students throughshared expertise and resources

• ensure that the educationstudents receive across theregion is equitable

• meet the needs of bothstudents and society

Under the auspices of the AtlanticProvinces Education Foundation,development of Atlantic commoncore curricula for mathematics,science, social studies and Englishlanguage arts follows a consistentprocess. Each project requiresconsensus by a regional commit-tee at designated decision points;all provinces have equal weight indecision making. Each provincehas established procedures and

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5Outcomes

Outcomes

Essential graduationlearningsare statements describing theknowledge, skills and attitudesexpected of all students whograduate from high school.Achievement of the essentialgraduation learnings willprepare students to continueto learn throughout their lives.These learnings describeexpectations not in terms ofindividual school subjects butin terms of knowledge, skillsand attitudes developedthroughout the curriculum.They confirm that studentsneed to make connections anddevelop abilities acrosssubject boundaries if they areto be ready to meet theshifting and ongoing demandsof life, work and study todayand in the future. Essentialgraduation learnings arecross-curricular, andcurriculum in all subject areasis focussed to enable studentsto achieve these learnings.Essential graduation learningsserve as a framework for thecurriculum developmentprocess.

ESSENTIAL GRADUATION LEARNINGS

Curriculum outcomesare statements articulating what students are expected to know and beable to do in particular subject areas. These outcomes statements alsodescribe what knowledge, skills and attitudes students are expected todemonstrate at the end of certain key stages in their education as aresult of their cumulative learning experiences at each grade level in theentry-graduation continuum. Through the achievement of curriculumoutcomes, students demonstrate the essential graduation learnings.

Relationship among Essential Graduation Learnings,Curriculum Outcomes & Levels of Schooling

Aesthetic Expression Citizenship Communication Personal Development Problem SolvingTechnological Competence

Socia

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Arts

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Grade 1

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Grad

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Grade 1

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Grad

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Grade 8

Grad

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Grad

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Grad

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Curriculum Outcomes

Leve

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EssentialGraduationLearnings


raduates from the public schools of Atlantic Canada will be able todemonstrate knowledge, skills and attitudes in the followingessential graduation learnings. Provinces may add

additional essential graduation learnings as appropriate.

G

• demonstrate commitment to crafting pieces ofwriting and other representations (by the end ofgrade 9)

• evaluate the responses of others to their writingand media productions (by the end of grade 12)

Citizenship

raduates will be able to assess social,cultural, economic and environmen-tal interdependence in a local and

global context.

Graduates will be able, for example, to

• demonstrate understanding of sustainabledevelopment and its implications for the envi-ronment

• demonstrate understanding of Canada’s politi-cal, social and economic systems in a globalcontext

• explain the significance of the global economyon economic renewal and the development ofsociety

• demonstrate understanding of the social,political and economic forces that have shapedthe past and present, and apply thoseunderstandings in planning for the future

• examine human rights issues and recognizeforms of discrimination

• determine the principles and actions of just,pluralistic and democratic societies

• demonstrate understanding of their own andothers’ cultural heritage, cultural identity andthe contribution of multiculturalism to society

The wide range of experiences and resources inEnglish language arts broadens students’ under-standing of social, historical, geographical andcultural diversity and enables students to conceiveof places and conditions different from their own.

Aesthetic Expression

raduates will be able to respond withcritical awareness to various forms ofthe arts and be able to express

themselves through the arts.


• use various art forms as a means of formulatingand expressing ideas, perceptions and feelings

• demonstrate understanding of the contributionof the arts to daily life, cultural identity anddiversity, and the economy

• demonstrate understanding of the ideas, percep-tions and feelings of others as expressed invarious art forms

• demonstrate understanding of the significance ofcultural resources such as theatres, museums andgalleries

The English language arts curriculum provides manyexperiences which involve students in using lan-guage for aesthetic expression. For example, thestudy and enjoyment of literature and other texts,including literary and artistic masterpieces, cultivatestudents’ aesthetic awareness and appreciation andstrengthen their critical thinking abilities. Thecurriculum offers students opportunities to use andrespond to a range of aesthetic communicationforms and to explore and describe their qualitiesand effects.

Key-stage curriculum outcomes which contribute tostudents’ achievement of this essential graduationlearning include the following. Students will beexpected to

• read widely and experience a variety of children’sliterature (by the end of grade 3)

• explain why a particular text matters to themand demonstrate an increasing ability to makeconnections among texts (by the end of grade 6)

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7Outcomes

Students read the literature of many cultures andinvestigate how forms of language construct andare constructed by particular social, historical,political and economic contexts. Such activitiesdevelop students’ sense of cultural identity andpromote their understanding of the contribution ofdiverse cultures to society. Inquiry into a range ofissues enables students to consider issues andexperiences from a range of viewpoints, exploretheir own identities and values and reflect on thebonds they share with humanity.

Through the entry-graduation continuum, studentsparticipate in larger and larger language communi-ties, from social interaction within the classroom tocommunication with provincial, national and globalcorrespondents and audiences.

Key-stage curriculum outcomes which contribute tostudents’ achievement of this essential graduationlearning include the following. Students will beexpected to

• identify some forms of oral language that areunfair to particular individuals and cultures anduse vocabulary that shows respect for all people(by the end of grade 3)

• demonstrate awareness of the needs, rights andfeelings of others (by the end of grade 6)

• read widely and experience a variety of literaturefrom different provinces and countries (by theend of grade 9)

• examine how texts work to reveal and produceideologies, identities and positions (by the end ofgrade 12)

Communication

raduates will be able to use thelistening, viewing, speaking, readingand writing modes of language(s) as

well as mathematical and scientific concepts andsymbols to think, learn and communicate effec-tively.


• explore, reflect on and express their own ideas,learnings, perceptions and feelings

• demonstrate understanding of facts and relation-ships presented through words, numbers,symbols, graphs and charts

• present information and instructions clearly,logically, concisely and accurately for a varietyof audiences

• demonstrate a knowledge of the second officiallanguage

• access, process, evaluate and share information

• interpret, evaluate and express data in everydaylanguage

• critically reflect on and interpret ideas presentedthrough a variety of media

Using language to think, learn and communicate isof central importance in the English language artscurriculum. On a daily basis students use talk,writing and other ways of representing to express,extend, clarify and reflect on their thoughts, ideasand experiences, and to consolidate their learning.The curriculum builds students’ awareness of thelanguage skills, strategies and processes they use tolearn, and the ways they use language to extendtheir learning in other subject areas.

Learning experiences expand and extend students’abilities to use language effectively in a widevariety of communication situations and offerstudents multiple opportunities to use language informal as well as informal situations. These includeplanned activities in social situations which de-mand certain types of language and build stu-dents’ skills in social language use.

The curriculum emphasizes spoken, written andvisual communication which is precise, clear andengaging. The ability to communicate clearly andeffectively involves the correct and appropriate useof language conventions and mechanics. Students’learning about these elements enables them tobecome increasingly competent in their ability tocommunicate with confidence and eloquence.

Key-stage curriculum outcomes which contributeto students’ achievement of this essential gradua-tion learning include the following. Students willbe expected to

• experiment with the combination of writingand other media to increase the impact of theirpresentations (by the end of grade 3)

• contribute thoughts, ideas and questions todiscussion and compare their own ideas tothose of others (by the end of grade 6)

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• consistently use the conventions of written lan-guage in final products (by the end of grade 9)

• apply knowledge of what strategies are effectiveas creators of various writing and media produc-tions (by the end of grade 12)

Personal Development

raduates will be able to continue tolearn and to pursue an active,healthy lifestyle.


• demonstrate preparedness for the transition towork and further learning

• make appropriate decisions and take responsibil-ity for those decisions

• work and study purposefully both independentlyand in groups

• demonstrate understanding of the relationshipbetween health and lifestyle

• discriminate among a wide variety of careeropportunities

• demonstrate coping, management and interper-sonal skills

• demonstrate intellectual curiosity, an entrepre-neurial spirit and initiative

• reflect critically on ethical issues

Language development is essential for success in life,including further education, work and social interac-tion. Well-developed language abilities are essentialfor the lifelong learning required to live and work ina changing world. The English language arts curricu-lum fosters students’ growth as collaborative andindependent learners who can take responsibility fortheir own learning. Language experiences improvethe quality of students’ lives by putting them intouch with themselves and others. The ability toexpress themselves clearly and to negotiate, co-operate and work effectively with others helpsgraduates to build strong relationships within thefamily, in the workplace and in the community.

Enjoyment of literature, live theatre, public speaking,film and other media can lead to enriched use ofleisure time. The curriculum provides students with

opportunities to develop a habit of reading as arewarding pursuit and to enhance their use ofmedia, visual and audio texts for entertainment aswell as information. Learning experiences alsofocus on developing students’ abilities to meet theliteracy demands of the outside world.


• use writing and other ways of representing todiscover and express personal attitudes andopinions and to explore how and what theylearn (by the end of grade 3)

• independently select texts appropriate to theirrange of interests and learning needs (by theend of grade 6)

• integrate information from several sources toconstruct and communicate meaning (by theend of grade 9)

• interact in both leadership and support roles ina range of situations (by the end of grade 12)

Problem Solving

raduates will be able to use thestrategies and processes needed tosolve a wide variety of problems,

including those requiring language, mathemati-cal and scientific concepts.


• acquire, process and interpret informationcritically to make informed decisions

• use a variety of strategies and perspectives withflexibility and creativity for solving problems

• formulate tentative ideas and question theirown assumptions and those of others

• solve problems individually and collaboratively

• identify, describe, formulate and reformulateproblems

• frame and test hypotheses

• ask questions, observe relationships, makeinferences and draw conclusions

• identify, describe and interpret different pointsof view and distinguish fact from opinion

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9Outcomes

The English language arts curriculum buildsstudents’ awareness of the strategies and processesthey use to construct meaning and to solve infor-mation-related problems. Students apply critical,analytical and creative thinking skills to all kinds oftexts. They identify and solve problems and makedecisions independently and collaboratively. Theyengage in thinking about and discussing theproblems and issues that concern them.

Language processes such as reading and spellingare essentially problem-solving processes in whichstudents apply language knowledge, meaning-making strategies and prior experience. Studentsalso develop problem-solving skills through theirexperiences in using a variety of processes, re-sources and technologies to gain, manage, evalu-ate and produce information.


• ask and respond to questions to clarify informa-tion and to explore possibilities or solutions toproblems (by the end of grade 3)

• use and integrate the various cueing systemsand a variety of strategies with increasingindependence to construct meaning (by theend of grade 6)

• reflect on problems and responses to problems(by the end of grade 9)

• listen critically to analyze and evaluate con-cepts, ideas and information (by the end ofgrade 12)

Technological Competence

raduates will be able to use a varietyof technologies, demonstrate anunderstanding of technological

applications, and apply appropriate technologiesfor solving problems.


• locate, evaluate, adapt, create and shareinformation, using a variety of sources andtechnologies

• demonstrate understanding of and use existingand developing technologies

• demonstrate understanding of the impact oftechnology on society

• demonstrate understanding of ethical issuesrelated to the use of technology in a local andglobal context

Students use a range of technologies in theprocess of learning in English language arts. Theyuse computer and media technology in Englishlanguage arts both as a requirement for somelearning experiences and as a choice the studentmay make to complete a learning task.

These experiences focus on building students’confidence and competence in using technologyto explore, create and evaluate texts and toretrieve, process, produce and communicateinformation. The curriculum offers studentsopportunities to use computers, software,databases, electronic mail, and emerging featuresof the Information Highway, audio and videoproduction and playback. Students also have theopportunity to explore issues related to the use oftechnology in society.


• experiment with technology in writing andother forms of representing (by the end ofgrade 3)

• use technology with increasing proficiency tocreate, revise, edit and publish texts (by theend of grade 6)

• access and select specific information to meetpersonal and learning needs, using the elec-tronic network (by the end of grade 9)

• make informed responses to challenging mediatexts (by the end of grade 12)

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THE LEARNINGCONTINUUM

It is important to remember whatwe know about learning. Stu-dents are likely to be at differentstages at different times, develop-ing at their own pace. Thecurriculum at each level, there-fore, should focus on

• expanding their knowledgebase

• extending the range ofstrategies each student uses toconstruct meaning

• extending the range of textseach student can create,interpret and respond to

• providing consistent challengeand support to enable stu-dents to grow beyond theircurrent literacy level to one ofincreasing experience andmaturity

THE NATURE OF ENGLISH LANGUAGE ARTS

In this document, the term text is used to describe any language event,whether oral, written, or visual. In this sense, a conversation, a poem, anovel, a poster, a music video, a television program, and a multimediaproduction, for example, are all texts. The term is an economical way ofsuggesting the similarity among many of the skills involved in “reading”a film, interpreting a speech, or responding to an advertisement or apiece of journalism. This expanded concept of text takes into accountthe diverse range of texts with which we interact and from which weconstruct meaning.

USING LANGUAGEPURPOSEFULLY:THE UNIFYING IDEAS

Students are most likely todevelop their language compe-tence, the depth and complexityof their thinking, and their abilityto communicate and relate toothers when they have opportu-nity to integrate newunderstandings with existingknowledge and experiences andto use language purposefully.

The English language arts curricu-lum is unified by a continuum ofexperiences and interaction inwhich students use languagemeaningfully for the followingpurposes:

• to think and learn

• to communicate effectivelyand clearly with a range ofaudiences for a variety ofpurposes

• to gain, manage andevaluate information

• to explore, respond to, andappreciate the power oflanguage and literature andother texts and the con-texts* in which language isused

* e.g., the relationship between reader/author/text and other contexts—historical,social, cultural, political and economic

These purposes are best accom-plished through meaningfullearning experiences whichbalance and integrate the lan-guage processes: speaking and

nglish language artsencompasses the experi-ence, study and appre-

ciation of language, literature,media and communication. Itinvolves language processes:speaking, listening, reading,viewing, writing and other waysof representing. The applicationof these interrelated languageprocesses is fundamental to thedevelopment of language abili-ties, cultural understanding, andcreative and critical thinking.

The English language arts curricu-lum engages students in a rangeof experiences and interactionswith texts designed to help themto develop increasing control overthe language processes, to useand respond to language effec-tively and purposefully, and tounderstand why language andliteracy are so central to theirlives. It is these experiences andinteractions which define theEnglish language arts curriculum.

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listening, reading and viewing,writing and representing. Astudent’s growth in one areainfluences, contributes to and isaffected by development in all theothers. For instance, it is difficultto grow as a reader or writerwithout talking about what one isfeeling, visualizing and thinking.

Although the statements oflearning outcomes on the follow-ing pages are organized forconvenient reference under thestrand headings Speaking andListening, Reading and Viewing,Writing and Other Ways ofRepresenting, it is important torecognize that all these languageprocesses are interrelated and canbe developed most effectively asinterdependent rather thandiscrete processes.

In this document, the termrepresenting is used tosuggest the range of ways inwhich students create meaning.Forms and processes ofrepresentation students use toexplore and communicate theirunderstandings include, inaddition to spoken and writtenlanguage, visual representation,drama, music, movement, andmedia and technologicalproduction.

The term talk integratesspeaking and listening. Talk isthe flexible interchange of ideas,feelings and experiences createdby the individuals participatingin any talk event. It is thecreation of verbal and non-verbal language in a socialcontext. Talk includesexploration, questioning, givingof information and the buildingof relationships. Through talkideas are constructed andadapted. Talk is an immediatevehicle for mediation andresolution of conflict. Thestructures of talk are defined bythe speakers’ communicativeability to respond meaningfullyin the context of a social eventor electronic exchange. Talk isone of the most powerful toolsin determining and developingindividual and collectiverelationships as well as oursocial positions in the world.

In this document the termviewing refers to the act ofmaking meaning of texts thatare part of the constructed andunconstructed visualenvironment in which we live.It is an active, intentionalprocess which involvesmaking sense of what we seeand learning how tocommunicate using visualtexts. Critical viewing takesinto consideration the purposeand significance of theconstructed visualenvironment and itscomponent parts. It involvesreflecting upon intent,purpose, content, context, anddeveloping the ability toanalyze and communicate themeaning of what is viewed.

13Outcomes

ORGANIZING STRANDS

Speaking and Listening

It is important that students usetalk to explore, extend, clarifyand reflect on their thoughts,feelings and experiences.Students should have opportu-nities to use talk to communi-cate and understand informa-tion and to respond personallyand critically. Students shouldinteract with sensitivity andrespect, considering thesituation, audience and pur-pose.

Reading and Viewing

Reading and viewing aremeaning-making processes.They include making sense ofa range of representationsincluding print, film, televi-sion, technological and othertexts. It is important thatstudents reflect on, synthesizeand evaluate ideas andinformation in increasinglysophisticated ways. Theymonitor their own under-standing by questioning,rereading/reviewing andrevising. They value readingand viewing for a range ofpurposes.

Writing and Other Waysof Representing

Writing and other ways ofrepresenting involves studentsin working through variousprocesses independently andcollaboratively to explore,construct and convey mean-ing; clarify and reflect on theirthoughts, feelings and experi-ences; and use their imagina-tion. This variety will include,in addition to written lan-guage, visual representation,drama, music, dance, move-ment, media production,technological and other formsof representation.


Reading andViewingStudents will be expected to

• select, read, and view withunderstanding a range ofliterature, information, media,visual and audio texts

• interpret, select, and combineinformation using a variety ofstrategies, resources, andtechnologies

• respond personally to a rangeof texts

• respond critically to a range oftexts, applying their under-standing of language, form,and genre

The following ten general curriculum outcomes statements identify what students are expected to know andbe able to do upon completion of study in English language arts.

Speaking andListeningStudents will be expected to

• speak and listen to explore,extend, clarify, and reflect ontheir thoughts, ideas, feelingsand experiences

• communicate information andideas effectively and clearly,and to respond personally andcritically

• interact with sensitivity andrespect, considering thesituation, audience andpurpose

VISION

The Atlantic Canada English language arts curriculum

is shaped by the vision of enabling and encouraging students

to become reflective, articulate, literate individuals

who use language successfully for learning and communicating

in personal and public contexts.

CURRICULUM OUTCOMES FOR ENGLISH LANGUAGE ARTS:ENTRY-GRADE 12

Writing and OtherWays ofRepresentingStudents will be expected to

• use writing and other ways ofrepresenting to explore,clarify and reflect on theirthoughts, feelings, experi-ences and learning; and touse their imagination

• create texts collaborativelyand independently, using avariety of forms for a range ofaudiences and purposes

• use a range of strategies todevelop effective writing andother ways of representingand to enhance their clarity,precision, and effectiveness

GENERAL CURRICULUM OUTCOMES

15Outcomes

KEY-STAGE CURRICULUMOUTCOMES

Key-stage curriculum outcomesare statements which identifywhat students are expected toknow and be able to do by theend of grades 3, 6, 9 and 12 as aresult of their cumulative learningexperiences in English languagearts.

Outcomes at the four key stagesreflect a continuum of learning.While there may appear to besimilarities in outcomes at differ-ent key stages, teachers willrecognize the increase in expecta-tions for students at the variouskey stages according to

• the developmental nature oflearning language processes

• students’ maturity of thinkingand interests

• students’ increasing independ-ence as learners

• the complexity and sophistica-tion of ideas, texts and tasks

• the level or depth of students’engagement with ideas, textsand tasks

• the range of language experi-ences and the repertoire ofstrategies and skills studentsapply to those experiences

For each key stage, the orderingof outcomes is not intended tosuggest any priority, hierarchy orinstructional sequence. Whilethese outcomes provide a frame-work on which educators maybase decisions concerning instruc-tion and assessment, they are notintended to limit the scope oflearning experiences in any keystage. Although it is expectedthat most students will be able toattain the key-stage curriculumoutcomes, some students’ needsand performance will rangeacross key stages. Teachers shouldtake this variation into considera-tion as they plan learning experi-ences and assess students’achievement of the variousoutcomes. Students’ attitudes,experiences, knowledge, abilitiesand engagement in learning willalso influence their ability toachieve the key-stage curriculumoutcomes.

Curriculum guides for each of thefour key stages—entry-3, grades4-6, grades 7-9 and grades 10-12—detail the curriculum at eachgrade level. These guides elabo-rate on program design andcomponents, the developmentalnature of learning and the rangeof learners that can be expectedat each key stage, specific curricu-lum outcomes and learningexperiences, instructional andassessment strategies, andresources.


By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to

contribute thoughts, ideas and questions todiscussion and compare their own ideaswith those of peers and others

ask and respond to questions to seek clarifi-cation or explanation of ideas and concepts

defend and/or support their opinions withevidence

listen critically to others’ ideas or opinionsand points of view

By the end of grade 3, students will be expected to

describe, share and discuss thoughts, feel-ings and experiences and consider others’ideas

ask and respond to questions to clarifyinformation and to explore possibilities orsolutions to problems

express and explain opinions and respondto the questions and reactions of others

listen critically to others’ ideas or opinions


Students will speak and listen to explore, extend,clarify, and reflect on their thoughts, ideas, feelings,and experiences.

17Outcomes


examine others’ ideas in discussion toextend their own understanding

ask relevant questions calling for elabora-tion, clarification or qualification and re-spond thoughtfully to such questions

articulate, advocate and support points ofview, presenting viewpoints in a convincingmanner

listen critically to assess the adequacy of theevidence speakers give


examine others’ ideas and synthesize whatis helpful to clarify and extend their ownunderstanding

ask discriminating questions to acquire,interpret, analyze and evaluate ideas andinformation

articulate, advocate and justify positions onan issue or text in a convincing manner,showing an understanding of a range ofopposing viewpoints

listen critically to analyze and evaluateconcepts, ideas and information


Students will speak and listen to explore, extend,clarify, and reflect on their thoughts, ideas, feelings,and experiences.



participate in conversation, small group andwhole group discussion; understand whento speak, when to listen

adapt volume, projection, facial expressions,gestures and tone of voice to the speakingoccasion

give and follow instructions and respond toquestions and directions

engage in and respond to a variety of oralpresentations and other texts


Students will be able to communicate informationand ideas effectively and clearly, and to respondpersonally and critically.


contribute to and respond constructively inconversation, small group and whole groupdiscussion

use word choice and emphasis, making aconscious attempt to produce a desiredeffect

give and follow instructions and respond toa variety of questions and instructions

engage in, respond to and evaluate a vari-ety of oral presentations and other texts

19Outcomes


participate constructively in conversation,small group and whole group discussionand debate, using a range of strategieswhich contribute to effective talk

adapt vocabulary, sentence structure andrate of speech to the speaking occasion

give and follow instructions and respond tocomplex questions and directions

evaluate their own and others’ uses ofspoken language in a range of contexts,recognizing the effects of significant verbaland nonverbal language features


interact in both leadership and support rolesin a range of situations, some of which arecharacterized by complexity of purpose,procedure and subject matter

adapt language and delivery for a variety ofaudiences and purposes in informal andformal contexts, some of which are charac-terized by complexity of purpose, procedureand subject matter

respond to a wide range of complex ques-tions and directions

reflect critically on and evaluate their ownand others’ uses of language in a range ofcontexts, recognizing elements of verbaland nonverbal messages that producepowerful communication


Students will be able to communicate informationand ideas effectively and clearly, and to respondpersonally and critically.



listen attentively and demonstrate aware-ness of the needs, rights and feelings ofothers

detect examples of prejudice, stereotypingor bias in oral language, recognize theirnegative effect on individuals and culturesand attempt to use bias-free language

make a conscious attempt to consider theneeds and expectations of their audience


use basic courtesies and conventions ofconversation in group work and co-opera-tive play

identify some forms of oral language thatare unfair to particular individuals andcultures and use vocabulary that showsrespect for all people

demonstrate a growing awareness thatdifferent kinds of language are appropriateto different situations


Students will be able to interact with sensitivity andrespect, considering the situation, audience, andpurpose.

21Outcomes


demonstrate active listening and respect forthe needs, rights and feelings of others

demonstrate awareness of the power ofspoken language to influence and manipu-late and to reveal ideas, values and attitudes

demonstrate awareness that spoken lan-guage has different conventions in differentsituations and cultures and use languageappropriate to the situation


consistently demonstrate active listeningand concern for the needs, rights andfeelings of others

demonstrate how spoken language influ-ences and manipulates and reveals ideas,values and attitudes

address the demands of a variety of speak-ing situations, making critical languagechoices, especially of tone and style


Students will be able to interact with sensitivity andrespect, considering the situation, audience, andpurpose.



select, independently, texts appropriate totheir range of interests and learning needs

read widely and experience a variety ofchildren’s literature with an emphasis ongenre and authors

use a wider range of pictorial, typographicaland organizational features of written textsto obtain, verify and reinforce their under-standing of information

use and integrate the various cueing sys-tems and a variety of strategies with increas-ing independence to construct meaning

reflect on and discuss their own processesand strategies in reading and viewing


select, independently and with teacherassistance, texts appropriate to their inter-ests and learning needs

read widely and experience a variety ofchildren’s literature

use pictorial, typographical and organiza-tional features of written texts to determinecontent, locate topics and obtain informa-tion

use and integrate, with support, the variouscueing systems (pragmatic, semantic,syntactic and graphophonic) and a range ofstrategies to construct meaning

describe their own reading and viewingprocesses and strategies

Reading and Viewing

Students will be able to select, read, and view withunderstanding a range of literature, information,media, and visual texts.

23Outcomes


select texts which address their learningneeds and range of special interests

read widely and experience a variety ofyoung adult fiction and literature fromdifferent provinces and countries

demonstrate understanding that informa-tion texts are constructed for particularpurposes

use the cueing systems and a variety ofstrategies to construct meaning in readingand viewing increasingly complex print andmedia texts

articulate their own processes and strategiesfor reading and viewing texts of increasingcomplexity


select texts to support their learning needsand range of special interests

read widely and experience a variety ofliterary genre and modes from differentprovinces and countries and world literaturefrom different literary periods

articulate their understanding of ways inwhich information texts are constructed forparticular purposes

use the cueing systems and a variety ofstrategies to construct meaning in readingand viewing complex and sophisticatedprint and media texts

articulate their own processes and strategiesin exploring, interpreting and reflecting onsophisticated texts and tasks

Reading and Viewing

Students will be able to select, read, and view withunderstanding a range of literature, information,media, and visual texts.



answer, with assistance, their questions andthose of others by seeking information froma variety of texts

• identify their own personal and learning needsfor information

• generate their own questions as a guide toresearch

• use a range of print and non-print materials tomeet their needs

• use basic reference materials and a data baseor electronic search

• reflect on their own research process


answer, with increasing independence, theirown questions and those of others by select-ing relevant information from a variety oftexts

• demonstrate understanding of the purpose ofclassification systems and basic referencematerials

• use a range of reference texts and a data baseor electronic search to facilitate the selectionprocess

Reading and Viewing

Students will be able to interpret, select, andcombine information using a variety of strategies,resources, and technologies.

25Outcomes


independently access and select specificinformation to meet personal and learningneeds

• select, from a wide range, sources appropriateto their purpose

• use the electronic network• develop approaches and strategies to conduct

their research


access, select and research, in systematicways, specific information to meet personaland learning needs

• use the electronic network and other sources ofinformation in ways characterized by complex-ity of purpose, procedure or subject matter

• evaluate their research process

Reading and Viewing

Students will be able to interpret, select, andcombine information using a variety of strategies,resources, and technologies.



make personal connections to texts anddescribe, share and discuss their reactionsand emotions

express and explain opinions about textsand types of texts and the work of authorsand illustrators, demonstrating an increas-ing awareness of the reasons for their opin-ions

Reading and Viewing

Students will be able to respond personally to arange of texts.


explain why a particular text matters tothem and demonstrate an increasing abilityto make connections among texts

reflect on and give reasons for their inter-pretations of an increasing variety of texts

27Outcomes


respond to some of the material they reador view by questioning, connecting, evalu-ating and extending

• move beyond initial understanding to morethoughtful interpretations

express and support a point of view abouttexts and about issues, themes and situa-tions within texts, citing appropriate evi-dence


make informed personal responses to in-creasingly challenging print and media textsand reflect on their responses

articulate and justify points of view abouttexts and text elements

Reading and Viewing

Students will be able to respond personally to arange of texts.



recognize that facts can be presented tosuit an author’s purpose and point of view

• consider information from alternative perspec-tives

identify the conventions and structure of avariety of print and media texts and genres

• make connections with the purpose of eachtext or genre

respond critically to texts

• apply a growing range of strategies to analyzeand evaluate a text

• demonstrate growing awareness that all textsreflect a purpose and a perspective

• recognize when language is being used tomanipulate, persuade or control them

• detect prejudice, stereotyping and bias

Reading and Viewing

Students will be able to respond critically to a rangeof texts, applying their understanding of language,form, and genre.


question information presented in print andvisual texts

• use a personal knowledge base as a frame ofreference

identify some different types of print andmedia texts

• recognize some of their language conventionsand text characteristics

• recognize that these conventions and charac-teristics help them understand what they readand view

respond critically to texts

• formulate questions as well as understandings• identify the point of view in a text and demon-

strate awareness of whose voices/positions areand are not being expressed

• discuss the text from the perspective of theirown realities and experiences

• identify instances of prejudice, bias and stereo-typing

29Outcomes


critically evaluate information presented inprint and media texts

• assess relevance and reliability of availableinformation to answer their questions

demonstrate that print and media texts areconstructed for particular purposes andparticular audiences

• describe how specific text and genre character-istics contribute to meaning and effect

respond critically to texts of increasingcomplexity

• analyze and evaluate a text in terms of its form,structure and content

• recognize how their own ideas and perceptionsare framed by what they read and view

• demonstrate awareness that personal valuesand points of view influence both the creationof text and the reader’s/viewer’s interpretationand response

• explore and reflect on culture and reality asportrayed in media texts

• identify the values inherent in a text


critically evaluate the information theyaccess

show the relationships among language,topic, purpose, context and audience

• note the relationship of specific elements of aparticular text to elements of other texts

• describe, discuss and evaluate the language,ideas and other significant characteristics of avariety of texts and genres

respond critically to complex and sophisti-cated texts

• examine how texts work to reveal and produceideologies, identities and positions

• examine how media texts construct notions ofroles, behaviour, culture and reality

• examine how textual features help a readerand viewer to create meaning of the texts

Reading and Viewing

Students will be able to respond critically to a rangeof texts, applying their understanding of language,form, and genre.



use a range of strategies in writing andother ways of representing to

• frame questions and design investigations toanswer their questions

• find topics of personal importance• record, develop and reflect on ideas• compare their own thoughts and beliefs to

those of others• describe feelings, reactions, values and atti-

tudes• record and reflect on experiences and their

responses to them• practise and apply strategies for monitoring

learning• formulate goals for learning

select appropriate note-making strategiesfrom a growing repertoire

make language choices to enhance mean-ing and achieve interesting effects in imagi-native writing and other ways of represent-ing


use writing and other ways of representingto

• formulate questions• generate and organize language and ideas• discover and express personal attitudes and

opinions• express feelings and imaginative ideas• record experience• explore how and what they learn

explore, with assistance, ways for makingtheir own notes

experiment with language choices in imagi-native writing and other ways of represent-ing

Writing and Other Ways of Representing

Students will be able to use writing and other waysof representing to explore, clarify, and reflect ontheir thoughts, feelings, experiences, and learning;and to use their imagination.

31Outcomes


use a range of strategies in writing andother ways of representing to

• extend ideas and experience• explore and reflect on their feelings, values and

attitudes• consider others’ perspectives• reflect on problems and responses to problems• describe and evaluate their learning processes

and strategies• reflect on their growth as language learners

and language users

use note-making to reconstruct knowledgeand select effective strategies appropriate tothe task

make informed choices of language tocreate a range of interesting effects inimaginative writing and other ways ofrepresenting


use writing and other ways of representingto extend, explore and reflect on

• their experiences with and insights intochallenging texts and issues

• the processes and strategies they used• their achievements as language users and

learners• the basis for their feelings, values and attitudes

use note-making strategies to reconstructincreasingly complex knowledge

make effective choices of language andtechniques to enhance the impact of imagi-native writing and other ways of represent-ing


Students will be able to use writing and other waysof representing to explore, clarify, and reflect ontheir thoughts, feelings, experiences, and learning;and to use their imagination.



create written and media texts using avariety of forms

• experiment with the combination of writingwith other media to increase the impact oftheir presentations

demonstrate some awareness of purposeand audience

• make choices about form for a specific pur-pose/audience

consider their readers’/listeners’/viewers’questions, comments and other responses inassessing their work and extending theirlearning


create written and media texts using anincreasing variety of forms

• demonstrate understanding that particularforms require the use of specific features,structures and patterns

address the demands of an increasingvariety of purposes and audiences

• make informed choices of form, style andcontent for specific audiences and purposes

invite responses to early drafts of theirwriting/media productions

• use audience reaction to help shape subse-quent drafts

• reflect on their final drafts from a reader’s/viewer’s/listener’s point of view


Students will be able to create texts collaborativelyand independently, using a variety of forms for arange of audiences and purposes.

33Outcomes


produce writing and other forms of repre-sentation characterized by increasing com-plexity of thought, structure and conven-tions

demonstrate understanding of the ways inwhich the construction of texts can create,enhance or control meaning

• make critical choices of form, style and contentto address increasingly complex demands ofdifferent purposes and audiences

evaluate the responses of others to theirwriting and media productions


demonstrate facility in using a variety offorms of writing to create texts for specificpurposes and audiences, and represent theirideas in other forms (including visual arts,music, drama) to achieve their purposes

demonstrate awareness of the effect ofcontext on writing and other ways of repre-senting

• make appropriate choices of form, style andcontent for specific audiences and purposes

analyze and assess responses to their writingand media productions


Students will be able to create texts collaborativelyand independently, using a variety of forms for arange of audiences and purposes.



experiment with a range of prewriting,drafting, revising, editing, proofreading andpresentation strategies

use some conventions of written language

experiment with technology in writing andother forms of representing

demonstrate engagement with the creationof pieces of writing and other representa-tions

select, organize and combine relevantinformation, with assistance, from at leasttwo sources, without copying verbatim, toconstruct and communicate meaning


select from a range of prewriting, drafting,revising, editing, proofreading and presen-tation strategies to develop effective piecesof writing and other representations

use the conventions of written language infinal products

use technology with increasing proficiencyto create, revise, edit and publish texts

demonstrate commitment to shaping piecesof writing and other representations

select, organize and combine relevantinformation from three to five sources


Students will be able to use a range of strategies todevelop effective writing and other ways ofrepresenting and to enhance their clarity, precision,and effectiveness.

35Outcomes


apply their knowledge of what strategies areeffective for them as creators of variouswriting and media productions

use the conventions of written languageaccurately and consistently in final products

use technology to effectively serve theircommunication purposes

demonstrate a commitment to the skilfulcrafting of a range of writing and otherrepresentations

integrate information from many sources toconstruct and communicate meaning

By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will have also beexpected to

demonstrate awareness of what prewriting,drafting, revising, editing, proofreading andpresentation strategies work for them withvarious writing and other representations

consistently use the conventions of writtenlanguage in final products

experiment with the use of technology incommunicating for a range of purposeswith a variety of audiences

demonstrate commitment to crafting piecesof writing and other representations

integrate information from several sourcesto construct and communicate meaning


Students will be able to use a range of strategies todevelop effective writing and other ways ofrepresenting and to enhance their clarity, precision,and effectiveness.


37Outcomes

• Language is a primary instru-ment of thought and the mostpowerful tool students havefor developing ideas andinsights, for giving significanceto their experiences and formaking sense of both theirworld and their possibilitieswithin it.

• Language learning is an activeprocess of constructingmeaning, drawing on allsources and ways of knowing.

• Language learning is personaland intimately connected toindividuality.

• Language expresses culturalidentity.

• Language learning developsout of students’ home lan-guage and their social andcultural experiences.

• Language learning is develop-mental: students developflexibility and fluency in theirlanguage use over time.

• Language is best learned whenit is integrated; all the lan-guage processes are interre-lated and interdependent.

• Language is learnedholistically. Students bestunderstand language conceptsin context rather than inisolation.

• Students learn languagethrough purposeful andchallenging experiencesdesigned around stimulatingideas, concepts, issues andthemes that are meaningful tothem.

• Students learn best when theyare aware of the strategies andprocesses they use to con-struct meaning and to solveinformation-related problems.

• Students need frequentopportunities to assess andevaluate their own learningand performance.

• In the process of learning,students need various forms offeedback from peers, teachersand others—at school, athome and in the community.

• Language learning is continualand multi-dimensional; it canbest be assessed by the use ofmultiple types of evidence thatreflect authentic language useover time.

• Students must have opportu-nities to communicate invarious modes what theyknow and are able to do.

• Assessment must be anintegral and ongoing part ofthe learning process itself, notlimited to final products.

Contexts for Learningand TeachingPRINCIPLES UNDERLYING THE ENGLISH LANGUAGE ARTSCURRICULUM

Contexts for Learning and Teaching


INTRODUCTION

Students need an environmentrich in opportunities to uselanguage in an ever-wideningvariety of school and communitycontexts. At school studentscontinue a process that beginsnaturally and informally at homeand goes on both in and outsidethe classroom after they start theirformal education. The widercommunity offers studentsmultiple opportunities to con-struct meaning, to communicatein public contexts for a range ofpurposes and audiences, and touse knowledge from differentsources.

English language arts classroomsprovide special places which buildon natural learning experiencesoutside of the school. Theyprovide a supportive environmentwhere risk taking is recognized asintegral to learning, and experi-mentation and approximation aretreated as signs of growth andindicators of students’ changingideas about language and lan-guage use. They provide aninviting environment wherediscussion and sharing of ideasare common and valued experi-ences. They provide a literateenvironment which immerseslearners in the the widest possiblerange of texts, including engag-ing and exemplary models ofliterature, language and media.

English language arts learningenvironments are characterizedby an emphasis on inquiry,interaction and collaboration, andby balanced, challenging learningexperiences supported by a widerange of resources, includingtechnology.

BALANCE

When planning learning experi-ences, it is important that teach-ers consider appropriate emphasison specific aspects of the curricu-lum, including

• oral activities that provide thescaffolding for growth inreading and writing

• opportunities for students touse talk for different purposes,including the use of explora-tory talk to explore and shapetheir ideas

• opportunities for teacher talkand student talk

• access to information texts,literature, media texts andtechnological texts

• reading experiences appropri-ate to the developmentalneeds of the students; theseexperiences should include atall levels, reading aloud,shared reading, guidedreading and independentreading

THE LEARNING ENVIRONMENT

• involvement in individual,paired, small group and largegroup activities

• experiences designed, selectedor directed by the teacher andexperiences designed, selectedor directed by the student

• writing for different purposesand audiences, includingthemselves

• assessment procedures thatgather information on all areasof English language arts

CHALLENGE

Experiences that challengelearners are essential to languagedevelopment. Students need toexperiment with language and tryout new ideas. If they are at thelimits of their knowledge andabilities, they will make mistakes.In a supportive environment,students will take risks and learnwithout anxiety.

Within an inviting and stimulatingenvironment, all students must becontinually challenged to

• expand their knowledge base(including their capability andease of use of vocabulary,syntax, punctuation, structure,rhetorical techniques/stylisticdevices)

39Outcomes

• develop increasing facility witha range of strategies forreading, writing, speaking,listening, representing andviewing (including inferring,adapting, substituting,regrouping, attending to cues,predicting, synthesizing,assessing, judging, exploring)

• create and respond to texts ofincreasing complexity

• use and respond to languagefrom progressively moresophisticated perspectives

• develop increasing confidencewith language (including levelof comfort, willingness to riskand extend, adaptability,flexibility, valuing and appreci-ating)

INQUIRY

English language arts classroomsneed to be centres of inquirywhere students and teachersinvestigate their own languagelearning, both individually and asa learning community. Theyshould be places where studentslearn to reflect, in a focussed way,on the powers and limitations oflanguage use and usages.

At all levels students need toreflect on their own language useand on the ways in which othersuse language. They need tograpple with the problems ofunderstanding how languageworks, what effects certainlanguage has, and why. This sortof inquiry challenges their think-ing about language.

Such critical and self-criticalperspectives become accessibleto students in classrooms wherethey know their own words areheard and respected and whereteachers are critically aware ofand reflective about their ownlanguage use. Under thesecircumstances students canbecome sufficiently self-critical toimprove their work and to adaptwhat they know to a variety ofsituations. Critical perspectivesalso enable students to recognizewhen others use languagepowerfully and eloquently toinfluence and manipulate themas well as to engage and inspirethem.

RESOURCE-BASEDLEARNING

Resource-based learning activelyinvolves students, teachers andteacher-librarians in the effectiveuse of a wide range of print,non-print and human resources.Resource-based learning fostersthe development of individualstudents by accommodatingtheir varied interests, experi-ences, learning styles, needs andability levels. Students who use awide range of resources invarious mediums for learninghave the opportunity to ap-proach a theme, issue or topic ofstudy in ways which allow for arange of learning styles andaccess to the theme or topic viacognitive and affective appeals.

When students engage in theirown problem solving or researchprocess with appropriate teachersupport and supervision, they

are more likely to take responsibil-ity for their learning and to retainthe information they gather forthemselves.

In a resource-based learningenvironment, teachers encouragestudents to use a wide variety ofresources to seek information andsolve problems. Students andteachers make decisions aboutappropriate sources of informa-tion and tools for learning andhow to access them. They use

• a range of print resources suchas textbooks, novels, maga-zines, newspapers, World WideWeb texts and library refer-ence works

• multimedia technologies suchas videotape and videodisc,CD-ROM, software tools andsimulation/modelling tools

• primary documents such ashistoric records, originalstudies and reports, legislativedocuments

• computer networking andtelecommunications for bothdata access and participationin learning communities

• their school library/resource/media centres to locate anduse many of these resources

• their local communities for therich supply of materials,human resources and informa-tion provided by businesses,social service agencies, citi-zens’ groups, teachers’ cen-tres, public and universitylibraries, cultural federations,theatres and cinemas



• the mass media—cable andnetwork television, radiobroadcasts, and other nationaland international print andelectronic services

It is necessary that administrators,teachers, teacher librarians, otherlibrary/resource/media centrestaff, parents and communityagencies collaborate to ensurestudents’ access to availableresources to support resource-based teaching and learning.

THE USE OFTECHNOLOGY

The explosion of technology hascontributed to the revised con-cept of “literacy” discussed in theintroduction to this document toencompass print literacy, visualliteracy, media literacy and all ofthe other “literacies” needed touse the emerging technologies ofour culture.

Given available technologies, thecurriculum at every level should,to the fullest extent possible,include experiences which buildstudents’ confidence and compe-tence in using a range of informa-tion-retrieval and information-processing technologies to meettheir own information needs.Such experiences should involvestudents, for example, in

• using a word processor todevelop a piece of writing

• constructing simple data basesand spreadsheets as ways toorganize information

• exploring the applications ofinteractive CD-ROM softwareand laserdiscs

• using graphic communicationsoftware

• producing a variety of desk-top-published texts

• using multimedia

• using e-mail

• using listservs, newsgroups,file transfer, electronic bulletinboards and web browsers

• using appropriate technologiesto organize and create com-plex information with multipletextual and graphic sources

• distinguishing sources whichare central, reliable andrelevant among the vastnumber of choices offered bytechnologies

INTERACTIVE LEARNING

Learning language is both per-sonal and social—language issocial in origin and in purpose.Teachers should use a variety ofsocial interactions as instructionalcontexts—including pairs, smallgroup, whole class and across-agegroupings—to take advantage ofdifferent language and learningpossibilities.

Growth in language is fostered insituations which invite students tointeract and collaborate with eachother and with teachers and otheradults. Such interaction allowsstudents to explore their ownideas, get feedback, build oninsights of others and constructknowledge collaboratively.

This curriculum emphasizesinteractive learning in an environ-ment that fosters development ofthe abilities to communicateeffectively and to think criticallyboth within and beyond theclassroom.

HOMEWORK

Research studies show a strongcorrelation between homeworkand academic achievement.Meaningful and positive home-work experiences can

• contribute to personal growth,self-discipline, and learningresponsibility

• reinforce the ideas and proc-esses students have learned ordeveloped at school

• enhance students’ develop-ment as lifelong learners whoknow how to extend theirlearning and apply it in othersituations

• develop students’ confidencein their ability to work withoutothers’ help

• provide opportunities forstudents to reflect on whatthey are learning and how wellthey are learning it

• help parents/guardians/caregivers to understand whattheir children are learning

• clarify the role of parents/guardians/caregivers insupporting their children’slearning

41Outcomes

Learning experiences and tasksjudiciously assigned for comple-tion outside the classroom shouldhelp students to

• recognize that learning occursin many places, not only inschool

• integrate literacy strategiesand skills into their daily livesoutside the school

• make decisions about when,where, and how they canattend to homework inbalance with their otheractivities outside the school

• organize, consolidate, andreinforce their understandings

• integrate new learning withwhat they already know

• activate prior knowledge andprovide a focus in preparationfor future learning

It is important that teachersdesign experiences which eachstudent understands in terms ofrequirements, criteria and expec-tations and can approach withconfidence. Activities and tasksshould

• be developmentally appropri-ate

• draw on the students’ abilitiesand provide challenge

• be manageable without homesupport or access to resourcesto ensure that students retainownership of their learning



he intent of this curricu-lum is inclusion. There isa place for the interests,

values, experiences and languageof each student and of the manygroups within our regional, nationaland global community. The societyof Atlantic Canada, like all ofCanada, is linguistically, racially,culturally and socially diverse. Oursociety includes differences ingender, ability, values, lifestyles andlanguages. Schools should fosterthe understanding of such diversity.

In a learning community character-ized by mutual trust, acceptanceand respect, student diversity isboth recognized and valued. Allstudents are entitled to have theirpersonal experiences and theirracial and ethnocultural heritagevalued within an environment thatupholds the rights of each studentand requires students to respect therights of others.

To contribute to the achievementof equity and quality in education,the curriculum must

• reflect students’ abilities, needs,interests and learning styles

• expect that all students will besuccessful regardless of gender,racial and ethnocultural back-ground, social class, lifestyle orability

• enable students to value indi-vidual variation among mem-bers of their classroom commu-nity

Teachers should ensure thatclassroom practices and resourcespositively and accurately reflectdiverse perspectives. The selectionand use of a wide range ofresources and learning experi-ences can expand the world ofstudents and teachers.

Students learn from their differ-ences as well as their similarities.To enhance their ability to appre-ciate diversity, students needopportunities to

• communicate with others whomay differ in attitude, knowl-edge, point of view and dialect

• critically examine differentexperiences and perspectiveswithin social and culturalcontexts

• explore how and why readersfind different meanings in thesame text

• learn about different kinds ofwriting and other ways ofrepresenting experience,points of view and ways ofthinking

• examine ways in whichlanguage and images are ableto create, reinforce andperpetuate gender, culturaland other forms of stereotyp-ing and biases

• use their own voices tounderstand, shape and sharetheir worlds

• understand, imagine andappreciate realities other thantheir own

EQUITY AND DIVERSITY

T• challenge prejudice and

discrimination which result inunequal opportunities forsome members of society

Instructional and assessmentpractices should

• be free of racial, ethnic,cultural, gender and socio-economic bias

• recognize and address materi-als, resources and experienceswhich exhibit racial, ethnic,cultural, gender and socio-economic bias or whichstudents, parents or teachersperceive to exhibit those biases

• promote equity by giving eachstudent optimal opportunity tolearn and to demonstrate whathe/she knows and can do

43Outcomes

THE COMMUNITY’SROLE

The community includes not onlyschool, parents and teachers, butalso volunteers, service and youthgroups, cultural groups, businessand media agencies, social serviceagencies and other groups. It isimportant that all of these groupsview the education of youngpeople as a shared responsibility.As partners, the school andcommunity promote studentgrowth as language learners by

• finding ways to involve theschool in the community, forexample, seeking the school’shelp with community projectsand making use of schoolfacilities

• creating ways for students tobecome active, productivecitizens

• sharing and exchangingresources

• providing audiences for andencouraging English languagearts projects and activities

• promoting the flow andexchange of information

• visiting schools to volunteer inEnglish language arts class-rooms and acting as guestspeakers

• providing opportunities forstudents to volunteer and toparticipate in communityservice projects

• creating opportunities forstudents to explore theworkplace

• encouraging students todiscover and use the social,recreational and culturalopportunities to be found intheir community

• participating in the on-goingconversation about education

THE EDUCATIONSYSTEM’S ROLE

While the structure of the educa-tion system varies from provinceto province, generally it can bedefined as including the follow-ing: universities and communitycolleges; the department ofeducation; school boards, super-intendents and their professionalstaff; schools and school advisorycommittees. These organizations,collectively and separately, havevarious responsibilities and makeimportant decisions which havean impact on the teaching andlearning of English language arts,including decisions about

• the allocation of personnel,time and materials, includingtechnology—to ensure that allstudents have access toadequate learning experiencesand appropriate resources

• provision for professionalgrowth of teachers, adminis-trators and curriculum person-nel at school, district anddepartment levels, in supportof this curriculum

• provision of a mechanism foraddressing challenges in termsof controversial issues andtexts

• ways to ensure that theprogram at all levels is anti-discriminatory and reflective ofa commitment to redresseducational inequities basedon class, race, gender, abilityor geography

THE PARENT’S ROLE

Parents and other caregivers areimportant partners in educationand have valuable contributionsto make to the English languagearts program.

As well as attending to the basichealth and safety needs of theirchild, parents can

• be active learners by demon-strating that they themselvesread, view and write forvarious purposes

• encourage their children totake risks as learners

• assist their children to pursuetheir own areas of interestthrough reading, viewing,writing, investigating andparticipating in communityactivities

• engage their children inconversations about texts,issues and the world aroundthem

• share in their children’ssuccesses

ROLES WITHIN EDUCATION



• communicate regularly withthe classroom teacher/school

• share areas of expertise,information and materials withtheir children’s teachers/school

• volunteer to assist with variousactivities in their children’sclassroom and/or school

• show support for schoolpolicies and goals

• participate in decision makingby taking an active role inparent-teacher organizationsand/or school advisory coun-cils

THE PRINCIPAL’S ROLE

Principals and other schooladministrators can supportlearning and teaching Englishlanguage arts by

• working to ensure that teach-ers of English language artshave appropriate support andongoing opportunities forprofessional growth

• working with English languagearts teachers to ensure that thevariety of resources andexperiences available meet theneeds of all learners

• working with teachers toensure that learning experi-ences, instructional tech-niques, assessment strategies,the learning environment anduse of resources are consistentwith those described in thisdocument

• demonstrating that theythemselves read, view andwrite for various purposes

• ensuring equitable access toschool facilities, technologyand other learning opportuni-ties for all

• working collaboratively withteachers to plan, facilitate andsupport English language artsexperiences and related events

THE STUDENT’S ROLE

In order for students to shareresponsibility for and haveownership of their learning, theymust have choice as well asdirection in that learning. Stu-dents, as they grow as learners,need to take increasing responsi-bility for their own learning andshould organize their learningtasks by

• making decisions about howthey organize their time forlanguage experiences

• selecting from a range ofinformation resources tosupport their learning—human, material and elec-tronic

• making choices about whichtexts to read and view andchoosing modes of responseto those texts

• generating and selecting theirown writing topics andmaking decisions aboutcontent, style and form

• exploring different arts andmedia to seek forms of lan-guage and representation thatfit their individual learningstyles

• planning individual and grouplearning projects

• exploring areas of individualinterest in independent research

• addressing issues and grapplingwith problems that are impor-tant to them

• selecting the medium or activityin which to demonstrate theirlearning

• reflecting on and evaluatingtheir learning

• identifying and expressingproblems, issues and questionswhich arise from the learningprocess

THE TEACHER’S ROLE

Teachers have major responsibilitiesas decision-makers, learners,facilitators and resources within theclassroom community. Teachers areresponsible for

• structuring and organizinglearning tasks

• selecting teaching strategiesfrom a wide repertoire

• providing appropriate directinstruction

• providing knowledgeableguidance and support

• ensuring student access to arange of learning resources

• ensuring that students have awide range of learning opportu-nities through which languageprocesses are integrated anddeveloped

• monitoring, assessing, evaluat-ing and reporting on studentlearning

45Outcomes

• providing appropriate model-ling

• learning about and then usingstudents’ motivations, inter-ests, abilities and learningstyles to improve teaching andlearning

• identifying their own learningneeds and seeking opportuni-ties for professional growth

As members of the classroomlearning community, Englishlanguage arts teachers need toread and write and learn alongwith their students, sharing theirthinking as the experiencesproceed. Such implicit andexplicit demonstrations areessential components of studentlearning. Teachers should

• demonstrate that they read forpleasure and for other pur-poses

• share their thinking andstrategies at various stages inthe process of their ownwriting, reading or viewing

• share drafts of their writingwith their students and seektheir response as readers/listeners

• model lifelong learning anddemonstrate the role of risktaking in learning

Similarly, administrators andteachers across the curriculumhave responsibilities as languagerole models to demonstrate thatthey are active learners andcritical thinkers, readers, viewersand writers.

Since students use language as atool for learning and as a meansof communicating across thecurriculum, all classrooms arecontexts for language develop-ment. Teachers in all subjectareas, therefore, need to under-stand the role played by languagein learning and to apply thatunderstanding in the languageexperiences and learning environ-ments they create and structurefor their students.

Modelling includesdemonstrating strategies andskills, language and socialconventions, and learningtasks—showing students howto do something and talkingabout it. Modelling alsoinvolves demonstrating what itmeans to be a risk taker, reader,writer and lifelong learner; andconsistently displaying theattitudes and values ofreflective, articulate, literateindividuals.

For example, science teachers canhelp students understand and usethe various structures of scientificwriting and expand their range ofscientific writing for differenttypes of audiences. Math teacherscan help students to use talk andwriting to explore their math-ematical understanding. Historyteachers can help studentsinvestigate history throughliterature and experience multipleperspectives through role playing.



and others about what is reallyvalued—what is worth learning,how it should be learned, whatelements of quality are consideredmost important, and how wellstudents are expected to perform.

Teacher-developed assessmentsand evaluations have a widevariety of uses, such as

• providing feedback to improvestudent learning

• determining if curriculumoutcomes have been achieved

• certifying that students haveachieved certain levels ofperformance

• setting goals for future studentlearning

• communicating with parentsabout their children’s learning

• providing information toteachers on the effectivenessof their teaching, the programand the learning environment

• meeting the needs of guid-ance and administrationpersonnel

ASSESSMENT

To determine how well studentsare learning, assessment strategieshave to be designed to systemati-cally gather information on theachievement of the curriculumoutcomes. In planning assess-ments, teachers should use abroad range of strategies in anappropriate balance to give

students multiple opportunities todemonstrate their knowledge,skills and attitudes. Many types ofassessment strategies can be usedto gather such information,including, but not limited to,

• formal and informal observa-tions

• work samples

• anecdotal records

• conferences

• teacher-made and other tests

• portfolios

• learning journals

• questioning

• performance assessment

• peer- and self-assessment

EVALUATION

Evaluation involves teachers andothers in analyzing and reflectingupon information about studentlearning gathered in a variety ofways. This process requires

• developing clear criteria andguidelines for assigning marksor grades to student work

• synthesizing information frommultiple sources

• weighing and balancing allavailable information

• using a high level of profes-sional judgment in makingdecisions based upon thatinformation

ASSESSING AND EVALUATING STUDENT LEARNING

Assessmentis the systematic process ofgathering information onstudent learning.

Evaluationis the process of analyzing,reflecting upon andsummarizing assessmentinformation, and makingjudgments or decisions basedupon the information gathered.

ssessment andevaluation areessential

components of teaching andlearning in English language arts.Without effective assessment andevaluation it is impossible toknow whether students havelearned, whether teaching hasbeen effective or how best toaddress student learning needs.The quality of the assessment andevaluation in the educationalprocess has a profound and well-established link to student per-formance. Research consistentlyshows that regular monitoringand feedback are essential toimproving student learning. Whatis assessed and evaluated, how itis assessed and evaluated, andhow results are communicatedsend clear messages to students

A

47Outcomes

REPORTING

Reporting on student learningshould focus on the extent towhich students have achieved thecurriculum outcomes. Reportinginvolves communicating thesummary and interpretation ofinformation about studentlearning to various audiences whorequire it. Teachers have a specialresponsibility to explain accu-rately what progress studentshave made in their learning andto respond to parent and studentinquiries about learning.

Narrative reports on progress andachievement can provide infor-mation on student learning whichletter or number grades alonecannot. Such reports might, forexample, suggest ways in whichstudents can improve theirlearning and identify ways inwhich teachers and parents canbest provide support.

Effective communication withparents regarding their children’sprogress is essential in fosteringsuccessful home-school partner-ships. The report card is onemeans of reporting individualstudent progress. Other meansinclude the use of conferences,notes and phone calls.

GUIDING PRINCIPLES

In order to provide accurate,useful information about theachievement and instructionalneeds of students, certain guidingprinciples for the development,administration and use of assess-ments must be followed. Principlesfor Fair Student Assessment Prac-tices for Education in Canadaarticulates five basic assessmentprinciples.

• Assessment strategies shouldbe appropriate for and com-patible with the purpose andcontext of the assessment.

• Students should be providedwith sufficient opportunity todemonstrate the knowledge,skills, attitudes, or behavioursbeing assessed.

• Procedures for judging orscoring student performanceshould be appropriate for theassessment strategy used andbe consistently applied andmonitored.

• Procedures for summarizingand interpreting assessmentresults should yield accurateand informative representa-tions of a student’s perform-ance in relation to the curricu-lum outcomes for the report-ing period.

• Assessment reports should beclear, accurate and of practicalvalue to the audience forwhom they are intended.

These principles highlight theneed for assessment whichensures that

• the best interests of thestudent are paramount

• assessment informs teachingand promotes learning

• assessment is an integral andongoing part of the learningprocess and is clearly relatedto the curriculum outcomes

• assessment is fair and equita-ble to all students and involvesmultiple sources of informa-tion

While assessments may be usedfor different purposes and audi-ences, all assessments must giveeach student optimal opportunityto demonstrate what he/sheknows and can do.

ASSESSING STUDENTLEARNING IN THEENGLISH LANGUAGEARTS CLASSROOM

Using a Variety ofAssessment Strategies

The assessment program shouldreflect the full range of studentlearning in English language artsand involve the use of a variety ofinformation-gathering strategieswhich allow teachers to addressstudents’ diverse backgrounds,learning styles and needs, andallow students a variety of oppor-tunities to demonstrate theirlearning.



gaged in authentic learningexperiences, for example,

• during reading or writingworkshops

• as students work with a groupon a task that requires collabo-ration

• when they participate in anoral reading activity such asreaders’ theatre

• during interviews and confer-ences

It is important that teachers takethe time necessary and useeffective techniques for recordingand analyzing anecdotal notes.Effective techniques of analyzinganecdotal records include makinginferences from the notes, lookingfor developmental trends orpatterns and identifying bothstrengths and weaknesses inlearning and teaching. Anecdotalrecords should lead to interpreta-tion and explanations of patternsof learning which emerge overtime. Gathering, recording andreflecting on anecdotal commentsbased on systematic observationsof students’ learning and lan-guage processes yield rich infor-mation for making judgments ordecisions.

Checklists

Developing checklists to use inconjunction with other assess-ment strategies (such as anecdo-tal comments) gives teachers auseful strategy for

• clarifying precisely whatbehaviours are indicative ofsuccessful learning in a givencontext

• focussing observations

• recording whether or not aparticular characteristic ispresent

• providing consistency fromone observation to the next

• documenting changes overtime

Checklists are particularly helpfulwhen they are designed to meetthe needs of specific students.Student participation in develop-ing checklists helps them to learnwhat is valued in a particularlearning context and to takeownership of their own learning.Such checklists can be developedto provide, for example,

• a list of language expectationsfor literacy development

• an overview of reading andviewing interests

• an overview of the processesand strategies students use atvarious stages in developing apiece of writing or a mediaproduct

• a list of specific revisingstrategies

• a list of specific editing strate-gies and skills

• information on levels ofattainment

• a summary of writing folderinformation

• a summary of demonstratedskills in drama, visual arts andmedia production

• self- and peer-assessment tools

Checklists are also helpful forprogram evaluation and planning.

This variety of assessment strate-gies should

• enable teachers to assessstudent performance onspecific tasks

• provide information abouthow students learn as well aswhat they learn

• take into consideration stu-dents’ abilities both to learnand to apply their learning

• enable teachers to observeoverall performance

• provide multiple indicators ofstudent performance

• reflect curriculum emphases

• reflect that experimentation,risk taking and creativity arevalued

• enable students to discovertheir own interests, strengthsand weaknesses

• engage students in assessing,reflecting upon and improvingtheir own learning

• encourage students to takeresponsibility for their owngrowth

• engage students in assessingtheir own and others’ skills inco-operative and collaborativeprojects

Specific Strategies

Anecdotal Records

Observations of students canserve as a record of how andwhat they are learning. Com-ments, questions and observa-tions might be noted in a log ornotebook, on index cards or post-it notes while students are en-

49Outcomes

By providing visual records ofstudents’ learning experiencesand achievements, checklists canhelp teacher to identify

• strengths and deficiencies inthe instructional program

• areas to stress in comingweeks

• topics for discussion with otherteachers or further professionalexploration

Conferences and Interviews

Conferences and interviews withstudents are valuable sources ofinformation on students’ lan-guage processes, attitudes andwork habits. Conferences andinterviews also provide studentswith immediate and personalfeedback and give teachers anopportunity to recommend newdirections, shifts of emphasis, andparticular activities, and materialsand also to give reasons for thoserecommendations.

Conferences are an effectivestrategy for assessing, describingand commenting on

• reading processes and strate-gies

• journals and logs

• traits and trends in the stu-dent’s writing and otherproducts

• the roles the student takes ingroups

• progress to date

• current work

• the student’s goals for futurework

• work and study habits

• the student’s willingness totake risks

Teachers may find it helpful to usechecklists, questions, guides and/or logs to focus and guide confer-ences, interviews andrecordkeeping.

Miscue Analysis and RunningRecords

Miscue analysis and runningrecords are particularly helpfulwith beginning readers or readerswho are struggling with thereading process.

Running records are writtenrecords of the student’s oralreading as observed and recordedby the teacher. Running recordsallow teachers to keep systematicnotes about students’ readingduring normal classroom activities.

A miscue is any oral readingresponse that does not match thetext. Miscue analysis and runningrecords provide information aboutthe strategies and cueing systemsstudents use when they read.Observing students’ miscuepatterns enables teachers to

• ascertain the degree to whichthey seek meaning

• ascertain the extent to whichstudents use pragmatic,semantic, syntactic andgraphophonic cues

• discover if students rely tooheavily on one cueing systemfor reading

• observe how students’ miscueperformance varies as a func-tion of texts or of students’background experiences

• identify students’ readingstrengths

• identify students’ conceptsabout reading and readingstrategies

• plan and adapt instruction tothe needs of individual stu-dents

Observation

Observing students as languagelearners and users in the class-room and other learning environ-ments provides multiple opportu-nities for informal assessment.Planning should allow forrecordkeeping on observations ofeach student in various learningsituations throughout the year.Observation is a powerful sourceof information.

• It is grounded in authentic,contextualized experiences.

• It captures descriptive, longitu-dinal data to use for compari-son over time.

• It can assess developmentalcharacteristics.

Systematic, ongoing observationprovides information aboutstudents’

• thinking processes

• oral work

• work habits

• persistence

• participation in drama

• feelings about themselves aslanguage learners and users

• attitudes toward Englishlanguage arts



• specific areas of strength andweakness

• preferred learning styles

• social development (e.g.,ability to work collaborativelyand co-operatively)

• development and understand-ing of language processes

A variety of record-keepingsystems may be used for organiz-ing observations, includinganecdotal records and checklists.Careful recordkeeping is impor-tant both for responding to theneeds and development ofindividual students and for com-municating with parents. Teachersmay find it helpful to supplementobservations with audio- andvideotapes and to use those tapesfor sharing information about astudent’s learning with parents.

Performance Assessment

Performance assessment allowsteachers to observe directlystudents’ application of what theyknow and are able to do. Perform-ance assessment in English lan-guage arts focusses on the processas well as the product. It involves

• presenting students with a task

• observing what students doand say, watching for selected/particular characteristics,making anecdotal records

• interviewing students during orafter the task

• developing and applyingcriteria to assess studentperformance (using scoringtools such as rubrics, ratingscales, task-specific guides,checklists)

• use prior knowledge; recentlearning; and relevant skills,strategies and processes

• work with partners or smallgroups

• persist, concentrate and workindependently

Questioning

Effective questioning allowsteachers to identify what thestudent knows and what thestudent needs to learn. Effectivehigh-level, open-ended questionschallenge students to usecognitively complex skills—tothink.

The sorts of questions teachersask send powerful messagesabout what they really value.Questions and tasks whichdemand higher-level thinkingdemonstrate to students thatteachers value this type of think-ing. Questions and tasks whichrequire students to apply theirskill and knowledge to newsituations develop higher-orderthinking.

Open-ended questions requirestudents to respond to questionsfor which a variety of successfulresponses are possible. Open-ended questions give informationabout a student’s ability to

• organize and interpret infor-mation

• make generalizations

• clarify and express their ownthinking

• understand concepts

• demonstrate originality/creativity

A

• developing criteria for productassessment to provide stu-dents with a clear focus onelements of quality to guidetheir work

• examining what they produceand applying criteria to assesswhat they actually know andcan do

• identifying future instructionaland learning needs

Observations of a student’sclassroom performance andcompletion of tasks, togetherwith student-teacher reflection onthe learning involved, can providespecific information for assess-ment of progress which can beused by teachers to designinstruction and by students toimprove, reinforce and extendtheir learning.

Performance assessment givesinformation about a student’sability to

• use concepts, skills andlanguage processes

• raise questions

• reason logically

• think flexibly and creatively,changing strategies when aparticular approach does notwork

• actively accomplish complexand significant tasks

A rubric identifies anddescribes the criteria used toassess student performance.

51Outcomes

Questionnaires, Inventories, andSurveys

Well-designed questionnaires,inventories and surveys revealstudents’ feelings and attitudestoward different aspects ofEnglish language arts. Informationgathered through well-designedsurveys can, for example, helpteachers to

• tap students’ habits, interestsand attitudes

• build on students’ strengthsand expand their interests

• elicit students’ perceptionsabout their learning

Rating Scales and Analytic Scales

Rating scales indicate a measureof accomplishment and enableteachers and students to assess awide range of learning experi-ences by noting the frequency orquality of a particular behaviour.Once the criteria for evaluationhave been determined, qualitativejudgments can be made aboutidentified aspects of the learning.

Rating scales can be developed,for example, to assess

• specific products, such as apiece of writing, a role-playingactivity or a media project

• specific learning outcomes

• participation in and contribu-tion to small-group learning

• writing skills

• reading strategies

• responses to literature andvisual texts

It is helpful for students to con-tribute to the development ofrating scales, particularly whenthe scales are used for self-assessment or peer feedback.

Analytic scales can be used toassess a variety of learningoutcomes and products. Analyticscales may be used by teachers toestablish and communicate thecriteria used for assigning interimor final numerical or letter gradesand by students to monitor theirown learning.

Developing analytic scales in-volves

• determining the criteria bywhich the learning will beassessed

• weighting each criterion toreflect its importance (in termsof what is valued or what hasbeen emphasized in thelearning or performance task)

• identifying various levels ofachievement or performancefor each criterion

It is important that studentsunderstand what criteria andweighting will be used to evaluatetheir work and it is desirable thatthey collaborate with the teacherin the process of setting andweighting these criteria.

Self-Assessment

In the process of learning, stu-dents need various forms offeedback about their work fromtheir teacher and their peers.However, students learn bestwhen they have frequent oppor-tunities to assess their ownlearning and performance.

Student self-assessment promotesthe development of

• metacognitive ability (theability to reflect critically onone’s own reasoning)

• ownership of learning

• independence of thought

Enhancing students’ abilities toassess their own progress is animportant goal of assessment inEnglish language arts. Studentsneed frequent opportunities toreflect on what they know andcan do and what they need tolearn next. When students areengaged in applying criteria forself-assessment (and for peer-assessment), they begin tointernalize elements of qualityand performance standards thatcan lead to significant improve-ments in the quality of their workand learning.

Self-assessment strategies includethe use of

• questionnaires, e.g., followinga collaborative activity orproject to determine how wellthe group functioned as ateam and how well theindividual student participatedand contributed to the effec-tiveness of the process/product

• learning logs/journals

• periodic reflective writing orgroup discussion to identifyways in which students havedemonstrated progress towardachievement of learningoutcomes



• peer feedback: giving con-structive comments on oneanother’s work helps studentsdevelop their sense of stand-ards for their own perform-ance

• student-teacher interviews andconferences

• collaborative planning andgoal-setting involving studentsin identifying their ownstrengths and weaknesses,forming options for futurelearning experiences andmaking decisions about whatthey will do to meet theirlearning goals

Teachers can use student self-assessments to determine

• whether there is change andgrowth in the students’attitudes, understanding andachievement

• whether students’ beliefsabout their performancecorrespond to actual perform-ance

• whether the students and theteacher have similar views ofexpectations and criteria forassessment

Student Folders and Portfolios

Collections and selections ofstudent work represent richsources of authentic informationon

• what strategies the studentuses

• the level of skill development

• the best work the student canproduce

• the student’s growth as alanguage learner and user

The process of keeping studentfolders and selecting from themto assemble portfolios for variouspurposes and audiences is avaluable educational activity.

The student folder is a collectionof student work which mightinclude pieces of writing (bothearly drafts and final versions),drawings, journal and log sam-ples, media products and otherproductions or records thatestablish what the student hasbeen doing. Pieces of writing, forexample, should address a rangeof purposes and audiences andinclude a variety of formats, suchas

• learning logs (e.g., what I did,what I learned, what questionsI still have)

• responses to reading andviewing experiences

• a variety of ways to organizeand record information (e.g.notes, charts, outlines, seman-tic maps, summaries)

• explanations of the steps/processes used in performing alanguage task

• responses to open-endedquestions

• pieces crafted in writer’sworkshop

The portfolio is a selection ofstudent work. Schools andteachers may do many differentthings with portfolios, dependingon their purpose and the co-ordination of portfolios with otheractivities for learning, assessment

and evaluation. Portfolios may, forexample, be very selective andcontain only one kind of work oronly certain samples of work.Portfolios may contain items thestudent and perhaps also theteacher consider representative ofthe best the student can produce.The process of selection of astudent’s best efforts can in itselfbe a very valuable experience.This process should involvestudents in reflecting on theirprogress and achievement inreference to specific learninggoals.

In responding to and assessingstudent writing and mediaproducts, teachers should con-sider appropriate comments andassessment criteria in terms of thenature and requirements of thetask, its purpose and its intendedaudience.

Aspects of writing to assess/respond to might include

• clarity (of meaning)

• content (ideas, information)

• organization

• use of appropriate form andstyle (to suit a particularaudience or a specific purpose)

• voice

• use of language structures forclear and correct writing(sentence and paragraphconstruction, spelling, punc-tuation)

• presentation

53Outcomes

Tests

Testing is only one means ofcollecting assessment data—a testmeasures achievement at a specificpoint in time. Tests play a minorrole in the total assessment pro-gram and should be used inappropriate balance with otherassessment practices to ensure thatstudents have frequent and variedopportunities to demonstrate theirlevel of performance in relation tocurriculum outcomes.

Tests should be designed toencourage thinking and problemsolving rather than memorizationand recall of factual information.Test items signal what the teacherconsiders to be important in thecourse content. Questions on testsshould be framed so that they arerelevant, clear and specific. As withother assessment procedures,teachers should refer to curriculumoutcomes in developing test items.For example, selected-responseformats (multiple choice, true-false, matching) have limitations inmeasuring learning outcomes inEnglish language arts. Instead ofassessing the application of skills,strategies and processes in mean-ingful situations, selected-responseitems tend to assess knowledge offactual information and theapplication of basic skills in iso-lated, decontextualized ways.

EXTERNAL ASSESSMENT

Administration of externally-prepared assessments is on alarge scale in comparison toclassroom assessments, and ofteninvolves hundreds, sometimesthousands of students, allowingfor use of results at the provincial,district and/or school levels.Depending on the comprehen-siveness of the assessment,information can be used for all ofthe same purposes as classroom-based assessment, but it can alsoserve additional administrativeand accountability purposes suchas for admissions, placement,student certification, educationaldiagnosis and program evalua-tion. External assessments offercommon standards for assess-ment and for administration,scoring and reporting whichallow for comparison of resultsover time.

As part of the regional agenda,development of external assess-ments in the core curriculumareas is being undertaken. Gener-ally, external assessment includesassessments prepared by depart-ments of education, national andinternational assessment groups,publishers and research groups.Each provincial department ofeducation makes decisions onwhether or not to administerexternal assessments.

PROGRAM AND SYSTEMEVALUATION

The results from both externaland internal assessments ofstudent achievement can be usedto varying degrees for programand system evaluation. Externalassessment results, however, aremore comparable across variousgroups and are therefore morecommonly the basis for thesetypes of evaluations.

In essence, the main differencebetween student evaluation andprogram and system evaluation isin how the results are used. Inprogram evaluation marks orscores for individual students arenot the primary focus of theassessment—it is the effectivenessof the program that is evaluated,and the results are used to showthe extent to which the manyoutcomes of the program areachieved.

When results are used for systemevaluation, the focus is on howthe various levels and groupswithin the system, such as class-rooms, schools, districts and soon, are achieving the intendedoutcomes. In many ways studentand program evaluation are verymuch the same in that bothemphasize obtaining studentinformation concerning theirconceptual understanding, theirability to use knowledge andreason to solve problems andtheir ability to communicateeffectively.



suitable for the learner’s age,ability and social maturity

• elicit personal, thoughtful andcritical responses

• represent a range of styles andstructures

• have literary merit

• use language effectively andresponsibly, and use languagethat is essential to the integrityof the work

• offer a variety of experiencesand values which reflect thediversity of learners’ interests,needs and competencies

• broaden students’ understand-ing of social, historical, geo-graphical and cultural diversity

• develop a sensitivity to and anunderstanding that reflectsindividual differences such asage, gender, ethnicity, reli-gion, disability, class andpolitical/social values

THE RANGE OFMATERIAL RESOURCES

English language arts classroomsand school resource centres/libraries need a wide array oflearning resources for studentchoice and use. Such variety isnot only possible but also essen-tial for individualized and small-group learning, and this is asimportant in a high schoolclassroom as in a primary class-room. Many of the learningexperiences described in thiscurriculum, for example, requirenot “class sets” of the same textbut single copies or a few copieseach of different texts, and

RESOURCES

INTRODUCTION

This curriculum envisages anetwork of material and humanresources extending throughoutthe school, into the communityand beyond to provincial, na-tional and global resourcesaccessible through informationand communication technologies.No single resource can providesufficient material to nurture thedevelopment of any one learneror group of learners for anyextended period of time. Therange of resources must

• reflect the diversity of learners’interests, needs, abilities andexperiences

• support the achievement ofthe curriculum outcomes

• be available to all learners

This curriculum emphasizes theimportance of human resourcesbecause of the social nature oflanguage learning. Students needto interact with people as well asengage with materials—to uselanguage through human interac-tion and social experience.

CRITERIA FORSELECTING RESOURCES

While not all resources will meetall the selection criteria, the rangeof resources used at any givenlevel should be balanced to reflectthe following guidelines. Re-sources should

• provide motivating andchallenging experiences

require not whole class viewing/screenings of a video but a smallgroup or individual study. Therange of available resourcesshould permit the flexibility andchoice necessitated by thediffering instructional needs ofstudents.

Appropriate resources include thefollowing

• print, computer software,audio, visual texts (illustra-tions, photographs, film,video), information bases,videodisc, laserdisc, communi-cation technologies (Internetconnections, bulletin boards)and multimedia

• texts at different levels ofdifficulty, of different genresand from different cultural andsocial perspectives

• student writing and mediaproductions as text

• texts for the teacher or otherfluent reader to read aloud

• texts for shared reading/viewing

• texts for guided reading

• texts for independent reading(at all levels)

• reading material such asbooks, magazines, instruc-tions, menus, brochures andposters

• resources for the professionaldevelopment of teachers

• resources from across therange of school subjects

• resources that reflect thecontexts of the Atlantic region

55Outcomes

CONTROVERSIAL TEXTS

Teachers of English language artsare sometimes challenged regard-ing the texts they and/or theirstudents select for study. Chal-lenges may be based on the ideasin the text, the maturity requiredfor understanding them or thelanguage used to express thoseideas. Resources used to supportthe English language arts curricu-lum represent various points ofview and allow students toexplore those points of view thatare within their understanding.

Teachers should exercise particu-lar care in selecting or recom-mending texts for classroomstudy and discussion, consideringsuch factors as

• the differing instructionalneeds of their students

• the contribution which thetext may make to each stu-dent’s education

• the artistry and literary valueof the text

• the readability and appeal ofthe text for the particulargroup of students

• the role the text plays ininfluencing students’ cultural/social/personal experiencesoutside the classroom

• the purpose(s) for which thetext will be used

• the sensitivities of the students

• community sensitivities

When the teacher’s selection of atext is challenged by a parent, theteacher must acknowledge everyparent’s right to restrict his/herown child’s reading/viewing/listening. However, the rights ofother parents to have the selectedresource available to their chil-dren should also be respected.

If a text assigned to a class isconsidered unsuitable by astudent and/or his/her parent orguardian, an alternative textshould be identified and obtainedas an acceptable replacement.

Teachers may find it helpful toconsider the following argumentsfor using texts which addressissues and themes or containcontent that may be sensitive orcontroversial in some Atlanticcommunities.

• The text may demonstratethat society has evolved inunderstanding and toleranceover the years since it waswritten/produced.

• Attitudes and opinions thatwere both current and sociallyacceptable in the writer/producer’s day may now beunacceptable and vice versa.

• Opinions expressed by acharacter are not necessarilythose of the text as a wholeand therefore do not necessar-ily detract from the moralacceptability of the text. Someobjectionable opinions areintended to illustrate thecharacter’s unsympatheticnature or lack of understand-ing and are not intended toelicit support or approval fromthe reader/viewer/listener.

• It is important that studentsunderstand the value systemsof their own culture and timeand of other cultures andother times. Different valuesystems that may now seemdeplorable were nonethelessfacts of life in different timesand places and are legitimatesubjects for study and discus-sion, as are alternative read-ings of present culture.

• Given the diverse nature andmaturity of students, it isimportant to confront impor-tant issues and bring theminto the open for discussion. Itis also important for studentsto recognize that they haveaccumulated a variety ofexperiences and opinionsshaped by family, community,economics, politics and themedia.

Despite all these arguments,respect for the students andconcern for their feelings areparamount in text selection. Theteacher’s own abilities, growingawareness and sensitivity shouldshape the presentation of contro-versial material so that it willpromote critical awareness,further understanding andempathy rather than give orcause offence.



COMMUNITYRESOURCES

This curriculum removes theisolation of teacher and studentsin the self-contained classroomand connects them as languagelearners to people and places inthe broader community. Lan-guage learners need people andsocial experience—the more, thebetter. This curriculum calls forthe full utilization of teacher andstudents already in the classroomthrough plentiful and variedinteraction but also draws onhuman resources outside theclassroom. Students need toconsider the viewpoints of theworld beyond the home andimmediate peer group by goinginto the community for field tripsand inviting visitors from thecommunity into the classroom.

Students can draw on a variety ofcommunity resources to supportand enhance their learning,including the following

• peers and other students

• artists, writers, performers,media artists, media produc-ers, communications expertsand cultural organizations inthe community

• guest speakers who offer arange of perspectives

• community members tointerview

• parents, seniors, older stu-dents, student teachers andother adults

• “working parties” of mixedmaturity

• aides, coaches, tutors

• individuals, groups or classeswith whom students can sharecompleted work in a variety ofmedia

• students and classes contactedthrough computer networkswhich provide communicationvenues and exchanges forstudents

• experts and other sources whocan be consulted throughonline access to e-mail as wellas by traditional means (tel-ephone, fax and mail). Inaddition, students are able tojoin list servers and subscribeto newsgroups electronicallywhich provide access to globalresources through avenuessuch as “ask an expert”

• local, national, and interna-tional audiences with whom toshare their products with theworld via mounted multimedia or hypertext on theWorld Wide Web

Documents

Acknowledgments - Nova Scotia Department of Educationlia.ednet.ns.ca/pdfs/foundations-ela.pdf · Acknowledgments Acknowledgements PROVINCE OF NEW BRUNSWICK Pauline Allen, Teacher,