Supervision of Learning - Literacy
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Kim Boettcher from School District 60 presented this as part of a session on Supervision of Learning/Instruction for Administrators on the topic of Literacy.
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Supervision of Learning - Literacy
- 7. English Language Arts K-7
- 8. Â
- 16. Integration of Language Arts
Hinweis der Redaktion
- The English Language Arts K to 7 curriculum reflects current research in literacy instruction. Think about these in relation to your school, as we take a look at these essential characteristics.
- The English Language Arts K to 7 curriculum reflects current research in literacy instruction.
- The English Language Arts Curriculum Grades 8-12 incorporates these elements into their programming along with the 10 essential characteristics. Elementary School Administrators, please think of how your school is leading up to the support of these elements. Middle and Secondary School Administrators think about how your school is doing in relation to these elements.
- The English Language Arts Curriculum Grades 8-12 incorporates these elements into their programming along with the 10 essential characteristics. Elementary School Administrators, please think of how your school is leading up to the support of these elements. Middle and Secondary School Administrators think about how your school is doing in relation to these elements.
- The aim and goals are the same through to Grade 12. There are more items listed under each of the headings of purpose, thinking, features Strategies are the same in both K-12
- Both English Language Arts teachers and all content area teachers even math teachers What evidence do you see that tells you that comprehension strategies are being used to navigate the text genres used th
- Connecting: accessing prior knowledge, asking questions about the text, setting a goal for reading Processing: making new connections, revising former understandings through interactions with text Transforming: summarizing, synthesizing, evaluating, applying new information so that it can be used later Helps to focus students so they can persevere through text, with understanding.
- Text genres: non-fiction, fiction, poetry, plays, technology English teachers and ALL content area teachers must use comprehension strategies to help students develop text confidence with the genre so they can make meaning. Making meaning is the prime goal of reading.
- CIERA: Centre for Improvement of Early Reading The writing process is the organization for the writing strategies. It is the structure of the steps in learning how to write with meaning. The 6 Traits and the Wireless Writing Program fit within this framework. The Writing Performance Standards are the assessment tool that will look at the end result of the writing.
- Strongly encouraged to use texts that portray children with diversity as successful members of society Aboriginal culture should be included in curriculum and contact with the local Aboriginal educators is recommended and encouraged ESL students should have their culture represented respectfully in literature
- Each form of text has its own codes and conventions, which students need to learn to read, negotiate and craft. Further consideration is that multi-media materials often have a variety of texts embedded within them. Students need to make meaning from an array of stimulus â sound, visuals, print etc.
- All 6 of the language arts are inter-related and interdependent. They are not taught in a linear fashion but rather an integrated fashion. Students become confident when they have many, many opportunities to speak, listen, read, view, write and represent.
- The criteria used for summative assessments should be consistent with the criteria used in assessment for and as learning activities. When students are familiar with the criteria, they have a much clearer understanding of the grades they receive and of how they can improve their future performance.
- A childâs reading level at the end of Grade 3, more accurately predicts school success than any other variable, including family income, educational attainment of parent, ethnic or cultural identity and home language (Carter, 1985) According to a study by Juel (1988), the probability that a child who is a poor reader at the end of Grade 1 will remain a poor reader at the end of Grade 4 is 88%. Importance of early intervention.