Secondary English Language Arts (SELA) John Le Blanc Pedagogical Consultant – SELA Lester B. Pearson School Board May 2010.

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Presentation transcript:

Secondary English Language Arts (SELA) John Le Blanc Pedagogical Consultant – SELA Lester B. Pearson School Board May 2010

A Literacy Based Program …that focuses on fluency in the reading and production of spoken, written and media text - QEP

A Literacy Based Program Learning to Read… …Reading to Learn Learning to Write… …Writing to Learn

A Literacy Based Program Talking to Learn… informal …you don’t know what you know until you say it. …exploratory, tentative, talking your way to meaning.

A Literacy Based Program Why Media? It’s everywhere! It’s a powerful means of communication.

A Literacy Based Program Why Media? We need to be critical of media influences. As a common tool for communicating ideas it is a language art and requires critical literacy.

A Literacy Based Program Why Media? In order to be fully engaged in critical literacy we need to provide opportunities for our students to be producers of media.

A Literacy Based Program Why Media? The whole media literacy process is completely parallel to that of any other genre. That process is therefore transferable.

What is a Competency? … those skills, habits of mind, and processes that are essential and transferable.

The 4 Competencies of ELA

Cycle 1 (Grades 7 & 8) Reading Writing Talk Media Literacy

Cycle 2 (Grades 9, 10, & 11) Reading Production Talk Literacy

What is Text? … anything that can communicate meaning! In ELA: written, spoken, and media texts.

Modes Sound Pictures Words

Multimodal Texts Newspapers Power Points Web Pages

Voice, Purpose, and Audience Who are you? (Voice) What have you got to say? (Purpose) Who are you trying to address? (Audience)

Affordances How are you trying to communicate? In other words, what’s the best type of text to use for a particular voice, purpose, and audience?

What do each of these examples have in common? EssaySpeech Power Point

The Process …from Deconstructing to Producing

The Process Step 1: Exposure to a wide variety of text genres.

The Process Step 2: Deconstruct various texts genres; pick them apart to see how they work and how/why they’re effective.

The Process Words, sounds and images have their own specific codes and conventions, or grammar. What are the “tricks of the trade”?

The Process Step 3: Produce various texts genres; use what you’ve learned to see how it applies.

The Process How do we do this? Map this process onto a particular unit of inquiry. Explore a theme or essential question.

The Process This helps the students have something to say. Developing stance: how do you see it?

Learning and Evaluation Situation Grade 10 LES: Water: Is There A Crisis?

Thank You!! John Le Blanc Pedagogical Consultant – SELA Lester B. Pearson School Board May 2010