Course Profile Literacy Skills: Reading and Writing, Grade 11, Open, Catholic

Unit 1: Reading and Writing

Time: 40 hours (15+5 hours added from each of the other units)

Unit Description

Because the focus of this course is to improve literacy, it is essential that the development and improvement of reading comprehension and writing skills be in the forefront. The first section, two hours long, is diagnostic. It will be necessary to ascertain each student’s level of performance at the beginning of the course in order to tailor the course to meet the needs of the student. The second section, six hours long, will familiarize students with a variety of reading techniques and strategies as well as with the basic conventions of Standard Canadian English. The third section, seven hours long, will deal specifically with writing as a step-by-step process involving brainstorming, writing, conferencing, editing, and publishing. In the five subsequent units of this course, students will read, write, and interpret a variety of paragraphs, personal responses and letters, short stories, dialogues, summaries, bibliographies, short essays, news stories, reports, etc. while improving their skills in spelling, grammar, and punctuation. In addition, students will familiarize themselves with both print and electronic devices designed to assist them with their reading and writing skills.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2a - listen actively and critically to understand and learn in light of gospel values;

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE2d - write and speak fluently one or both of Canada’s official languages;

CGE2e - use and integrate the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life;

CGE3b - create, adapt, evaluate new ideas in light of the common good;

CGE4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrate flexibility and adaptability;

CGE5a - work effectively as an interdependent team member.

Strand(s): Reading Skills, Writing Skills

Overall Expectations

REV.01 - demonstrate an understanding of a variety of contemporary texts;

REV.02 - demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;

REV.04 - use a variety of strategies to understand words encountered in texts;

WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;

WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;

WRV.03 - organize information, ideas, and supporting details in written work;

WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;

WRV.05 - edit, proofread, and publish written work, using correctly – grammar, spelling, and punctuation according to the conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources where appropriate.

Specific Expectations

RE1.01 - read a variety of self-selected and teacher-assigned contemporary texts for different purposes, with an emphasis on locating important information, identifying main ideas and supporting details, extending personal knowledge and responding imaginatively (e.g., read a short story as a model for writing; read a magazine article on a topic of personal interest and report on the main ideas and details to a small group);

RE1.02 - use and assess strategies before, during, and after reading to understand a variety of contemporary texts, with an emphasis on setting a purpose for reading. Making predictions about content, skimming and scanning, using prior knowledge to understand text, predicting and confirming while reading, discussing main ideas and supporting details, rereading section, and summarizing key points (e.g., skim texts to locate specific ideas; discuss the effectiveness of a reading strategy modelled by the teacher; assess the appropriateness of a reading strategy used during a guided reading session; compare reading strategies used by various students to read the same passage; identify their strengths and weaknesses in reading and set goals for improvement);

RE1.03 - use knowledge of the organization of texts to locate relevant information (e.g., create chapter titles to identify plot details in a novel; use headings, table of contents, and the index to find specific information in a text; refer to illustrations and diagrams to clarify information; explain the role of the introduction, body, and conclusion of a short essay in communicating the main idea; use knowledge of the organizational pattern of a text, such as comparison and contrast or cause and effect, to locate answers to questions about the text);

RE1.04 - compare their own interpretations of texts with those of others (e.g., record responses to self-selected materials and share them with others in a small group; chart and compare various responses to the actions of a character in a novel; discuss different interpretations of the same text and suggest possible reasons for the differences; compare their own preferences for authors, genres, and topics with those of peers; explain how personal values and perspectives influence responses to and interpretations of texts);

RE2.05 - use knowledge of the elements of newspaper and magazine articles and opinion pieces, with an emphasis on headlines, leads, the Five W’s (who, what, where, when, and why?), titles, subtitles, and accompanying photographs, to understand and interpret these texts;

RE4.01 - preview vocabulary before reading (e.g., skim and scan texts to identify unfamiliar words and look them up in a dictionary or glossary);

RE4.02 - use word-identification strategies while reading (e.g., sound out unfamiliar words; scan texts for key words; read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary);

RE4.03 - use context to determine the meaning of unfamiliar words (e.g., use the surrounding information and vocabulary in a sentence or paragraph to deduce or infer the meaning of abstract or specialized words; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook);

RE4.04 - use print and electronic dictionaries, thesauri, and reference texts to clarify the meaning and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words;

WR1.01 - describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic; use graphic organizers to connect and structure ideas; use charts and graphs as sources of information; identify key words to narrow a topic);

WR1.02 - make research plans based on information needs (e.g., identify possible sources of information on specific writing topics; set timelines to plan, research, draft, revise, and complete short research projects);

WR1.03 - locate and record information from a variety of print and electronic sources (e.g., use an electronic catalogue in the library or an Internet search engine to locate information from textbooks, encyclopedias, magazines, CD-ROMs, and websites; use highlighting, note making, paraphrasing, and summarizing to gather and record relevant information);

WR1.04 - assess information to determine its relevance, sufficiency, and accuracy (e.g., classify information by topic and subtopics; assess the accuracy of information by comparing it with information from another source);

WR2.01 - demonstrate an understanding of form in written work, with an emphasis on narratives, summaries, reports, letters, and short essays (e.g., write frequently on self-selected and teacher-assigned literary and general-interest topics in a variety of forms);

WR2.02 - describe the form, purpose, and intended audience for each piece of writing;

WR2.03 - use the appropriate person and level of language for a specific form, purpose, and audience (e.g., use formal language in a short essay describing the theme of a novel studied; use the impersonal third person consistently in the summary of a report; use the first person in a friendly letter);

WR3.01 - construct complete sentences to present information and ideas, using a variety of sentence types (e.g., compose a variety of single, compound, and complex sentences on a topic; alter the word order in sentences for emphasis and variety);

WR3.02 - organize sentences about a topic into coherent and unified paragraphs (e.g., use a topic sentence to state the main idea of a paragraph; use relevant details to develop the main idea; use a specific pattern, such as logical, chronological, or climactic order, to organize information in a paragraph);

WR3.03 - organize paragraphs into coherent and unified narratives, reports, letters, and short essays (e.g., maintain a consistent point of view in a narrative; use transition words to link paragraphs in a letter; state the controlling idea in the opening paragraph of a short essay);

WR4.01 - revise drafts to strengthen the content (e.g., use feedback from a partner to identify incomplete ideas or lack of details; read passages aloud to identify unnecessary or incorrectly placed information);

WR4.02 - revise the organization of drafts to improve clarity of thought and expression (e.g., use a highlighter to track the logical development of ideas; use a word-processing program to reorder sentences, paragraphs, or sections of a draft; combine simple sentences to show a clear relationship between ideas);

WR4.03 - revise drafts to improve coherence (e.g., signal transitions with appropriate transition words and phrases; check for consistency between the topic sentence and the concluding statement);

WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience (e.g., maintain consistent use of the impersonal third person in the summary of a report; check the use of the first person in a friendly letter; review the use of formal language in a short essay describing the theme of a novel studied);

WR4.05 - use print and electronic dictionaries, thesauri, and reference texts to select precise and appropriate vocabulary and find alternative phrasings for awkward constructions (e.g., select and use specialized vocabulary to clarify technical information and complex concepts);

WR5.01 - incorporate information from research into written work by using quotation marks and consistent documentation;

WR5.02 - describe and use strategies to edit, proofread, and correct written work (e.g., use peer feedback to identify errors in sentence structure and grammar; use spell checkers to flag possible spelling errors; replace incorrectly used homophones and homonyms);

WR5.03 - identify and use appropriate and effective techniques and formats to publish written work (e.g., word-process the final copy of a short story; edit and format a class anthology of effective student writing; add diagrams and charts to a report for a bulletin-board display);

WR5.04 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:

- Grammar and Usage: Identify the rules of subject-verb and pronoun agreement and apply them correctly;

- Grammar and Usage: Identify and use correctly the principal parts of irregular verbs;

- Spelling: Identify and apply a wide variety of spelling patterns, rules, and strategies to recognize and correct spelling errors (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors);

- Spelling: Spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns (e.g., check a dictionary for the correct spelling of abbreviations and technical terms);

- Punctuation: Identify the use of effective punctuation when reading and use punctuation correctly when writing.

Activity Titles (Time + Sequence)

Activity 1	Diagnostic Assessment	100 minutes
Activity 2	Language Usage, Grammar, and Punctuation	220 minutes
Activity 3	Improving Reading Skills, Developing Reading Strategies	120 minutes
Activity 4	Using Words Effectively, Vocabulary Development	120 minutes
Activity 5	Using Research Skills: Annotated Bibliography	100 minutes
Activity 6	The Writing Process: A Five-Step Plan	240 minutes

Unit Planning Notes

· As well as the 15 hours set aside for this unit, students will have an additional 25 hours, five in each subsequent unit of study, in which to reinforce and refine the skills covered here. Thus this unit is diagnostic and formative in nature. Summative evaluation will take place in the context of subsequent units.

· Depending on the ability level of the students in the class, the teacher may choose to spend more time on certain aspects of the unit rather than on others. Wherever possible, the teacher should use reading selections from other courses, the workplace, and the community to enhance the unit.

· There exists a number of prepared templates, rubrics and checklists that teachers may use as they are or adapt to their use, such as those developed in the Performance Assessment Manual developed by the EOCCC, and Coping With the New Curriculum, from O.S.S.T.F. In addition, a number of samples have been included in this unit. While it is preferable that students be consulted in the preparation of templates and rubrics for summative evaluations, the teacher may use prepared materials as long as the students are provided with them and the criteria are discussed prior to the assignment and its evaluation.

· Prepare samples of the Personal Dictionary and the Portfolio of Written Work to be kept by each student in the class. The Personal Dictionary should have five sections: Language Usage Rules, Writing as a Process, Technical Terminology and Definitions, New Vocabulary and Miscellaneous Information. The Portfolio of Written Work will be used throughout the course as a forum for student opinions, ideas, and thoughts on specific topics provided by the teacher. Students will divide the journal into two sections: Assigned Responses and Personal Responses.

· The following details should be arranged prior to the start of the unit:

· Speak to the teacher-librarian about the availability of time in the Library/Resource Centre to use both print and electronic research materials as well as use the computers for word processing.

· Schedule time in the Computer Lab to give the students the opportunity to explore the Internet and the various search engines and websites available, and to become familiar with the more popular word processing and publishing programs.

· Ensure that all students have had time to become familiar with and understand the school board’s protocol for the use of the Internet and the Computer Labs prior to the first scheduled day in the lab.

· Arrange for a computer technician or teacher to be on hand the first time students use the machines to ensure that they have the necessary help in place.

· Confer with the public librarian in the community to find out about hours of operation and student access to those facilities. While some communities may have Internet Cafes and the like, students should be informed about the cost of using computers in such locations.

· Collect a variety of self-help spelling aids for the class such as dictionaries, spelling lists, electronic and hand-held spell checking devices.

· Have a number of grammar textbooks, CD-ROMs and other materials on hand from which to select appropriate activities.

· Find samples of the different types of writing: opinion/persuasion, narrative, explanatory/instructive, compare/contrast, descriptive, cause/effect, factual reports, short essays, and letters that will be examined in the latter part of the unit and that students can model to practise each type of writing studied.

· Gather examples of workplace related writing samples so that students have the opportunity to connect the need to write properly, using correct spelling, punctuation and grammar with the world of work.

· It is essential that students understand the need to use Gospel values and ethics, (generosity, kindness, justice, equality, understanding, joy, hope and forgiveness) in the way they respond to their peers. For the writing process to be successful, students must feel comfortable having their peers assess their work. This is only possible if the students treat one another with the same care and consideration with which they would like to be treated. A review of gospel values such as patience, kindness, faithfulness, acceptance, self-control, humility, and respect, and positive feedback will be in order at the start of the writing process activity.

· As always, the teacher should refer to the students’ IEPs to ensure that suitable accommodations and/or modifications are made to enhance the learning experience for the students. The needs of ESL and ELD students should also be considered and addressed by the teacher. Understanding that the needs of students may vary, the teacher should have remedial work and enrichment work available as needed for those students who experience more difficulty than others in grasping an idea or principle of reading or writing, or who are prepared to move ahead before their classmates.

Prior Knowledge Required

Students will:

· have had previous experience with English language courses;

· have a basic understanding of the basic rules of spelling;

· have a basic knowledge of reading strategies and methods of decoding unfamiliar words, which they have used in the past;

· have had experience reading a variety of materials both in and out of school;

· understand that English is an evolving language and changes regularly;

· be aware that regional/national differences occur in the way people speak and write the English language;

· have some knowledge and basic experience using computers in order to access word processing software;

· be aware of the school board protocol for use of the Internet, and the school regulations concerning use of the Computer Lab;

· be able to write simple sentences;

· know the difference between a sentence and a phrase;

· respect the rights and opinions of others in light of the gospel values listed above;

· be aware of the need for good communication skills in the workplace.

Teaching/Learning Strategies

· Teacher-led Socratic lessons

· Spelling lists to assist with spelling

· Simplified grammar, punctuation, and sentence structure rules sheets for future reference

· Worksheets to reinforce concepts of spelling, grammar, punctuation and word usage

· Note taking and note making

· Teacher-modelled reading of a variety of genres.

· Oral and silent reading using a variety of reading decoding techniques

· Outlining exercises for reading comprehension and effective note making

· Using diagrams/charts to improve comprehension in reading and writing

· Brainstorming

· Writing/editing/revising as a process

· Provided models of sample letters and paragraphs to be written

· Provided peer/self editing checklists for the writing process

· Student-teacher conferencing to ensure that individual needs are being met, and that material is understood

· Peer conferencing

· Class discussions

· Collaborative learning

· Using technological aids – the Internet, computer software, etc.

Assessment and Evaluation

Diagnostic Assessment

· Completed diagnostic reading and writing assessment material (see Appendices 1.1 to 1.4)

Formative Assessment

· A variety of reinforcement and/or remedial activities to ensure students master the basic conventions of language

· Informal observation of students as they work on different aspects of the unit

· Peer/self editing checklists for writing assignments

· Portfolio of Written Work Rubric completed at the end of each unit

· Personal Dictionary Rubric completed at the end of each unit

Accommodations

· Preferential/strategic seating

· Peer tutor to help with reading/writing and the first stage of assignments

· Assistance from Special Education as needed

· Enlarged print for worksheets and tests, all of which should be typed

· Use of mnemonics to remember spelling rules, etc. taught and encouraged

· Use of audio equipment to assist with reading comprehension

· Use of dual language dictionaries

· Alternative methods of note making and note taking such as a scribe, use of diagrams, or point form

· Use of index cards rather than notebooks, if the student prefers

· New information taught using concrete examples relevant to the students

· Visual aids to assist with the various steps of the writing process

· Flexible timelines/assignment lengths

· Additional access to computers and software provided

Resources

Prepared diagnostic reading and writing activities, such as:

Cornfield, R.J., Kathleen Coyle, Beverley Durrant, Karl McCutcheon, John Pollard, and William Stratton. Making the Grade: Evaluating Student Progress. Scarborough: Prentice-Hall, 1987.

La Pray, Margaret H. On The Spot Reading Diagnosis File. New York: The Center for Applied Research in Education, Inc., 1978.

Midwood, Dale, et al. Assess for Success: Assessment, Evaluation, and Reporting for Successful Learning. Toronto: OSSTF Educational Services, 1993.

Ontario Assessment Instrument Pool. Reading Passages for Assessing Language Arts, Books I, II, III. Toronto: Ministry of Education, 1990.

Current assessment materials will be available from the Special Education Department

Manuals on language skills and writing such as:

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Canada: Harcourt-Brace, 1999.

Artman, John. Slanguage Activities and Ideas on the History and Nature of Language. New York, Crest Litho, Inc., 1980.

Bunnell, Jean. 400 Words That Work: A Lifeskills Vocabulary Program. Maine: J. Weston Walsh, Publisher, 1992.

Canadian Writer’s Companion. Toronto, Prentice Hall Canada, Inc., 1997.

Coping With the New Curriculum. Practical Strategies for Implementing the New Curriculum. Toronto: Ontario Secondary School Teachers’ Federation, 1999.

Cramer, Ronald L. Building Concrete Writing Skills. Michigan: The Instructor Publications, Inc., 1982.

Elliott, Rebecca. Painless Grammar. New York: Barron’s Educational Services, Inc., 1997.

George, Jerry. Good Grief! Good Grammar! A Basic (and Short) Guide to Standard English. Markham: Pembroke Publishing, 1994.

Grizzard, Mabel Youree. Language Exercises Revised (9 workbooks). Texas: Stech-Vaughn Company, 1984.

Hopper, Vincent F., Cedric Gale, Ronald C. Foote, and Benjamin W. Griffith. Essentials of English. New York: Barron’s Educational Series, Inc., 1990.

Language Arts Survival Guide. Toronto, Prentice Hall Canada, Inc., 1997.

McFarlane, J.A. (Sandy), and Warren Clements. Style Book 1996: A Guide to Language and Usage. Toronto: Penguin Books, 1996.

Pacemaker’s Passage to Basic English. Scarborough: Globe Fearon (Prentice Hall Ginn), 1999.

Read, Hugh D. Look it Up an Alphabetical Reference for Writers. Scarborough: Prentice-Hall Canada, Inc., 1992.

Schramfer, Betty. Basic English Grammar. New Jersey: Prentice Hall Regents, 1996.

Shapiro, Nathaniel. Reading Efficiency. Scholastic Inc., 1980.

Steere, Amey, Caroline Z. Peck, and Linda Kahn. Solving Language Difficulties: Remedial Routines. Massachusetts: Educators Publishing Service, Inc., 1971.

Withington, Janice J. Genres of Literature. Thematic Study Guides and Bibliographies. California, Good Apple, a Division of Frank Schaffer Publications, 1996.

Dictionaries and thesauri

CD-ROMs

Internet Websites

http://www.grammarlady.com/

http://www.grammarnow.com/

http://www.dailygrammar.com/

http://andromeda.rutgers.edu/~jlynch/writing

http://www.grammarbook.com/

http://webster.commnet.edu/hp/pages/darling/grammar.htm

http://www.edunet.com/english/grammar

http://www.luther.bc.ca/~dave7cnv/cdnspelling/cndspelling.html

http://www.web.net/cornerstone/cndeng.htm

http://library.utoronto.ca/www/writing/books6.html

http://www.kenevacorp.mb.ca.service.htm#Writing

Computer software

Textbooks and other cross-curricular material

Pamphlets and brochures from a variety of sources such as Guidance, Career Exploration, non-profit organizations, travel agencies, church bulletins, Sunday Missals, and devotional materials

A variety of application forms and leases

Product and medicine labels

Canadian newspapers and magazines

Holy Bible. The New Revised Standard Version, Catholic Edition. Nashville: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

Novels, short stories, poems, and articles with Canadian content

Greeting cards for all occasions

Activity 1: Diagnostic Assessment

Time: 100 minutes

Description

The purpose of this activity is to help the learner by assisting teachers in finding the best way to tailor the course to meet the needs of individual students. In this activity, students will complete a number of diagnostic reading assessments and writing activities designed to help the teacher assess individual abilities and plan suitable instruction.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2a, 2d, 2e, 4b.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.04, WRV.02, WRV.03, WRV.05.

Specific Expectations: RE1.03, RE4.02, WR2.01, WR3.01, WR3.02, WR5.04.

Planning Notes

· There are a number of commercially produced reading and writing assessment tools available that can be adapted for use by the classroom teacher. The Special Education staff should be consulted for the best resources obtainable in the school.

· The teacher should familiarize himself/herself with remedial materials on-hand at the school that can be used to design the various question sheets for this activity. These may be found in both the Special Education and the English Departments. As well, a number of Internet websites can be useful for finding information on grammar, punctuation, spelling and writing skills.

· If the results of the Grade 10 Test of Reading and Writing completed by the current class of students are available, the teacher may use them to compare the present level of performance with the performance on the test.

· The information obtained in this activity is to be used by the teacher to adapt the remaining content of this unit to meet the needs of the students in the class. Students who are not successful in this activity will require additional remediation and assistance from the teacher, a peer tutor, or the Special Education Department.

· The Special Education Department should be consulted prior to the activity in order to discuss possible test anxiety on the part of identified students or students who may have failed the Grade 10 Test of Reading and Writing. Although this activity is not technically a test situation, some students may be more at ease in an alternate location.

· A number of commercially prepared rubrics are available to the teacher for assessing writing activities. The teacher may wish to use one of them or one that has been previously developed by colleagues in the English department of his/her school. Specific samples have been provided in the appendices of this course profile. If the teacher wishes, he/she may develop a rubric specific to an activity. Regardless of which rubric is used, these should be shared with the students prior to any writing assignments. It is important to ascertain that all students understand exactly what will be assessed and how this will be done.

· For the sake of consistency, the teacher should use the same rubric to evaluate similar work. That way, students will know what is asked of them and be able to see the progress they make in particular areas. This will help them set personal goals/targets for self-improvement.

· The teacher may invite students to bring in previously completed writing samples that they believe best exemplify their writing abilities. These samples may come from a previous course.

· Where appropriate the teacher should refer to the students’ IEPs to make the necessary accommodations and/or modifications. In some cases, IEPs will have current level of performance indicators that the teacher may use to enhance his/her diagnostic activities. The teacher should also be aware of any accommodations that may be required by ESL, ELD, or other students in the class who have not yet had an IEP prepared.

Prior Knowledge Required

Students will:

· have had previous experience in English language courses;

· be able to read simple selections for content and understanding;

· be able to write simple sentences;

· know the difference between a sentence and a phrase;

· be familiar with the basic format used in letter writing.

Teaching/Learning Strategies

· Students will complete this activity over a two-day period; the first day’s work will deal with reading and comprehension, the second will involve grammar, punctuation, vocabulary and writing skills.

· The teacher will inform students that these assignments are for diagnostic purposes only.

· On the first day, the teacher will hand out selected reading passages, and comprehension questions. Students will read the short paragraphs, and answer the questions. See Appendix 1.1 for a sample reading passage and questions. Please note: this sample evaluates comprehension and decoding in context; it does not measure accurately a student’s ability to reason or make inferences.

· The teacher should select passages from other course textbooks to supplement reading passages and provide cross-curricular learning opportunities. Students should be asked to summarize a selection of text to demonstrate comprehension and the purpose of what they read in relation to the topic.

· On the second day, the teacher will ask students to give reasons why it is important to be able to communicate clearly and accurately. For example, ask the students to discuss what would happen if people could spell words any way they wanted to, or if they could invent words for things without any sort of limitations. Ask students to explain what would happen on a work site if people used different words to describe the same objects. Have students discuss the confusion that occurs if someone answers a question using highly technical vocabulary.

· After the discussion, the teacher will assign the language usage/writing portion of the activity. The teacher may choose to give a spelling quiz as part of this activity, selecting words from the previous day’s reading passages as well as frequently misspelled words. Words should always be presented in context. After the spelling quiz, students will complete language usage and writing activities. See Appendix 1.2 for a sample test.

· The language usage portion of the activity should be designed to identify student performance in sentence structure, sentence combining, punctuation, capitalization, and conjugation of regular and irregular verbs, word usage, and comprehension using a Cloze procedure passage.

· The writing skills section should offer students the opportunity to demonstrate their skills in letter writing and paragraph production, but to be effective, the writing should have a real-life context. For example, students could write a letter to a friend describing their new classes, a letter to the principal concerning a school rule, a letter to a future employer, etc. Samples of writing, previously completed by the student may be used to supplement this portion of the diagnostic activity.

· The writing activity should include opportunities for students to demonstrate sentence construction and variety, grammar, spelling, capitalization, word usage, style, and to produce at least two different types of writing.

· Students are to use the Personal section of the writing in their Portfolios of Written Work to write out their expectations for the course, outline what they believe they must do to be successful in it, and set personal goals to help them achieve this success.

Assessment/Evaluation Techniques

Diagnostic Assessment

· Informal teacher observation of student behaviour during the assessments (see Appendix 1.16)

· Reading assessment evaluation grids provided with commercially prepared materials or developed by the teacher

· Reading comprehension questions

· Paragraph writing assessed by Paragraph Rubric (see Appendix 1.3)

· Letter writing assessed by Letter Rubric (see Appendix 1.4)

Accommodations

· More time, if needed

· Activities completed in an alternate location

· Larger print, if required

· Chunking of activity instructions to minimize anxiety

· Use of a scribe if necessary

· Access to dual language dictionaries

Resources

Prepared diagnostic materials such as:

Cornfield, R.J., Kathleen Coyle, Beverley Durrant, Karl McCutcheon, John Pollard, and William Stratton. Making the Grade: Evaluating Student Progress. Scarborough: Prentice-Hall, 1987.

La Pray, Margaret H. On The Spot Reading Diagnosis File. New York: The Center for Applied Research in Education, Inc., 1978.

Midwood, Dale, et al. Assess for Success: Assessment, Evaluation, and Reporting for Successful Learning. Toronto: OSSTF Educational Services, 1993.

Ontario Assessment Instrument Pool. Reading Passages for Assessing Language Arts, Books I, II, III. Toronto: Ministry of Education, 1990.

Current materials will be available from the Special Education Department

Reading selections from other subject areas

Grammar, punctuation and word usage activity sheets

Grade 10 Test of Reading and Writing

Magazines and newspapers

Reading materials such as novels, short story anthologies, comic books, paper-and-pencil puzzles such as eye twisters and word search puzzles for students who complete the assessments before the others

Activity 2: Language Usage, Grammar, and Punctuation

Time: 220 minutes

Description

This activity is designed to teach the basic conventions of Standard Canadian English, specifically the use of grammar and punctuation rules. This activity is formative and subsequent activities and units will build on the skills presented in this activity. Students will examine, discuss and practise the various rules of grammar and punctuation.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2a, 2d, 3b, 4a, 4b, 5a.

Strand(s): Reading and Writing

Overall Expectations: REV.01, WRV.03, WRV.04, WRV.05.

Specific Expectations: RE1.03, WR3.01, WR4.02, WR4.05, WR5.02, WR5.04.

Planning Notes

· The amount of time spent on each aspect of this activity should be determined by the strengths and weaknesses identified in the diagnostic activities.

· The teacher is reminded that the material covered in this unit will not be mastered in a matter of hours. The purpose of this activity is to introduce concepts that will be reinforced throughout the course. While some students may be familiar with some of the material covered, the teacher should use the opportunity to encourage those students to both build on existing skills, and assist those classmates for whom the information is new.

· The teacher should be familiar with the resource materials available in the school in order to create the necessary worksheets and fact sheets.

· Many of the concepts covered in the unit will require Socratic instruction in order for the rules to be understood by the students. However, the teacher should prepare lesson plans that address visual, auditory, and kinesthetic (hands-on) learning preferences while allowing for collaborative learning opportunities and student involvement whenever possible (visual learners need to see the lesson, auditory learners need to hear/speak the lesson, kinesthetic learners need to manipulate the lesson).

· The teacher prepares fact sheets to be given to the students for use as reference guides throughout the course. Suggestions for these sheets include:

· Rules of Punctuation and Rules of Capitalization

· Spelling Patterns and Rules

· Conjugation of Irregular Verbs

· Samples of each of the Four Basic Sentence Types

· Rules and Common Errors in Sentencing

· Definitions of various Grammar Terms

· The Parts of Speech such as noun, adjective, adverb, etc.

· The Essential Parts of a Sentence – subject, predicate (verb), modifiers, etc.

· As an alternative to fact sheets, the teacher may use an overhead projector and transparencies to present new material, or use computer projection if the hardware is available. Care should be taken that all projections are clear and easily visible by all students.

· The teacher prepares a number of worksheets to reinforce each grammar/punctuation concept being taught or reviewed. Some students will require more reinforcement than others to grasp a concept. Enrichment/alternative assignments should be available for those who master the concept quickly.

· As always, the teacher consults the students’ IEPs to ensure that the necessary accommodations and/or modifications are made.

Prior Knowledge Required

Students will:

· be able to write a simple sentence;

· understand basic grammar terms such as noun, and verb;

· have experience working in pairs and small groups;

· understand the meaning of punctuation terms such as comma, period, and question mark;

· know the difference between a statement and a question.

Teaching/Learning Strategies

The teacher will:

· review expected student behaviour during small group activities (see Appendix 1.12).

· explain to the students that they will be keeping a Personal Dictionary and a Portfolio of Written Work throughout this course. These items will be assessed on a regular basis throughout the course (see Appendices 1.17, 1.18). Show students previously prepared sample of a Personal Dictionary and a Portfolio of Written Work. All final drafts of written work are to be kept in the Portfolios of Written Work.

· present a number of lessons dealing with a variety of grammar concepts stressing those areas that show weakness according to the diagnostic assessments.

· use a variety of teaching methods to present information for each component of the lessons and to address different learning styles (oral, visual, hands-on activities, opportunities to share ideas, etc.).

· refer to the discussion at the beginning of the unit on the need for clear communication. Give students a copy of a reading selection from which all punctuation and capitalization has been removed (see Appendix 1.5). In pairs, students will read, capitalize, and punctuate the selection. Students will share their suggestions with the class and the teacher will punctuate the paragraph according to their suggestions (an overhead works best here). Students will then compare their punctuated selections with the correctly punctuated original. Selections may include paragraphs from short stories, magazine articles, the Bible, or prayers. The teacher should provide the rules of capitalization and punctuation to students to keep in their personal dictionaries for future reference.

· have students discuss how errors in punctuation may cause serious problems in the community and in the workplace, and how punctuation errors can lead to a breakdown in communication and comprehension.

· discuss the difference between present, past, and future to introduce verb tenses. The distinction between past and past perfect must be made clearly using concrete examples relevant to the students. The teacher will give students a list of regular verbs and have them give the present, past, and future form for each verb. This may be done in small groups or as a full class. Once the students understand the concept, a list of irregular verbs will be given (see Appendix 1.6). This list will be kept in the Personal Dictionary as a reference document to be used throughout the course in writing assignments. The lesson may end with students being asked to rewrite a variety of sentences in different tenses.

· discuss the difference between a sentence and a fragment. Students should understand that a sentence is a complete thought. Working in small groups, students can categorize sentences from a list as complete sentences or fragments.

· must stress that a verb is necessary for a group of words to be considered a sentence just as an employer is necessary for there to be a workplace, a priest for the celebration of the Eucharist, fuel for a car to travel, or light for photosynthesis. A list of simple definitions of grammar terms will be given to the students to be placed in their personal dictionaries.

· put examples of several short simple sentences on the board. Sentences should be on a topic of interest to students or possibly related to the workplace, and be able to be combined into compound and then complex sentences. See Question 8 on sample grammar review, Appendix 1.2 for an example. With the help of the students, the teacher will use the sample simple sentences to combine them into more effective sentence patterns. Following this activity, the teachers should give students a template of the different types of sentences and the way each one is formed. To complete the lesson, students work in pairs to identify different types of sentences. Answers will be noted at the end of each sample sentence. Sentences should be taken from a variety of sources including textbooks from other courses, newspaper and magazine articles, short stories, etc. As a class, correct the activity, making sure that all students understand why each sentence is the type that it is.

· assign worksheets on sentence combining to strengthen the concepts of sentence variety covered in this activity.

· in their Portfolios of Written Work, students will comment on the need to learn the basic conventions of language and how knowing and using them can improve their employability.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of students participating in all aspects of the learning (see sample Student Observation Sheet, Appendix 1.16)

· Completed activity sheets demonstrating that content has been understood

· Co-operative learning activities for improving inter-personal skills and problem solving abilities

· Personal Dictionary entries

· Portfolio of Written Work entries

Accommodations

· Preferential/strategic seating

· Peer tutor or assistance from Special Education staff

· Enlarged print

· Dual language dictionaries

· Reduced number of questions/activities and alternate assignments

· Chunking of information

· Hard copies of material taught using overheads and computers

· Flexible timeline to complete activities

Resources

A selection of paragraphs and sentences from textbooks, magazines, newspapers, etc.

Sentence combining activities

Grammar textbooks and workbooks such as:

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Canada: Harcourt-Brace, 1999.

Cramer, Ronald L. Building Concrete Writing Skills. Michigan: The Instructor Publications, Inc., 1982.

Elliott, Rebecca. Painless Grammar. New York: Barron’s Educational Services, Inc., 1997.

George, Jerry. Good Grief! Good Grammar! A Basic (and Short) Guide to Standard English. Markham: Pembroke Publishing, 1994.

Grizzard, Mabel Youree. Language Exercises revised (9 workbooks). Texas: Stech-Vaughn Company, 1984.

Hopper, Vincent F., Cedric Gale, Ronald C. Foote, and Benjamin W. Griffith. Essentials of English. New York: Barron’s Educational Series, Inc., 1990.

McFarlane, J.A. (Sandy) and Warren Clements. Style Book 1996: A Guide to Language and Usage. Toronto: Penguin Books, 1996.

Pacemaker’s Passage to Basic English. Scarborough: Globe Fearon (Prentice Hall Ginn), 1999.

Schramfer, Betty. Basic English Grammar. New Jersey: Prentice Hall Regents, 1996.

Shapiro, Nathaniel. Reading Efficiency. Scholastic Inc., 1980.

Steere, Amey, Caroline Z. Peck, Linda Kahn. Solving Language Difficulties: Remedial Routines. Massachusetts: Educators Publishing Service, Inc., 1971.

Websites

http://www.grammarlady.com/

http://www.grammarnow.com/

http://www.dailygrammar.com/

http://andromeda.rutgers.edu/~jlynch/writing

http://www.grammarbook.com/

http://webster.commnet.edu/hp/pages/darling/grammar.htm

http://www.edunet.com/english/grammar

http://www.luther.bc.ca/~dave7cnv/cdnspelling/cndspelling.html

http://www.web.net/cornerstone/cndeng.htm

http://library.utoronto.ca/www/writing/books6.html

http://www.kenevacorp.mb.ca.service.htm#Writing

Dictionaries and thesauri

Writing guides for sentence structure and types such as: Writing Yellow Pages for Students and Teachers. Tennessee: Incentive Publications Inc.

Remedial material for additional activities

Activity 3: Improving Reading Skills, Developing Reading Strategies

Time: 120 minutes

Description

The ability to read, understand and use information is critical to succeed in secondary school, the community, and in the workplace. In this activity, students will review previously acquired methods and be introduced to other reading strategies and techniques used to improve comprehension and reading ability. This activity is formative in nature and students will have the opportunity to improve the skills introduced here during the rest of the course as well as in their other classes and daily lives.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2a, 2c, 2d, 3b, 4a, 4b, 5a.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.04, WRV.01.

Specific Expectations: RE1.01, RE1.02, RE1.03, RE1.04, RE4.02, RE4.04, WR1.01, WR1.02, WR1.03.

Planning Notes

· The teacher collects a variety of print material for reading and evaluation (e.g., selections from the Holy Bible, and other works of literature, greeting cards, application forms, newspaper articles, pamphlets, textbooks from other courses, definitions, product labels, medicine labels, and first aid instructions).

· The teacher should review the more common methods of reading and be familiar with their use (e.g., skimming, scanning, reading for specific information, reading for enjoyment, speed-reading, etc.).

· The teacher familiarizes himself/herself with a variety of reading strategies and techniques which include:

· setting the mood to read/study

· identify the purpose for reading

· reading to understand by marking or highlighting difficult passages

· chunking the information to be read

· decoding unfamiliar words by using phonics, context clues, prefixes, suffixes, and root words

· recalling the material without referring to the text

· digesting the material by recalling information, expanding on its meaning and storing it for future reference

· predicting the outcome of a situation

· confirming the predictions and adjusting accordingly

· outlining key points in the text, especially useful in recalling factual information (see Appendix 1.7)

· expanding and increasing information by self-questioning

· reviewing and correcting errors in order to self-teach and learn from the activity

· A number of excellent resource books exist for teaching reading skills. The teacher should consult the Special Education or English Departments for suitable materials.

· The teacher reviews the method of improving reading comprehension through the use of mnemonics such as acoustic (sounds), symbolic (drawings to remember words) and mimetic reconstructions (picturing something in your mind to remember a fact, e.g., thinking of the Holy Trinity as a shamrock; three leaves, but only one plant).

· The teacher prepares a resource sheet of the most common prefixes, suffixes, and root words for students to add to their dictionaries for use throughout the course.

· The teacher reviews decoding skills such as using phonics to sound out unfamiliar words, breaking long words into syllables, looking for root words, looking for context clues, using dictionaries and thesauri, etc.

Prior Knowledge Required

Students will:

· be able to read simple passages;

· know the sounds possible in Standard Canadian English from each letter of the alphabet;

· have developed personal coping strategies and techniques to deal with unfamiliar words;

· understand that words may be pronounced in different ways and still be correct;

· be familiar with the use of both print and electronic dictionaries and thesauri.

Teaching and Learning Strategies

The teacher will:

· put a number of English words used in other English speaking countries on the board. These words may be unfamiliar to the students or used differently in Canada (e.g., bonnet – a hat here, the hood of a car in Britain; a billy – a club police officers use here, a tea pot in Australia; or grits in the United States is porridge here). Ask students to give other examples of English words they use that may have different meanings to their parents, or others.

· explain how comprehension can sometimes be affected by regional differences. Have students brainstorm examples of regional and colloquial English words.

· discuss the various decoding strategies that people use to understand new words and ask the students to volunteer the methods they use.

· have students share ideas and opinions on the effectiveness of the various strategies and techniques that can be used to decode words and give concrete examples of each.

· explain how outlining and self-questioning can make a reading selection easier to understand and remember.

· lead a class discussion on what people read every day outside of school, such as billboards, menus, labels, magazines, newspapers, novels, credits at movies or on television, signs, maps, etc., and why they read them.

· ask students to suggest how simple things could become complicated if a person did not understand the meaning of words in context. If possible, ask students to volunteer concrete examples of difficulties that have arisen because of misunderstood words.

· explain the different types of reading and how each type is used. For example, skimming to get the gist of a paragraph, scanning to find key words, reading slowly for specific information or to follow directions, or skipping irrelevant information when reading for pleasure.

· show students how to use specific reading techniques such as highlighting important information in a passage, making notes, or self-questioning on the content for recall.

· give students a reading selection and have them outline the content. See Appendix 1.7.

· show students how to rephrase information to remember or understand it (the teacher may wish to teach the students to create visual mnemonics).

· hand out reading selections with technical or other words students will not know, and have them practise the decoding skills discussed. Students may work in groups and share their responses as a class. New words should be added to their personal dictionaries.

· give the students a variety of reading selections and have them: identify which method of reading would be best suited to each selection; outline the content of the selection; and rephrase the selection to understand it. Have students discuss the purpose of the reading selection. The teacher may wish to use selections from other subject areas, guidance or community based literature to make the activity more meaningful and personal for students.

· in the Portfolios of Written Work, have students write a reflection on how they feel about reading, and how they see the techniques learned in this lesson helping them in the future.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation (see Appendix 1.16) to ensure understanding of the concepts being taught

· Completed reading strategies worksheets to ensure comprehension of techniques and strategies

· Completed Portfolio of Written Work entries

· Completed Personal Dictionary entries for continued vocabulary development and growth

Accommodations

The teacher is reminded to examine the students’ IEPs to make necessary accommodations and/or modifications. As well, the teacher should make suitable accommodations for ESL, ELD, and any other students who may require them.

· Preferential/strategic seating

· Reading partners

· Consideration for students reluctant to read orally

· Large print reading selections

· Practice/rehearsal time to prepare for oral reading

· Additional time to complete assigned tasks

· Access to dual language dictionaries

· Alternative notes

· Additional/repeated instructions

Resources

Textbooks from other courses such as Mathematics, History, Science, etc.

Artman, John. Slanguage Activities and Ideas on the History and Nature of Language. New York: Crest Litho, Inc., 1980.

Books on methods for teaching reading such as:

Archer, Lynn, Cathy Costello, and Debbie Harvey. Reading and Writing for Success. Canada: Harcourt-Brace, 1999.

Shapiro, Nathaniel. Reading Efficiency. Scholastic Inc., 1980.

Steere, Amey, Caroline Z. Peck, and Linda Kahn. Solving Language Difficulties: Remedial Routines. Massachusetts: Educators Publishing Service, Inc., 1971.

Withington, Janice J. Genres of Literature. Thematic Study Guides and Bibliographies. California: Good Apple, a Division of Frank Schaffer Publications, 1996.

Materials on reading strategies for exceptional students (See Special Education Department for assistance.)

Pamphlets, church bulletins, labels, and maps.

Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

Canadian newspapers and magazines

A variety of forms – applications, guarantees, leases, etc.

Instruction manuals

Dictionaries and thesauri

Books on the roots of the English language

Activity 4: Using Words Effectively, Vocabulary Development

Time: 120 minutes

Description

This activity is designed to help students improve their grasp of Standard Canadian English. Students will learn about spelling rules and mnemonics to improve their writing skills and discover how to use homonyms, synonyms, homophones, and antonyms to improve the clarity of their oral and written communication.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2a, 2d, 3b, 4b, 5a.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.04, WRV.04, WRV.05.

Specific Expectations: RE4.04, WR4.05, WR5.02 WR5.04.

Planning Notes

· This activity is formative in nature. Students will be introduced to spelling rules and the vocabulary expanding techniques required for the writing process in this and other activities and units, as well as in other courses, the workplace and the community.

· The teacher should take the results of the diagnostic assessment into account, and the amount of time spent on each activity should be adjusted accordingly.

· The teachers will collect lists of synonyms, homonyms, homophones, words that confuse, antonyms, spelling rules, and spelling mnemonics to be given to the students as resources for future reference. The teacher should consider putting the more frequently used words on experience charts, laminate them, and place them around the classroom for a quick visual reminder.

· The teacher prepares workstations based on each aspect of the topic covered in this unit – synonyms, homonyms, antonyms, confusing words, evolving language, technical language, homophones and spelling rules.

· The teacher will prepare worksheets for the skills covered in the activity to be placed at each workstation.

· The teacher will collect a variety of written selections for students to rewrite using expanded vocabulary.

· The teacher will collect spelling aids for use by all students in the class – hand-held electronic spell checkers, spelling dictionaries, lists, etc.

· Time in the Library/Resource Centre and Computer Lab should be arranged to allow students access to electronic dictionaries and thesauri.

· The teacher should vary the way in which this material is presented and adjust the content and flow of this activity to best meet the needs of his/her students.

· Reserve the Library/Resource Centre and the Computer Lab to allow students to examine on line spelling and language help, as well as learn how to use electronic spelling and grammar aids.

· The teacher should ensure that students are familiar with the rules for use of the Library/Resource Centre and the Computer Lab, and the school board’s protocol for use of the Internet.

· The teacher should examine the students’ IEPs to ensure that necessary accommodations and/or modifications are made for exceptional students as well as ESL and ELD students.

Prior Knowledge Required

Students will:

· be aware of Library/Resource Centre and Internet rules;

· have experience working in small groups;

· be familiar with word processing programs and the grammar and spell checkers they include;

· know how to find words in a dictionary or thesaurus;

· be able to spell a large number of common words correctly;

· understand that words are not always spelled the way they sound.

Teaching/Learning Strategies

The teacher will:

· ask the students to brainstorm words that seem to have changed in meaning or function in the past few years (e.g., mouse – a small rodent, a piece of computer equipment; or party, once only a noun, now also a verb). This is a good time to mention that many occupations have subject specific vocabulary. Have students brainstorm words associated with different occupations and careers.

· demonstrate words that sound alike, but are written differently and have different meanings. Discuss how this makes no difference in speech, but how it can make a big difference in written communication. Have students give examples of such words and provide students with a list of commonly used homonyms.

· put a few commonly used homophones on the board such as bear, dive, junk, mean, etc. Ask students to give a definition for each word. After each definition, ask students if that word has another meaning. With student input, generate a list of commonly used homophones. Give students dictionaries and have them look up some of the less common words. This is a good time to remind students that when looking up a word in the dictionary, the first definition is not always the appropriate one.

· explain that there are words that are often confused because they sound almost the same, but that they have different meanings and many people use them incorrectly (e.g. assurance and insurance). See Appendix 1.8 for a sample list. There are a number of ways students can learn to identify those words – looking at prefixes, suffixes, root words, searching in the dictionary or thesaurus, or looking at the word’s origins.

· stress that occasionally prefixes, suffixes, root words and root origins may not necessarily provide the correct meaning and students must be prepared to use dictionaries to find the correct meaning and usage of the word.

· provide students with the first paragraph of a very short, simple story. Children’s stories work well for this. Using the paragraph, illustrate the concept of synonyms, words that have similar but not necessarily identical meanings (e.g., huge, large, big, wide, etc.) and give out a list of commonly used synonyms. As well, explain what a thesaurus is, and how it is used. Divide the class into small groups, and give each group a different paragraph from the same story. Ask them to replace all adjectives with a synonym. When finished, one person from each group will read their changes aloud. As a whole group, the class will discuss the impact of the synonyms on the story and its meaning.

· discuss the different levels of language and the various ways of saying the same thing depending on the audience. Have the students write three short notes on the same topic: one to a close friend, one to a sibling, and one to their employer.

· discuss the need for words that give the opposite meanings of words. These words must be more precise than just saying “not”. For example, “small” is more precise than “not big” which could be little, tiny, minuscule, or petite. Give students a list of common adjectives, and have them brainstorm a list of common antonyms. The teacher can add to the list if necessary.

· ask the students to give a short form for someone’s name. Ask why people use short forms. Explain that sometimes people do the same thing with words. Together with the students, produce a list of common contractions.

· provide the students with a selection of basic rules to assist with spelling. Among others, the teacher should include:

· Every syllable in a word must have a vowel

· The “i before e” rule

· When to double a consonant when adding a suffix

· How words are pluralized

· How a silent “e” changes a short vowel into a long one

· Words that must be memorized to be spelled correctly

· For some students, making up silly sentences helps them remember difficult spellings; e.g., physician: Peter had your sister’s ice cream in a nibble. Students may do this activity for as many words as they need, but too many will lead to errors. Students who wish to use this method should keep their silly sentences in the other information section of their Personal Dictionaries.

· Use the Jigsaw method (see Appendix 1.13) to assign follow up activities on the various aspects covered in this activity. You will need three home groups with eight students per group. Ensure that students are using the resource sheets and making the necessary corrections. Complete the Jigsaw process with information sharing. Use Appendix 1.15 to assess the activity.

Students will:

· Listen attentively.

· Work collaboratively with their peers.

· Ask questions for clarification.

· Complete assignments.

· Add information to their Personal Dictionaries.

· Comment on the benefits of clear communication in the workplace and the community in their Portfolios of Written Work.

Assessment/Evaluation Techniques

Formative Assessment

· Personal Dictionary entries to continue vocabulary growth and enrichment

· Informal teacher observation to make sure content is understood (see Appendix 1.16)

· Completed and corrected worksheets to verify that the students have improved their skills according to the new concepts being discussed

· Collaboration in groups for sharing and exploring ideas (see Appendix 1.15)

· Portfolio of Written Work entries

Accommodations

· Preferential/strategic seating

· Peer tutor or help from the Special Education staff

· Additional time for completing worksheets

· Opportunity to use hand-held technological devices and computers to assist in completing worksheets

· Use of dual language dictionaries

· Enlarged print texts

Resources

Grammar textbooks such as: