Transcript subject presentationhandin

ENGLISH LANGUAGE
ARTS
WHAT HAVE YOU NOTICED ABOUT
LANGUAGE TODAY?
THE FIVE W’S
Who is communicating?
 What is being communicated?
 To whom is it communicated?
 What medium is used?
 What is the purpose of the communication? To
inform and instruct? To persuade? To
entertain?
 How effective is the communication?
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AIMS AND GOALS
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The K-12 aim of the Saskatchewan English language arts
curricula is to help students understand and appreciate
language, and to use it confidently and competently in a
variety of situations for learning, communication, work, life,
and personal satisfaction.
Comprehend and Respond (CR). Students will extend
their abilities to view, listen to, read, comprehend, and
respond to a range of contemporary and traditional grade-level
texts in a variety of forms (oral, print, and other texts) from
First Nations/Métis and other cultures for a variety of
purposes including for learning, interest, and enjoyment.
Compose and Create (CC). Students will extend their
abilities to represent, speak, and write to explore and present
thoughts, feelings, and experiences in a variety of forms for a
variety of purposes and audiences.
Assess and Reflect (AR). Students will assess their own
language skills; discuss the skills of effective viewers,
representers, listeners, speakers, readers, and writers; and set
goals for future improvement.
SO WHAT IS IT?
What ELA Is
What ELA Is Not
Using visual, multimedia, oral, and written Using only print resources with a fictional
communication competently, appropriately, emphasis for a limited range of purposes
and effectively for a range of purposes
(usually isolated to a school task)
Recognizing the central role of language in
communicating, thinking, and learning
Letting "literature" drive the program
Setting meaningful and relevant contexts for Giving isolated language activities and using
teaching and learning including connections unrelated texts
to students' experiences, knowledge, and
personal and cultural identity
Understanding how language really works
Learning "grammar" for "grammar's" sake
(e.g., discourse, registers, sociolinguistic
features and functions, cues and
conventions) and consciously using
BRANCHES OF ENGLISH AND
REQUIREMENTS
ELA A10 (required)
 ELA B10 (required)
 ELA 20 (required)
 ELA A30 (required)
 ELA B30 (required)
 Creative Writing 20 (optional)
 Communications 20 (optional)
 Journalism 20 (optional)
 Media Studies 20 (optional)
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SPEAKING
Speaking is the oral communication of thoughts
and feelings. Speech activities in the English
language arts program encourage students' social
competence as well as their understanding of and
facility with language.
 Recognize that talk is an important tool for
communicating, thinking, and learning.
 Practice the behaviours of effective speakers.
 Speak fluently and confidently in a variety of
situations for a variety of purposes and
audiences.
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SPEAKING - ACTIVITIES
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Some activities that incorporate the objectives in
speaking include role play, group discussions,
introducing and thanking speakers, prepared
talks or debates on familiar topics, informal
interviews, dramatic readings, symposiums,
formal speeches, oral readings and
interpretations, persuasive speeches, and readers
theater.
LISTENING
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Anticipate a message and set a purpose for listening,
Seek and check understanding by making connections, and by
making and confirming predictions
Respond personally, critically, and empathetically
Recognize factors that interfere with effective listening,
including personal biases.
Be sensitive to ideas and purpose when listening
Recognize a speaker’s attitude, tone, and bias
Identify persuasive techniques (e.g., propaganda) used by a
speaker
Provide appropriate feedback (e.g., supportive stance, gesture,
comment)
Adjust listening strategies to purpose
Evaluate ideas critically
Distinguish between emotional appeal and reasoned argument
Ask for clarification
LISTENING - ACTIVIVIES
Student graded presentations.
 Write a paraphrase of a
presentation/video/auditory which represents
information.
 Listen in order to assess positions on individual,
community, national, or world issues. (Using
listening as a means of research.)
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WRITING
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Recognize writing as a process of constructing
meaning for self and others.
Practise the behaviours of effective writers
Write fluently and confidently for a variety of
purposes and audiences
Choose a method of development and organization
suitable for a particular purpose and audience.
Write for a variety of purposes including to:
reflect, clarify, and explore ideas
express understanding
describe, narrate, inform, and persuade
express self
create and entertain
WRITING - ACTIVITIES
Journals
 Essays
 Business letters
 Contracts
 Applications
 Résumés
 Manuals, pamphlets, brochures
 Newspapers, magazines
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READING
Identify and recognize recurring themes across
texts.
 Investigate points of view and how they affect a
text.
 Differentiate fact from opinion.
 Recognize the structure of a short story, essay,
play or poem.
 Recognize author's purpose, form and techniques,
summarize information.
 Evaluate the accuracy and usefulness of
information.
 Consider the social, historical and philosophical
milieu in which a selection was written.
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READING - ACTIVITIES
Understanding multiple literacies.
 Newspapers, magazines, editorials, letters to the
editor, press releases, wants ads.
 Internet.
 Drama, prose, plays, poems, essays, short stories.
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VIEWING/REPRESENTING
Present information using print and non-print
aids.
 Recognize viewing as an active process.
 Respond critically, personally and creatively to
visual representations and to television, film and
video.
 Identify purpose and audience in a variety of
formats.
 Evaluate critically information obtained from
viewing a variety of formats.
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VIEWING/REPRESENTING – ACTIVITIES
Study advertisements, posters and film.
 View television and dramatizations.
 Create dramatizations using props and other
visual aids.
 Create a photo essay.
 Use graphics, charts, diagrams, models and
drama to enhance presentations.
 Use graphic organizers and idea webs.
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WHAT TEACHING ELA MEANS TO US:
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http://www.youtube.com/watch?v=3ufRtoS6usw