This document provides a list of recommended learning resources to support the English Language Arts curriculum for Grade 6 in Saskatchewan. It includes summaries of several major integrated resources that provide a collection of texts, activities, and support for teaching various units and themes. These resources are intended to support the three goals of the English Language Arts curriculum. The document also lists some additional language, professional, and digital resources.
Concrete nouns refer to objects that can be experienced by the five senses, like student, dog, or pencil. Abstract nouns describe ideas and concepts that cannot be touched, such as intelligence, bravery, or happiness. The document provides examples of sentences using both concrete and abstract nouns to illustrate their different usages.
This document provides an overview of flipping the classroom and engaging students presented by Gjoa Andrichuk. The presentation would introduce how flipping the classroom works, the benefits and drawbacks experienced by the presenter, and activities used in a flipped classroom model including jigsaw activities, impromptu presentations, debates, quizzes, and SWOT analyses. Students are encouraged to contact the presenter for more information.
Common Core Standards and Your NOVELNY/Gale Resources 10-8-13stacey_cengage
Informational text plays a big role in common core standards and every school in New York State has access to databases full of informational text from NOVELNY. This presentation will provide ways to implement these tools into lesson plans at all grade levels. We'll take advantage of NOVELNY's Gale resources to explore a variety of sources - newspapers, journal articles, reference books and more - while providing tips for isolating to documents that integrate reading, writing, and research related common core standards.
The document discusses guidelines for cataloging children's materials, including a history of children's cataloging standards and practices. It describes how children search differently than adults, preferring graphical interfaces and natural language. It recommends catalogers consider how a child would search and provide multiple access points to improve search success. The document also provides details on using appropriate MARC fields and Dewey or Library of Congress classification numbers.
This document provides an overview of the Grade 6 English Language Arts curriculum in Saskatchewan. It outlines the core curriculum, broad areas of learning, cross-curricular competencies, aim and goals of English Language Arts, characteristics of an effective ELA program, grade 6 outcomes and indicators, assessment, and connections to other subject areas. The curriculum is designed to support student achievement in building lifelong learning, developing identity and interdependence, and becoming engaged citizens.
Standards of Practice for School Library Learning Commons in Canada 2014Philip Sweezey
"Our increasingly networked world presents complexities for learning unknown just a few years ago, but at the same time offers fresh opportunities. Learning in ever-changing environments demands new ways of educating – a focus on inquiry, creative and critical thinking, multiple literacies, and working together to meet shared goals and knowledge building. Evolving learning approaches and definitions of learning success are the new realities, with the consequent need for creating innovative learning environments. "
The document summarizes the UTA CARES (Coalition for Alternative Resources in Education for Students) program which promotes the use of open educational resources (OER) and alternative textbooks to make education more affordable and accessible for students. It provides an agenda for their meeting which includes introductions, understanding alternative resources, and opportunities for information sharing and strategic planning regarding OER adoption and development. Specific examples are given of how OER have saved students and the university hundreds of thousands of dollars. The objectives of the program are to share information about available OER and strategically plan for increased OER use through policies, grants, and a statewide OER repository.
Concrete nouns refer to objects that can be experienced by the five senses, like student, dog, or pencil. Abstract nouns describe ideas and concepts that cannot be touched, such as intelligence, bravery, or happiness. The document provides examples of sentences using both concrete and abstract nouns to illustrate their different usages.
This document provides an overview of flipping the classroom and engaging students presented by Gjoa Andrichuk. The presentation would introduce how flipping the classroom works, the benefits and drawbacks experienced by the presenter, and activities used in a flipped classroom model including jigsaw activities, impromptu presentations, debates, quizzes, and SWOT analyses. Students are encouraged to contact the presenter for more information.
Common Core Standards and Your NOVELNY/Gale Resources 10-8-13stacey_cengage
Informational text plays a big role in common core standards and every school in New York State has access to databases full of informational text from NOVELNY. This presentation will provide ways to implement these tools into lesson plans at all grade levels. We'll take advantage of NOVELNY's Gale resources to explore a variety of sources - newspapers, journal articles, reference books and more - while providing tips for isolating to documents that integrate reading, writing, and research related common core standards.
The document discusses guidelines for cataloging children's materials, including a history of children's cataloging standards and practices. It describes how children search differently than adults, preferring graphical interfaces and natural language. It recommends catalogers consider how a child would search and provide multiple access points to improve search success. The document also provides details on using appropriate MARC fields and Dewey or Library of Congress classification numbers.
This document provides an overview of the Grade 6 English Language Arts curriculum in Saskatchewan. It outlines the core curriculum, broad areas of learning, cross-curricular competencies, aim and goals of English Language Arts, characteristics of an effective ELA program, grade 6 outcomes and indicators, assessment, and connections to other subject areas. The curriculum is designed to support student achievement in building lifelong learning, developing identity and interdependence, and becoming engaged citizens.
Standards of Practice for School Library Learning Commons in Canada 2014Philip Sweezey
"Our increasingly networked world presents complexities for learning unknown just a few years ago, but at the same time offers fresh opportunities. Learning in ever-changing environments demands new ways of educating – a focus on inquiry, creative and critical thinking, multiple literacies, and working together to meet shared goals and knowledge building. Evolving learning approaches and definitions of learning success are the new realities, with the consequent need for creating innovative learning environments. "
The document summarizes the UTA CARES (Coalition for Alternative Resources in Education for Students) program which promotes the use of open educational resources (OER) and alternative textbooks to make education more affordable and accessible for students. It provides an agenda for their meeting which includes introductions, understanding alternative resources, and opportunities for information sharing and strategic planning regarding OER adoption and development. Specific examples are given of how OER have saved students and the university hundreds of thousands of dollars. The objectives of the program are to share information about available OER and strategically plan for increased OER use through policies, grants, and a statewide OER repository.
This document summarizes resources presented at an IPSHA Teacher Librarian Umbrella Group meeting on March 13, 2014. It includes resources for the Australian Curriculum in various subjects such as English, math, history, science and geography. Websites are listed that provide lesson plans, units of work, activities and digital books to support teaching different subjects of the Australian Curriculum. The document also discusses how picture books can be used to interpret and evaluate texts as well as engage students on many levels of learning and pleasure.
This document discusses contextualizing the curriculum in the Philippine education system. It defines contextualization as relating the curriculum to a particular setting to make competencies relevant and useful. Localization refers to relating content to local information and materials. Indigenization enhances the curriculum in relation to the community's bio-geographical, historical, and socio-cultural context. The document provides examples of localizing and indigenizing curriculum components like design, teaching methods, learning resources, and assessments. It emphasizes adapting the national curriculum according to diverse learner backgrounds to produce empowered graduates who can apply learning productively.
This document outlines planning considerations for a science camp that integrates cultural and content standards. It discusses essential questions, big ideas, curriculum models, standards, recruitment, budget, assessments, and follow up. The presenter emphasizes hiring qualified staff, developing curriculum with input from scientists and teachers, addressing both Western science and traditional ecological knowledge standards, and ensuring collaboration with partners and the community. Assessment data should be collected and shared to advocate for the camp and ensure sustainability.
1) Open textbooks have the potential to increase access to education by reducing costs for students. Research shows that open textbooks can be of high quality and beneficial for teaching and learning.
2) A study of UK students found that while many see textbooks as important, many skip purchases due to high costs, with some changing courses as a result. Lecturers are often unaware of open textbooks as an alternative.
3) A survey is exploring UK staff and students' use and awareness of textbooks, including open ones. Preliminary findings suggest higher costs and debts influence student choices, while awareness and use of open textbooks among staff is growing.
Anglophone Writing Assessments, Contexts, Purposes, and Approaches -- Dipping...Les Perelman
The document discusses several Anglophone writing assessments used in different English-speaking countries and contexts. It provides details on the purpose, texts, cognitive tasks, timing, and grading for the AP English Language exam in the US, the AS English Language exam in the UK, the Australian Capital Territory Scaling Test, the National Assessment Program in Australia, and the National Writing Project in the US. Overall, it finds that most other English-speaking countries assess writing through longer prompts and give students more time to write, and that the grading is often done by teachers as professional development rather than just for a score. However, it notes some of the worst traits of American assessments may be spreading to other countries through practices like computer scoring of essays.
The document summarizes a presentation about integrating science and literacy when teaching rocks and minerals in elementary classrooms. It provides strategies like classification, sampling and observation, modeling rock formation, and using the rock cycle. It also shares online resources and allows time for participant questions. The goal is to help students learn about rocks and minerals in engaging, hands-on ways and make reading about science exciting.
The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.
This document provides guidelines for establishing, improving, and operating school libraries in the Philippines. It defines what a school library is and its purposes in supporting teaching and learning. Key aspects covered include the types of spaces and collections a school library should have, as well as the roles and responsibilities of library staff. The document also discusses transitional growth stages for school libraries and how they can be transformed into places that support 21st century learning through reading, discovery, and collaboration.
This document discusses different types of resource materials that can be used to support mathematics teaching and learning. It identifies textbooks, teacher handbooks, workbooks, newspapers, reference materials, the internet, learning modules, and visual aids as some of the main resource materials. It emphasizes that resource materials should provide for a range of student abilities, allow skills application and extension, be visually attractive, have clear instructions, and facilitate independent and cooperative work. The quality and accessibility of resources are important for supporting student learning outcomes and meeting the needs of all students.
This document provides resources and planning information for teaching a unit on heredity and reproduction in 7th grade science. It includes the state standards for the unit, examples of past test questions, lesson components, and suggested activities, videos, and readings. The document is intended to support teachers in planning effective lessons that align with state standards and help students understand key concepts such as asexual and sexual reproduction, heredity, and the passage of genetic traits between generations.
The document discusses resourcing and supporting the Australian Curriculum. It provides context on Australia's performance in international assessments and how the curriculum was developed with an international perspective. It outlines how the curriculum simultaneously addresses core disciplines and 21st century skills through general capabilities. It also describes how the curriculum is presented electronically, allowing filtering by variables, and is linked to online resources to support teachers.
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
This document summarizes a presentation on integrating science and literacy in elementary classrooms. The presentation discusses common student misconceptions about states of matter and changes between solid, liquid, and gas. It provides classroom activities and resources to effectively teach these concepts, including using formative assessment probes, modeling states of matter, developing science vocabulary, and engaging students with informational texts. The presentation aims to move beyond typical polar science topics to more complex water-related concepts.
This document is the Teacher's Resource Book for P3 in English for the National Curriculum Development Centre in Uganda from April 2008. It contains various teaching resources to support lessons conducted in the local language of instruction for P3, including songs, stories, games, rhymes, tongue twisters, proverbs and riddles. The introduction explains how teachers should use the resources to make lessons more engaging for learners while reinforcing vocabulary and concepts. It is comprised of items organized by the 10 themes in the P3 curriculum. The acknowledgements section recognizes the many contributors to developing this resource.
This document outlines an workshop on integrating environmental topics into ESL classes with a focus on reducing, reusing, and recycling (the 3Rs). It provides several hands-on group activities for participants, including a scavenger hunt, working with vocabulary from environmental text passages, completing a questionnaire, developing a writing activity, and exploring materials from the EPA. The overall goals are to engage participants in activities that can be adapted for ESL classrooms and introduce them to instructional materials on green topics.
The document discusses evaluating learning resources for school libraries. It provides information on the types of materials that should be included in a school library collection, such as fiction, non-fiction, references, periodicals, newspapers, and audiovisual materials. It also discusses developing and managing the school library collection, including selection, acquisition, organization, access, maintenance, and preservation of resources. The document outlines the collection development process and provides criteria for evaluating resources.
Working together: evolving value for academic librariesvalerie_spezi
The document reports on a research study examining how academic libraries can increase their value and effectiveness by strengthening relationships with teaching and research staff. The study utilized case studies of libraries in the US, UK, and Scandinavia. Key findings included a need for libraries to provide more evidence of their value, better communicate services, and form closer partnerships through activities like embedded instruction and collaborative research support. The report recommends that individual librarians expand their skills in areas like teaching and marketing, libraries collect better outcome data, and institutions recognize librarians as academic peers.
The document provides information about a workshop on Discovery, Discourse and Depth using the 5-E instructional model. It discusses engaging students through exploration, having students explain their understanding, extending their learning, and evaluating comprehension. Examples are given around setting up science notebooks in kindergarten, including content, examples of activities on rocks, soil and water, and book recommendations.
Week 3A: Powerful Learning Through Integrationbgalloway
The document summarizes key aspects of creating powerful learning experiences through curriculum integration. It discusses who decides the curriculum and its design/delivery. It provides examples of what integration and interaction in curriculum can look like, including themes, projects, and use of technology. Benefits are outlined for both students and teachers, as well as potential issues. Specific examples of integrated units and programs are also described.
This document discusses assessment strategies for improving student learning. It distinguishes between formative and summative assessment. Formative assessment involves collecting information during learning to inform instruction and provide feedback to students. Summative assessment evaluates student learning at the end to communicate performance. The document emphasizes the importance of formative assessment for improving learning outcomes and cites research showing it can double student learning speeds when implemented well. It provides examples of formative assessment activities and stresses using assessment data to guide instructional decisions and shift the focus to more formative practices.
The document discusses strategies for teaching reading comprehension. It begins by stating the learning targets, which are for teachers to be able to identify and implement instructional strategies to help students comprehend text and increase learning outcomes. It emphasizes using formative assessment to monitor student progress. The document then describes various reading comprehension strategies like predicting, making inferences, connecting to prior knowledge, summarizing, and note-taking. It provides details on how to teach each strategy and explains their importance for developing strong comprehension skills.
This document summarizes resources presented at an IPSHA Teacher Librarian Umbrella Group meeting on March 13, 2014. It includes resources for the Australian Curriculum in various subjects such as English, math, history, science and geography. Websites are listed that provide lesson plans, units of work, activities and digital books to support teaching different subjects of the Australian Curriculum. The document also discusses how picture books can be used to interpret and evaluate texts as well as engage students on many levels of learning and pleasure.
This document discusses contextualizing the curriculum in the Philippine education system. It defines contextualization as relating the curriculum to a particular setting to make competencies relevant and useful. Localization refers to relating content to local information and materials. Indigenization enhances the curriculum in relation to the community's bio-geographical, historical, and socio-cultural context. The document provides examples of localizing and indigenizing curriculum components like design, teaching methods, learning resources, and assessments. It emphasizes adapting the national curriculum according to diverse learner backgrounds to produce empowered graduates who can apply learning productively.
This document outlines planning considerations for a science camp that integrates cultural and content standards. It discusses essential questions, big ideas, curriculum models, standards, recruitment, budget, assessments, and follow up. The presenter emphasizes hiring qualified staff, developing curriculum with input from scientists and teachers, addressing both Western science and traditional ecological knowledge standards, and ensuring collaboration with partners and the community. Assessment data should be collected and shared to advocate for the camp and ensure sustainability.
1) Open textbooks have the potential to increase access to education by reducing costs for students. Research shows that open textbooks can be of high quality and beneficial for teaching and learning.
2) A study of UK students found that while many see textbooks as important, many skip purchases due to high costs, with some changing courses as a result. Lecturers are often unaware of open textbooks as an alternative.
3) A survey is exploring UK staff and students' use and awareness of textbooks, including open ones. Preliminary findings suggest higher costs and debts influence student choices, while awareness and use of open textbooks among staff is growing.
Anglophone Writing Assessments, Contexts, Purposes, and Approaches -- Dipping...Les Perelman
The document discusses several Anglophone writing assessments used in different English-speaking countries and contexts. It provides details on the purpose, texts, cognitive tasks, timing, and grading for the AP English Language exam in the US, the AS English Language exam in the UK, the Australian Capital Territory Scaling Test, the National Assessment Program in Australia, and the National Writing Project in the US. Overall, it finds that most other English-speaking countries assess writing through longer prompts and give students more time to write, and that the grading is often done by teachers as professional development rather than just for a score. However, it notes some of the worst traits of American assessments may be spreading to other countries through practices like computer scoring of essays.
The document summarizes a presentation about integrating science and literacy when teaching rocks and minerals in elementary classrooms. It provides strategies like classification, sampling and observation, modeling rock formation, and using the rock cycle. It also shares online resources and allows time for participant questions. The goal is to help students learn about rocks and minerals in engaging, hands-on ways and make reading about science exciting.
The document provides an overview of Illinois' adoption of Common Core Standards for math and English language arts. It explains that the goal is to better prepare students for college and careers. While other standards remain, new literacy standards were added to history, science, and technical subjects. The Common Core Standards were created by educators from states including Illinois to ensure students are prepared globally. New assessments will be implemented between 2014-2015 to measure the standards. The standards are designed to promote cross-disciplinary literacy and are not prescriptive on how to teach. They incorporate broad standards and focus on end-of-year expectations.
This document provides guidelines for establishing, improving, and operating school libraries in the Philippines. It defines what a school library is and its purposes in supporting teaching and learning. Key aspects covered include the types of spaces and collections a school library should have, as well as the roles and responsibilities of library staff. The document also discusses transitional growth stages for school libraries and how they can be transformed into places that support 21st century learning through reading, discovery, and collaboration.
This document discusses different types of resource materials that can be used to support mathematics teaching and learning. It identifies textbooks, teacher handbooks, workbooks, newspapers, reference materials, the internet, learning modules, and visual aids as some of the main resource materials. It emphasizes that resource materials should provide for a range of student abilities, allow skills application and extension, be visually attractive, have clear instructions, and facilitate independent and cooperative work. The quality and accessibility of resources are important for supporting student learning outcomes and meeting the needs of all students.
This document provides resources and planning information for teaching a unit on heredity and reproduction in 7th grade science. It includes the state standards for the unit, examples of past test questions, lesson components, and suggested activities, videos, and readings. The document is intended to support teachers in planning effective lessons that align with state standards and help students understand key concepts such as asexual and sexual reproduction, heredity, and the passage of genetic traits between generations.
The document discusses resourcing and supporting the Australian Curriculum. It provides context on Australia's performance in international assessments and how the curriculum was developed with an international perspective. It outlines how the curriculum simultaneously addresses core disciplines and 21st century skills through general capabilities. It also describes how the curriculum is presented electronically, allowing filtering by variables, and is linked to online resources to support teachers.
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
This document summarizes a presentation on integrating science and literacy in elementary classrooms. The presentation discusses common student misconceptions about states of matter and changes between solid, liquid, and gas. It provides classroom activities and resources to effectively teach these concepts, including using formative assessment probes, modeling states of matter, developing science vocabulary, and engaging students with informational texts. The presentation aims to move beyond typical polar science topics to more complex water-related concepts.
This document is the Teacher's Resource Book for P3 in English for the National Curriculum Development Centre in Uganda from April 2008. It contains various teaching resources to support lessons conducted in the local language of instruction for P3, including songs, stories, games, rhymes, tongue twisters, proverbs and riddles. The introduction explains how teachers should use the resources to make lessons more engaging for learners while reinforcing vocabulary and concepts. It is comprised of items organized by the 10 themes in the P3 curriculum. The acknowledgements section recognizes the many contributors to developing this resource.
This document outlines an workshop on integrating environmental topics into ESL classes with a focus on reducing, reusing, and recycling (the 3Rs). It provides several hands-on group activities for participants, including a scavenger hunt, working with vocabulary from environmental text passages, completing a questionnaire, developing a writing activity, and exploring materials from the EPA. The overall goals are to engage participants in activities that can be adapted for ESL classrooms and introduce them to instructional materials on green topics.
The document discusses evaluating learning resources for school libraries. It provides information on the types of materials that should be included in a school library collection, such as fiction, non-fiction, references, periodicals, newspapers, and audiovisual materials. It also discusses developing and managing the school library collection, including selection, acquisition, organization, access, maintenance, and preservation of resources. The document outlines the collection development process and provides criteria for evaluating resources.
Working together: evolving value for academic librariesvalerie_spezi
The document reports on a research study examining how academic libraries can increase their value and effectiveness by strengthening relationships with teaching and research staff. The study utilized case studies of libraries in the US, UK, and Scandinavia. Key findings included a need for libraries to provide more evidence of their value, better communicate services, and form closer partnerships through activities like embedded instruction and collaborative research support. The report recommends that individual librarians expand their skills in areas like teaching and marketing, libraries collect better outcome data, and institutions recognize librarians as academic peers.
The document provides information about a workshop on Discovery, Discourse and Depth using the 5-E instructional model. It discusses engaging students through exploration, having students explain their understanding, extending their learning, and evaluating comprehension. Examples are given around setting up science notebooks in kindergarten, including content, examples of activities on rocks, soil and water, and book recommendations.
Week 3A: Powerful Learning Through Integrationbgalloway
The document summarizes key aspects of creating powerful learning experiences through curriculum integration. It discusses who decides the curriculum and its design/delivery. It provides examples of what integration and interaction in curriculum can look like, including themes, projects, and use of technology. Benefits are outlined for both students and teachers, as well as potential issues. Specific examples of integrated units and programs are also described.
This document discusses assessment strategies for improving student learning. It distinguishes between formative and summative assessment. Formative assessment involves collecting information during learning to inform instruction and provide feedback to students. Summative assessment evaluates student learning at the end to communicate performance. The document emphasizes the importance of formative assessment for improving learning outcomes and cites research showing it can double student learning speeds when implemented well. It provides examples of formative assessment activities and stresses using assessment data to guide instructional decisions and shift the focus to more formative practices.
The document discusses strategies for teaching reading comprehension. It begins by stating the learning targets, which are for teachers to be able to identify and implement instructional strategies to help students comprehend text and increase learning outcomes. It emphasizes using formative assessment to monitor student progress. The document then describes various reading comprehension strategies like predicting, making inferences, connecting to prior knowledge, summarizing, and note-taking. It provides details on how to teach each strategy and explains their importance for developing strong comprehension skills.
Understanding by design board retreat 2013 finalAndrea Hnatiuk
This document provides an overview of Understanding by Design (UbD). It explains that UbD is a multifaceted and complex process for designing curriculum and instruction. Key aspects of UbD include establishing learning targets, essential questions, outcomes, assessments, and differentiated learning plans. Deeper understanding is developed through big ideas, essential questions, knowing what students will know and be able to do, and gathering evidence of understanding through observations, conversations and products. The document emphasizes establishing learning targets and involving students in the learning process.
Lets talk about talking!(1) 1 communicationAndrea Hnatiuk
The document discusses social constructivism and collaborative learning. It emphasizes that students construct meaning through communication, organizing ideas, and applying their learning in new contexts. Effective instructional strategies promote collaboration, clarify student understanding, and allow students to reflect on and assess their own learning. Creating a safe classroom environment where students participate and communicate is important for social constructivism.
Teachers enactment of content area literacy in strategies in secondary scienc...Andrea Hnatiuk
This study examined how 26 secondary science and mathematics teachers implemented literacy strategies in their classrooms after participating in professional development on integrating literacy practices into their content instruction. The researchers found that although all teachers were using specific literacy strategies introduced in the workshops, the ways they enacted the strategies varied and influenced student learning outcomes. The researchers developed a framework to characterize these differences and discuss implications of enacting strategies in various ways. The study aims to provide a deeper understanding of how teachers implement literacy strategies beyond just whether or not they use them.
This document provides an overview of content area literacy strategies for teachers. It discusses the importance of literacy in various content areas and defines basic, intermediate, and discipline-specific literacy. Several instructional strategies are presented, such as teaching word origins and using multiple representations in math. The document emphasizes that students need support to develop advanced literacy skills in high school. It also lists learning targets for a professional development session, which are to identify and implement effective cross-curricular literacy strategies.
This document discusses formative and summative assessment strategies. It begins with an introduction to assessment for, as, and of learning. It then explores the distinctions between formative and summative assessment. Formative assessment involves collecting information about student learning to inform instruction, while summative assessment evaluates student learning at the end of a period of instruction. The document emphasizes that formative assessment, when implemented well, can significantly improve student learning outcomes. It provides examples of formative assessment activities and discusses using assessment data to guide instructional decisions. The goal is to shift the balance more towards formative assessment practices.
Guided reading the romance and the reality (2012)Andrea Hnatiuk
1. Guided reading has become an essential element of literacy education in many classrooms around the world. It focuses on observing individual student strengths and providing instruction to help students meet the challenges of increasingly difficult texts over time.
2. Key aspects of guided reading that have been embraced include differentiating instruction through small groups, using leveled books to ensure students are reading at an appropriate level, conducting benchmark assessments to determine reading levels, and using running records to assess reading progress.
3. Implementing guided reading well requires continuous professional development to refine teaching practice and ensure this approach remains powerful in helping all students become proficient readers.
This document discusses assessment in education. It defines assessment as being systematically conducted to contribute to an overall picture of each student's achievement. There are three types of assessment discussed: formative assessment which informs practice and provides feedback for improvement, summative assessment which evaluates student mastery of outcomes, and assessment as/for learning which involves student self-assessment. The document provides examples of formative assessment activities and notes assessment evidence can come from observations, conversations, and student products. The purpose of assessment is to understand what students have learned and still need to learn in order to improve instruction.
Educational Leadership November 2011 GradingAndrea Hnatiuk
The passage discusses the importance of summarization in an age of information overload. It notes that with the massive amounts of data available online, being able to quickly understand the key points of lengthy documents, articles, or reports is crucial. The ability to produce clear, concise summaries helps people save time by getting the gist of new information without having to read entire lengthy sources.
The document outlines the key areas of learning and cross-curricular competencies in the curriculum, including developing thinking, identity, literacies, and social responsibility. It also describes an outcome-based curriculum focused on what students need to know and do in each subject. Finally, it provides the contexts and goals for English Language Arts, which are comprehending and responding to material, composing and creating works, and assessing and reflecting on the learning process.
Gssd fountas and pinnell targets recalibrated 2012Andrea Hnatiuk
This document outlines target instructional reading levels for students in different grades according to the Fountas and Pinnell reading assessment system. It provides levels from A to Z that students should meet in the fall and spring for pre-reading through 8th grade to determine if they are not yet meeting expectations, approaching expectations, meeting expectations, or exceeding expectations based on grade level.
The Good Spirit School Division employs three full-time Literacy Coaches - Andrea Hnatiuk, Janine Neufeld-Ruetz, and Nicole Piercey. The Coaches provide a variety of support roles to teachers including assisting with curriculum implementation, improving classroom instruction, aligning instruction with student data, and expanding teachers' resource knowledge. They work collaboratively with teachers at designated schools to help achieve the division's literacy goals and ensure student growth in reading comprehension.
Students engage in writing as a process that involves pre-writing, drafting, revising, and finalizing. During pre-writing, students generate ideas and develop initial plans by considering purpose, audience, point of view, and format. In drafting, students focus on content over mechanics as they compose rough versions. Through revising, students refine their writing by reorganizing ideas, adding or removing content, and providing feedback to peers. Finally, students produce polished drafts and decide whether to share or publish their work. The writing process is recursive, and teachers support students by modeling strategies, creating a collaborative environment, and maintaining resources to facilitate writing development.
The document discusses the 6+1 Traits model for writing assessment and instruction. The 6+1 Traits include ideas, organization, word choice, sentence fluency, conventions, presentation, and voice. Using this common language and framework, teachers can provide specific feedback to help students improve their writing. The traits are divided into revision traits like ideas and organization, and editing/publishing traits like conventions. Teachers should embed the traits into teaching the full writing process from the beginning stages of developing content to the final stages of editing.
1. Saskatchewan
Learning Resources
English
Language
Arts:
Core Learning Resources
2008
6
2.
3. English Language Arts: Core Learning Resources • Grade 6
English Language Arts:
Core Learning Resources 6
Prepared by:
Curriculum and E-Learning Branch
Ministry of Education
2008
English Language Arts: Core Learning Resources • Grade 6 |
4. English Language Arts: Core Learning Resources • Grade 6
English language arts: core learning resources 6
ISBN 978-1-897211-37-3
1. Language arts (Middle school) – Saskatchewan – Bibliography. 2. Middle school students –
Saskatchewan – Books and reading – Bibliography. 3. Young adult literature – Bibliography.
I. Saskatchewan Ministry of Education. Curriculum and E-Learning. Humanities Unit.
011.625
016.3726
028.5
All rights for images of books or other publications are reserved by the original copyright owners.
| English Language Arts: Core Learning Resources • Grade 6
5. English Language Arts: Core Learning Resources • Grade 6
Table of Contents
Foreword..................................................................................................................v
Major.Integrated.Resources.................................................................................1
Language.Resources..............................................................................................5
Professional.Resources....................................................................................... 11
Digital.Resources................................................................................................. 27
Grade.6.Context.and.Unit.Grid. ........................................................................ 29
.
English Language Arts: Core Learning Resources • Grade 6 | iii
6.
7. English Language Arts: Core Learning Resources • Grade 6
Foreword
T
his list of learning resources identifies high quality resources that have been recommended
by the Ministry of Education to support English Language Arts 6. This list will be updated as
new resources are recommended and older ones are no longer available. A list of additional
resources can be found on the Ministry of Education website.
There is no single resource that provides support for all the outcomes in a grade-specific English
language arts curriculum. When purchasing resources from this list, it is advisable to select a
variety of resources so all three goals of the curriculum will be supported. Other resources beyond
those recommended in this list may effectively support English Language Arts 6. It remains the
responsibility of educators to preview and select materials that best meet the needs of their school
or community. These resources should be chosen in accordance with the school division’s learning
resources selection policy.
Pricing of the learning resources contained in this document is subject to change without notice.
(CAN) indicates that a Canadian contributed to the development of the resource and/or that
it includes Canadian content. (SK) indicates that a Saskatchewan person contributed to the
development of the resource and/or that it includes Saskatchewan content. (WNCP) indicates
that the resource was selected through the evaluation processes of the Western and Northern
Canadian Protocol for Collaboration in Basic Education.
The Ministry of Education expresses its appreciation to publishers, producers, and distributors who
have provided learning resources for evaluation, and gratefully acknowledges the contributions
made by educators who served as evaluators.
English Language Arts: Core Learning Resources • Grade 6 | v
8.
9. English Language Arts: Core Learning Resources • Grade 6
Major Integrated 6 7 8 9 10 11 12
Resources √
Suggested Use
Student Resource - Multigenre
Publisher/Distributor
Pearson Education Canada
195 Harry Walker Parkway North
Collections 6 (COL) NEWMARKET ON L3Y 4X7
Annotation (800) 361-6128
(CORE, CAN, WNCP) This integrated resource Fax: (800) 563-9196
package contains five magazine anthologies, E-mail: school_inquiries@pearsoned.com
10 novels to accompany the anthologies, Website: www.pearsoned.ca/
and 10 books of varied genres relating to the Copyright: 1998
anthologies’ themes. The anthologies focus on Year Recommended: 2006
relationships and identity, genre study, science
investigation, language and communication,
and social studies exploration. Title ISBN Price
The package is supported by approximately 60 Discovering Links 978-013-741588-5 $16.25 pbk.
laminated learning strategies cards, a teacher’s Looking for 978-013-620352-0 $16.25 pbk.
resource module for each anthology, and a Answers
handbook of ideas for teaching with novels, Off the Page 978-013-849639-5 $16.25 pbk.
non-fiction, and poetry. Space, Stars, and 978-013-620535-7 $16.25 pbk.
An assessment handbook provides general Quasars
background understandings about assessment Tales-Heroes, 978-013-620394-0 $16.25 pbk.
strategies as well as practical suggestions for Deeds, and
Wonders
authentic assessment and sample forms for
peer, self, and teacher assessment. Teacher’s 978-013-083317-4 $321.75
Resource File
The teacher’s resource modules give teaching Cases
and assessment suggestions for each selection
and accompanying books, lists of further
student reading choices, and lists of spelling
words in the unit.
English Language Arts: Core Learning Resources • Grade 6 | 1
16. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √
Suggested Use
Language
Publisher/Distributor
Oxford University Press Canada
70 Wynford Drive
Student’s Oxford Canadian DON MILLS ON M3C 1J9
Dictionary. 2nd ed. (800) 387-8020
Fax: (800) 665-1771
Editors: Barber, Katherine, Fitzgerald, Heather, E-mail: customer.service.ca@oup.com
and Pontisso, Robert Website: www.oupcanada.com/index.php
Annotation Price: $24.95 hdc.
(CORE) This user friendly dictionary contains Pagination: 1,286 p.
over 2,000 uniquely Canadian words and ISBN: 978-0-19-542715-8
meanings. The inside front cover has a
chronology of the English language, and the Copyright: 2007
back inside cover has definitions of literary Year Recommended: 2007
terms. A guide at the beginning of the
dictionary describes how to use the reference
book and includes words borrowed from other
languages that have not been fully integrated
into English. Phrases in the entries help
clarify the meanings. Examples are provided
for words with confusing meanings. The
appendices have a section on irregular verbs,
punctuation, and capitalization.
8 | English Language Arts: Core Learning Resources • Grade 6
19. English Language Arts: Core Learning Resources • Grade 6
Professional Resources 6 7 8 9 10 11 12
√ √ √ √
Suggested Use
Assessment
Publisher/Distributor
Pearson Education Canada
195 Harry Walker Parkway North
NEWMARKET ON L3Y 4X7
(800) 361-6128
Classroom Assessment: Principles Fax: (800) 563-9196
and Practice for Effective E-mail: school_inquiries@pearsoned.com
Standards-Based Instruction. 4th Website: www.pearsoned.ca/
ed. Price: $83.60 pbk.
Author: McMillan, James H. Pagination: 448 p.
ISBN: 978-0-205-48584-0
Annotation
(CORE) Assessment is an important aspect Copyright: 2007
of education. This book provides teachers Year Recommended: 2008
with the knowledge to incorporate effective
assessment and evaluation into the classroom.
This resource will help teachers to understand
the purpose of classroom assessment and
evaluation, the types of learning targets, and
which type of assessment and evaluation is
most appropriate for the various learning
targets. The author presents the integration
of assessment and evaluation with instruction
before, during, and after a unit. Grading
and reporting student performance are also
covered. There is a chapter on assessing and
evaluating students with special needs.
English Language Arts: Core Learning Resources • Grade 6 | 11
20. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √ √ √ √
Suggested Use
Instructional Strategies
Publisher/Distributor
International Reading Association
PO Box 8139, 800 Barksdale Rd
Classroom Strategies for NEWARK DE 19714-8139
Interactive Learning. 3rd ed. (800) 336-7323
Fax: (302) 731-1057
Author: Buehl, Doug E-mail: customerservice@reading.org
Website: www.reading.org/
Annotation
(CORE) Doug Buehl provides a variety of Price: $22.95 pbk. U.S.
literacy development strategies that stress Pagination: 176 p.
effective learning across the curriculum. There ISBN: 978-0-87207-284-8
are 45 user friendly literacy skill-building
strategies that may be unfamiliar to those Copyright: 2001
outside the reading field. Each can be easily Year Recommended: 2008
adapted to a variety of student ability levels.
The strategies can be used at the Middle Level
and at the Secondary Level.
12 | English Language Arts: Core Learning Resources • Grade 6
21. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √
Suggested Use
Instructional Strategies
Publisher
Allyn & Bacon
Content Area Reading and Distributor
Literacy: Succeeding in Today’s Pearson Education Canada
195 Harry Walker Parkway North
Diverse Classrooms. 6th ed.
NEWMARKET ON L3Y 4X7
Authors: Alvermann, Donna E., Phelps, (800) 361-6128
Stephen F., and Gillis, Victoria Ridgeway Fax: (800) 563-9196
E-mail: school_inquiries@pearsoned.com
Annotation
Website: www.pearsoned.ca/
(CORE) Using a student-centred approach
to teaching literacy, this resource explores Price: $161.45 hdc.
methods of understanding and teaching Pagination: 496 p.
content reading to Middle and Secondary Level ISBN: 978-0-13-610102-4
students. Inclusive of students from diverse
cultural and language backgrounds, the Copyright: 2009
resource details effective reading strategies, Year Recommended: 2010
assessment and evaluation techniques, the
role of prior knowledge, literate thinking,
and creating a favourable learning climate. It
includes methods for integrating technology
and writing strategies, and presents a holistic
perspective regarding literacy instruction. This
latest edition addresses the needs of English
learners and a culturally diverse student
population.
Note: Although this resource contains
American content, it is a useful publication for
Saskatchewan teachers.
English Language Arts: Core Learning Resources • Grade 6 | 13
22. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √ √ √ √
Suggested Use
Comprehension
Publisher
Stenhouse Publishers
Do I Really Have to Distributor
Pembroke Publishers Ltd.
Teach Reading?: Content 538 Hood Road
Comprehension, Grades 6-12 MARKHAM ON L3R 3K9
Author: Tovani, Cris (800) 997-9807
Fax: (800) 339-5568
Annotation E-mail: mary@pembrokepublishers.com
(CORE) This book is for teachers who Website: www.pembrokepublishers.com
want to improve their students’ reading
comprehension in the content areas for Price: $24.95 pbk.
Grades 6-12. Tovani demonstrates in detail Pagination: 138 p.
several strategies that can effectively increase ISBN: 978-1-57110-376-5
student comprehension. This resource Copyright: 2004
provides support to teachers who do not feel Year Recommended: 2006
comfortable teaching the reading strand. Do I
Really Have to Teach Reading? is a useful book
that gives examples of teaching reading in
the content areas and offers advice on how to
balance instruction and content. This book has
the potential to help students become better
readers and lifelong learners. Included are a
table of contents and an appendix of sample
activities.
14 | English Language Arts: Core Learning Resources • Grade 6
24. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √
Suggested Use
Teaching
Publisher
Addison-Wesley Educational Books
Distributor
Exploring and Teaching the Pearson Education Canada
English Language Arts. 4th ed. 195 Harry Walker Parkway North
Authors: Tchudi, Stephen and Mitchell, Diana NEWMARKET ON L3Y 4X7
(800) 361-6128
Annotation Fax: (800) 563-9196
(CORE) This resource recognizes the E-mail: school_inquiries@pearsoned.com
complexities of teaching all the components Website: www.pearsoned.ca/
of English language arts. The book
provides teachers with ideas, strategies, Price: $114.15 pbk.
and an exploratory approach to improve Pagination: 402 p.
their teaching. The resource includes the ISBN: 978-0-321-00215-0
importance of an integrated curriculum,
Copyright: 1999
planning instructional units, and creating an
Year Recommended: 2006
environment for learning. Included are a table
of contents and an index.
16 | English Language Arts: Core Learning Resources • Grade 6
25. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √
Suggested Use
Literacy Strategies
Publisher
Prentice-Hall Inc.
50 Literacy Strategies: Step by Distributor
Step. 3rd ed. Pearson Education Canada
195 Harry Walker Parkway North
Author: Tompkins, Gail E. NEWMARKET ON L3Y 4X7
Annotation (800) 361-6128
(CORE) This publication provides research- Fax: (800) 563-9196
based literacy strategies useful for Elementary E-mail: school_inquiries@pearsoned.com
and Middle Level educators. Each strategy Website: www.pearsoned.ca/
indicates the instructional focus (oral language, Price: $29.85 pbk.
phonemic awareness/phonics, fluency, Pagination: 149 p.
vocabulary, comprehension, writing, spelling, ISBN: 978-0-13-515816-6
and content areas), the grade levels, reasons
for using the strategy, step-by-step instructions Copyright: 2009
on how to use the instructional strategy, and Year Recommended: 2008
ideas for the best times to use the strategy.
Scaffolding for English learners is described,
and samples of students’ works are presented.
The index allows the user to find specific
literacy strategies and strategies for a particular
grade.
English Language Arts: Core Learning Resources • Grade 6 | 17
26. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √
Suggested Use
Grammar
Publisher
Heinemann Educational Books
The Grammar Plan Book: A Guide Distributor
to Smart Teaching Pearson Education Canada
195 Harry Walker Parkway North
Author: Weaver, Constance NEWMARKET ON L3Y 4X7
Annotation (800) 361-6128
(CORE) The best method of teaching language Fax: (800) 563-9196
conventions is to integrate them into the E-mail: school_inquiries@pearsoned.com
writing process. This book explains how to Website: www.pearsoned.ca/
teach language conventions this way. Through Price: $29.22 pbk.
examples of innovative educators teaching Pagination: 153 p.
language, teachers are presented with
ISBN: 978-0-325-01043-4
concepts to use in the classroom. Although
this publication is not a language handbook, Copyright: 2007
it includes most of the language concepts that Year Recommended: 2008
students need to know. The book is useful
in planning focused lessons and includes a
sample scope-and-sequence chart. Included
are a table of contents and an index.
18 | English Language Arts: Core Learning Resources • Grade 6
28. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√
Suggested Uses
Listening
Comprehension
Publisher
Heinemann Educational Books
Listen Hear!: 25 Effective Listening
Comprehension Strategies Distributor
Pearson Education Canada
Authors: Opitz, Michael F. and Zbaracki, 195 Harry Walker Parkway North
Matthew D. NEWMARKET ON L3Y 4X7
Annotation (800) 361-6128
(CORE) Students are expected to spend 50 Fax: (800) 563-9196
percent or more of their day engaged in E-mail: school_inquiries@pearsoned.com
listening comprehension activities, but too Website: www.pearsoned.ca/
often they “hear” rather than “listen”. This Price: $27.89 pbk.
resource provides strategies to incorporate Pagination: 140 p.
multidimensional listening comprehension ISBN: 978-0-325-00344-3
into the classroom. Using the latest research,
the authors provide charts to show at a glance Copyright: 2004
which skills each strategy enhances. Listen Year Recommended: 2008
Hear! includes a table of contents, lists of
contemporary texts to use in conjunction with
the strategies, practical tips for assessment,
and reproducible forms.
20 | English Language Arts: Core Learning Resources • Grade 6
29. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√
Suggested Use
Inquiry
Publisher/Distributor
The National Council of Teachers of English
1111 W Kenyon Road
Planning for Inquiry: It’s Not an URBANA IL 61801-1096
Oxymoron! (217) 328-3870
Fax: (217) 328-9645
Author: Parker, Diane E-mail: customerservice@ncte.org
Annotation Website: www.ncte.org/
(CORE) Diane Parker provides an up-close look Price: $30.95 U.S. pbk.
at the underlying structure of an inquiry-based Pagination: 107 p.
approach, what such an approach might look
ISBN: 978-0-8141-3560-0 pbk.
like in practice, and how it can happen in the
classroom. Copyright: 2007
Supported by her stories and examples, Year Recommended: 2008
Parker shares a practical yet nonprescriptive
framework for developing curriculum from
learners’ questions and authentic classroom
events. The strategies can be adapted for both
short- and long-term planning with students.
English Language Arts: Core Learning Resources • Grade 6 | 21
30. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √
Suggested Use
Spelling
Publisher
Heinemann Educational Books
The Science of Spelling: The Distributor
Explicit Specifics that Make Great Pearson Education Canada
195 Harry Walker Parkway North
Readers and Writers (and Spellers) NEWMARKET ON L3Y 4X7
Author: Gentry, J. Richard (800) 361-6128
Fax: (800) 563-9196
Annotation E-mail: school_inquiries@pearsoned.com
(CORE) Through current research, the author
Website: www.pearsoned.ca/
reveals that spelling instruction is crucial for
teaching every aspect of literacy and offers Price: $29.22 pbk.
techniques for the following: Pagination: 176 p.
• making appropriate use of instructional ISBN: 978-0-325-00717-5
devices such as scaffolding, hand and Copyright: 2004
finger spelling, and letter boxes
• managing word lists and word sorts Year Recommended: 2006
• differentiating spelling instruction and
assessment and evaluation
• evaluating spelling resources.
Included are rubrics, research-based forms, a
table of contents, a bibliography, and an index.
22 | English Language Arts: Core Learning Resources • Grade 6
31. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √
Suggested Use
Instructional Strategies
Publisher
Allyn & Bacon Canada
Strategies to Enhance Literacy and Distributor
Pearson Education Canada
Learning in Middle School Content 195 Harry Walker Parkway North
Area Classrooms. 3rd ed. NEWMARKET ON L3Y 4X7
Authors: Irvin, Judith, Buehl, Douglas R., and (800) 361-6128
Radcliffe, Barbara J. Fax: (800) 563-9196
E-mail: school_inquiries@pearsoned.com
Annotation Website: www.pearsoned.ca/
(CORE) This edition focuses on Middle Level
students and literacy instruction. The book Price: $68.10 pbk.
is based on current research and includes Pagination: 272 p.
teaching strategies for teachers in all content ISBN: 978-0-205-36061-1
areas. Included are a table of contents and an Copyright: 2007
index. Year Recommended: 2008
English Language Arts: Core Learning Resources • Grade 6 | 23
32. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√
Suggested Use
Writing
Publisher/Distributor
Pearson Education Canada
195 Harry Walker Parkway North
Teaching Writing: Balancing NEWMARKET ON L3Y 4X7
Process and Product. 5th ed. (800) 361-6128
Author: Tompkins, Gail E. Fax: (800) 563-9196
E-mail: school_inquiries@pearsoned.com
Annotation Website: www.pearsoned.ca/
(CORE) Knowing that teachers must balance
their focus in the classroom on the process Price: $59.50 pbk.
that students use as they write and the Pagination: 306 p.
quality of their compositions, Teaching Writing ISBN: 978-0-13-158416-7
provides a comprehensive look at both the Copyright: 2008
processes and products of writing. This edition
Year Recommended: 2008
provides practical strategies for teaching and
assessing and evaluating writing, with a focus
on individual student needs and teacher
accountability. Additional features address the
concerns of struggling writers, the needs of
English learners, and the strategies that can be
used to improve student test taking. Included
are a table of contents, an author index, and a
subject index.
24 | English Language Arts: Core Learning Resources • Grade 6
33. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √
Suggested Use
Assessment
Publisher
Heinemann Educational Books
Windows Into Literacy: Assessing Distributor
Pearson Education Canada
Learners K-8 195 Harry Walker Parkway North
Authors: Rhodes, Lynn K. and Shanklin, NEWMARKET ON L3Y 4X7
Nancy L. (800) 361-6128
Fax: (800) 563-9196
Annotation E-mail: school_inquiries@pearsoned.com
(CORE, WNCP) This resource provides Website: www.pearsoned.ca/
comprehensive coverage of authentic
assessment and evaluation, in which teachers Price: $55.79 pbk.
assess reading and writing done for a real Pagination: 491 p.
purpose. Using classroom narratives and ISBN: 978-0-435-08757-9
student examples to support the philosophy,
the authors suggest ways to make assessment Copyright: 1993
and evaluation manageable. They discuss Year Recommended: 2006
portfolios and folders for collecting data,
look at ongoing assessment in the writing
workshop, and provide sample assessment
and evaluation tools. This book includes
information about language cues and
conventions. It contains a detailed table of
contents, an index, and chapter reference lists.
English Language Arts: Core Learning Resources • Grade 6 | 25
34. English Language Arts: Core Learning Resources • Grade 6
6 7 8 9 10 11 12
√ √ √ √ √ √ √
Suggested Use
Writing
Publisher
Carnegie Corporation of New York
Writing Next: Effective Strategies Distributor
Alliance for Excellent Education
to Improve Writing of Adolescents 1201 Connecticut Avenue NW, Suite 901
in Middle and High Schools WASHINGTON DC 20036
Authors: Graham, Steve and Perin, Dolores (202) 828-0828
Fax: (202) 828-0821
Annotation E-mail: bdavid@all4ed.org
(CORE) Based on research, this report provides Website: www.all4ed.org/
techniques on teaching writing to Middle
and Secondary students. Since writing is an Price: $Free
important form of communication, students Pagination: 66 p. online
must have proficiency in all aspects of writing. No order number is required.
Eleven elements of effective writing instruction Copyright: 2007
are presented and explained: writing strategies, Year Recommended: 2008
summarization, collaborative writing, specific
product goals, word processing, sentence
combining, prewriting, inquiry activities,
process writing approach, study of models, and
writing for content learning. The document is
available for downloading at www.carnegie.
org/literacy/pdf/writingnext.pdf.
26 | English Language Arts: Core Learning Resources • Grade 6
35. English Language Arts: Core Learning Resources • Grade 6
Digital Resources
The Saskatchewan Ministry of Education provides a forum through the Digital Resources page
for teachers to access and share educationally appropriate Internet sites. The URL Database of
websites can be found at www.education.gov.sk.ca/digital-resources.
Information on sites that are recommended and linked to curriculum outcomes can be found
by accessing this database. Teachers are encouraged to share Internet sites with others in the
province by registering in the URL database. Once an account is created, teachers are able to
suggest new Internet sites as well as access and review sites submitted by other teachers. The
reviews are used to decide upon a recommendation and links to curricula. Registration can be
done online on the Ministry of Education’s website.
The General Reference Centre (GRC) provides access to general Internet sites that relate to
curricula. The GRC can be found on the Ministry of Education’s website.
Current Internet sites that provide information for English language arts teachers follow:
Association of Supervision and Curriculum Development (ASCD) - www.ascd.org
(CORE) ASCD is ‘dedicated to quality teaching, learning, and leadership’. The organization
publishes resources on all aspects of education including English language arts. The Language,
Literacy, and Literature Network provides teachers with a forum to share information. The
periodical, Educational Leadership, includes articles for English language arts teachers.
Canadian Council of Teachers of English Language Arts (CCTELA) - www.cctela.ca/
(CORE, CAN) This national organization of affiliates from across Canada is dedicated to the
teaching and learning of English language arts in Canada. It publishes English Quarterly and the
CCTELA News Update.
InfoTrac Literature Resource Center Database - www.education.gov.sk.ca/Databases-for-schools
(CORE, SK) This database contains full-text journal articles, literary criticism, reviews, biographical
information, and overviews on over 130,000 writers from all disciplines and time periods.
International Federation for the Teaching of English (IFTE) - www.ifte.net/
(CORE) IFTE’s mission is to promote the work and voices of English and literacy teachers through
its member associations and in the world of English teaching generally. It works through
conferences, links with associations with similar aims, electronic and other forms of publication,
and both formal and informal networks of English and literary professionals.
International Reading Association (IRA) - www.reading.org/
(CORE) IRA is an association of professionals who are committed to literacy. It publishes the
journals, The Reading Teacher, Journal of Adolescent & Adult Literacy, and Reading Research Quarterly.
National Council of Teachers of English (NCTE) - www.ncte.org/
(CORE) NCTE promotes teaching, research, and student achievement in English language arts. It
publishes the journals Language Arts and English Journal.
NoveList and NoveList K-8 Databases - www.education.gov.sk.ca/Databases-for-schools.
(CORE) These databases are fiction guides for all ages and level of readers. They include titles
in series, subject access to fiction, full-text book reviews, recommended lists, annotations, and
summaries.
English Language Arts: Core Learning Resources • Grade 6 | 27
36. English Language Arts: Core Learning Resources • Grade 6
Saskatchewan Teachers of English Language Arts (STELA) - www.stela.ca/
(CORE, SK) STELA is a special subject council of the Saskatchewan Teachers’ Federation (STF) for
English language arts educators. The aim of the association is to provide a community for English
language arts educators through professional development, in-service training, and pre-service
teacher education. The organization publishes On the Horizon and the Inter.STELA Newsletter.
Saskatchewan Writers’ Guild (SWG) - www.skwriter.com/
(CORE, SK) SWG is an organization that promotes Saskatchewan writers. The Guild’s mission is
to improve the status of the writer in Saskatchewan. The Guild offers conferences and writers’
retreats, and publishes the members’ newsletter, entitled freeLance, and a publication of literature
written by Saskatchewan high school students, entitled windScript.
28 | English Language Arts: Core Learning Resources • Grade 6
37. English Language Arts: Core Learning Resources • Grade 6
Grade 6 Context and Unit Grid
The titles in this section are examples of learning resources to support particular English language arts
units for Grade 6. Please note that the following abbreviations are used for the Major Integrated Resources:
Collections 6 (COL), Gage Cornerstones 6 (CS), Nelson Education Language Arts Grade 6 (NLA), and Nelson
Education Literacy 6 (NL).
Unit Titles Growing Up Messages Tales-Heroes, Deeds,
(Personal and Philosophical; (Communicative; and Wonders
multigenre thematic) multigenre thematic) (Imaginative and Literary;
author/genre study)
Short Stories Boy’s Own: An Anthology of Anti-Snore Machine (COL) Gawain and the Lady
Canadian Fiction for Young Dancing the Cotton-Eyed Ragnel (COL)
Readers Joe (COL) How Thunder and
Girl’s Own: An Anthology of Fax Facts (COL) Lightning Got Up in the Sky
Canadian Fiction for Young How Music was Fetched Out (COL)
Readers of Heaven (COL) It’s All Over (COL)
The New Moon and the Rain Log On (COL) Nothing at All (COL)
Horn (CS) The People Could Fly (COL)
Water Spirit (CS) The River That Went to the
Why Do Things Have to Sky (COL)
Change? (CS) Savitri and Satyavan (COL)
Sponsored (NL)
Why the Grasshoppers Sing
(COL)
Essays The Babysitter’s Start-up Be a Smart Viewer from Heroic Stories
Guide (NL) Zillions magazine (NLA) The Legend of Vinland
Food Allergies (NL) Carving a Totem Pole (COL) (COL)
Kids Speak Out! (CS) Conflict Resolution (COL) Little Green Men (NL)
Operation Brainwash (NL) Elections and Advertising The Lore of the Unicorn
Rachel and Nathan (CS) (NLA) (COL)
Safe and Smiling in the Great Get Set for the Net! (COL) Message in Myths (COL)
Outdoors (NL) Let’s Talk Advertising (NLA) Popol Vuh: A Sacred Book
The “What” and “Why” of Listen with Your Eyes (COL) of the Maya
Self-Esteem (NL) Meet Emily of New Moon
Too Young for This; Too Old (COL)
for That (CS) Painting (COL)
Selling Your Sole: How
Advertising Works (NLA)
Sign Language (COL)
Too Young For This; Too Old
For That (CS)
World Shrinkers (COL)
English Language Arts: Core Learning Resources • Grade 6 | 29
38. English Language Arts: Core Learning Resources • Grade 6
Unit Titles Growing Up Messages Tales-Heroes, Deeds,
and Wonders
Novels Aram’s Choice The Boggart After Hamelin
Bridge to Terabithia Cougar Cove Broken Circle
Catching Spring Dragon Rider
Dragon in the Clouds East
Flood The End of the Beginning:
A Hole in the World Being the Adventures of a
Ice Drift Small Snail (and an Even
Island Trilogy Smaller Ant)
Jeannie & the Gentle Giants The Goose Girl
Moonpie and Ivy Jeremy Thatcher, Dragon
The Outside Chance of Hatcher
Maximilian Glick The Lion, the Witch, and the
Shadows of Disaster Wardrobe
That Fine Summer A Nose for Adventure
Wings to Fly Space Trap
Tale of Despereaux:
Being the Story of a Mouse,
a Princess, Some Soup, and
a Spool of Thread
Also see Teacher’s Guide, CS,
p. 3; Student Text, CS, p. 47 Also see Teacher’s Guide,
COL
Full-length Non- Lucy Maud Montgomery: A Stories Moshum and Kokum Hearts of Gold: Stories of
fiction Writer’s Life Told me Courage, Dedication, and
Three Wishes: Palestinian Triumph from Canadian
and Israeli Children Speak Olympians
Heroic Stories
Lyrics The Drum (CS) Blues Journey The Beasts of Never (CS)
Spinning Through the Creators (COL) The Creation: An Iroquois
Universe: A Novel in Poems Fax Facts (COL) Myth (CS)
from Room 214 Joyful Noises and I Am Wings to the Sun (CS)
When I Grow Up (CS) Phoenix: Poems for Two
Yesterday (CS) Voices
The Last-Place Sports
Poems of Jeremy Bloom
(NLA)
The Smile (COL)
Speak Your Dreams (COL)
Spinning Through the
Universe: A Novel in Poems
from Room 214
Stories Moshum and Kokum
Told Me
Ways to Communicate (COL)
Narratives My Diary (NL) The Doughnuts (NLA) The Fun they Had (NL)
Sidney Crosby: “The Next A Musical Note (COL) Nellie McClung and the
One?” (NL) Music in My Life (COL) Fight for Women’s Rights
My Hobby (COL) (NL)
The Pied Piper of Hamelin
Other (e.g., songs) The Water Traders’ Dream
(NL)
One-act Plays Two Poems (CS) They’re Made out of Meat
The Tiger’s Whisker (CS) (NL)
A Pizza the Size of the Sun:
Poems to Act Out
30 | English Language Arts: Core Learning Resources • Grade 6
39. English Language Arts: Core Learning Resources • Grade 6
Unit Titles Growing Up Messages Tales-Heroes, Deeds,
and Wonders
Full-length Plays The Ugly Duckling
Other (e.g., TV or film Nitro (CS)
script)
Photographs and Choosing Health (NL) All the Places to Love (COL) Helpers of Humanity (CS)
Other Visuals Fast Forward Art (COL) Who (CS)
Including Picture In Your Face (COL) You be the Judge (NL)
Books The Librarian of Basra: A
True Story From Iraq
Seeing but Not Believing
(NLA)
Tiktala
Wildland Visions (COL)
Posters,
Advertisements,
Billboards
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English Language Arts: Core Learning Resources • Grade 6 | 31
40. English Language Arts: Core Learning Resources • Grade 6
Unit Titles Taking Flight Going the Distance Peace and Conflict
(MODEL UNIT) (Personal and Philosophical; (MODEL UNIT)
(Environmental Social, Cultural, and (Social, Cultural, and
and Technological; Historical; multigenre Historical; Communicative;
multigenre inquiry and thematic) multigenre thematic or
interdisciplinary) inquiry)
Note: For more suggested
learning resources, please
refer to this model unit in
the curriculum.
Short Stories Selections from the Pan- Cinder Edna (NLA) One Day a Stranger Came
Canadian Science Place The Great Eagle (NLA) (NLA)
Series, Out of This World The Killick (NLA) Peacocks and Bandaids (NLA)
and The Sky’s the Limit The Night of the
Pomegranate (NLA)
The People Who Hugged
the Trees (NLA)
Trial by Ice (NL)
Essays An Eye in Space (NL) Dream Chasers (NLA) Médecins Sans Frontières
A Helping Hand (NL) First Nations and First (NL)
Cycles in Space (NL) Contacts (NL) Nellie McClung and the Fight
Exploring Mars (NL) The First Peoples of Canada for Women’s Rights (NL)
Goodbye, Planet Pluto (NL) Peace Begins With You (NLA)
(NL) Fur Trading in Canada (NL)
At Home on the Mike Lazaridies and the
International Space BlackBerry (NL)
Station (NL) Rick Hansen
How to Build a Bird (NL) Ryan’s Well (NL)
Space Travellers (NL) Solving the Puzzle of Global
Suit Up for Space (NL) Warming (NL)
Taking Flight! (NL) Searching for the Northwest
Wright Flight (NL) Passage (NL)
Strangers on the Coast (NL)
Taking Action (Hughes) (NL)
Top of the World (NL)
Wilderness Survival (NL)
32 | English Language Arts: Core Learning Resources • Grade 6
41. English Language Arts: Core Learning Resources • Grade 6
Unit Titles Taking Flight Going the Distance Peace and Conflict
(MODEL UNIT) (MODEL UNIT)
Novels Amelia Earhart: Free in the Keeley: The Girl From Turtle Aram’s Choice
Skies Mountain Brundibar
Space Trap Last Days in Africville Finding Sophie
Leaving the Log House Hiroshima
Mina’s Spring of Colors Peace Walker: The Legend of
Power Play in Washington Hiawatha and Tekanawita
A Prairie as Wide as the Sea: The Whirlwind
The Immigrant Diary of Ivy
Weatherall
Prairie Fire!
Rachel Books
Rosie in New York City:
Gotcha!
Prairie Fire!
The Screech Owls’ Northern
Adventure
Underground to Canada
Also see Teacher’s Guide,
NLA Also see Teacher’s Guide,
NLA
Full-length Non- Into the Air: The Story of The Black Canadians: Their Sadako and the Thousand
fiction the Wright Brothers’ First History and Contributions Paper Cranes
Flight Discovering the Arctic: The
Reaching for the Moon Story of John Rae
Spectacular Women in J. K. Rowling
Space The Kids Book of Black
The Story of Flight Series Canadian History
The Wright Brothers — A The Kids Book of Canadian
Flying Start History
The Man Who Ran Faster
Than Everyone: The Story of
Tom Longboat
Also see Teacher’s Guide,
NLA6
Lyrics Diving Board (NLA) Blues Journey
It’s Easy to Dream (NLA) The Eloquent Young
Lonnie Boo (NLA) Elephant (NLA)
The Spearthrower (NLA) In Flanders Fields (NLA)
When I Grow Up (NLA) O Siem (NLA)
Peace Is… (NLA)
Road of Peace (NLA)
Narratives The Crazy Man
Other (e.g., songs)
One-act Plays
Full-length Plays
Other (e.g., TV or film
script)
English Language Arts: Core Learning Resources • Grade 6 | 33
42. English Language Arts: Core Learning Resources • Grade 6
Unit Titles Taking Flight Going the Distance Peace and Conflict
(MODEL UNIT) (MODEL UNIT)
Photographs and Blast off for Fun (NL) Animation: Made in Canada, Blues Journey
Other Visuals How Airplanes and Exported to the World (NL) The Librarian of Basra: A True
Including Picture Helicopters Fly (NL) Story From Iraq
Books Up, Up, and Away! (NL) Peace Walker: The Legend of
Hiawatha and Tekanawita
Rights of the Child (NLA)
Posters,
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Videos/DVDs
Human Resources
(e.g., guest speaker)
Digital
34 | English Language Arts: Core Learning Resources • Grade 6