Skills - Content

Brief Explanation

  • According to Alberta Education, the following should be considered:

Clearly Identified Key Outcomes

Use your programs of study for curriculum outcomes related to print awareness. Please refer to the CESD’s Essential Outcomes work.
Here is a 
K-9 Scope & Sequence of Reading Outcomes from the English Language Arts curriculum.

Purposeful Instructional Strategies

  • PRE-WRITING
  • DURING WRITING
    • Develop stamina – write for increasingly longer periods of time
    • Develop a process of ongoing revising (ideas, concepts, voice) and editing (conventions).
    • Continue research of topic to fill in gaps
    • Writing Process is in place (Planning, drafting, writing, editing, revising)
    • Teacher modelling of strategies and skills
    • Mini lessons being taught according to need
    • Ongoing conferencing – with teacher and with peers (with guidelines)
    • Sharing written work on a daily basis, both ideas, partially written work, completed assignments and form presentations
    • Teach students how to critique each other for constructive feedback
    • Elaborating important details or events by “show not tell”, moment by moment action, dialogue, etc.
    • Use a grade level editing checklist
  • POST WRITING
    • Share with others – writing is a social activity
    • Goal setting with the teacher
    • Revisit previously written pieces – help students see that writing can always be edited, revised and refined

Personalization of Learning

  • Remove barriers:  word walls/word lists, assistive technology, personal dictionary, scribe, graphic organizers, etc.
  • Allow for choice – choice of topics increases student engage and interest in writing: students should write on topics that are personally meaningful to them
  • Individualized goals and expectations: focus on one area at a time to avoid overwhelming students