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English Language Arts English 1200

GOVERNMENT OF NEWFOUNDLAND AND LABRADOR Department of Education Division of Program Development

A Curriculum Guide June 2002

Contents

Introduction

Specific Curriculum Outcomes

Instructional Design and Approaches

Assessing, Evaluating, and Reporting

Resources

Appendices

ENGLISH 1200 CURRICULUM GUIDE

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CONTENTS

Acknowledgements ......................... ..... .............. .. .... ...... .......... . iii

Purpose of English 1200 ............. ........................... .. ................. 1 English 1200 and the Senior High School Graduation Requirements ........................................................ ................... .. 2 Meeting the Needs of Students in English 1200 ............ ......... 3 Learning Preferences ............................................ ... ....... ............ 4 The English 1200 Teacher .. .. ........................... ..... ... .. ... ... ......... 5 Connections Across the Curriculum .. ... ....... .. .. ... ..................... .. 6

Curriculum Outcomes Framework ............................................ 7 Specific Curriculum Outcomes ................................................. 9

Introduction .... .. ...................................................................... 2 7 Cueing Systems and Reading Strategies .............. .................... 2 8 Approaches to Readi ng ............................................................ 3 5 Approaches to Writing .. ............ ...... .................... ... ... .............. . 3 9 Integrat ing Technology ...... .......... ........................... ......... ........ 42

Introduction .................. ...................... ........... .... ..................... 45 Components of Assessment and Evaluation ........................... .4 5 Reporting Student Progress .......... .......................... .......... ....... 49

Introduction .. .. .... .................. ...................... ....... .................... . 5 1 Teacher Resources .. .................. ............... ................................. 51 Student Resources .................... .......... .. ......... ...... .... ...... ........... 52

Appendix 1: Sample Interview Form fo r Goal Setting ........ ... 57 Appendix 2: Sample O bservatio n Record ...... .... ................ .... 59 Append ix 3: Sample C heckl is t Items for Reading .. .. .... ...... .. .. 61

Com prehension Appendix 4: Sample Readi ng Log .................. .. .... .. ................ 6 5 Appendix 5: Writing Modes and Forms ................ ................. 67 Appendix 6: Sample Writing Chart for English 1200 ........... 6 9 Append ix 7: Sample Writi ng Log .............. ............................. 71 Appendix 8: Writing Conferences .. ...... .. ...... ... ...... .. ......... .. .... 7 3

CONTENTS

ii ENGLISH 1200 CURRICULUM GUIDE

ACKNOWLEDGEMENTS

Acknowledgements


This course had its origins as Reading 1227, a local course

developed in 199 3 and proposed to the Department of Education by Humber-St. Barbe R.C. School Board, Western Integrated

School Board, Appalachia R.C. School Board, Vinland-Strait of

Belle Isle Integrated School Board, Port aux Basques Integrated School Board, and Deer Lake-St. Barbe South Integrated School

Board. The course was intended to be one means of addressing

low literacy levels being experienced by a number of senior high school students. The initial course description for Reading 1227

was approved for these districts for the 1993-94 school year.

Between 1993 and 1997 a number of other school districts began offering a locally developed course in reading, based largely on the

Reading 1227 course description. Respecting the significant

dedication of specific personnel across the six districts in the

development of the course description, the following are

acknowledged:

Anita Reardon , St. Stephen's High School , Stephenville

Debbie Murley, Regina High School, Corner Brook

Valerie Parsons, St. James High School , Port aux Basques

Jeanette Matthews, Herdman Collegiate, Corner Brook

Myra Spence, Elwood High School, Deer Lake

Mary LeBlanc, Harriott Curtis Collegiate, St. Anthony

Thanks are also extended to the following district office personnel from all six districts for their involvement in organizing and preparing the original Reading 1227 course description:

Lawrence Sipe, Port aux Basques Integrated School Board

Jennifer Gillingham, Port aux Basques Integrated School Board

John Moores, Vinland-Strait of Belle Isle Integrated School Board

Rachel Handrigan, Vinland-Strait of Belle Isle Integrated School

Board

Paula Gillis, Appalachia R.C. School Board

John Maddock, Appalachia R.C. School Board

Jane Murphy, Humber-St. Barbe R.C. School Board

Jerome Jesseau, Humber-St. Barbe R.C. School Board

Ill

ACKNOWLEDGEMENTS

iv

Richard Payne, Deer Lake-St. Barbe South Integrated School Board

Ina Shears, Deer Lake-St. Barbe South Integrated School Board

Jim Powell, Deer Lake-St. Barbe South Integrated School Board

Catherine Maggs, Western Integrated School Board

Ruby Day, Western Integrated School Board

Debbie McHugh, Western Integrated School Board

Jackie Crocker, Western Integrated School Board

Dorothy Chaulk, Western Integrated School Board

Don Carter, Western Integrated School Board (retired)

Alberta Education is also acknowledged for permission to use

Reading I 0 (1987), Teaching Evaluating Reading in the Senior High - A Monograph to Accompany Reading I 0 (1988) and Reading I6 (Integrated Occupational Program, 1990), in preparing the original description for Reading 1227. Thank you to Mr. Merv Thornton, consultant with Alberta Education, who kindly sent the course description for Reading I 0 and who arranged for Ms.

Catherine Maggs to visit Alberta classrooms where Reading I 0 was being taught.

Literacy 1228 (Avalon North Integrated School District) and

Reading 2227 (Burin Peninsula Integrated School District) are examples of other local courses developed from the 1227 foundation . In particular, the following are acknowledged:

Albert Bishop, Coordinator, Avalon North Integrated School District

Marilyn Moulton, Ascension Collegiate, Bay Roberts

Carletta Wells-Deering, Jackson Walsh High, Western Bay

Cathy Groves, Holy Trinity High, Heart's Content

Brenda Best, Coordinator, Burin Peninsula Integrated School District

Roy Pike, Principal, Pearce Regional High

Dr. Robert Reid, Guidance Counselor, Pearce Regional High

Mary McCarthy, Learning Resources, Pearce Regional High

Thank you as well to the many teachers across several other districts who offered a local course in reading based on these

course descriptions.



ACKNOWLEDGEMENTS

The Department of Education wishes to acknowledge the assistance of the following individuals in the preparation of an interim document; Reading 1200, in 1997:

Eldred Barnes, Program Development Specialist, English

Language Arts

Edith Furey, Student Support Services

Janice Pyne, Student Support Services

The Department of Education also wishes to acknowledge the following individuals for their assistance in the preparation of this

English 1200 curriculum guide:

Eldred Barnes, Program Development Specialist, English

Language Arts

Janice Pyne, Student Support Services

Irene Fudge, St. Michael's All-Grade School, Arnold's Cove

Lorne Green, Random Island Academy, Random Island

Suzette Strong, Musgravetown High School, Musgravetown

English 1200 will replace all locally developed reading courses at senior high.

v

ACKNOWLEDGEMENTS

vi ENGLISH 1200 CURRICULUM GUIDE

SECTION 1: INTRODUCTION

Section 1: Introduction

Purpose of English 1200


Foundation for the Atlantic Canada English Language Arts Curriculum provides a comprehensive framework for an English

language arts program from school entry to grade twelve. It is a

document to which all teachers of English, including those

teaching English 1200, should refer for the philosophy and

principles underlying all aspects of the English language arts

curriculum.

English 1200 IS an optional course aimed at addressing the needs

of students entering senior high schools who

• lack sufficient skills and strategies to handle the reading and

writing demands of senior high school courses

• have not developed the reading strategies that enable them to

decode, interact with, retain, interpret, or reconstruct print

may have learning disabilities, mild cognitive delay or no

causative disability but are disabled by a lack of literacy skills

• may be characterized by a lack of motivation and interest,

avoidance of print and reading tasks, low self-esteem and dependence on external clues, classmates and teachers for any successful interpretation of print

The curriculum outcomes and the suggestions for teaching,

learning, assessing, and evaluating found in this guide are tied to

Foundation for the Atlantic Canada English Language Arts Curriculum. As such, the outcomes for English 1200 are linked

with the Essential Graduation Learnings for students in our public

school system .

While there is no doubt that difficulties with reading and writing

need to be addressed when children are beginning school,

students entering senior high school with such difficulties cannot

be ignored. A lack of literacy skills has been identified as a major

factor in a lack of success with senior high courses. Therefore,

improving the level of literacy must be a programming priority for

these students.

English 1200 reflects current research, theory, and classroom

practice. It places emphasis on the student as a learner and

provides flexibility for teachers in planning instruction to meet the

needs of their particular students.


English 1200 and the Senior High School Graduation Requirements

2

English 1200 is part of the provincial senior high English language arts curriculum. The following chart shows the context

of English 1200 within the framework for the senior high English

language arts program:

CORE SENIOR HIGH ENGLISH COURSES Students must have completed one (1) course at each level

to graduate

Academic General L I English 1201 L I English 1202 LII English 2201 LII English 2202 L III English 3201 L III English 3202

OPTIONAL SENIOR HIGH ENGLISH COURSES If they do not study a second language, students must have

completed one (1) of the following courses to graduate

English 1200 Writing 2203

Theatre Arts 2205 Language 3204

Canadian Literature 3205 Literature 3206

All senior high students must complete eight credits in Language as part of the minimum graduation requirements. At least six (6) credits must be in English language arts. Students who do not

study a second language will need to obtain an additional two credits from the optional English courses. Students who

successfully complete English 1200 will receive two credits in English toward the eight credits required in the language category for graduation.

English 1200 is an enabling course in that it will provide students with significant instruction and practice in skills that will help them in all courses at the senior high level. English 1200 must be taken either prior to or concurrently with English 1202. Students cannot obtain credit for English 1200 if they have already

successfully completed English 1202. It is recommended that

English 1200 be taken by most, if not all, students who register for English 1202 and that both courses be taught, where possible, by the same teachers. It is strongly recommended that class sizes be kept to a level less than 20 to allow for individualized programming. This course is not recommended for students who are enroled in English 1201.


Meeting the Needs of Students in English 1200



English 1200 is based on the belief that reading is a process by

which text and readers interact to create meaning. It is based on

the belief that writing is a problem-solving, recursive process that

has identifiable stages. Both authors and readers use their

linguistic knowledge and their prior experiences in meaning

making. Because each individual brings unique background

knowledge and experiences to bear on a text, the construction of

meaning can differ with each reader's reading of that text. The

initial response of the reader to a text can always be used as the

starting point for discussion. Otherwise, engagement with the

text may be lost and the student may not be able to expand and

refine his/her own understandings. At the same time, it is

recognized that strategies which can improve reading and writing

for a variety of purposes can and should be learned. To meet the

needs of students taking English 1200, this course assumes the

following:

• A wide range of reading materials focusing on real reading situations will be used.

• A portfolio of writing that displays different forms (i.e.,

expressive, transactional, and poetic) for different purposes (e.g., to learn, to inform, to entertain) will be a part of a student's course work.

• Strategies learned will be deliberately applied to students'

reading and writing requirements in other courses, to real-life reading and writing situations, and to their reading and writing for enjoyment. Students will be helped to develop facility in the use of several reading and writing strategies that work for them.

Language processes and experiences are interrelated and therefore speaking, listening, viewing, and other ways of representing meaning will be involved in the teaching and learning activities of this course.

• Reading and writing cannot be separated from the life of the student. Poor self-concept is often a stumbling block to improving reading. Focused efforts will be made to give students positive and successful experiences. The use of inclusive language, attitudes, and actions supportive of all learners will be modeled.

The learning environment will affirm the dignity and worth of

all learners. The learning environment will emphasize interaction and collaboration, and will provide balanced, challenging learning experiences supported by a wide range of resources, including technology.

3


Learning Preferences

•

Students will be helped to bring prior knowledge to their reading and writing, and to transfer learned skills and strategies to new situations that will allow them to achieve the curriculum outcomes for other senior high courses.

Learning extends beyond the classroom to the home and the

wider community. Independent reading at home, for example, is important in increasing proficiency in the use of reading

strategies.

Students should be given opportunities to identify and respond

to diversity in their learning styles.

Students will benefit from a variety of grouping arrangements

that allow optimum opportunities for meaningful teacherstudent and student-student interaction. Groupings should include whole-class instruction, teacher-directed small group instruction , cooperative learning groups, one-to-one teacher/ student instruction, independent work, partner learning, peer

learning, or cross-age tutors.

Students have many ways of learning, knowing, understanding,

and creating meaning. Research into the links between learning

styles and preferences and the physiology and function of the

brain has provided educators with useful concepts on the nature of

learning. Howard Gardner, for example, identifies eight broad

frames of mind or intelligences: linguistic, logical/mathematical,

visual/spatial, body/kinesthetic, musical, interpersonal , intra

personal, and naturalistic. Gardner believes that each learner has a

unique combination of strengths and weaknesses in these eight

areas, but that all of them can be more fully developed through

diverse learning experiences. Other researchers and education

psychologists use different descriptors to categorize learning

preferences.

How students receive and process information and the ways in

which they interact with peers and their environments are

indicated by and contribute to their preferred learning styles.

Most learners have a preferred learning style, depending on the

situation and the type of information being dealt with, just as

most teachers have a preferred style. By reflecting on their own

styles and preferences as learners, and as teachers m vanous

contexts, teachers can

• build on their own teaching style strengths

develop awareness and expertise in different learning and

teaching styles

4 ENGLISH 1200 CURRICULUM GUIDE

The English 1200 Teacher



recognize differences in student preferences

• vary teaching strategies to accommodate the different ways

students learn

Learning experiences and resources which engage students'

multiple ways of understanding allow them to focus on their

learning processes and preferences. To enhance their opportunities

for learning success, students should have

•

•

a variety of learning experiences to accommodate their diverse

learning styles and preferences

opportunities to reflect on their preferences and understand

how they learn best

opportunities to explore, experiment with, and use learning

styles other than those they prefer

opportunities to reflect on other factors which affect their

learning-environmental, emotional, sociological, physical

a flexible time line within which to complete their work

English 1200 is a provincially prescribed course designed to be

taught by senior high English teachers. The English 1200 teacher

should be able to

• •

integrate new ways of teaching and learning with established

effective practices

demonstrate an extensive knowledge of reading and writing processes or be prepared to develop such knowledge and background

model appropriate reading and writing strategies

value the place of dialogue in the learning process

• value the inclusive classroom and engage all learners 10

meaningful reading/writing responding activities

structure repeated opportunities for reflection so that reflection

becomes an integral part of the learning process

When reading and writing are viewed as ways of making meaning

for purposes important to the reader, the teacher becomes a

facilitator, helping students successfully fulfill their own purposes.

The teacher helps students develop strategies for handling reading

tasks encountered in their lives . The teacher serves as role model

and facilitator for reading and writing as opposed to a drill master

teaching and forcing the practice of discrete sub-skills.

5


Connections Across the Curriculum

6

The teacher's role will be a very active one. Regularly, the teacher

will need to circulate through the classroom, attending to vocal

and silent students, modeling ways of drawing everyone into the

reading and writing process, as well as ways of respecting and

valuing each person's contribution, and making notes, mentally or

written, about students to conference with them later on an

individual basis. The teacher will also need to accept the

challenge of matching texts with individual student interests and

learning needs . In addition, it will be important for teachers of

English 1200 to seek out current information about reading and

writing theory and practice through professional development

seminars and the study of professional literature.

Students should be encouraged to find strategies to link their

learning in English 1200 to their studies in other courses,

particularly English 1202. This might be accomplished, for

example, through interdisciplinary research or presentations .

Teachers of English 1200, who do not teach English 1202, should

work closely with the English 1202 teacher(s) to develop clear

connections for students as they undertake the reading and

writing required in both courses. The topics/issues for research,

for example, could be a collaborative effort. Teachers of English

1200 should also come to know the reading and writing

requi rements that their students have across the Grade 10 (Level I)

curriculum, so that multiple opportunities to develop meaningful,

purposeful learning tasks are provided to students.


SECTION 2: SPECIFIC CURRICULUM OUTCOMES

Section 2: Specific Curriculum Outcomes

Introduction

Curriculum Outcomes Framework

Essential Graduation Learnings

General Curriculum Outcomes for English 1200


This section provides

• information on the curriculum outcomes framework for English

language arts

• general and specific curriculum outcomes for English 1200

• suggested teaching and learning strategies, assessment tasks,

and notes/vignettes

Essential graduation learnings are statements describing the

knowledge, skills and attitudes expected of all students who

graduate from high school. They are found on pages 6 - 9 of

Foundation for the Atlantic Canada English Language Arts Curriculum (1996) and are the foundation for all curriculum

development. Each course in senior high school, including

English 1200, is designed ro help students achieve one or more of

the essential graduation learnings for the public schools of Atlantic

Canada.

The general curriculum outcomes for English 1200 are statements

identifying what students are expected to know and be able to do

upon completion of study in the course. These general outcomes

contribute ro the attainment of the essential graduation learnings.

The three general curriculum outcomes for English 1200 are as

follows:

• Students will apply skills and strategies of reading and writing

to learn across the curriculum


ro function in society


to satisfy personal interests

7


Connections

Essential Graduation Learnings

Aesthetic Expression

Graduates will be ab le to respond

with critical awareness to various

forms of the arts and be able to

express themselves through the

arts.

Citizenship

Graduates will be able to assess

social, cultural, economic, and

environmental interdependence 10

a local and global context.

Communication

Graduates will be able to use the

listening, viewing, speaking,

reading, and writing modes of

language(s) as well as mathematical

and scientific concepts and

symbols to think, learn, and

communicate effectively.

Personal Development

Graduates will be able to continue

to learn and to pursue an active,

healthy lifestyle.

8

The following specific curriculum outcomes for English 1200 are

examples of outcomes that enable students to achieve the essential

graduation learnings:

Specific Curriculum Outcomes for English 1200

By the end of English 1200, students will be expected to

• apply knowledge of the specific characteristics of literary texts in both reading and writing for personal satisfaction (e.g., fiction, drama, poetry, non-fiction)

expand strategies for constructing meaning from visual and

aural cues


• demonstrate an understanding that relevant prior knowledge and experience helps in predicting and confirming m eaning in what is being read for work or social reasons develop strategies for reading and producing expository texts , recognizing that the writer has a specific purpose in writing information text


read to gain information about a specific topic or subject, or to acquire broader general knowledge

• apply reading and writing skills and strategies in real situations encountered in workplaces, and social life


show an understanding of the importance of reading and writing as personal development and leisure actiVIties widen the range of material read for personal interest and

satisfaction


Problem Solving

Graduates will be able to use the

strategies and processes needed to

solve a wide variety of problems,

including those requiring language,

mathematical, and scientific

concepts.

Technological Competence

Graduates will be able to use a

variety of technologies,

demonstrate an understanding of

technological applications, and

apply appropriate technologies for

solving problems.

Spiritual and Moral Development

Graduates will demonstrate

understanding of and appreciation

for the place of belief systems in

shaping the development of moral

values and ethical conduct.

Specific Curriculum Outcomes




assess material for accuracy, completeness, bias and applicability to particular problem-solving or decision-making

purposes • transfer reading and writing strategies to school and other

tasks in which reading and writing to gain information is

important


use word processing technology to create, revise, edit, and

publish texts demonstrate understanding of how to gain access to desired information, including the use of electronic technology


evaluate material for pleasure reading in terms of satisfaction,

challenge, sustained interest and an expanded view of life

apply reading and writing skills and strategies in real

situations encountered in workplaces and social life

•

Specific curriculum outcomes are statements which identifY

specifically what students are expected to know, be able to do, and

value by the end of English 1200. The suggested strategies and

activities are exactly that - suggestions. Instructional and

assessment practices can and shou ld be designed to provide

multiple routes to achievement of the outcomes and multiple ways

of demonstrating achievement. The specific curriculum outcomes

which follow are grouped under reading to learn, reading to

function in society, and reading to satisfy personal interests. It is

recognized, however, that specific learning experiences will cross

over the three functions. The course should provide wide-ranging

experiences in each outcome through student participation in all

aspects of the course.

9


1. Students will apply skills and strategies of reading and writing to learn across the curriculum

Outcomes

By the end of English 1200,

students will be expected to

1.1 read to gain information about a specific topic or subject, or to acquire

broader general knowledge

1 . 2 demonstrate the use of several strategies for learning unfamiliar words and enhancing vocabulary in specialized texts, as

necessary

1. 3 develop strategies for reading and producing expository texts, recognizing that the writer has a specific purpose in writing information text

1.4 recognize that different types of texts have distinctive structures

10

Suggestions for Teaching and Learning

Students need to be encouraged and helped to

•

•

keep a personal log of reading choices

survey adult or peer reading choices

examine popular magazines to determine kinds of information

offered and percentage of space devoted to informational material

read course materials in other subject areas

read nonfiction texts in areas of interest

learn and apply - structural analysis (knowledge of prefixes, suffixes, and roots;

derivation) - dictionary/reference skills (e.g., locate definitions of unfamiliar

words)

use contextual clues and internal definitions within texts (e.g.,

social studies, science or other technical textbooks)

refine the ability to recognize specialized use of terms m certain

subject areas

build vocabulary through such means as discussion or word games

read expository texts to find the main idea

recognize and eliminate extraneous information

differentiate fact and opinion in both their reading and writing

use highlighting, marginal notation or other means of noting main

points

• produce expository texts (paragraph and multi-paragraph pieces)

having a specific topic/thesis and adequate support/development

• recognize methods of idea development

- example/illustration - statistical information (e.g., graphs)

- chronological sequences

recognize logical linkages (if/then, therefore)

recognize features of plot in narrative texts

use specific methods of development in producing paragraphs and

multi-paragraphs


I

4


1. Students will apply skills and strategies of reading and writing to learn across the curriculum

Suggestions for Assessment

1.1

Using criteria pre-designed or developed with the students,

assess students' ability to

identifY headings, subheadings, and matn ideas in a subject

area text book

• summarize m agazine articles of their own choos ing

1.2

explain, in their reading logs , why choices were made, why

their choices may be different from others, what genre they

plan to use later.

Use a checklist of reading strategies as a student reads a selected

passage aloud.

1.3 Assess students' summanes of sections in other subject area texts,

noting such aspects as main idea, headings, italicized words.

Have students differentiate between fact and opinion articles tn a

newspaper and assess their responses.

1.4

Assess students' ability to explain or demonstrate the features of

narrative versus non-narrative text

factual versus opinion forms of expository text

Assess students' ability to use different methods (e.g., examples,

chronological sequence) to develop unified, coherent paragraphs.


Vignettes and Notes

Subject area "Speed Word"

Students are challenged to write as

many words as possible that apply to

a given subject area in a certain

time. Points are awarded for number

of words and words spelled correctly

Student text books are the best

resource to use when providing

pracnce tn many areas.

A good practice is to have students

create their own chapter overviews

prior to covering a topic in any given

subject area. It provides an

opportunity to practise using

headings, bold print, italics ,

illustrations, graphs and charts.

11


1. Students will apply skills and strategies of reading and writing to learn across the curriculum (continued)

Outcomes


1 . 5 apply a knowledge of the specific features of print materials in constructing meaning from texts, and in the production of different types of texts

1 . 6 expand strategies for dealing with visual and aural cues to meaning

12

Suggestions for Teach ing and Learning

Use a variety of print texts to help students recognize characteristics

of layout and format of informational print materials, such as

• tables of contents, indices, glossaries • chapter tides and sub-headings • chapter summaries, graphics

Have students experience a variety of texts that will help them

understand the

• organization of material (e.g., news, editorials) • structure of a news story • relationships between illustration and text • bias, editorializing • structure of feature article: lead, developmental

points , conclusion

• visual signals: headings, graphics, illustrations specialized vocabulary in technical and special interest field

Have students

read materials with visuals such as maps, charts, diagrams, and illustrated texts

create and modify mental images create graphic illustrations note-take, outline, highlight and summarize develop an ability to differentiate between main structural potnts and illustration practise distinguishing between the pros and cons of reasoned

argument. retell or summarize oral or visual texts





1. 5

Using specific criteria, assess students' ability to

take a familiar text without headings and create chapter titles,

sub-headings, table of contents, etc.

write instructions for a simple task such as:

- brushing teeth

- making toast

- getting from one class to another

- gassmg up a car

illustrate a selection they have read (picture, graph, diagram,

etc.)

1.6

Assess students' abilities to

• read maps, charts, graphs, diagrams, schedules

create maps, charts, graphs, diagrams, schedules create visual depictions of an oral description of a scene, area, or event


Vignettes and Notes

As students develop expository texts,

they will need to access a variety of

sources when researching their topic,

and not limit themselves to one

source. Teachers should specify to

students which sources are available

to access when researching a topic.

Have students create a map of their

classroom, bedroom, etc. complete

with a legend, direction and scale.

13



Outcomes



1 . 7 apply prior knowledge and experience in predicting

and confirming meaning,

linking prior personal

experience to what is

being read for information

1. 8 transfer reading and

writing strategies to school and other

tasks in which reading and

writing to gain

information are important

1. 9 demonstrate understanding of how to

to gai n access to d esired information, including the

use of electronic

technology

1. 1 0 assess material for applicability, bias ,

com pleteness and accuracy

1. 11 write appropriate acknowledgements for sources used in producing straightforward information text

14


Students should be given opponunities to

discuss personal knowledge of a subject brainstorm to build collective background information that can be brought to the reading process increase, through discussion and writing tasks, precision in the use of words utilize word games learn pronunciations and graphic respresentation patterns (e.g., breaking down complex words into more manageable parts)

Provide many opportunities for students to

apply learned strategies in reading for information, panicularly information found in texts from his or her other senior high courses read in areas of special interest to find and share new information

Teaching and learning activities can be designed to help students

recognize the range of sources of information (e.g., textbooks, newspapers, dictionaries, humans, videos, magazines, encyclopedias, handbooks, audio tapes, telephone books) use various types of indices:

book index periodical indices (e.g., Reader's Guide and Index to Periodical

Literature) use electronic technology to search for and retrieve information (e.g., CD Rom data base, Internet search engines)

Students should be expected to

scan and skim to locate and determine usefu lness of information check date and publisher for relevant in format ion

use bibliographies as leads


write b ibliograph ical entries for sources used recognize and use panicular styles for acknowledging sources m their writing (e.g. , MLA, APA)





1.7

Examine students' thought webs that are created prior to

reading a selected text.

Use pre-test and post-tests and assess the difference in

performance.

1.8

Using carefully developed criteria, assess students' class

presentations on a topic of their choosing.

1.9

Assess students' ability to develop a bibliography of credible

sources of information, from a range of media, on a given topic.

1.10

Assess students' ability to

identifY passages from magazines and newspapers as factual or editorial

create a list of recent articles on a topic of their choosing

1. 1 1

Assess students' ability to follow a specified style and format

(e.g., APA, MLA) in developing a bibliography and footnotes.


Vignettes and Notes

Obtain work samples developed for

other subject teachers to be used

when assessing students' writing.

A classroom display of different

forms of bibliographies and footnotes

is a useful reference for students.

15


2. Students will apply skills and strategies of reading and writing to function in society.

Outcomes



2. 1 apply reading and writing skills and strategies in real situations encountered in workplaces and social life

2. 2 demonstrate an understanding that relevant prior knowledge and experience helps in predicting and confirming meaning in what is being read for work or social reasons

2 .3 recognize that a writer has a specific purpose in producing functional (workplace) texts

16


Have students

•

keep personal logs of reading choices collect sample forms, directives , and/or instruction sheets found in various workplaces share samples of work and social communication with classmates examine the reading and writing activities undertaken in a chosen workplace reflect (in journal or discussion) on the range of reading used in business and personal life read and reread carefully to find meaning of unfamiliar terms question for clarification compare information charts (e.g., Consumer's Guide) examine several models of simple statistical charts (e.g., graphs) highlight main points diagram relationships chart information for comparison

discuss experiences related to a document or transaction explore terms familiar through experience

apply knowledge of roots, prefixes and suffixes break down complex words into more manageable parts

write letters of request, complaint, resume

differentiate between informative and persuasive material recognize propaganda techniques become aware of fine print (e.g., in warrantees and contracts)

read carefully and reread as necessary understand logical linkages (e.g., if/then)

• understand some basic legal terms (e.g., use of suffix, ee - er as in

employer, employee)



2. Students will apply skills and strategies of reading and writing to function in society.


2.1


complete the following forms independently:

- job application

- catalogue order

- Social Insurance Number

- credit card

- firearms application

- driver's license

The teacher can use

•

•

a reading comprehension checklist (see Appendix 3)

direct observation of students' responses to various texts

reader response journals

text talks to the class by students

student/teacher conferences where students tell how they

constructed meaning

the contract folder where the student agrees to complete ten

items for the term and the student selects five for grading

2.2


•

provide appropriate development and follow the appropriate format when writing - a cover letter and resume

- a letter of request - a letter of complaint - a friendly/personal letter

Give worksheets that require students to identifY prefixes,

suffixes, root words, compound words, etc.

2.3

Use comprehension sheets on print ads that ask questions on

purpose, sponsonng company, target audience, fine print and

advertising techniques.


Vignettes and Notes

Local businesses and government

offices are excellent resources for

forms.

Have students work on cover letters

and resumes so that they have

meaningful support in their search

for a summer job.

17


2. Students will apply skills and strategies of reading and writing to function in society (continued).

Outcomes


2. 4 understand that texts found in various

workplaces are organized

according to purpose and audience

2. 5 assess material for accuracy, completeness, bias and applicability to particular problem-solving or decision-making purposes

2.6 use word processmg technology to create, revise, edit, and share texts

18



become familiar with the structure and layout of typical business and legal documents (e.g., point structure, print density, use of boldface type, and varying fonts) examine a range of standard business forms (e.g., job applications, banking forms)

read self-help books and manuals, searching for

- dear concrete patterns of organization - operational steps - illustrations, examples and visuals to clarifY understanding

obtain, read and share information from advertisements,

billboards, consumer reports and ratings, government publications, etc.

• read advertisements as sources of information/misinformation

read and write formal invitations, contracts or job applications and

discuss their legal implications

compare and evaluate information (e.g., about a product or topic)

from several sources

read types of texts found in mass media and the workplace, paying

particular attention to details, support, and documentation

use the electronic technology found within the school to create,

refine, and publish their own work

• save products (e.g., expository paragraphs, letters, resumes,

reading logs) to a disk that can form part of their portfolio



2. Students will apply skills and strategies of reading and writing to function in society (continued).


2.4

Assess classroom discussion and student feedback on the

structure and layout of a series of business forms and documents.

Use teacher-student conferences where the students reflect on

what they have learned, the quality of notes taken, the problems

encountered, etc.

Assess students' learning logs.

Assess a research project using such criteria as

• selecting/narrowing the topic finding the sources

quality of notes presentation in oral/written/ graphic form to different audiences

answering questions

2.5

Assess a print ad, Internet ad or television commercial for

effectiveness. Surveys may be an effective tool.

Given a particular product (e.g., sports shoes, soft drinks) have

students collect and compare ads for different brands of that

product. Assess an oral presentation of research findings.

2.6

Assess students' ability to revise, edit, and share their work using

technology such as word processing programs, presentation, and

editing software.


Vignettes and Notes

During the reading/research process,

students should be directed to find

comparisons and contrasts in the

information presented in the

different sources.

School-based forms can be used to

teach structure and layout.

Work in partnership with the

school's computer/technology

teacher.

19


3. Students will apply skills and strategies of reading and writing to satisfy personal interests.

Outcomes

By the end of English I 200,


3. 1 show an understanding of the importance of reading and writing as personal

development and leisure acttvlttes

3. 2 use relevant prior knowledge and experience to predict and confirm meaning of what is being read for personal satisfaction

3. 3 recognize structural and organizational signals embedded in narrative and non-narrative texts

3. 4 apply knowledge of the specific characteristics of literary texts in both reading and writing for personal satisfaction (e.g., fiction, drama, poetry, non-fiction)

20


Students need to be encouraged and helped to

read in special interest fields to find new and more challenging

sources of information

develop personal habit of leisure reading for enjoyment

listen to others read (e.g. , teacher reading regularly to students)

participate in regular sustained silent reading

recommend and share print material

• discuss responses to texts read and written

identifY with a character in a book

develop ongoing "conversation" with text/author

maintain a response journal

become aware of related knowledge and expenence

explore the likenesses and differences in experience and texts

previously read, heard or viewed

• develop personal word lists

utilize word games

• learn to break down longer, complex words into smaller units

use knowledge of sentence patterns to help construct meaning at

the sentence level

• learn to recognize point of view, narrative vo1ce, tone and attitude

1n vanous texts

recognize narrative signals such as indications of time and nme

passage

use chapter and section headings to build meaning from non

narrative texts

recognize characteristics of layout and format designed to aid

enjoyment

become aware of literary formats such as

- dialogue conventions

- narrative conventions

- non-narrative structures such as headings, graphics, and their

relationships to text

• write short literary texts (e.g., short story, several poems, short

script)


SECTION 2: SPECI FIC CURRICULUM OUTCOMES

3 . Students w ill apply skills and strategies of reading and writing to satisfy personal interests.


3. I

Administer reading interest inventories.

Observe students during silent reading.

Assess, for quality and quantity, students' logs of all texts read

during school year, including books, magazine and newspaper

articles and i nrernet articles.

Assess samples of students' character sketches that have been

based on narrative/descriptive texts that they have read.

3.2

Assess oral reading sessions with miscue analysis or running

records, doze passages/exercises, and word searches.

3.3

Test students' understanding of the elements of literature such

as point of view, tone, mood, and bias.

Discuss text layout with students and obtain feedback from

them on what makes it easier and more fun to read.

3.4

Assess students' short stories, poems, dialogues, monologues,

plays, etc.

Use worksheets that assess their use of writing conventions (e.g.,

punctuation, capitalization, quotation marks, noun/verb

agreement, etc.)

Vignettes and Notes

The teacher provides a visual text

(e.g., a newspaper or magazine

cartoon which hits on a current

issue) and the students are given

time to "study" the cartoon and then

discuss in a group situation the

thrust of the cartoonist.

Set up a "Reading Wheel" for each

student. The wheel would contain a

spoke representing each of several

genres. The student will shade a

spoke after completing a book from

each genre .

Oral reading need not be done with

the whole class as an audience. An "aside session" with the student

while the rest of the class is engaged

in other activities is an option.

Work in partnership with the

school's computer/technology

teacher.

ENGLISH 1200 CURRICULUM GUIDE 21


3. Students will apply skills and strategies of reading and writing to satisfy personal interests (continued).

Outcomes



3. 5 develop strategies for constructing meaning from texts read as sources

of pleasure

3. 6 expand strategies for constructing meaning from visual and aural cues

3. 7 increase reading speed and comprehension for the purpose of increasing pleasure in reading

3.8

22

develop strategies for selecting materials related to personal interest and preferences


Students will be expected to

•

•

•

• • •

•

reflect (in journal or discussion) on kinds of reading they do (or

could do) for pleasure

learn ''think along" strategies

use contextual clues to approximate meantng

look up key words as necessary

engage in activities which enhance awareness of word construction,

development, and derivation

engage in activities which enhance awareness of the connotative

meaning of certain words

recognize messages conveyed through illustration

compare text and picture

look beyond a cover to internal illustrations

describe a scene from a novel

create pictorial equivalents to poetic language, events in narrative,

characterization

read orally - prepared selected passages: reader's theatre, poetry

readings to background music selected by the student

reproduce text from sound (e.g., through dictation)

use skimming techniques and "going on" strategies, where

appropriate

share books with classmates through informal oral reviews

recognize library and book store resources available

evaluate a book from jacket design and notes, advertising

promotions, illustrations and sample passages

skim for purpose of selection

find more books by an author who has pleased a reader in the past

select on the basis of review





3.5 Assess students' understanding of texts by having them

•

•

rewrite the ending of a text

provide plot summaries of texts chosen by them

provide a glossary for a text

3.6 Assess, for example, students' ability to map scenes and events tn

a short story or novel.

Assess oral readings of poems or short passages as selected by

students.

Assess students' attempts at videos of passages from short stories,

novels, poems or lyrics.

3.7 Assess students' performance in terms of time and accuracy

when given a short passage to read.

3.8 Assess students' performance in completing an "author study"

that aims to persuade classmates to read works by that author.

Record discussion with students on why they didn't select

certain texts.

Use teacher-student conferences for reading/discussion of certain

wn tten responses


Vignettes and Notes

It is important to emphasize

accuracy above speed in the reading

process. Speed can be emphasized

when teaching skills such as

skimming.

To give students practice taking

"literature-type" tests have them

view a movie. Test them on elements

of plot, character, setting, irony, etc.

that are present in that movie.

23



Outcomes



3. 9 evaluate material for pleasure reading in terms of satisfaction, challenge, sustained interest, expanded view of life

3. 1 0 widen the range of

material read for personal interest and satisfact ion

24


Students will be expected to

• sha re orally "The best book I ever read ... "

collect student recommendations/reviews in portfo lio.

read a variety of texts for pleasure, including novels, non-fiction

and short stories, drama, poetry, magazines, newspapers and electronic texts (e.g., Web sites, list servs)





3.9

Assess studen ts ' reactio ns to text read on a teacher-made

rating scale. Poss ible areas to includ e in ratings scale:

- cover des ign

- ch apter lengths

- iII ustratio ns

- font size and style

- autho r's style

- ch aracters

- actto n

- d escripti o n

3. 10

Keep an inventory of genres read by a student.


Vignettes and Notes

To g ive students practice taki ng

" lite ra ture- type" tes ts, have them

view a m ovie. Tes t rhem o n elements

o f plo t , character, setting, iro ny, etc.

that are present in that m ovie.

It is no r necessary to assess every text

read by the student. So m e reading

sh o uld be d o ne just fo r pl eas ure.

25



SECTION 3: INSTRUCTIONAL DESIGN AND APPROACHES

Section 3: Instructional Design and Approaches

Introduction

*Strategies are thoughts and behaviors that

help determine how information is processed.

They are practiced but flexible ways of

responding to recognizable contexts,

situations, or demands. Strategies may be

described as knowing what to do, how to do

it, when to do it, and why it is useful.

Strategies differ from skills in that skills are

automatic, often unconscious processes used to

accomplish tasks. Strategies involve the

conscious selection ofskilLs.


Reading and writing involves far more than the application of

discrete sub-skills learned in isolation from the total task of

making meaning. Recent research has led us to an understanding

that reading and writing are complex, thinking activities whereby

meaning is constructed from an interaction berween the reader

and the text, and can be influenced by the context of the reading

or writing. English 1200 will be implemented most successfully

when both teacher and students view reading and writing as

important thinking activities and life skills, worthy of thoughtful

attention as an integral part of in-school life and out-of-school life.

Students in English 1200 will need to experience and produce a

range of fiction and nonfiction/information texts, as well as mass

media texts. They will need to examine features and purposes of

different texts and to know how to use this information as they

read. They also need to produce their own texts in response to

their reading. It is important for the teacher and students to

record the range of texts read, viewed, heard and produced.

English 1200 requires students to record in a portfolio the texts

read, viewed and produced. The appendices of this guide provide

sample forms for students to add to their portfolio.

Students will need to build a repertoire of strategies* for

interpreting, analyzing, and producing texts. Activities and

experiences included in this guide focus on helping students to

improve reading and writing competencies by applying strategies

to print that have genuine significance to the students.

This course is intended to heighten students' awareness of the

kinds of reading and writing they do, and of the purposes for

which they engage in reading and writing. As students become

more aware of their own reading and writing experiences, the

course should become a way of meeting their recognized reading

and writing needs. In this way, course work is motivated by

student purposes for reading and by student awareness of the need

to read and write more effectively.

27


Individualization

The Cueing Systems and Reading Strategies

28

Individualization is important to this course although, because of

the social nature of language learning, it is also essential that

students work with their peers and across-age tutors. What

students read and write in the course will often be a result of

negotiation between student and teacher. Assessment of progress

and goal-setting will take place through ongoing student-teacher

conferences and the development of a student portfolio. It will be

essential for the teacher and students to identify students'

individual strengths and learning needs very early in the course.

Appendix 1 provides a Sample Goal Setting Form .

While instructional time will be spent in small group actlvttles,

more of the course time will be spent in individual reading which

will allow students to engage in focused reading of self-selected

material relevant to their particular needs and interests, and in the

production of purposeful texts. Therefore, the course must have a

flexibl e organization which includes individual sessions, small

group sessions, and tutorials.

T he teacher will need to engage in one-to-one or small-group

instruction, giving help to students experiencing particular

problems, listening to student response to a recent reading

experience, introducing an individual or small group to a new

challenge in reading or writing, o r modeling strategies that will

enable students to develop greater independence as readers and

wnters . Identifying their own strengths and learning needs,

choosing reading materials of personal interest and appropriate to

their purposes, and reflecting on the progress they are making,

should motivate students to take increasing responsibility for their

own learning.

As students read they use the strategies of sampling, predicting,

and confirming/self-correcting. This process requires the

integration and coordination of four cueing systems or sources of

information: semantic, syntactic, graphophonic, and pragmatic. A

brief overview of the cueing systems is provided here as a reminder

of the need to address not only decoding skills but other sources of

information critical to fluent reading.


The Cueing Systems

Semantic Cues

Syntactic Cues


SECTION 3: INSTRUCTIONAL DESI GN AND APPROACHES

Students must develop skill in using all the cueing sys tems in

order to become fluent, mature, and flexible readers. While the

four cueing systems can be separated for purposes of discussion,

research, and assessment, they cannot be isolated from each other

during the process of reading. They all interact in the process of

building comprehension.

Semantics is the term used to refer to the knowledge acquired

through prior experience and background. If material containing

new information is read in the context of known facts or concepts,

then readers can more easily integrate this new information with

what they already understand.

The ability to use semantic cues can be enh anced by

reading aloud to students regularly

having students participate in real-life situations and hands-on

expenences

• providing vicarious experiences to activate knowledge students

already have that is related to the topic

discussing the topic to provide background information and to

present new vocabulary in context, thereby providing a purpose

for reading

• having students clarify and extend understanding through the

use of a wide variety of ways to respond to texts.

Syntactics is a term that refers to the knowledge of the structure of

language. Syntactic cues allow readers to transfer what they know

about oral language to printed materials. Word order, the

relationship between words, tense, number, and gender provide a

sense of the language structure being used.

The ability to use the syntactic cues can be enh anced by

•

•

•

reading aloud a wide range of materials to familiarize students

with the language patterns

involving students in using "doze" strategy (oral and written)

exposing students to poetry, songs, and chants with repeated

language patterns

having students create new texts based on the structures from

familiar texts

providing opportunities for students to use language patterns

for a variety of purposes and situations - to give direct ions, to describe, to tell stories, to explain, to ask questions.

encouraging students to read independently

29


Graphophonic Cues

Pragmatic Cues

Reading Strategies

30

Graphophonics is a term that refers to the knowledge of the

relationship between the written letters and the sounds of the

language.

The ability to use graphophonic cues can be enhanced by

•

•

using guided reading experiences to focus on particular letter

sound relationships

guiding students in examining the formation of significant

words from reading materials (root words, affixes, agreement of

number and gender)

exposing students to a variety of print

having students keep personal word lists

using oral and written doze activities to focus on graphic

(printed) cues to predict and confirm words

having a variety of dictionaries available

Pragmatics refers to the knowledge of how language is used in

particular contexts. For example, an experienced reader knows

what to expect from an information book as opposed to a story, or

a letter. As well, fuller meaning is gained from a text if the reader

understands the print conventions of punctuation. For example, a

"?" represents tone of voice when aslcing questions; periods and

commas help indicate thought units and pauses in speech.

The ability to use pragmatic cues can be enhanced by

immersing students in a wide variety of reading across many

genres and styles

having students read a variety of non-fiction and media texts

having students observe and discuss a wide variety of text

features

providing opportunities for students to engage in a variety of

writing formats.

Strategies are metacognltlve devices. They help students to think

about their own thinkjng. The more students think strategically,

the better they become at making decisions about what they

already know, and about what they still need to know to

accomplish a task.

The following suggestions may be helpful:

State explicitly the strategy to be learned.

• Inform students about the strategy by discussing

- what the strategy is,

- how it works,

- when it should be used, and

- when it is not effective.



•

•


Model the use of the strategy. Try to let first applications apply

to simple, familiar materials so that students are not being

asked to apply a new strategy to new material. Students may need repeated demonstrations of the strategy applied to a variety of texts.

Provide several and varied opportunities to have students

practise the strategy on relevant reading material.

Encourage students to use their own initiative to apply the

strategies purposefully and independently. The goal is to ensure that students develop a personal repertoire of reading

strategies.

Reading is an active process which involves the basic strategies of

sampling, predicting, and confirming/self-correcting. Readers

make use of the cueing systems (semantics, syntax, graphophonics,

and pragmatics) in an integrated way to carry out these strategies.

Sampling means attending only to those details of print necessary

to make predictions and to confirm or correct them. This involves

making use of vocabulary and significant details of print such as

letters and print conventions.

Readers make predictions from what they have sampled of the text

by using the cueing systems in an integrated way. This entails

making predictions based on

• What would make sense? (e.g., What is happening in the

story? - semantic cues)

What would sound right? (e.g., How would I say that? -

syntactic cues)

What does the print suggest? (e.g., What does it start with? ...

end with? Do I know another word that looks like that? -graphophonic cues)

Confirming/Self-Correcting. Effective readers are constantly

monitoring their predictions, looking for confirmation. They ask

themselves questions such as

Did that make sense? (semantic cues) Did that sound right? Can I say it that way? (syntactic cues) Does it look right? (graphophonic cues)

When readers are uncertain about their predictions, they need to

have a variety of self-correction strategies upon which to draw.

Self-correction strategies include

reading on and coming back to make another prediction that

fits.

31


Before Reading/PreReading Strategies

32

•

going back to the beginning of the sentence and trying it again,

thinking about what fits .

using more print information

looking for more of the letters

breaking the words into parts

thinking about a word that starts the same way

Students learn these strategies (sampling, predicting, and

confirming/self-correcting) over time when the strategies are

focused on in the contexts of guided reading, mini-lessons and

reading conferences.

Other reading strategies that help readers construct meaning as

they interact with a text are elaborated on here under the headings

pre-reading, during-reading, and after-reading strategies.

Reading begins before a text is opened. Two means are available to

help students:

activate the knowledge they already have that is related to the

text.

increase their relevant knowledge prior to reading a text.

On a simple level, activating knowledge occurs through

previewing the topic. Before reading begins, students could be

engaged in such activities as

describing a time when they were involved In . . . (something

similar). Consider how they felt at that time.

writing a journal entry on some aspect of a topic, issue, or idea.

On a more advanced level, the following approach can activate

knowledge:

• Ask the students to tell the group what they already know about the topic. Then have students rethink or reread their statements and think of questions they have about the topic. If students develop well-organized statements and questions, it will make it easier for them to organize the new knowledge

they gain during reading.


Pre-reading Activity

What I already What I need!

know want to know



Previewing the text is a pre-reading strategy. A wide variety of

features may be previewed:

Tides, sub-tides, authors

• Table of contents

• Illustrations, graphs, charts

• Introductory and summary paragraphs

• •

Chapter questions

Whole text scanning

Index, glossary, references

Once students have previewed the text in some way in order to

discover the topic for themselves, they can generate what they

already know about the topic and what they would like to know.

The following questions could be modeled:

• From looking at the tide (and other text features) what do you

think this will be about?

•

•

What does the picture (or other text features) make you wonder

about?

From looking at the subtitle (or other text features) what are

some questions you expect the author to answer?

It is often true that students increase their knowledge as a result of

reading. However, there can be more certainty about this

knowledge increase if students have enough knowledge to attach

new information to, and know that they do. This implies that as

parr of "preparing to read," teachers might use one or more of the

following activities:

• Listen to a speaker address the topic of the selection .

If the topic permits, provide "hands-on" exploration such as

that which often occurs in science labs.

• View a film or video related to the selection.

•

Use picture files, records, slides, etc., to present related

information (e.g., read a short news story or another item related to the topic or issue of the selection).

Use graphic organizers for common organizational patterns

(e.g., cause/effect, comparison/contrast, time/order, and problem/solution.)

33


In-process/During Reading Strategies (Building Meaning)

34

There must be a first reading of a text. Sometimes in English

1200 the teacher should read the selection to the class, sometimes

students should read it aloud, and sometimes students should

read silently.

The basic responsibility of students during reading is to construct

meaning. Meaning must be constructed during reading if

meaning is to be extended after reading. This meaning occurs as

students bring to the task their interests and purpose, prior

knowledge, self-concept, and their internalized knowledge of

reading conventions and strategies, all of which interact with the

author's purpose, topic, ideas, visual text features, and language

structures.

After the first reading, teachers might go directly to a personal

response task for students. This might take the form of a journal

or notebook entry, a structured response (oral or written) to a

question, or a few moments of time for students to reflect and

gather their thoughts. It is important to have students share their

responses with others and to hear the responses of others. In this

way, students might reconsider and modifY their initial responses,

and teachers might, with a gentle hand, guide the responses

toward greater depth of insight. This personal response stage

might provide a path into higher levels of comprehension.

An effective way to teach students how to make sense of text is for

the teacher to demonstrate as she or he reads. Often the teacher

can think aloud about how she or he constructs meaning-how

she or he rereads, creates visual images, anticipates, checks

predictions, looks for interconnecting details, and adjusts reading

rate.

At other nmes the teacher could conduct mini-lessons to highlight

particular strategies such as

making marginal or journal notes on the selection

• underlining

• creating an outline or map

wrmng a summary

retelling a story


Post-reading Strategies

Approaches to Reading

Instructional Reading

Reading Aloud



Students who close the book without thinking are not controlling

their reading. After reading, students need to reflect on what they

read, talk to others about aspects of the text that really interested

them, reread all or parts of the text to refine and extend their

knowledge and thinking.

Opportunities for creating responses and involvement can extend

and complement the reading. Responses in a variety of modes

such as discussing, dramatizing, writing, and illustrating extend

and enrich the meaning-making process.

It is recommended that English 1200 include the following

components:

• • •

Reading for Instruction

Reading Aloud

Independent Reading: at School and at Home

Instructional reading involves the teacher working with the whole

class or a group of students, talking, thinking, reading, and

questioning their way through a text. It is a technique with

specific diagnostic, instructional, and evaluative intent. It is

structured and organized. It is used for supporting and

encouraging the development of strategies for independence in

reading.

During instructional reading, the teacher has the opportunity to

• •

•

•

observe the reading strategies that students are using

demonstrate reading strategies and language conventions In

context

develop students' thinking skills

help students make connections between life and the text they

are reading

discuss the authors' and illustrators' crafts

provide opportunity for students to respond both personally

and critically

Reading aloud is also an essential component of English 1200.

Reading aloud

encourages the desire to read as students observe adults or other

students reading and enjoying the experience.

35


Independent Reading

36

•

•

•

•

•

improves reading and writing skills . Hearing interesting texts

stimulates the desire to read. It also provides students with a knowledge of conventional prose and options that they can draw upon to organize and express their ideas.

focuses on listening comprehension. Good listening significantly increases vocabulary acquisition. Such an increase in vocabulary is extremely helpful in the development of skills in reading and writing.

expands horizons. On their own, students would probably not

pick up certain books .

stimulates the imagination. Reading introduces new ideas and images which can excite us and, in turn, motivate us to respond. This creativity enriches our lives and permeates our writing.

enhances overall language acquisition .

The following suggestions for reading aloud may help:

Be flexible with time limits. Listening is hard work that requires concentration. Read aloud sessions should allow time for follow-up activities.

Create a context in which students become deeply involved 10

reading, reflecting and extending their strategies as readers. Following the reading, as students work individually or in groups, ask questions that help guide them to form their understanding of an issue or a concept. Create significant questions that allow students to form more comprehensive and complex interpretations of the text. For example, "Where did the author hook you? How? Or, "Why do you suppose the author started here? What if a different start were chosen?"

• Ask questions to help guide students to form their understanding of an issue or a concept.

Encourage the applicatio n of background knowledge, ideas,

and experiences .

Students, who need to monitor their own oral reading for greater flu ency and understanding of text, could maintain a record of texts read aloud.

Independent reading is a very important part of English 1200.

Independent reading, both in the school and the home, is

essential to a student's development as a reader. Independent

reading strengthens the bonds between reader and author, student

and library, and home and school. Independent reading allows for

self-pacing and self-selection. It is also for enjoyment and personal

pleasure. Such reading permits students to explore a variety of

print material for their own purposes.


Independent Reading at School



At school, teachers need to structure time in class for students to

engage in independent reading. Use a scheduled amount of time.

Within the constraints of the course, be flexible to suit the needs

and/or purposes, extending the time for reading and/or varying

the days. Each student should have at least one appropriate piece

of reading material before the first independent reading period.

Help students select appropriate materials.

Independent reading over a period of time requires teacher

involvement. The keeping of reading records can be motivating

for students, especially as they see evidence of their growth and

progress .

The following suggestions may assist tn creating and sustatntng

interest in independent reading:

• Have students share views on the texts they are reading or

would like to read. Sharing includes informing classmates about reading material, expressing opinions and views. Such sharing can often be the single most potent factor in influencing other students to select a text. Sharing could be informal and as casual as volunteers talking in groups about

books they have read or are presently reading.

Bring several texts to class periodically and do a selling job.

• Make an effort ro keep up with current publications. Collect information about texts from reviews, annotated lists, rapid

skimming, and from what students are reading across the curriculum.

• Work cooperatively with teachers of other subjects. For

example, many teachers of Physical Education encourage students to read stories about sports or well-known athletes.

Provide a variety of reading materials with different types of

content: newspapers, magazines, books of fiction and nonfiction. Where possible, have paperbacks available in the classroom.

• Allow some false starts; permit a student to stop reading a book

he or she doesn't like and get another. However, this practice needs monitoring. Chat with students to find out why false starts reoccur. Lead them to develop selection strategies which will lessen false starts.

Involve the school librarian. The librarian or resource teacher

can assist students in selecting texts and can work with the teacher to build a diverse collection of texts for students.

37


Independent Reading at Home (Voluntary Program)

Response Activities

38

Encourage students to take books home. Books from the school

programs and library can be read at home. The transactions that

occur among the parents/guardians, the student, and the books

are important, and teachers can suggest ways to foster these

interactions. Keep requests to parents few. The following

suggestions may provide some assistance:

•

•

•

Recommend to parents that their son or daughter have a quiet,

comfortable place to read. Reading time should be an enjoyable and relaxing experience.

Point our the importance of having a son or daughter see the

parent as a reading model.

Encourage parents to read aloud and discuss texts with their

son or daughter.

Help parents to recognize and promote the value of silent

reading.

Students demonstrate growth in reading when they express their

personal ideas, feelings, and preferences freely; when they can talk

about a text, read parts aloud, illustrate, model, role-play

characters and events, write about ideas sparked by the text, or

read other related texts. In general, the response activities that

follow students' reading should

elaborate on first understandings

• extend and enrich their print experience

allow students to discover new patterns of thought

When students respond to some of the texts they have read, they

will begin to explore naturally the traditional elements of texts

such as

aspects of language

• aspects of structure

the author

the text as a whole

Ideal ly, during the co urse, students will engage in activities

touching on a variety of texts, and will experience a variety of

response modes, including visuals, writing, and discussion.


Approaches to Writing

Writing as a Process

An Environment for Writing



Writing involves students in working through various processes

independently and collaboratively to explore, construct, and

convey meaning; clarify and reflect on their thoughts, feelings,

experiences; and use their imagination.

Students need to have exposure to many models of writing. They

need many experiences in creating products for a variety of

purposes in different forms of expression. That being so, the main

forms of writing in English 1200 should be those that grow

directly out of students' reading.

Learning to write is a developmental process that involves thinking

and composing, the consideration of audience and purpose, and

the use of conventions of written language. Writing is also a tool

for learning-a means of gaining insight, developing ideas, and

solving problems. Students learn the process of writing gradually.

With practice they continually expand their repertoire of concepts,

skills, and strategies, and the process becomes more and more

sophisticated.

Although the process of writing is discursive rather than linear,

and approaches to writing vary from individual to individual,

there are general identifiable stages, commonly referred to as pre

writing, writing (drafting, revising, editing, proofreading), and

post-writing (publishing, reflecting). By helping students to

understand the writing process and by encouraging them to

practise the skills and strategies that come into play at various

stages , teachers can ensure growth in students' writing. Students

in English 1200, however, are not expected to take all pieces of

writing through to publication.

The following supports should be found 1n the English 1200

classroom:

• • • •

dictionaries, thesauri, and other reference books

a writing handbook

a classroom computer and printer

an audio recorder and player

rules and expectations (for solving problems, editing and proofreading one's own work and the work of others, for peerconferencing, etc.)

39


Writing Folders

Writing Conferences

Language Structure and Usage

40

Writing folders provide a space for students to store their writing

throughout the various stages of development. They are a simple

way for students to organize their work and allow them to keep

track of several pieces of work. Folders could contain

•

• •

first drafts, writing in the process of being revised, and some

completed pieces (such pieces could be stamped "draft," "in revision," or "fi nal draft" and could also be date-stamped)

guidelines and checklists that help students focus on specific tasks at different stages of the writing process

computer disks

illustrations

a record of completed products (see Appendices 6 and 7)

materials that are a potential source of ideas for future writing

• notes from writing conferences for future reference

Selected pieces from the writing folder will be transferred or

copied to the larger student portfolio (see Section 4 of this guide).

Writing conferences are conversations between the teacher and the

student-writer or between students. They can occur at any point

in the writing task and fulfill a number of functions . The writing

conference is one of the best forms of feedback the teacher can

provide to encourage growth in students' writing.

See Appendix 8 for suggestioned approaches to writing conferences

Students learn to use language effectively and appropriately

through interacting with the people around them, from listening

to others read, from their own reading, and from learning about

language in the context of their own writing.

Writing samples will reveal what students know, and what they do

not know or are ready to learn about writing and about the

conventions of the language. From such samples, students' levels

of independence and confidence can be determined, especially

when several pieces of writing are assessed. (One piece of writing

from students will seldom give an accurate picture of writing

skills. The content and difficulty of a piece of writing can affect

students' proficiency.)

When teachers observe students' writing and monitor their

language performance over a period of time, they can note those

students who, for example:

• need help with the use of capital letters.

need help forming contractions.



•

•


need help with orgamzmg, categorizing, and seque ncm g ideas

for paragraphs.

need help with plurals and possessives .

use minimal or no punctuation.

need help with sentence construction and appropnate use of

parts of speech within sentences

use sentence fragments and need help organizing their

thoughts into sentences.

Teachers then have to make decisions about what to teach and

about what strategies to choose to use to meet each student's

needs and interests. They must also consider w hen and how to

use the particular strategies so as to help students d evelop a

growing awareness of words and language, as well as the ski lls

needed to communicate effectively as writers. The following

suggestions are offered:

Try to work on the selected concept in the context of students'

own compositions.

Use grammatical terminology naturally in discussions abo ut

reading and writing, either the students' own writing o r the writing of published authors. For example, a compl iment can be given to a student for his/her effective use of verbs to

describe action; or, point out that certain describing words, called adjectives, tell more about nouns, or that adjectives add

description and interest to writing.

Introduce grammatical terminology as it is needed, teaching as

much by example as by explanation. Students can become aware

of different sentence structures and patterns (question , command,

statement, and exclamation) through exposure and practice with

writing.

•

Use as much as possible of appropriate literature and other

texts as models. For example, poems, novels and other descriptive language texts provide great opportunities for examining the functions and importance of adjectives and adverbs.

Use specially-prepared and personalized checklists, dictionaries ,

and published handbooks.

Use demonstrations and lessons (spontaneous and planned)

with groups of students or the whole class whenever opportunities arise.

Provide opportunities for students to use word processi ng

programs with spell checkers, electronic spelling dictionaries, and computer graphics .

41


Choosing Writing Activities

Integrating Technology

42

• Use a writing conference to teach individual students while

they are at the editing stage of the writing process. In such cases, let the focus for the conference be on one or two identified skills.

In cases where there is a great deal to edit, the teacher may choose

a selected error to work on at a given point in time.

It is expected that students in English 1200 will create written

products in all three writing modes: expressive, transactional, and

poetic (see Appendix 5). It is expected, however, that students

will produce more writing that stems from their reading in the

course.

As a guide, teachers and students can use the chart of "Writing in

English 1200" found in Appendix 6. Using such a chart as a

guide, teachers could make a separate record of their writing for

their portfolio.

Technology generally, and computers particularly, have influenced

changes in pedagogy and student and teacher access to a rich

range of information resources in all media. Students in English

1200 must be helped to use new ways to interact and

interconnect with others in an increasingly technologically

oriented environment characterized by continuous, rapid change.

Decisions about the application of technology in English 1200

should always be made in relation to the extent to which it helps

students to achieve the specific curriculum outcomes for readi ng

and writing.

Within English 1200, technology can assist students in

retrieving information from, for example, commercial CO

ROMs and Web sites.

creating, organizing, editing, and publishing texts, for example, articles, letters, brochu res, magazines, newspapers, presentations, and Web sites, using word processin g software, style and mechan ics aid software, desktop p ubl ishing and presentation graphics software, and Web si te development software.

shari ng informat ion w ith others th rough such avenues as e

m ail.



•


refining information and skills using computer and other

communications tutoring systems, instructional simulations, drill and practice software.

Obviously, students who have difficulties reading and producing

various types of texts will require significant support in using

various forms of technology. As well, limited access to certain

technology will inhibit the extent to which students can integrate

technology into their course work. Each English 1200 class

should, however, have access to

•

•

a computer with word processing, editing, and print

capabilities and Internet access

an audio cassette recorder and a video recorder

projection equipment

43



SECTION 4: ASSESSING, EVALUATING AND REPORTING

Section 4: Assessing, Evaluating and Reporting

Introduction

Components of Assessment and Evaluation


Although assessment and evaluation are terms often used

interchangeably, they are not the same. Assessment refers to the

broader activity where data about student learning is collected and

recorded from a variety of sources. It is the begin ning of the

evaluation process. Evaluation is the process of analyzing,

reflecting upon and summarizing assessment in formation, and

making judgements and/or decisions based on the information

collected. Reporting, which is one of the results of assessment and

evaluation, involves reflecting on what has been learned about a

student and sharing this information, usually with the students

themselves and with their parents/care givers and the school

administration. Assessment is the larger undertaking and is the

main focus of this section.

Assessment in English 1200 should acknowledge the essentially

individual nature of the reader-text interaction. It should also

recognize the importance of the reader's purpose and prior

knowledge in making meaning, and the importance of

acknowledging and building on a student's strengths.

Any assessments undertaken in English 1200 should allow

students a variety of opportunities to demonstrate achievement of

the specific curriculum outcomes for the course. Information

about student learning should come from a variety of sources that

addresses students' learning styles and needs, and reflects teaching

approaches. The most appropriate reading material, as indicated

through the structure of the curriculum outcomes, is that which IS

of particular interest to the students or that which serves their

needs across the senior high curriculum or in the community.

There are three elements of the assessment and evaluation process

1n English 1200:

gathering information about students' reading and writing

attitudes, behaviors and performance upon entry into the course

assessing reading and writing extension and improvement and

making adjustments about instructional strategies and learning expenences

45


Assessing Strengths in Reading and Writing

Ongoing Assessment (Measuring Growth)

46

• gathering, interpreting and quantifYing information in order to

assess and evaluate student success in the course as a whole.

Diagnostic activities should focus on reading skills, strengths, and

interests that students bring with them to English 1200. Aware

of their present strengths, students can be encouraged to develop

and build on them. Students should come to realize, for example,

that all readers experience difficulty in some reading situations.

With this recognition, students can learn that most reading and

writing difficulties can be confronted and overcome through

learned skills and strategies. Learning to identifY a specific

problem ("/don't understand the words the author is using. ") rather

than merely shruggi ng ("Im not a good reader.") Is an Important

step toward improvement.

Early in the course, teacher and students need to determine each

student's reading interests, attitudes, and needs. This can be

accomplished through interviews with the student, a review of

student files, doze testing, comprehension activities or some form

of running record/miscue analysis, and other forms of teacher

observation and student self-assessment. Appendix 1 contains a

sample Interview Form for Goal Setting.

Ongoing assessment in English 1200 will allow the teacher and

the student to measure growth, so that both student and teacher

know that progress is being made in improvi ng reading and

writing ability. It wi ll also allow the teacher to adjust the

instructional and learning activities to reflect student needs.

Throughout the course, students will be expected to maintain

individual portfolios containing all information pertinent to their

progress. Portfolios entail a purposeful selection of students' work

that tell the story of their efforts, progress, and achievement.

Maintaining a portfolio engages students in the assessment process

and allows them a voice in the selection of portfolio samples.

Portfolios are most effective when they encourage students to

become more refl ective about and involved in their own learning.

Students should participate in decision making regarding the

contents of their portfolio and in developing the criteria by which

their portfolios will be assessed. Portfolios should contain the

following:

• student-developed profiles of reading strengths and needs,

based on both the student's and the teacher's perceptions of where the student's difficulties lie




• attitudinal self-checklists

• results from doze-testing or m1scue analysis

personal reading logs containing the student's written

comments on books read

• teacher observations shared through conferences.

student writing

A student portfolio could also include tape recordings of oral

reading, a reader-response journal, information about authors and/

or particular types of texts. The portfolio can become an

invaluable source of information for students to monitor their own

reading development. It provides valuable data about students'

long term development. It provides the teacher and parents with

concrete examples of learning experiences, and real evidence

regarding the nature of the learning that has occurred.

Tools which may be used for assessing student progress during the

course include:

• Observation/Anecdotal Records

Recorded observations over an extended period of time (the

time frame of the course) and across many different reading

experiences (oral reading sessions, small group discussions,

independent reading sessions, reading different types of text, ... )

are essential assessment procedures for English 1200.

Observations can be recorded through anecdotal records

containing the date and context of the observation, the focus of

the observation, and the most significant information gathered

from the observation. It is important to the accuracy of such

records that the teacher distinguish between the narrative

record of observation and the inferences drawn or comments

made. Appendix 2 provides a sample Observation/

Anecdotal Record. Checklists, particularly those designed by

the teacher, can also facilitate observations. For example,

Appendix 3 provides a sample checklist for monitoring

comprehension. Checklists or notes such as the following can

help the teacher monitor students' progress with reading.

The teacher will also be able to discern when students are

achieving "fluency," that feeling or knowing that they can make

text "mean" without anxiety because they want to. Anything that

contributes to this is progress.

47


48

• Teacher-student Conferences

•

•

During these conferences, goals and strategies would be

reviewed and adjusted. New priorities would be established.

Teachers will benefit from designing a schedule to ensure that

several conferences are held with each student throughout the

course. Conferences may be an opportunity for the student to

discuss texts read. It can also be an opportunity to

demonstrate awareness of strategies and cueing systems.

Appendix 4 contains a sample form that may assist the teacher

in undertaki ng student-teacher conferences.

Student-maintained "Reading and Writing Logs"

The range of material the students have read will be indicated

by their reading logs. This will help the teacher assess whether

or not the students have extended the range of material they are

able to read with fluency. Sample reading logs are found in

Appendix 4.

Student Response Journals

Even for students who have significant difficulties with the

written mode of communication, the response journal can

provide a means for students to express their personal and

critical reflections on what they have read, heard and discussed.

The intent is nor to focus on students' ability to produce well

constructed sentences and paragraphs . Rather, it is to

encourage the expression of coherent thoughts. These thoughts

may be expressed in a single sentence, an illustration, or

through pages of text.

• Whole Class and Small Group Discussion and Other Oral

Work

Whole class and small group sharing time involves listening to

and speaking with other members of the class to exchange ideas

about a specific text. This can be accomplished through a

personal response and perhaps including information

about the author, the setting of the book, the plot, or features

of the particular type of text. This is a useful way to bring

students to a deeper understanding of specific texts or aspects

of rhe reading process. In English 1200, it will be vital for the

teacher and the students to develop models of procedure for

whole class and group discussion. The following are

suggestions for initiating group work:


Reporting Student Progress



Start small. Build an environment that encourages students to interact with their peers in a constructive way and acquaint students with the dynamics of group interaction.

Initially, it may help to select members of the group

carefully to ensure that good group dynamics are established. Group roles such as group leader and recorder

may be assigned early in the school year. As students gain experience working together, it may be more appropriate to allow students to choose roles within groups. Assign a manageable task. Explain the task carefully and establish a schedule or set time limits. Students will need to

know what precisely they have to do and why. The group structure should be appropriate to the task that

is assigned. In certain instances, pair share may be appropriate while larger groups with individual roles may be

more suitable for larger tasks. Have all materials organized and available to groups.

Assessment for the purpose of evaluation should not begin until

students are clear about expectations and roles.

• Self Assessment

At the beginning of the course, and throughout the course, the

teacher can provide opportunity for students to administer

attitudinal checklists, recording the student's perceptions about

their reading patterns and about themselves as readers. The

first of these checklists could be stapled inside the individual

student's reading portfolio to serve as a base against which the

student can measure his or her own growth in reading. At the

end of the course, a student self-checklist, paralleling but not

necessarily repeating the one given at the beginning of the

course, will help to assess change in attitudes toward reading.

Appendix 7 provides a sample form to facilitate students' self

assessment. In addition, students should be helped to

continually monitor their use of reading strategies and cueing

systems.

At several points throughout the course, teachers will undoubtedly

have to report students' progress to the school administration and

to parents. Most likely this will take the form of a letter or

numerical grade with comments on a report form. For the

purposes of evaluating and reporting, teachers should examine all

contents of each student's portfolio and all information gathered

in the teacher's file. For example, each student's reading and

writing logs can be graded on quantity and quality of reading and

49


50

wntmg reported or produced. Students' response journals can be

evaluated holistically. Students' ability to apply reading and

writing strategies and their demonstrated levels of comprehension

need to be considered.

It is important to remember that the most significant aspect of

reporting is the discussion with others concerned abour the

student's progress (e.g., parents, principal, counsellor, consultant).

Therefore, the comments arising out of evaluation and the

collaborative examination of the student's portfolio become critical

components of the reporting process. Such reporting also serves as

a motivating force for a student to make the effort required to

extend reading and writing strategies; to widen the range of

material read with understanding and Auency, and the writing

produced for a variety of purposes.


SECTION 5: LEARNING RESOURCES

Section 5: Learning Resources

Introduction

Recomended Teacher Resources

Student Resources

Authorized Text

Novels Suggestion


Teachers of English 1200 will have to accommodate a wide range

of abilities, needs, interests and learning styles. While an anchor textbook is authorized for the course, no single text and no one

teaching method will be sufficient for all students at all times.

Teachers will need to employ a variety of strategies and resources. It is strongly recommended that each school begin building class

and school access to a range of resources that will accommodate

the diverse range of needs and interests of the students who will

take this course.

Gilles, Carol, et. al.(l988) Whole Language Strategies for Secondary Students. New York: Richard C. Owen Publishers.

Goodman, Yetta, et. al. (1987). Reading Miscue Inventory: Alternative Procedures. New York: Richard C. Owen Publishers.

Senior High Pathways: Students with Exceptionalities. St. John's, Newfoundland: Department of Education, Division of Student Support Services.

Archer, Lynn, Costello, C., and Harvey D. (1997) . Reading and Writing for Success. Toronto, Ontario: Harcourt Brace & Company Canada, Ltd.

Students who are studying English 1200 concurrently are dealing with novels prescribed for English 1202. In situations where students of English 1200 are not studying English 1202, it is suggested that teachers choose novels from the prescribed list for English 1202. The teacher may wish to cover one or more

depending upon the individual English 1200 class and its ability level. The list is as follows :

Ken Ball, In the Heat of the Night Cassie Brown, Death on the lee Joan Clark, The Dream Carvers Paul Gallico, The Snow Goose Lois Lowry, The Giver Kevin Major, Eating Between the Lines Paul Zindel, The Pigman

51


Recommended Texts

52

English 1200 does not lend itself to the use of one textbook.

Rather, the resources used should be based on students' needs,

abilities, interests and the goals that are set for each student.

Resources may include, for example:

Reading and Writing for Personal Satisfaction

Comics Videos Music-lyrics Pamphlets/brochures Newspapers (local, provincial, national) Magazines (e.g., Seventeen) Logs/journals/ diaries Plays Computer reading programs Menus Poetry

Reading and Writing Across the Curriculum

Student texts "How-To" Books Newspaper (i.e. , local , provincial , national) Magazines (i.e., Popular Mechanics) Maps Logs Plays Computer reading programs Poetry Pamphlets/brochures Dictionaries Manuals (e.g., the Newfoundland Drivers' Handbook)




Reading and Writing to Function m Society

Driver's Manual Recipes Instructions/ directions Safety informational signs Operational guides Newspapers (i.e., local, provincial, national) Maps Logs/journals/ diaries Sales flyers Computer reading programs Applications Menus G raphs Telephone books Dictionaries Catalogues

53



APPENDICES

Appendices


APPENDICES


APPENDICES

Appendix 1: Sample Interview Form for Goal Setting

GOAL SETTING PLAN

1. What is one area of your school performance you really want to improve? This is your long-term goal

It may take you several weeks , months, or even a whole school year to accomplish this goal.

2 . What is one activity you can do to help you reach your goal? This is your short-term goal You

can accomplish this goal in 2-4 weeks.

3. What steps do you need to take to reach your goal?

4. What would be good about reaching your goal?

5. What things or people might keep you from reaching these goals? These are your obstacles. What can

you do to get around your obstacles? These are your solutions.

Obstacles Solutions


APPENDICES

6 . What special material or help do you need to reach your goal? These are your resources.

7. How will you reward yourself if you reach your goal? These are your incentives.

5. How and when will you check on your progress? Who will help you do this - a teacher, a parent, a friend?

Checkpoint Date Signature

Today's Date:

Sign Here:

Have a parent, reacher, or friend sign here:

CLIP and POST

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Write your goal below. Cut off this parr of your Goal Setting Plan and place it in your portfolio where

you wi ll see it every day.


APPENDICES

Appendix 2: Sample Observation Record

Name:

Class : English 1200 Dare- October 28 200 1

Observations:

Rick spent most of the class flipping through car magazines , pausing to read a few lines or study a

picture. He finally settled on one article which he read for about five minutes, then began fl ipping

pages agam .

(See over for comments)

Comments:

Rick did not make very good use of a full period given to "find out something you want to know ".

Perhaps he needed help in stating what information he wanted.

Inferences:

Rick's restless behaviour today may indcate that he has not focused on the task or that he lacks

skills for seeing specific information.

Teacher Signature:


APPENDICES

N a m e:

C lass :

Observa tions:

Comments:

Inferences:

Teacher Signature:


APPENDICES

Appendix 3: Sample Checklist Items for Reading Comprehension

Name : Date:

Ti tle ofText:

Context :

(+ to a great extent) ( * to some extent) (- not at al l) (0 not observed in this setting)

+ * Checklist Item s

0 Comments

-

Before Reading . Uses rides, pictures, captions, graphs, blurbs to predict.

. Uses background knowledge to predict.

. lnsrrinsically motivated to engage in reading .

D uri11g Reading . Is aware when rexr doesn 't make sense .

. Uses preceding text to predict .

. Reads to answer own questions about text .

. Reads "between rhe lines" .

. Understands and uses structure of text .

. Rereads when comprehension difficult .

. Changes reading mode (silent & oral) when comprehension difficult.

. Gets help when comprehension difficult.

. Able ro identify concepts, language, or vocabulary that interfere with comprehension

. Searches efficiendy for specific information .


APPENDICES

(+ ro a great extenr) ( * ro some exrenr) (-nor at al l) (0 not observed in this setting)

+ * Checklist Items Comments

- 0

After Reading 0 Exends comprehension through writing.

0 Extends comprehension through discussion.

0 Recalls imporrant information.

. Recalls sufficient information .

0 Summarizes main points.

0 Identifies story elements in text (characters, setting, problem, episodes, resolution).

0 States appropriate theme For story.

0 Uses text to support statements and conclusions.

0 Compares characters in text.

0 Retells fluently (length and coherence).

0 Links story episodes in narrative; Facts in expository text.

0 Uses author's language in retelling.

0 Uses own "voice" in retelling.

Before, During, or After Reading 0 Compares characters or incidents to self or experiences.

0 Compares this text to other texts.

0 Uses text to support statements and conclusion.

0 Identifies point-of-view.

0 Distinguishes between Fact and opinion.


APPENDICES

Indicators ofStudent Progress* Yes No

Student picks up and looks at books voluntarily.

Reading is becoming a desire to find information or find out what happens next.

Student asks own questions about the text.

Student agrees or disagrees with the author.

Words are coming out in meaningful groups instead of one by one.

Student says such thing as "Don't tell me!" or "''ll read it."

Student uses contextual cues.

Student maintains the author's meaning.

ENGLISH 1200CURRICULUM GUIDE 63

APPENDICES


APPENDICES

Appendix 4: Sample Reading Log

Year: Student:

Date Date Type Started Finished Author/Producer T itle of Text Purpose Comments

(e.g.,) group T his book was ...

Sept. 15 O ct. 15 Paul Zindel The Pigman novel study It reminded me ...


APPENDICES

Date Date Type Started Finished Author/Producer Title of Text Purpose Comments


APPENDICES

Appendix 5: Writing Modes and Forms

Writing Modes and Forms

There are three main writing modes (text types) and many d ifferent writing formats. The purpose and

intended audience will often dictate the choice of both.

Modes of Writing

Expressive

The language is often colloquial and spontaneous. The

writer is expressing personal desires , feelings, and

opinions, and the audience is less important than what the

writer has to say.

•

• •

written down speech

personal feelings, opinions, expenences

first person

first drafts of some writing

Transactional

The writing is done to record and convey information

accurately. Some standard forms and specialized

vocabulary m ay be necessary. It consti tutes much wri ting

tn many subject areas and includes:

• •

writing to "get things done"

writing directions, messages

conveying information

organizing factual information

reporting, explaining, surveying

persuading

presenting with precision and clarity


Writing Formats

Diaries

• Journals

Learning Logs

Response Logs

•

• •

•

Some Friendly Letters

Reports

Book Reviews

Letters (especially business)

Directions , Instructions

Autobiographies, Biographies

Advertisements, Commericals

Argumentative Essays

Persuasive Essays

67

l

APPENDICES

Poetic

The language expresses the feelings of the writer who is

concerned about the impact it will have on the audience. It is

intended to be appreciated as a work of art. Descriptive

language and figurative language devices are used. It addresses

the creative imagination, develops the "self" and the "play"

with language.

• creative, art form

68

reader meant to experience the effect

concerned with the form of writing

Stories Poems Plays

Songs


Appendix 6: Sample Writing Chart for English 1200

Modes ofWriting

Expressive (Personal)

Transactional (Informational)

Poetic (Imaginative)

Play/Drama

Story


Formats

Personal Journal Learning/Response Logs Friendly Leners I nvi rations

Thank-you Notes

Book Review Movie and Book Comparison Paragraph/Essay Responses Project Reporr Summaries Letter ro the Editor Editorials/Opinions Business Letter Surveys/questionnaires Biography Advertisements and TV Commercials Autobiography Instructions/Procedures Comparison/Contrast Interview and Taping

Word Models Riddles Cinquain Shape/Concrete Limerick Haiku Rhyming Couplet Chant/Rap Formula Poems Free Verse

Skits Scripts Monologues Shorr Plays

Personal Narrative Ghost Srories Adventure Srories Mystery Srories Comic Strips Myths/Legends Folk Tales Description

APPENDICES

69

APPENDICES


APPENDICES

Appendix 7: Sample Writing Log

Year: Student Name:

Date Date

Started Finished Topic/Focus Purpose Audience Form Comment(s)

Oct. 10 Oct. 15 A Classroom to persuade principal persuasive I wrote the principal

Library letter to request a meeting with the class to

convince him that we need several novels and other books for our classroom.


APPENDICES

Date Date Started Finished Topic/Focus Purpose Audience Form Comment(s)


APPENDICES

Appendix 8: Writing Conferences

Content Conference The purpose of a content conference is to help the student develop ideas. When the conference is

completed, the student will be able to return to the writing with many ideas to use to extend the

writing.

Approaches/Questions The teacher can listen to the student talk about and read the work. The teacher may question the

student in order to help him or her elaborate on the topic and to develop the details. Q uestions could

include the following:

What is the most important thing you are trying to say? How can you build on it?

• I do not quite understand. Please tell me more about it.

Do you have enough information to answer your own questions? What parts do you need?

• How did you feel when this happened?

• What can you do to show how these people spoke, so you can really hear their voices?

What do you think you will do next?

Process Conference A Process Conference can occur after a student has completed a draft of work. The purpose is to help the

student become aware of how he or she functions as a writer. This discussion is not about process in the

abstract; it is about the student's own experiences in writing. Such conversation helps the student to

become aware of the processes, to gain greater control of the processes, and eventually to use them

independently.

Approaches/Questions How did you go about writing this?

• Why did you stop writing at this point?

• What problems did you have?

How did you find your topic?

Why did you add information here?

What might you do next?

Revision Conference Revision literally means "seeing again." The student is helped to rethink the writing. Revision is a

complex activity that is difficult for many students. It develops slowly over an extended period of time.

Revision strategies are somewhat incremental in their effect and are therefore best introduced a few at a

time .


APPENDICES

In a Revision Conference, the teacher helps the student to achieve a greater correlation between what he

or she wants to say and the words written on the page. A revision conference could focus on:

• •

•

moving ideas around

adding information

taking out redundant material

considering paragraph structure

considering sentences

considering the impact of words

Approaches/ Questions • Write another opening sentence and compare it with the original.

Decide what the mood of your writing is. What words produce this mood? Can you change other

words to help add to this mood?

• •

Why did you use this word? What impression are you conveying?

What are some other ways you might end your story?

Choose two of your shorter sentences in the paragraph and combine them using any one of the following words: because, as, since, while, if, before, after.

How can you make your meaning clearer?

Editing and Proofreading Conference An Editing Conference can occur after the student has written and revised a piece of writing and wishes

to present it for others to read.

Approaches/ Questions • Build upon the strengths of the writer. Help the student to become aware of what is accomplished.

Bui ld confidence.

• Use editing/proofreading checklists to guide d iscussion.

Evaluation Conference An Evaluation C on feren ce could begin with the teacher and the student discussing the contents of the

writing folder in order to determine what progress is being made. For some conferences the student wi ll

choose the pieces of writi ng to submit for evaluation

Approaches/Questions How do you fee l about th is w riting?

• W hat did you learn about writi ng?

• W h at was th e hardest part of writing this piece?

• What changes wi ll you m ake in you r next piece of writing?


APPENDICES

Guidelines for Writing Conferences The following techniques may assist teachers:

• All aspects of writing need not be covered during every conference. Be aware of the student's w riting

strengths and weaknesses. Be selective based on the needs of your students. Focus on no more than two areas of difficulty at a time.

Keep conferences brief and focussed. An average conference may last from 3 - 5 minutes.

• Allow time for the student to ask (and respond to) questions, clarifY ideas, and th ink about the

writing. Show interest in what the student is trying to express. Dedicate the conference time to

sharing.

Try to have the student know what to do when the conference is over - to consider choices and alternatives.

• The atmosphere should be non-threatening. Sit beside the student, rather than face-to-face. Develop an effective record-keeping system.


DATE DUE

.NOV I 2 2009

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