Example: stock market

ENGLISH LANGUAGE ARTS - Alberta.ca

ENGLISH . LANGUAGE . arts . INTRODUCTION thoughts, feelings and experiences; establish relationships with family members and friends;. Clear student learning outcomes and high learning and strive to make sense and order of their world. standards in the program of studies are designed to They may come to school speaking more than one prepare students for present and future LANGUAGE LANGUAGE or learn another LANGUAGE in school. It is requirements. Changes in society and technology important to respect and build upon a child's first have affected, and will continue to affect, the LANGUAGE . Experience in one LANGUAGE will benefit ways in which people use LANGUAGE to think, to the learning of other languages.

and drum dancing. Organization of the Program of Studies Five general student outcomes serve as the foundation for the program of studies. General outcomes are broad statements identifying the knowledge, skills and attitudes that students are expected to demonstrate with increasing competence and confidence from Kindergarten to Grade 12.

Tags:

  Language, Foundations, Arts, Drum, Language arts

Information

Domain:

Source:

Link to this page:

Please notify us if you found a problem with this document:

Other abuse

Transcription of ENGLISH LANGUAGE ARTS - Alberta.ca

1 ENGLISH . LANGUAGE . arts . INTRODUCTION thoughts, feelings and experiences; establish relationships with family members and friends;. Clear student learning outcomes and high learning and strive to make sense and order of their world. standards in the program of studies are designed to They may come to school speaking more than one prepare students for present and future LANGUAGE LANGUAGE or learn another LANGUAGE in school. It is requirements. Changes in society and technology important to respect and build upon a child's first have affected, and will continue to affect, the LANGUAGE . Experience in one LANGUAGE will benefit ways in which people use LANGUAGE to think, to the learning of other languages.

2 Communicate and to learn. Students must be prepared to meet new literacy demands in Canada In their early years, children develop LANGUAGE and the international community. The ability to informally. Long before they understand explicit use LANGUAGE effectively enhances student LANGUAGE rules and conventions, children opportunities to experience personal satisfaction reproduce the LANGUAGE they hear, and use and to become responsible, contributing citizens LANGUAGE to construct and to convey new meaning and lifelong learners. in unique ways. Later, LANGUAGE learning occurs in specific contexts for specific purposes, such as The Importance of LANGUAGE learning about a specific subject, participating in the community, and pursuing work and leisure The Nature of LANGUAGE activities.

3 LANGUAGE is the basis of all communication and LANGUAGE development is continuous and the primary instrument of thought. Composed of recursive throughout a student's life. Students interrelated and rule-governed symbol systems, enhance their LANGUAGE abilities by using what LANGUAGE is a social and uniquely human means of they know in new and more complex contexts and exploring and communicating meaning. As well with increasing sophistication. They reflect on as being a defining feature of culture, LANGUAGE is and use prior knowledge to extend and enhance an unmistakable mark of personal identity and is their LANGUAGE and understanding. By learning essential for forming interpersonal relationships, and incorporating new LANGUAGE structures into extending experiences, reflecting on thought and their repertoire and using them in a variety of action, and contributing to society.

4 Contexts, students develop LANGUAGE fluency and proficiency. Positive learning experiences enable LANGUAGE Acquisition and Development students to leave school with a desire to continue LANGUAGE learning is an active process that begins to extend their knowledge, skills and interests. at birth and continues throughout life. Children learn LANGUAGE as they use it to communicate their ENGLISH LANGUAGE arts (K 9) /1. Alberta Learning, Alberta, Canada (2000). LANGUAGE Learning: A Shared Responsibility ENGLISH LANGUAGE arts Responsibility for LANGUAGE learning is shared by The aim of ENGLISH LANGUAGE arts is to enable each students, parents, teachers and the community. student to understand and appreciate LANGUAGE , Students require ongoing opportunities to use and to use it confidently and competently in a LANGUAGE in its many forms.

5 Opportunities to variety of situations for communication, personal learn LANGUAGE occur first at home and are satisfaction and learning. extended as children move into the larger community. Schools provide environments where Students become confident and competent users of students develop LANGUAGE knowledge, skills and all six LANGUAGE arts through many opportunities to strategies to achieve academic, personal and social listen and speak, read and write, and view and goals. represent in a variety of combinations and relevant contexts. All the LANGUAGE arts are interrelated LANGUAGE development is the responsibility of all and interdependent; facility in one strengthens teachers.

6 For example, subject area teachers teach and supports the others. In the outcomes of the the specialized LANGUAGE and forms of each program of studies, the six LANGUAGE arts are subject. ENGLISH LANGUAGE arts teachers; however, integrated. have a special role because of their focus on LANGUAGE , its forms and functions. They help Listening and Speaking students develop and apply strategies for comprehending, composing and responding in a Oral LANGUAGE is the foundation of literacy. variety of situations. Through listening and speaking, people Thinking and Learning through LANGUAGE communicate thoughts, feelings, experiences, information and opinions, and learn to understand Thinking, learning and LANGUAGE are interrelated.

7 Themselves and others. Oral LANGUAGE carries a From Kindergarten to Grade 12, students use community's stories, values, beliefs and traditions. LANGUAGE to make sense of and bring order to their world. They use LANGUAGE to examine new Listening and speaking enable students to explore experiences and knowledge in relation to their ideas and concepts, as well as to understand and prior knowledge, experiences and beliefs. They organize their experiences and knowledge. They make connections, anticipate possibilities, reflect use oral LANGUAGE to learn, solve problems and upon ideas and determine courses of action. reach goals. To become discerning, lifelong learners, students at all grades need to develop LANGUAGE enables students to play an active role fluency and confidence in their oral LANGUAGE in various communities of learners within and abilities.

8 They benefit from many opportunities to beyond the classroom. As students speak, write listen and speak both informally and formally for and represent, they also listen to, read about and a variety of purposes. view the ideas and experiences of others. Critical and creative thinking and learning through Reading and Writing LANGUAGE occur when students reflect, speculate, create, analyze and synthesize. Reading and writing are powerful means of communicating and learning. They enable In addition, LANGUAGE facilitates student students to extend their knowledge and use of development of metacognitive awareness; that is, LANGUAGE , increase their understanding of it enables them to reflect on and control their own themselves and others, and experience enjoyment thinking and learning processes.

9 LANGUAGE helps and personal satisfaction. students develop an awareness of the skills and strategies they need to complete learning tasks Reading provides students with a means of successfully and to communicate about accessing the ideas, views and experiences of themselves as learners. others. By using effective reading skills and 2/ ENGLISH LANGUAGE arts (K 9). (2000) Alberta Learning, Alberta, Canada strategies, students construct meaning and develop texts. Oral texts include storytelling, dialogues, thoughtful and critical interpretations of a variety speeches and conversations. Visual texts include of texts. Writing enables students to explore, pictures, diagrams, tableaux, mime and nonverbal shape and clarify their thoughts, and to communication.

10 Combinations of oral, print or communicate them to others. By using effective visual texts include videos, films, cartoons, drama writing strategies, they discover and refine ideas and drum dancing. and compose and revise with increasing confidence and skill. Organization of the Program of Studies Viewing and Representing Five general student outcomes serve as the foundation for the program of studies. General Viewing and representing are integral parts of outcomes are broad statements identifying the contemporary life. These skills allow students to knowledge, skills and attitudes that students are understand the ways in which images and expected to demonstrate with increasing LANGUAGE may be used to convey ideas, values and competence and confidence from Kindergarten to beliefs.


Related search queries