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English Language Arts
Grade One
Curriculum Guide
2013
Interim Edition
iii
TABLE OF CONTENTS
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 Background ........................................................................ ..................2
The Atlantic Canada English Language Arts
Curriculum ........................................................................ ....................2Purpose of the Grade 1 English Language Arts Curriculum ........................................................................ ....................2 The Nature of English Language Arts .........................................3 Literacy ........................................................................ ...........................6
21st. Century Learning ...................................................................14
Education for Sustainable Development ................................1� Contexts for Learning and Teaching ..........................................18 Considerations for Program Delivery ........................................20 Curriculum Outcomes Framework .............................................38 en-GB Organizational Learning Experiences for Students ..........148 Integrated Teaching and Learning ..........................................1�0 Six Strands of English Language Arts .....................................1�3 Curriculum Framework...............................................................1�3 Assessment and Evaluation ........................................................204 The Role of Teachers ......................................................................208 Assessment Tools ........................................................................ ....212
Assessing Speaking and Listening
Assessing Reading and Viewing ................................................220 Assessing Writing and Representing ......................................221 Evaluation ........................................................................ ................222
Appendix A: Resources
A-1 Summary of Resources for Grade 1 English Language Arts ........................................................................
.224
Appendix B: Speaking and Listening
B-1: Q-Matrix Chart ................................................................226 B-2: Q-Matrix from Spencer Kagan ..................................22� B-3: Oral Storytelling .............................................................228
Table of Contents
Section I:
Introduction
Section II:
Curriculum
Outcomes
Section III:
Program Design
and Content
Section IV:
Assessment and
Evaluation
Section V:
Appendices
iv
TABLE OF CONTENTS
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013
Appendix C: Reading and Viewing
C-1: Literacy Genres ...............................................................238 C-2: Speci?c Areas of Text inquiry ....................................240 C-3: Features of Informational Text ..................................241 C-4: Text Guides Anchor Chart ..........................................242 C-�: Word Recognition Strategies Checklist .................243
Appendix D: Writing and Representing
D-1: Literature to Illustrate Writing Traits.......................244
Appendix E: Glossary
E-1: Glossary of Terms ..............................................................2�� GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013
ACKNOWLEDGEMENTS
v
Acknowledgements
The Department of Education for Newfoundland and Labrador gratefully ack nowledges the contribution of the following members of the provincial Grade One English Language Arts Working Group:
Department of Education
Lewisporte
Grace GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013
ACKNOWLEDGEMENTS
vi
SECTION I: INTRODUCTION
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 1
Section I:
Introduction
SECTION I: INTRODUCTION
2 GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 The curriculum described in Foundation for the Atlantic Canada English Language Arts Curriculum (1998) and in the Grade 1 English Language Arts Curriculum Guide (Interim) 2013 was developed by a provincial working group tasked with Grade 1 curriculum renewal for English Language Arts. The English language arts curriculum has been developed with the intent of: students and society. literacy levels. will encounter throughout their lives. English language arts within Newfoundland and Labrador. learning opportunities in order for students to develop relevant knowledge, skills, strategies, processes, and attitudes that will enable them to function well as individuals, citizens, workers, and learners. To function productively and participate fully in our increasingly sophisticated, technological, information-based The Atlantic Canada English language arts curriculum is shaped by the vision of enabling and encouraging students to become successfully for learning and communication in personal and public critically aware in their lives and in the wider world. graduation learnings (See Foundation for the Atlantic Canada
English Language Arts Curriculum, pages 5-9.).
Foundation for the Atlantic Canada English Language Arts Curriculum provides a comprehensive framework for developing an integrated language arts program for school entry to grade
12. This guide has been developed to support teachers in the
implementation of the Grade 1 English language arts curriculum in Newfoundland and Labrador. It focuses on the language arts curriculum by providing suggestions for teaching and learning, suggestions for assessment, and suggested resources and notes.
Background
The Atlantic Canada
English Language
Arts Curriculum
Purpose of the
Grade 1 English
Language Arts
Curriculum Guide
SECTION I: INTRODUCTION
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 3
This curriculum document:
teaching of English language arts. emphasizes a play-based approach to student learning. curriculum areas. appreciation of language, literature, media and communication. All language processes (speaking and listening, reading and viewing, writing and representing) are interrelated and interdependent in that facility in one strengthens and supports the others. Students an integrated manner so that the interrelationship between and among the language processes will be understood and applied by the students. This integrated approach should be based on activities involving all strands of language arts. The application of these interrelated language processes is fundamental to the development of language abilities, socio-cultural understanding, and creative and critical thinking.
The Nature of
English Language
Arts
Reading and Thinking
Viewing
Making
Meanin
g
Thinking Thinking
Speaking and
Listening
Writing and
Representing
SECTION I: INTRODUCTION
4 GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 Language and thought are central to learning. Children develop their communicative skills in a social, interactive environment that allows them numerous opportunities to practise language in all of set of codes and rules which they use to communicate with others. They also learn that it is a means whereby thought processes are The grade one teacher fosters the development of thought processes by engaging children in meaningful and purposeful takes place when children have opportunities to communicate, through language. As children use language in functional ways, they develop an understanding of what language is and is fundamental in helping children move along the language continuum. sensitive periods in brain development prior to children entering be evident in the development of each child's language learning. Although the course of development is similar for all children systems of language can vary considerably. The four cueing systems of language that make oral and written communication possible include: semantic (meaning), syntactical (structural), graphophonic (sound/symbol) and pragmatic (social and cultural). Through ongoing observations, teachers become familiar with children's different developmental levels and can provide understands, and is able to do. particular audience for a particular purpose. knowledge and feelings through speaking, writing or visual representation and receive ideas through listening, reading and viewing). including - the alphabetic principle (i.e., sound-symbol correspondence) - conventions of print as an aid to meaning - common patterns and structures (e.g., word families, sentence sense, concept of story) - vocabulary used to describe language structure (e.g., letter", word", sentence").
Language
Development and the
Student in Grade 1
SECTION I: INTRODUCTION
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 - oral (e.g., discussion, interview, storytelling, shared reading, choral speaking) - written (e.g., list, label, letter, story, poem, song, chant, blog, glog) - visual (e.g., role play, drama, pantomime, web, chart, graph, diagram). purposes. An effective English language arts program in grade one is effectively when: children to use language to gain information about real and imaginary worlds. interest. national, and international communities. appreciate and use language in a variety of situations for communication, learning, and personal satisfaction are noted. multimedia, print and non-print). many viewpoints. teachers understand that the way children use language of the world.
An E?ective English
Language Arts
Program
SECTION I: INTRODUCTION
6 GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013
Literacy
Literacy is a fundamental human right. It is the responsibility of educators to ensure that students graduate from the education system as literate members of society who are able to participate fully in their community.
Literacy is:
Literacy development is a lifelong learning enterprise beginning at It is not limited to the ability to read and write; no longer are we Literacy skills are used in paper, digital, and live interactions where people:
Cross-Curricular Reading Tools (CAMET).
understandings are deepened as they work with engaging content and participate in focused conversations. When students as identity, social responsibility, diversity and sustainability as creative and critical thinkers. Early childhood professionals, parents, teachers, researchers needs to be supported through evidence-based decision making. emphasized and supported through the early learning years. that are social, interactive and meaningful. Literacy is fostered in and culture. Rich oral language activities include songs, rhymes, chants, movement and storytelling, which are essential in building vocabulary and pre-reading skills. Literacy in early childhood
UNESCO has proposed an
states, "Literacy is the abil- ity to identify, understand, interpret, create, commu- nicate and compute, using continuum of learning in en- and to participate fully in society". To be successful, students require a set of interrelated skills, strategies literacies that facilitate their ability to participate fully in a and communicate meaning. - The Plurality of Literacy and its Implications for Poli- cies and Programmes, 2004, p.13
Literacy in Early
Childhood
SECTION I: INTRODUCTION
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013
Developing Multiple
Literacies
Understandings of what it means to be literate change as society changes. The rise of the Internet and consumerist culture have skills such as knowing how to create sentences and spell words correctly are still important, effective participation in society today literacies including media literacy, critical literacy, visual literacy and information literacy. New technologies have changed our understandings about literacy and how we use language. Learners are introduced to development of these skills will help them to determine the validity of information and select the most appropriate technology to literacies they need to learn, read, negotiate and craft various forms simultaneously. strategies and knowledge in multiple literacies that facilitate their meaning. Media literacy refers to an informed and critical understanding of to: bring critical thinking skills to bear on all media. money, values and ownership). Students are both consumers and producers of media. They develop the skills necessary to access, analyze and create media culture of smaller groups and issues on a local level. It is necessary for individuals to see themselves and hear their own voices in order to validate their culture and place in the world.
Media Literacy
and provides children with opportunities to engage with a variety of materials and situations. When the natural inclination to learn,
SECTION I: INTRODUCTION
8 GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 Students are both consumers and producers of media. They develop the skills necessary to access, analyze and create media culture of smaller groups and issues on a local level. It is necessary for individuals to see themselves and hear their own voices in order to validate their culture and place in the world. accuracy, and motives of media sources. Recognizing the types of media that students and teachers are involved with (television, important part of media awareness, along with learning to analyze and what information may have been omitted. Media awareness Media literacy involves being aware of the messages in all types of language arts program will be determined by what the students are listening to, and what they are reading, viewing and writing. Students might be involved in comparing (the print version of a manager); producing (a poster on an issue) and/or creating (a video, announcements for school). For teachers, media literacy is an opportunity to encourage students to discover a voice through the production of their own media. learn how they are used to construct particular historical, social, cultural, political and economic realities. It involves the ability to read deeper into the content and to recognize and evaluate the
Media Awareness
Critical Literacy
SECTION I: INTRODUCTION
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 the way they use language and representations in their own lives and in society at large in an effort to promote and effect communication. Students need to recognize their personal opportunities to: listen to others read resistantly. missing. What view of the world does the composer assume that the
SECTION I: INTRODUCTION
10 GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013
Visual literacy involves the ability to decode, interpret, create, images as well as, or rather than, words. If viewing is meant to artist/ illustrator uses these effectively to convey a message. This er responds to the visual. Students must learn to respond personally and critically to visual and evaluate information obtained through technology and the interpretation of a poem through a visual arts activity (drawing a picture, making a collage, or creating their own multimedia productions). enhance the understanding of all and will help students to appreciate the importance of non-verbal communication. It is necessary for teachers to create a climate of trust where students Students can also discuss the feelings that a visual image evokes in them, or associations that come to mind when viewing a visual image. during visual literacy instruction include: What is the relationship between the image and the displayed Information literacy is a process in which the learner needs to for personal, social or global purposes. It also involves the ability to judge whether the information is meaningful and how best to communicate the knowledge. To become effective users of information, students need to know information from a variety of sources. Information literacy also focuses on the ability to synthesize the information so that it can be communicated. Once students have located a resource they must be able to evaluate information from it. This involves detecting opinions, and evaluating the worth of sources.
Information Literacy
Visual Literacy
SECTION I: INTRODUCTION
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 11
Comprehension
and
Metacognition
learning. Students need to be metacognitive about themselves as learners, the demands of the learning activities, and the cognitive strategies that can be used to successfully complete activities. Students develop as thinkers, readers, writers, and communicators As students gain an increased understanding of their own learning, they learn to make insightful connections between their own and analyze and evaluate information and arguments. With modelling, deepened as they work with engaging content and participate in focused conversations. issues, and concepts and consider a variety of perspectives. Their of issues such as identity, social responsibility, diversity and sustainability as creative and critical thinkers.
SECTION I: INTRODUCTION
12 GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013
Text Experiences in
Grade 1
Information literacy is a process
to create for personal, social information is meaningful and print, non-print, and human resources in their learning and teaching in order to provide students with the knowledge and skills they need to be information literate. In this document, the term text is used to describe any language event, whether oral, written, visual or digital. In this sense, a conversation, a poem, a novel, a poster, a music video, and a economical way of suggesting the similarity among the many skills they construct meaning. In the English language arts program, teachers should consider: determine for themselves the skills and resources they need to accomplish a learning task. teaching and learning. the school (community resource people or professional information and enjoyment. learning to develop information literacy. critically.
SECTION I: INTRODUCTION
GRADE ONE ENGLISH LANGUAGE ARTS CURRICULUM GUIDE ?INTERIM? 2013 13
Reading in the Content
Areas The focus for reading in the content areas is not on teaching reading, but on teaching strategies for understanding content. students. Students develop transferable skills that apply across curriculum areas. Information may be presented to them in a variety of ways including, but not limited to:
BooksDocumentariesSpeeches
PoemsMoviesPodcasts
SongsMusic videosPlays
Video gamesAdvertisementsWebpages
Magazine articlesStudent-created
videos
Online games
CommercialsBlogsOnline databases
and encyclopediasquotesdbs_dbs7.pdfusesText_13
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