Overview of the day
• Contextualizing: ELA IRP K-7
• The Triple ‘P’ model (Fullan, Hill & Crevola)
• What is the oral language challenge?
• Implications for oral language instruction K-2, 3-7
How does the organization of the 2006 curriculum
compare with the 1996 curriculum?
2006
The revised ELA K to 7curriculum is organizedaround the processes oflanguage:
• Oral Language(Speaking andListening)
• Reading and Viewing
• Writing andRepresenting
1996
The 1996 ELA K to 7 curriculumwas centred around the purposesof language
• Comprehend and Respond
• Communicate Ideas andInformation
• Self and Society
Highlights of this new curriculum are:
1. The link between literacy and thinking
2. The connections among oral language,
reading, and writing
3. Comprehension and metacognition in
literacy learning
4. The gradual release of responsibility
5. Literacy learning across the curriculum
Highlights of this new curriculum are :
6. Early literacy development and intervention
7. Oral language to support learning
8. Reading comprehension and fluency
9. A systematic approach to writing
10. Classroom diversity and differentiated instruction
11. Assessment to inform instruction and support
learning
12. Alignment with the BC Performance Standards
Direct link to oral language:
• The link between literacy and thinking
• The connections among oral language, reading, and
writing
• Comprehension and metacognition in literacy learning
• Oral language to support learning
• Reading comprehension and fluency
• Assessment to inform instruction and support learning
ACTIVITY
!Table Talk:
• Discuss the implications of these changes
• What is the
immediate impact on
teachers and
students?
Sharing back
Choose someone from each table to share
What are two implications your table discussed?
Considerations for Program Delivery
Research
This curriculum reflects current research in literacyinstruction. Successful literacy programs include thefollowing ten essential characteristics:
1. Literacy learning in Kindergarten is critical tolater success
2. A comprehensive and co-ordinated literacyprogram is crucial
Continued on next slide
D.
Considerations for Program Delivery
Research
3. Professional learning communities support acomprehensive and co-ordinated literacyprogram
4. An extended and uninterrupted block of time forliteracy learning is essential
5. Literacy experiences must strongly supportstudent engagement
D. How is the English Language Arts IRP organized?
Considerations for Program Delivery
Research
6. Ongoing assessments are used to drive
instruction and support learning
7. Focussed teaching is essential
8. A resource-rich environment makes a big
difference
9. Struggling and/or reluctant literacy learners
benefit from research-based interventions
10. Successful family-school partnerships improve
student literacy learning
Research sites• Early Literacy Research Project (ELRP) AUSTRALIA
Early literacy design in 27 disadvantaged government schools in
Victoria, Australia, control group of 25 matched schools, 1996-98
Went on to be adopted by the Victorian Government 1460 schools as
the Early Years Literacy program
• Childrens’ Literacy Success Strategy (CLaSS) AUSTRALIAEarly literacy design in 360+ (8 cohorts) Catholic primary schools in Victoria,
Australia, 1998 - 2008 (control group of all other Catholic schools in Victoria)
• Building Essential Literacy (BEL) USAEarly literacy design in 70+ elementary schools in Boston Public
schools, the Bronx, New York; New Haven Public schools;
Palm Beach County, Florida, with Mondo Publishing
Breakthrough thinking
requires:
•a transformation of thinking
about classroom instruction
•a change of thinking about
the use of data to inform and
drive instruction
•a ‘tri level’ approach to
transforming classroom
instruction
Triple ‘P’ Core Components
Page 15 -
Breakthrough
PrecisionPersonalization
Professional Learning
MoralPurpose
LOOK and LISTEN
• As you watch Cindy introducing her Modelled Writing (Grade 5) session ...listen for:
The way she tries to use her language to personalize the instruction
The way she tries to make her instruction explicit
Turn and Talk
What did you notice about Cindy’s language?
What connections can you make to personalization and precision?
ACTIVITY
Reflect on the evidence shared regarding
teacher talk
Look at the suggested time allocation for Oral
Language K-3, 4-5, 6-7.
WHAT IMPLICATIONS COME TO MIND?
Making some connections...
Have you considered the link between oral language and reading comprehension?
Receptive language...one piece of the puzzle
• Language development is complex
• Language development falls into two broad categories:
RECEPTIVE
EXPRESSIVE
Why oral language?
Language is the invisible information we carry around in our heads that allows us to understand the thoughts of others and expres our own thoughts. Research indicates that the level of oral language skill is highly predictive of reading development and warrants aggressive intervention to prevent reading failure.
Catts, Fey and Tomblin, 1999
Understanding the ELL student
Many English language learners were born in Canada, and raised in families or communities where languages other than English are spoken, or in which the variety of English spoken differs from the English of the classroom.
Many children in Aboriginal communities speak a variety of English significantly different from that of the school environment.
Many of these students are alingual, that is , they do not have mastery of either English or their family’s native language.
What is oral language?
• Language of social interaction
• Language and thinking
• Language of literacy
Language of Social Interaction
• Conversing
• Discussing
• Interacting
• Establishing group roles
• Reassuring
• Clarifying intentions
• Expressing values
• Expressing opinions
• Giving and receiving directions
• Persuading others
• Devising rules
• Arguing and debating
• Civil conversation
Student Achievement
Key Elements (Metacognition)
Metacognition is “thinking about thinking” which results in individual students’ understanding of
their own learning processes. It involves the awareness and understanding of how one thinks
and uses strategies as an effective learner. These metacognitive strategies weave throughout the
curriculum organizers and sub-organizers at each grade.
Language and Thinking• Recalling and reflecting
• Questioning
• Requesting
• Inquiring
• Identifying alternatives
• Analyzing information
• Relating new and existing information
• Clarifying thoughts
• Drawing conclusions
• Replying to questions
• Responding to information
• Expressing judgements
• Identifying and solving problems
• Identifying similarities and differences
What is oral language?
• Language of social interaction
• Language and thinking
• Language of literacy
Language of literacy• Conveying information
• Receiving information
• Reporting
• Explaining
• Describing
• Illustration a point
• Demonstrating
• Interpreting
• Organizing and sequencing ideas
• Generalizing and summarizing
• Challenging and justifying a point of view
• Identifying details
• Competently interpreting non-verbal language