A Brief Introduction to the Draft English Language Arts 8-12 IRP Joanne Panas jpanas@richmond.sd38.bc.ca

Overview of IRP Structure There are several major changes from the last English Language Arts curriculum: An expanded definition of “text” New curriculum organizers New sub-organizers or aspects for the major curriculum organizers Prescribed Learning Outcomes and Suggested Achievement Indicators Pedagogical understandings (best practice)

An expanded definition of “text” As used in the new ELA IRP, “text” refers to any mode of coherent communication, including: Spoken texts, such as speeches, lit circle discussions, radio programs, and songs Written texts, such as essays, novels, poems, textbooks, short stories, and web pages Visual texts, such as paintings, photographs, dances, graphs, sign language, and diagrams Any combination of these modes, such as videos, web sites, movies, and video games

ELA K-12 IRP Glossary Definition of “Text”: For purposes of English Language Arts, the term “text” denotes any piece of spoken, written, or visual communication that constitutes a coherent, identifiable unit (e.g., a particular speech, poem, poster, play, film, conversation in sign language of the deaf, or any other language event). A text may combine oral, written, and/or visual components. A text may be considered from the point of view of its structure, context, and functions.

2. New Curriculum Organizers The 1996 ELA IRP is organized around the purposes of language (the WHY): Comprehend and Respond Communicate Ideas and Information Self and Society The new ELA IRP is organized around the processes of language (the HOW): A: Oral Language (Speaking and Listening) B: Reading and Viewing C: Writing and Representing

3. New Sub-Organizers Each of the 3 major organizers of the new ELA IRP has 4 sub-organizers: Purposes: Why do students speak, listen, read, view, write or represent? Strategies: What strategies can students use when they speak, listen, read, view, etc.? Thinking: What kinds of thinking are students expected to do when they speak, listen, etc.? Features: What are the features of different kinds of texts, how are they used, and why?

4. PLOs and AIs Prescribed Learning Outcomes (PLOs): Must be addressed, including dashed items, but not “e.g.”s Are more general Are observable May or may not show grade distinction Do not describe how to instruct students Achievement Indicators (AIs): Suggest what students should be able to do for each PLO by course end Are more specific Are observable Usually show grade distinction Do not describe how to instruct students

A View of the ELA IRP Structure Example: Grade 8 Oral Language Reading & Viewing Writing & Representing Purposes A1, A2, A3 B1, B2, B3, B4 C1, C2, C3, C4 Strategies A4, A5, A6, A7 B5, B6, B7 C5, C6, C7 Thinking A8, A9, A10, A11 B8, B9, B10, B11 C8, C9, C10, C11 Features A12 B12, B13 C12, C13, C14

5. Pedagogical Understandings The new ELA IRP is grounded in best practice research and pedagogy The IRP has a section with research and sources in the front matter Explicit explanations and examples of best practice are woven into the entire ELA K-12 IRP

“Best Practice” Focuses in English Language Arts Assessment for, as, and of learning, with a focus on the assessment-to-instruction cycle Gradual release of responsibility model, particularly in strategy instruction Metacognition PLO in the Thinking sub-organizers for each organizer in every grade The recursive nature of the writing process

Integration of oral language, reading, and writing in teaching and learning Scaffolding students’ learning (especially of reading and writing) with oral language “Before, during, and after” structure for reading Critical thinking as a key aspect of literacy skills