ENGLISH LANGUAGE ARTS

W HAT HAVE YOU NOTICED ABOUT LANGUAGE TODAY ?

T HE F IVE 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?

A IMS AND GOALS 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.

S O WHAT IS IT ? What ELA IsWhat ELA Is Not Using visual, multimedia, oral, and written communication competently, appropriately, and effectively for a range of purposes Using only print resources with a fictional emphasis for a limited 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 teaching and learning including connections to students' experiences, knowledge, and personal and cultural identity Giving isolated language activities and using unrelated texts Understanding how language really works (e.g., discourse, registers, sociolinguistic features and functions, cues and conventions) and consciously using Learning "grammar" for "grammar's" sake

B RANCHES 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)

S PEAKING 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.

S PEAKING - ACTIVITIES 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.

L ISTENING 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

L ISTENING - 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.)

W RITING 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

W RITING - ACTIVITIES Journals Essays Business letters Contracts Applications Résumés Manuals, pamphlets, brochures Newspapers, magazines

R EADING 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.

R EADING - ACTIVITIES Understanding multiple literacies. Newspapers, magazines, editorials, letters to the editor, press releases, wants ads. Internet. Drama, prose, plays, poems, essays, short stories.

V IEWING /R EPRESENTING 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.

V IEWING / 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.

W HAT TEACHING ELA MEANS TO US :