Unpacking the New ELAL Curriculum for Grades 4-6
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Treaty Acknowledgement
In the spirit of reconciliation, we want to acknowledge that
this gathering is taking place on traditional Treaty lands
across the province of Alberta - home to many diverse
Indigenous, Métis and Inuit peoples.
Spanning generations, acknowledgement of the land is a
traditional custom of Indigenous peoples and an important
part of reconciliation. It gives voice to the authentic history
of the land and its original people.
Honouring the land in this way acknowledges the story of
the creation of this country in a way that has historically
been missing.
The Journey to the New
Curriculum
4
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○
Vision for Student Learning
○
Foundations for Learning
○
Outcomes for Learning
Direction for Curriculum
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The Guiding Framework
2020
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• to apply
phonics
,
spell
words correctly, expand
vocabulary
, and read with
fluency
• to
comprehend
(summarize, recall, synthesize, draw inferences) and interpret types of text
• the difference between fact and opinion and to
evaluate, use, and record information
ethically from a variety of sources • to
summarize, analyze, and discuss the arguments as presented by an author
• to
view, appreciate, and analyze
various texts and media
• to
speak
and present in various contexts through coaching for skillful public speaking
• to
write
in various genres for a variety of audiences
• the art of
listening
well and charitably (even to opposing views)
• to use socially and culturally appropriate
verbal and non-verbal communication skills
(e.g., respectful and inclusive dialogue, body
language, tone, clarity of speech)
• to
compose and revise their own texts with attention to correct spelling; vocabulary; punctuation; grammar; and sentence,
paragraph, and essay or story structure
for a variety of audiences
• to develop various techniques for adding elements of beauty and persuasion to their composition of texts with their audience in
mind
• to
appreciate
a body of age-appropriate unabridged stories, fables, poetry, myths, oral traditions, plays, films, novels, and non-
fiction texts that all children in Alberta will have in common, forming a foundation of cultural knowledge and a sense of historical
continuity and change within the tradition of the language being studied
• to
read a diversity of the greatest and most influential writers whose works show that we as humans have much in common that
transcends differences and helps us find our own unique voice
• that texts from many traditions have shaped our society and the primary language being studied, including many texts brought in
from other languages (e.g., The Odyssey, Beowulf, Aesop’s Fables, Indigenous legends)
Language Arts and Literature Students will learn:
New LearnAlberta Video Overview
Navigating
the New
Curriculum
Go to New Learn Alberta
•
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To Access:
curriculum.learnalberta.ca
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3 Common Features Across All Subjects
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Unpacking the Curriculum
in
ELAL
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REMEMBER: Curriculum and Pedagogy
DIGITAL VERSION
DIGITAL VERSION
What is English Language Arts & Literature?
Alberta Education says…
(adapted)
●
A structured system as the basis for thinking, communicating
and learning
●
Engagement with a wide variety of texts offers opportunities to
expand thinking beyond personal experiences and to think
critically and explore creative expression
●
Help students develop deep understandings of others and
themselves, build interpersonal relationships and engage in
responsible citizenship
●
Provides a solid foundation in language, literacy and literature
to support students in achieving personal and academic goals
Literacy
involves
acquiring
and
applying the understandings
necessary to:
●
decode
●
evaluate
●
logically
communicate
ideas
●
build meaning
Image from
joyinreading.org
Foundational Literacy: Specific to
Decoding
●
Phonological awareness
●
Phonics
●
Identify and manipulate sounds in ORAL language
●
Understand relationships between sounds and letters
●
Fluency in order to read a range of texts accurately,
automatically, and with expression
●
Comprehension-students apply foundational
knowledge in order to demonstrate comprehension
of increasingly complex messages
Image from
teachphonics.blog
In Writing:
●
Apply comprehension of messages and expand
verbal and written vocabulary through the study of
word meaning, origins and structures
●
Explore ways to share ideas and respond to text
●
Students apply writing processes and language
conventions to organize ideas and communicate
effectively & form opinions based on research
Let’s remember… the
5 Pillars of Reading
(National Reading Panel 2000)
As we Discuss
Structured Literacy
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LANGUAGE COMPREHENSION STRAND:
Strand One: Background Knowledge
●
The knowledge and experience a child brings to reading
●
It is the knowledge of what has been gained in the world
●
Background knowledge will vary from person to person
●
Background knowledge
strengthens our comprehension
25
LANGUAGE COMPREHENSION STRAND:
Strand Two: Vocabulary
●
Part of and works with Background Knowledge, Verbal Reasoning,
Comprehension
●
We learn words through our Social and Academic experiences
26
LANGUAGE COMPREHENSION STRAND:
Strand Three: Language Structures
(Of Yoda from Star Wars you should think)
●
Syntax and Semantics (so, grammar/meaning!)
●
Understanding how words go together to convey meaning
●
Arrangement of words in a phrase or sentence
●
Lots of patterns and rules
●
Build comprehension
●
How language works
27
LANGUAGE COMPREHENSION STRAND:
Strand Four: Verbal Reasoning (connections)
●
The Grocery store was a zoo!
●
Think: Amelia Bedelia (‘dressing the turkey’ or ‘drawing the drapes’)
●
Combining knowledge and vocabulary
●
Express that knowledge and vocabulary through verbal reasoning
●
Make connections to move ideas, understanding and connections further
●
The means to problem-solve and deepen our knowledge
28
LANGUAGE COMPREHENSION STRAND:
Strand Five: Literacy Knowledge
●
A wide exposure to a variety of literary styles
●
Gives students a more developed framework on which they can rely as they read more
and more for themselves
●
Exposure to a variety of stories, stories with different themes, from different cultures
and for different purposes.
●
When a student is able to connect something they are reading to a
story/text/theme/purpose they have already internalized, they will be better able to
understand and stick with it through challenges.
The Work of Constructing Meaning
Structure(d)
Literacy
Details of the
Structured
Literacy Approach
33
Structured Literacy requires:
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u
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C
o
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36
Competencies
●
Critical Thinking
●
Problem Solving
●
Research and Managing Information
●
Creativity and Innovation
●
Communication
●
Collaboration
●
Citizenship
●
Personal Growth and Well-being
Literacy Progressions
37
●
Awareness
●
Rules of language
●
Acquire Information
●
Construct Meaning
●
Communicate Meaning
Subject
Specific
Overview
Bridging Documents
for ELAL
(found under “Curriculum Implementation” hub)
ELAL Curriculum Overview
(“More info” icon)
OI from K-6
Current
ELA STRANDS:
Students will listen, speak, read,
write, view and represent to:
1.
explore thoughts, ideas, feelings and
experiences
1.
comprehend and respond personally
and critically to oral, print and other
media texts
1.
manage ideas and information
1.
enhance the clarity and artistry of
communication
1.
respect, support and collaborate
with others.
New: ELAL ORGANIZING
IDEAS:
1.
Text Forms and Structures
2.
Oral Language
3.
Vocabulary
4.
Phonological Awareness
5.
Phonics
6.
Fluency
7.
Comprehension
8.
Writing
9.
Conventions
Current
ELA STRANDS:
Students will listen, speak, read,
write, view and represent to:
1.
explore thoughts, ideas, feelings
and experiences
1.
comprehend and respond
personally and critically to oral,
print and other media texts
1.
manage ideas and information
1.
enhance the clarity and artistry of
communication
1.
respect, support and collaborate
with others.
New: ELAL ORGANIZING IDEAS:
1.
Text Forms and Structures
2.
Oral Language
3.
Vocabulary
4.
Phonological Awareness
5.
Phonics
6.
Fluency
7.
Comprehension
8.
Writing
9.
Conventions
EXAMPLE:
Grade 5 ELAL Curriculum
KUSPs
(Grade 5 ELAL example continued)
Documents - New and Previous Curriculum (CARC)
Grade 4 Comparison
Grade 5 Comparison
Grade 6 Comparison
45
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Breaking Open Syllable Words
Sound Walls
(2 part series; by Kelly Gibbs, ERLC)
50
What are they and how to
implement them?
In the spirit of reconciliation, acknowledgment of traditional Treaty lands in Alberta is highlighted, emphasizing the importance of understanding Indigenous history. The journey to the new curriculum is depicted along with the direction for curriculum development in Alberta, focusing on promoting skills acquisition, knowledge pursuit, and values of equality, excellence, and respect. The guiding framework provides transparent guidelines for curriculum understanding, outlining the importance of curriculum content and development. Language Arts and Literature curriculum aims to enhance students' language skills, reading comprehension, writing proficiency, and appreciation of diverse literary works.
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Presentation Transcript
Unpacking the New ELAL Curriculum Grades 4 to 6
In the spirit of reconciliation, we want to acknowledge that this gathering is taking place on traditional Treaty lands across the province of Alberta - home to many diverse Indigenous, M tis and Inuit peoples. Spanning generations, acknowledgement of the land is a traditional custom of Indigenous peoples and an important part of reconciliation. It gives voice to the authentic history of the land and its original people. Honouring the land in this way acknowledges the story of the creation of this country in a way that has historically been missing. Treaty Acknowledgement 2
The Journey to the New Curriculum
Direction for Curriculum Ministerial Order on Student Learning Vision for Student Learning Foundations for Learning Outcomes for Learning Education in Alberta will promote the acquisition of skills and the pursuit of knowledge with wisdom, while valuing equality of opportunity, parental responsibility, personal responsibility and excellence, and respect for difference and the inherent dignity of each individual. 4
The Guiding Framework provides transparent guidelines to help parents and educators understand curriculum development in Alberta. guides curriculum development. Curriculum is the content what students learn and why it is being taught in each subject from grade to grade. 2020 5
Language Arts and Literature Students will learn: to apply phonics, spell words correctly, expand vocabulary, and read with fluency to comprehend (summarize, recall, synthesize, draw inferences) and interpret types of text the difference between fact and opinion and to evaluate, use, and record information ethically from a variety of sources to summarize, analyze, and discuss the arguments as presented by an author to view, appreciate, and analyze various texts and media to speak and present in various contexts through coaching for skillful public speaking to write in various genres for a variety of audiences the art of listening well and charitably (even to opposing views) to use socially and culturally appropriate verbal and non-verbal communication skills (e.g., respectful and inclusive dialogue, body language, tone, clarity of speech) to compose and revise their own texts with attention to correct spelling; vocabulary; punctuation; grammar; and sentence, paragraph, and essay or story structure for a variety of audiences to develop various techniques for adding elements of beauty and persuasion to their composition of texts with their audience in mind to appreciate a body of age-appropriate unabridged stories, fables, poetry, myths, oral traditions, plays, films, novels, and non- fiction texts that all children in Alberta will have in common, forming a foundation of cultural knowledge and a sense of historical continuity and change within the tradition of the language being studied to read a diversity of the greatest and most influential writers whose works show that we as humans have much in common that transcends differences and helps us find our own unique voice that texts from many traditions have shaped our society and the primary language being studied, including many texts brought in from other languages (e.g., The Odyssey, Beowulf, Aesop s Fables, Indigenous legends)
Navigating the New Curriculum
Go to New Learn Alberta Go to NewLearnAlberta
3 Common Features Across All Subjects Architecture and Design Learning Outcomes Clear and Concise Language
Unpacking the Curriculum in ELAL
REMEMBER: Curriculum and Pedagogy Curriculum is the what to teach and not the how to teach.
What is English Language Arts & Literature? Alberta Education says (adapted) A structured system as the basis for thinking, communicating and learning Engagement with a wide variety of texts offers opportunities to expand thinking beyond personal experiences and to think critically and explore creative expression Help students develop deep understandings of others and themselves, build interpersonal relationships and engage in responsible citizenship Provides a solid foundation in language, literacy and literature to support students in achieving personal and academic goals
Literacy involves acquiring and applying the understandings necessary to: decode evaluate logically communicate ideas build meaning Image from joyinreading.org
Foundational Literacy: Specific to Decoding Phonological awareness Phonics Identify and manipulate sounds in ORAL language Understand relationships between sounds and letters Fluency in order to read a range of texts accurately, automatically, and with expression Comprehension-students apply foundational knowledge in order to demonstrate comprehension of increasingly complex messages Image from teachphonics.blog
In Writing: Apply comprehension of messages and expand verbal and written vocabulary through the study of word meaning, origins and structures Explore ways to share ideas and respond to text Students apply writing processes and language conventions to organize ideas and communicate effectively & form opinions based on research
Phonemic Awareness Phonics Let s remember the 5 Pillars of Reading (National Reading Panel 2000) Fluency As we Discuss Structured Literacy Vocabulary Comprehension
LANGUAGE COMPREHENSION STRAND: Strand One: Background Knowledge Strand One: Background Knowledge The knowledge and experience a child brings to reading It is the knowledge of what has been gained in the world Background knowledge will vary from person to person Background knowledge strengthens our comprehension 24
LANGUAGE COMPREHENSION STRAND: Strand Two: Vocabulary Strand Two: Vocabulary Part of and works with Background Knowledge, Verbal Reasoning, Comprehension We learn words through our Social and Academic experiences 25
LANGUAGE COMPREHENSION STRAND: Strand Three: Language Structures Strand Three: Language Structures (Of Yoda from Star Wars you should think) (Of Yoda from Star Wars you should think) Syntax and Semantics (so, grammar/meaning!) Understanding how words go together to convey meaning Arrangement of words in a phrase or sentence Lots of patterns and rules Build comprehension How language works 26
LANGUAGE COMPREHENSION STRAND: Strand Four: Verbal Reasoning (connections) Strand Four: Verbal Reasoning (connections) The Grocery store was a zoo! Think: Amelia Bedelia ( dressing the turkey or drawing the drapes ) Combining knowledge and vocabulary Express that knowledge and vocabulary through verbal reasoning Make connections to move ideas, understanding and connections further The means to problem-solve and deepen our knowledge 27
LANGUAGE COMPREHENSION STRAND: Strand Five: Literacy Knowledge Strand Five: Literacy Knowledge A wide exposure to a variety of literary styles Gives students a more developed framework on which they can rely as they read more and more for themselves Exposure to a variety of stories, stories with different themes, from different cultures and for different purposes. When a student is able to connect something they are reading to a story/text/theme/purpose they have already internalized, they will be better able to understand and stick with it through challenges. 28
The Work of Constructing Meaning The Work of Constructing Meaning THE STRANDS ARE A METAPHOR FOR READING THE STRANDS ARE A METAPHOR FOR READING WEAVING ALL THE STRANDS TOGETHER IS NECESSARY WEAVING ALL THE STRANDS TOGETHER IS NECESSARY ANY FRAYED STRAND CREATES A BREAKDOWN ANY FRAYED STRAND CREATES A BREAKDOWN
Details of the Structured Literacy Approach 33
Structured Literacy requires: PHONICS AND WORD RECOGNITION FLUENCY VOCABULARY WRITTEN EXPRESSION LISTENING AND READING COMPREHENSION PHONOLOGICAL AWARENESS
Curriculum Connections:
Competencies Critical Thinking Problem Solving Research and Managing Information Creativity and Innovation Communication Collaboration Citizenship Personal Growth and Well-being 36
Awareness Rules of language Acquire Information Construct Meaning Communicate Meaning Literacy Progressions 37
Subject Specific Overview
Bridging Documents for ELAL (found under Curriculum Implementation hub)
New: ELAL ORGANIZING IDEAS: 1. Text Forms and Structures 2. Oral Language Current ELA STRANDS: Students will listen, speak, read, write, view and represent to: 1. explore thoughts, ideas, feelings and experiences 1. explore thoughts, ideas, feelings and experiences New: ELAL ORGANIZING IDEAS: Current ELA STRANDS: Students will listen, speak, read, write, view and represent to: 1. Text Forms and Structures 3. Vocabulary 2. Oral Language 4. Phonological Awareness 1. comprehend and respond personally and critically to oral, print and other media texts comprehend and respond personally and critically to oral, print and other media texts 3. Vocabulary 5. Phonics 1. 6. Fluency 4. Phonological Awareness 7. Comprehension 1. manage ideas and information 5. Phonics 8. Writing 1. 1. enhance the clarity and artistry of communication enhance the clarity and artistry of communication manage ideas and information 6. Fluency 9. Conventions 1. 1. respect, support and collaborate with others. respect, support and collaborate with others. 7. Comprehension 1. 8. Writing
EXAMPLE: Grade 5 ELAL Curriculum
Documents - New and Previous Curriculum (CARC) Grade 4 Comparison Grade 5 Comparison Grade 6 Comparison 45
Curriculum Connections:
CURRICULUM MATCH! In your grade group, connect the OI & GQ to LO to KUSPs
Sound Walls What are they and how to implement them? (2 part series; by Kelly Gibbs, ERLC) 50
