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English Language Arts 7-9

February 2011

iiiATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9ACKNOWLEDGMENTS

Acknowledgments

The Council of Atlantic Ministers of Education and Training (CAMET) and the departments of education of

New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island gratefully acknowledge

the contribution of the regional English language arts common curriculum committee to the revised curriculum

guide. Committee members include the following:

New Brunswick Prince Edward Island

Tiffany Bastin Cathy Montgomery

Jarmo Puiras

Newfoundland and Labrador CAMET

Jill Howlett Sylvie Martin

Nova Scotia

Barry Wilson

The Council of Atlantic Ministers of Education and Training (CAMET) and the departments of education of

New Brunswick, Newfoundland and Labrador, Nova Scotia, and Prince Edward Island gratefully acknowledge the

following provinces for granting permission to use the resources listed below.

British Columbia

English Language Arts Grade 7: Integrated Resource Package (2006), English Language Arts Grade 8:

Integrated Resource Package (2007), English Language Arts Grade 9: Integrated Resource Package (2007).

Used with permission of British Columbia Ministry of Education.

Nova Scotia

Teaching in Action, Grades 7-9: A Teaching Resource (2007). Adapted with permission from the Province of

Nova Scotia Department of Education.

Active Readers Grades 7-9 Assessment Resource: Young Adolescents (2005). Adapted with permission from

the Province of Nova Scotia Department of Education.

Saskatchewan

English Language Arts 9 (2008). Used with permission of Saskatchewan Ministry of Education. ivATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9ACKNOWLEDGMENTS vATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS

Contents

List of Illustrations

Introduction to English 7-9 Language Arts

Background ................................................................................................................................3

The Atlantic Cananda English Language Arts Curriculum ....................................................3

Essential Graduation Learnings .............................................................................................4

Connections between Essential Graduation Learnings and Key-Stage Curriculum Outcomes ....4

Purpose of the English 7-9 Curriculum Guide .......................................................................7

The Nature of English Language Arts ..........................................................................................7

Comprehension and Metacognition ......................................................................................8

Defi nition of Text..... .............................................................................................................8

An Effective English Language Arts Program .........................................................................9

Zone of Proximal Development ...............................................................................9

Gradual Release of Responsibility ...........................................................................10

Contexts for Learning and Teaching in English 7-9 ............................................................11

Principles Underlying the English Language Arts Curriculum ................................11

Considerations for Program Delivery

The Learning Environment .......................................................................................................17

Developmental Characteristics of Adolescents .....................................................................17

Intellectual Development ........................................................................................17

Social Development ................................................................................................18

Physical Development .............................................................................................18

Emotional and Psychological Development .............................................................19

Moral Development ................................................................................................19

The Role of the Teacher ......................................................................................................20

Establishing Community in the English Language Arts Classroom......................................20

Meeting the Needs of All Students .............................................................................................22

Valuing Equity and Diversity ..............................................................................................22

Students with Exceptionalities ............................................................................................24

English as an Additional Language (EAL) Students ................................................25 Students with Language and Communication Challenges ......................................25

Advanced Learners .................................................................................................26

Engaging All Students ........................................................................................................26

Student Learning Preferences .................................................................................27

Resource-Based Learning ...................................................................................................28

Differentiated Instruction...................................................................................................29

Differentiating by Content .....................................................................................29

Differentiating by Process .......................................................................................30

Differentiating by Product .....................................................................................31

Opportunities for Student Choice .............................................................31

Differentiating the Learning Environment .............................................................32

xi viATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS

A Framework for Balanced Instruction in English Language Arts ..................................................33

Selecting Strategies .................................................................................................................33

Workshop Approach ..............................................................................................................34

The Speaking and Listening Strand ........................................................................................35

Expectations for Speaking and Listening ...................................................................35

The Role of the Teacher ............................................................................................36

Organizing the Speaking and Listening Environment ..................................37 Organizing for Speaking and Listening Instruction ......................................37

Speaking ................................................................................................38

Listening ...............................................................................................39

Focuses for the Strand ...............................................................................................40

The Reading and Viewing Strand ...........................................................................................42

Expectations for Reading and Viewing ......................................................................42

The Role of the Teacher ............................................................................................43

Organizing the Reading and Viewing Environment .....................................44 Organizing for Reading and Viewing Instruction .........................................44 Varying the Reading and Viewing Experience ..............................................47 Reading Workshop ................................................................................48

Stages of Reading Development ...............................................................................48

Reading Strategies ........................................................................................49

Focuses for the Strand ..............................................................................................51

The Writing and Representing Strand ....................................................................................53

Expectations for Writing and Representing ...............................................................53

The Role of the Teacher ............................................................................................53

Organizing for Writing and Representing Instruction ..................................54 Writing Workshop .................................................................................55

Focus Lessons ........................................................................................56

Expressive or Exploratory Writing .............................................................................56

Transactional Writing ................................................................................................57

Poetic Writing ...........................................................................................................57

Determining Purpose ................................................................................................58

Determining Audience ..............................................................................................58

Determining Form ....................................................................................................58

Text Forms ............................................................................................59

Representing .............................................................................................................61

Focuses for the Strand ...............................................................................................63

Organizing Learning Experiences for Students ..............................................................................65

The Workshop: A Framework for Instruction.........................................................................65

Time to Teach ...........................................................................................................66

Time to Practise and Develop....................................................................................67

Time to Share and Refl ect .........................................................................................69

Integrated Teaching and Learning ..........................................................................................72

Inquiry-Based Learning .............................................................................................72

viiATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS

Content Elements ......................................................................................................................73

Literacy Learning ................................................................................................................73

Metacognition ........................................................................................................73

Developing Multiple Literacies ...............................................................................74

Media Literacy .................................................................................................74

Media Awareness .........................................................................................75

Critical Literacy .....................................................................................................76

Visual Literacy .......................................................................................................77

Information Literacy ..............................................................................................78

Areas of Text Inquiry in English 7-9 ....................................................................................79

Understanding Texts ............................................................................................................80

Responding to Texts ............................................................................................................81

Personal Responses .................................................................................................82

Critical Responses ..................................................................................................83

The Role of Literature .........................................................................................................84

Literary Genres ......................................................................................................85

Responding to Literature ........................................................................................88

Poetry ..............................................................................................................89

Drama .............................................................................................................89

Role-Play .....................................................................................................89

Readers Theatre ...........................................................................................90

Reader's Notebook ......................................................................................91

Online Interaction ......................................................................................91

Essays ..........................................................................................................91

Research as Inquiry .............................................................................................................91

The Role of the Teacher .........................................................................................92

Sharing Learning Resources ....................................................................................94

Stages of Inquiry ....................................................................................................95

Planning ..........................................................................................................95

Gathering Information .....................................................................................96

Interacting with Information ...........................................................................96

Synthesizing Information .................................................................................97

Assessment and Evaluation ...............................................................................97

The Processes of Writing ...................................................................................................100

Inquiry Strategies for Writing ...............................................................................102

Prewriting ......................................................................................................102

Drafting Strategies for Writing .............................................................................102

Organizing .....................................................................................................102

Drafting .........................................................................................................102

Product Strategies for Writing ..............................................................................103

Revising .........................................................................................................103

Publishing ......................................................................................................104

Conferring with Students .....................................................................................105

Content Conferences .....................................................................................105

Editing Conferences .......................................................................................106

Conference Prompts ......................................................................................107

viiiATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS

Assessing and Evaluating Student Achievement

Introduction ................................................................................................................................111

Assessment ...................................................................................................................................111

Purposes of Assessment .........................................................................................................112

Assessment for Learning ...........................................................................................112

Assessment as Learning ............................................................................................113

Assessment of Learning .............................................................................................114

Designing Effective Assessments ............................................................................................114

Rubrics ..................................................................................................................................116

The Role of the Teacher ........................................................................................................117

Providing Feedback to Students ...............................................................................119

Assessment Planning Summary ................................................................................120

Involving Students in the Assessment Process ...........................................................122

Assessment Tools ...................................................................................................................122

Portfolios .................................................................................................................125

Tests and Examinations ............................................................................................125

Understanding the Student Achievement Standards .....................................................................126

Application of the Standards .................................................................................................126

Planning for Individual Instruction ..........................................................................126

Assessing Speaking and Listening .................................................................................................127

Assessing Reading and Viewing ....................................................................................................132

Assessing Writing and Representing .............................................................................................136

Using "Traits of Writing" Appropriate Indicators of Achievement .........................................138

Assessing Students' Responses to Text .........................................................................................139

Curriculum Outcomes

Introduction ...............................................................................................................................145

General Curriculum Outcomes (GCOs) .....................................................................................145

Key-Stage Curriculum Outcomes ...............................................................................................146

Specifi c Curriculum Outcomes (SCOs) ......................................................................................151

Speaking and Listening Overview .........................................................................................151

Reading and Viewing Overview ...........................................................................................154

Writing and Representing Overview .....................................................................................157

ixATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS

Grade 7

Speaking and Listening Strand ..........................................................................................161

Framework .........................................................................................................163

Assessment Suggestions ........................................................................................164

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ............................................................................165

Reading and Viewing Strand .............................................................................................171

Framework .........................................................................................................173

Reading Achievement Standards ...........................................................................174

Assessment Suggestions ........................................................................................175

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ............................................................................176

Writing and Representing Strand ......................................................................................189

Framework ...........................................................................................................191

Writing Achievement Standards. ..........................................................................192

Assessment Suggestions ........................................................................................193

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ............................................................................198

Grade 8

Speaking and Listening Strand ..........................................................................................207

Framework ...........................................................................................................209

Assessment Suggestions ........................................................................................210

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ............................................................................211

Reading and Viewing Strand .............................................................................................217

Framework .........................................................................................................219

Reading Achievement Standards ...........................................................................220

Assessment Suggestions ........................................................................................221

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ............................................................................223

Writing and Representing Strand ......................................................................................235

Framework ...........................................................................................................237

Writing Achievement Standards ...........................................................................238

Assessment Suggestions ........................................................................................239

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ............................................................................244

xATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS

Grade 9

Speaking and Listening Strand ................................................................................................255

Framework ....................................................................................................................257

Assessment Suggestions .................................................................................................258

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ........................................................................................259

Reading and Viewing Strand ...................................................................................................265

Framework ....................................................................................................................267

Reading Achievement Standards ...................................................................................268

Assessment Suggestions .................................................................................................269

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ........................................................................................271

Writing and Representing Strand ............................................................................................283

Framework ....................................................................................................................285

Writing Achievement Standards ....................................................................................286

Assessment Suggestions .................................................................................................287

Curriculum Outcomes, Student Achievement Standards, and Suggestions for

Learning and Teaching ........................................................................................292

Appendices

A - Speaking and Listening ...........................................................................................................305

B - Reading and Viewing ..............................................................................................................329

C - Writing and Representing .......................................................................................................367

D - Planning for Balanced Instruction in English Language Arts ..................................................395

E - Overview of Grades 6-10 SCOs .............................................................................................401

Glossary of Terms

Glossary of Terms...........................................................................................................................413

Bibliography

References for English 7-9 .............................................................................................................431

Index

Index of Terms................ ..............................................................................................................437

xiATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS

Figure 1: The Nature of English Language Arts ..................................................................................8

Figure 2: Gradual Release of Responsibililty .....................................................................................10

Figure 3: The Nature of English Language Arts ................................................................................33

Figure 4: Level of Teacher Support ...................................................................................................62

Figure 5: Workshop as a Framework for Instruction .........................................................................65

Figure 6: Stages of Inquiry ...............................................................................................................99

Figure 7: Processes of Writing ........................................................................................................101

Figure 8: Reading Workshop .........................................................................................................335

Figure 9: Writing Workshop ..........................................................................................................373

Figures

Tables

Table 1: Key-Stage Curriculum Outcomes .......................................................................................5

Table 2: What English Language Arts Is/Is Not .............................................................................13

Table 3: Types of Listening .............................................................................................................39

Table 4: Focuses for Speaking and Listening ...................................................................................40

Table 5: Characteristics of Effective Vocabulary Instruction ...........................................................45

Table 6: Stages of Reading Development ........................................................................................49

Table 7: Reading Comprehension Strategies ...................................................................................50

Table 8: Focuses for Reading and Viewing .....................................................................................51

Table 9: Focuses for Writing and Representing ...............................................................................63

Table 10: Learning Experiences .......................................................................................................71

Table 11: Specifi c Areas of Text Inquiry ..........................................................................................79

Table 12: Personal Responses to Text ...............................................................................................82

Table 13: Literary Genres ................................................................................................................87

Table 14: Writing Conference Prompts .........................................................................................107

Table 15: The Role of the Teacher in Assessing Student Learning ..................................................118

Table 16: Assessment Planning Summary ......................................................................................120

Table 17: Assessment Tools ...........................................................................................................123

Table 18: Criteria for an Effective Speaker and Listener ................................................................130

Table 19: Suggestions for Support for Speaking and Listening ......................................................131

Table 20: Assessment Strategies for Reading and Viewing .............................................................133

Table 21: Criteria for an Effective Reader and Viewer ...................................................................134

Table 22: Suggestions for Support for Reading and Viewing .........................................................135

Table 23: Assessing Writing Using "Traits of Writing" ...................................................................138

Table 24: Criteria for an Effective Writer and Representer .............................................................139

Table 25: Suggestions for Support for Writing and Representing ...................................................141

Table 26: Information Text Patterns ..............................................................................................333

Table 27: Approaches to Documentation of Reading and Learning ...............................................338

Table 28: Traits of Writing ............................................................................................................369

Table 29: Writing Processes...... .....................................................................................................370

Table 30: Planning for Balanced Instruction in English Language Arts..........................................396

Check It Out Boxes

In this document, references in Check It Out boxes are suggested materials only and are not endorsed by CAMET

as necessary resources.

Illustrations

xiiATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9CONTENTS 1

Introduction

2ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9INTRODUCTION

3ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9INTRODUCTION

Introduction to English 7-9 Language Arts

The curriculum described in Foundation for the Atlantic Canada English Language Arts Curriculum and in Atlantic Canada English Language Arts Curriculum Grades 7-9, hereafter referred to as English

7-9, has been planned and developed collaboratively by regional

committees for the Council of Atlantic Ministers of Education and Training ( CAMET). The Atlantic Canada English language arts curriculum has been developed with the intent of • responding to continually evolving educational needs of students and society; • providing greater opportunities for all students to become literate; • assisting students to understand and appreciate language, and to use it competently and confi dently in a variety of situations; • bringing greater coherence to teaching and learning in English language arts across the Atlantic provinces. Rapid changes in the use of technology and media have expanded the concept of what it is to be literate. Today, literacy involves being able to understand and process oral, written, electronic, and multi- media forms of communication. Students need to develop relevant knowledge, skills, strategies, processes, and attitudes that will enable them to function well as individuals, learners, and workers. The Atlantic Canada English language arts curriculum is shaped by the vision of providing students with these opportunites, as well as for personal and intellectual growth through speaking and listening, reading and viewing, and writing and representing. These opportunities allow students to make meaning of the world and to prepare them to participate effectively in all aspects of society. This curriculum is based on the premise that learning experiences in English language arts should help students develop language fl uency not only in a school setting but also in their lives and in the wider world, in addition to contributing toward their achievement of the essential graduation learnings (see Foundation for the Atlantic Canada

English Language Arts Curriculum, pages 5-9).

The information contained in English 7-9 is also available on the Department of Education and Early Childhood Development Web site at http://www.gov.pe.ca/education/index.php3.

Background

The Atlantic Canada English

Language Arts Curriculum

4ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9INTRODUCTION

Connections between

Essential Graduation

Learnings and Key-Stage

Curriculum Outcomes Essential Graduation

Learnings

Essential graduation learnings are statements describing the knowledge, skills, and attitudes expected of all students who graduate from high school. These statements are cross-curricular and are the foundation for all curriculum development. These statements are found on pages 5-9 of the Foundation for the Atlantic Canada English Language Arts Curriculum. Graduates from the public schools of Atlantic Canada will be able to demonstrate knowledge, skills, and attitudes in the essential graduation learnings that follow.

Aesthetic Expression

Graduates will be able 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 in a local and global context.

Communication

Graduates will be able to use the speaking, listening, reading, viewing, writing, and representing modes of language as well as mathematical and scientifi c 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.

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 scientifi c 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. Key-stage curriculum outcomes are statements identifying what students are expected to know and be able to do by the end of grades

3, 6, 9, and 12 as a result of cumulative learning experiences in

English language arts. These outcomes, found on pages 15-35 of the Foundation for the Atlantic Canada English Language Arts Curriculum, contribute to the achievement of the general curriculum outcomes (found on page 14 of the document) and connect to essential graduation learnings. The English language arts grade 9 key-stage curriculum outcomes found on the next two pages of this guide are examples of outcomes that enable students to achieve the essential graduation learnings.

5ATLANTIC CANADA ENGLISH LANGUAGE ARTS CURRICULUM GRADES 7-9INTRODUCTION

Essential Graduation Learnings Key-Stage Curriculum Outcomes

Aesthetic Expression

Graduates will be able to respond with critical awareness to various forms of the arts and be able to express themselves through the arts. By the end of grade 9, students will be expected to • use a range of strategies in writing and representing to extend ideas and experiences • make informed choices of language to create aquotesdbs_dbs20.pdfusesText_26

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