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De-streaming isn't just about changing the content and texts that we teach, it is also about ensuring that equitable, responsive instruction is taking place. Below you will find some resources to consider as you plan for de-streamed grade 9 English.
De-streaming isn't just about changing the content and texts that we teach, it is also about ensuring that equitable, responsive instruction is taking place. Below you will find some resources to consider as you plan for de-streamed grade 9 English.
Evidence-Based Systematic and Explicit Instruction
Multimodal Literacy Instruction
Oral Communication Instructional Practices
Universal Design for Learning and Differentiated Instruction
The Tiered Approach to Language and Literacy Instruction
Selecting Texts and Learning Resources
Tier 1 Supports Strategies
Tier 1 Supports Strategies
What is good for one student is good for all students
What is good for one student is good for all students
Using student profiles
Allows use of Google read and write
Provide notes ahead of time
Implicitly teach memory aids
Use of technology
Use of oral and visual cues
Pair verbal with visuals
Review questions and expectations ahead of time
Assessment variety - oral, visuals, use of tech., allow for voice & choice
Normalizing technology
Posted timetable- eg. daily lesson expectations
Posted vocabulary lists (include pictures if you can)
Accessing prior knowledge
Use of culturally relevant and appropriate materials
Visual reminders
Chunking material
Scaffolding assignments
Clear learning goals and success criteria; visuals to support
Anchor charts
Audio versions of texts
Student check-ins for understanding
Variety of ways to assess understanding
The Benefits of Guided Practice & Small Group Instruction for ALL Students:
The Benefits of Guided Practice & Small Group Instruction for ALL Students:
The strategy of small group guided instruction is a valuable and useful instructional strategy for students at all levels
Allows you to get to know your students
Allows you to see their assets/effective use of reading, writing, oral communication, media and critical thinking skills
Allows you to continue building skills/strategies at more complex levels, and with increasingly complex texts/tasks
Allows you to still provide direct instruction/explicit teaching of skills/strategies across all four strands
Allows students the opportunity to practice skills/strategies from all four strands with direct guidance/feedback from the teacher
Skills Based Possible Class Template and time breakdown:
Skills Based Possible Class Template and time breakdown:
Example weekly routine to support learning goals:
Example weekly routine to support learning goals:
Conferencing
Conferencing
Conferences allow us to focus on skills and strategies with individual students.
Conferences are important across all four strands of the English curriculum (e.g. writing conferences, oral communication, including speaking and listening, as well as reading conferences).
Conferences help us to gather information of student learning through conversation in our assessment practices.
The BIG PICTURE: one way to think about and plan course based around learning goals and data
The BIG PICTURE: one way to think about and plan course based around learning goals and data
Another way to "plan": Building a "playlist" by Dr. Caitlin Tucker
Another way to "plan": Building a "playlist" by Dr. Caitlin Tucker
How to "Backwards Design":
How to "Backwards Design":
Reflections/Considerations:
Reflections/Considerations:
Student voice and choice must inform purposeful and intentional instructional and assessment decisions:
Short, diverse mentor texts covering all four strands
Focus on Overall Expectations
Progression of skills across all four strands from Grades 9 through 12
Responsive instruction and assessment (ongoing)
Ongoing feedback
Purposeful, adaptive, flexible tasks/ activities/ assignments
Mentor texts (covering all four strands) as “vehicles” of learning skills in reading, writing, oral, (listening and speaking), and media (analysis and creation)
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