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The Front Matters: Participant Resource for this session

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Use this document to further understand and link to parts of the new Language Curriculum

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Vision & Goals - Characteristics of Language Learners

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Vision & Goals - Characteristics of Language Learners

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Characteristics of Successful and Confident Language Learners

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The Ontario Catholic School Graduate Expectations (OCSGEs) were developed to provide a framework to represent the distinctiveness and purpose of Catholic education in Ontario.

The OCSGEs were derived from the Love of Learning, a report created by the Ontario Royal Commission on Education, which recommended the development of a set of "graduate outcomes" that should be "subject and skill orientated".

The Institute for Catholic Education worked collaboratively with the Ontario Catholic education community to craft a distinctive set of graduate guidelines, which led to the release of the OCSGEs in the 1998-1999 school year.

Since the relationship between learning and believing is fundamental in Catholic schools, the decision was made that the Catholic Graduate Expectations must focus not only on knowledge and skills, but also on values and actions.

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Ontario Catholic School Graduation Expectations - Institute for Catholic Education

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The Ontario Catholic School Graduate Expectations (OCSGEs) were developed to provide a framework to represent the distinctiveness and purpose of Catholic education in Ontario. The OCSGEs were derived from the Love of Learning, a report created by the Ontario Royal Commission on Education, which recommended the development of a set of "graduate outcomes" that should be "subject and skill orientated".

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Strand A: Literacy Connections and Applications

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Strand A: Literacy Connections and Applications

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Appendix A: Language Foundations Continuum for Reading and Writing

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Appendix A: Language Foundations Continuum for Reading and Writing

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Appendix B: Language Conventions Continuum 

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Appendix B: Language Conventions Continuum 

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Strand B3: Language Conventions Continuum for Reading and Writing

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Strand B3: Language Conventions Continuum for Reading and Writing

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Funding for ONlit.org is provided by the Ministry of Education. Please note that the views expressed in these resources are the views of ONlit and do not necessarily reflect those of the Ministry of Education.

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Planning Language Programs for English Language Learners 

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Planning Language Programs for English Language Learners 

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Planning Language Programs for English Language Learners

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An Overview of Ron Ritchhart's Keynote Talk at Project Zero Classroom 2012

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Programming Language Programs with Special Education Needs

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Programming Language Programs with Special Education Needs

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Planning Language Programs for Students with Special Education Needs

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Effective early reading instruction: a guide for teachers

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This guide is intended to support teachers' ongoing efforts to build students' reading skills. It provides teachers with information on foundational early reading skills, an understanding of how these skills develop in young children, and examples of evidence-based systematic and explicit instructional strategies to support students to become proficient and fluent readers.

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Share any links on this document

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Assessment and Evaluation of Student Achievement- Achievement Chart

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New Books for Indigenous History Month · Lists · 49th Shelf

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June is National Indigenous History Month in Canada, a time to recognize the rich history, heritage, resilience and diversity of First Nations, Inuit ...

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HELPING EDUCATION CHANGE ITS AIM A FEW MINUTES AT A TIME

An Approach to Inclusion Designed with Educators in Mind

Inclusive education makes learning more accessible for all students. It's a way of working that supports all students through community and the understanding that everyone learns differently. That's why Five Moore Minutes (get it?!) was designed! Bite-sized-short, sweet, to the point, and provoking resources designed to support educators in their inclusive journey.

COURSES

On Demand Materials that Support Understanding and Implementation of Inclusive Practices

GOT FIVE MINUTES?

Short and Sweet Informative Videos Every Month

Useful videos in about 5 minutes that support the teaching and learning of ALL students. In these monthly videos, Shelley shares accessible and often funny stories that connect to practical and research-based frameworks and strategies. Suitable for teachers, administrators, school staff, parents... Anyone who wants to support moving inclusion forward.

INTERVIEWS AND CONVERSATIONS

Learn About Inclusive Education on the Go

The 5MM podcast tries to tackle the real-life barriers in education and talks about how we can navigate inclusion in a system not designed to be inclusive! Shelley hosts a variety of guests, including self-advocates, families, colleagues, researchers, leaders, and many others who are all doing the work to improve education for all learners.

GET THE LATEST UPDATES AND EXCLUSIVE CONTENT

Subscribe to our Newsletter

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Five Moore Minutes | Shelley Moore, Ph.D

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"Five Moore Minutes" is an inspiring YouTube series hosted by Dr. Shelley Moore, promoting the importance of inclusive education. Watch this engaging video series that provides insights and strategies for creating inclusive learning environments.

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TQE protocol- Thoughts, Questions & Epiphanies

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TQE protocol- Thoughts, Questions & Epiphanies

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TQE protocol- after reading the Program Planning in Language Programs for Students with Special Education Needs or Planning Language Programs for English Language Learners to highlight Thoughts, Questions & Epiphanies

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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This can be adapted for any grade K to Grade 8

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This pre-reading lesson is EASY to prepare and results in a richer text experience for students.
Some texts are just hard for students to get into. A certain book, article or chapter might contain the most incredible details, things that would make strong, long-lasting impressions on your students, but if they can't sink their teeth in from the beginning, they may never get to those details.

The Mind's Eye strategy tackles that problem head on: It grabs students' attention before they ever read a single word and creates a mystery that can only be solved by reading the text.

Very briefly, the strategy goes like this: The teacher chooses 20-30 important words from the text. Before students do any reading at all, the teacher reads the words aloud to students - slowly, pausing in between words. As they listen, students form mental pictures, predicting what the text will be about. Then they read the text and compare it to their predictions.

Here's the strategy in more detail:

This strategy is based on the principle of dual coding, the idea that people learn better when they process information through multiple channels - both language and images. It's the same idea behind nonlinguistic representation, which we talked about in a previous post. Readers who construct mental images as they read do a better job of making meaning, but that skill doesn't have to come along through luck; it can be taught. The Mind's Eye strategy is one way to do that.

Mind's Eye can be used to prepare students for reading all kinds of texts. It would certainly work for challenging literature in the older grades, but also to prime younger students who are just starting to read chapter books. It would work beautifully at the start of a social studies unit or before students delve into a science article. As new standards place more emphasis on non-fiction and informational reading, a strategy like Mind's Eye can help students experience these less "entertaining" texts more fully.

Mind's Eye is one of twenty research-based strategies outlined in Silver, Strong, and Perini's excellent book, The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson . [Note: This is an Amazon Affiliate link: If you go to Amazon through this link, I will receive a small commission on that purchase.] The Mind's Eye chapter also describes three variations on this strategy - one that even shows how to use it with math. We have already studied two other strategies from this book: Concept Attainment and Reciprocal Learning. Because the book is such a solid collection, we'll continue to explore more over time. For now, if you're looking for something easy and fresh, give Mind's Eye a try. ♦

Like what you've seen so far?
If this one spoke to you, I'd love to have you come back for more. Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Some texts are just hard for students to get into. The Mind's Eye strategy tackles that problem head on: It grabs students' attention before they ever read a single word and creates a mystery that can only be solved by reading the text.

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The Worldwide Cultures of Thinking project began with two frameworks. The first was the 8 Cultural Forces, a framework that helps to illuminate the building blocks of group culture. The second was the framework, in the form of the Understanding Map, for understanding what we mean by thinking. These frameworks, and the associated tools we have developed around them, are important vehicles for teachers and schools to leverage as they embark on creating robust cultures of thinking.

Of course, tools, frameworks, and practices alone do not make a culture. A culture lives in values and beliefs. A culture sends messages to communicate these values. In schools we send messages about what learning looks like, how it happens, what it means to be a good student, and the role of teachers and students. The messages we send are largely based on the mindsets we hold. These mindsets inform how we approach the act of schooling. They represent the professional stance we take toward teaching and learning.

Our current research in the Worldwide Cultures of Thinking project has focused on identifying these mindsets/stances. They represent 10 Guiding Mindsets that propel the development of a culture of thinking. Thus, we call this current line of research, Cultures of Thinking in Action. We present these principles below along with an accompanying theory of action that ties actions to outcomes. We also present a collection of resources, tools, actions, and practices that can help teachers advance them in their schools and classrooms. Simply click on the image accompanying each Mindset to read more.

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The Worldwide Cultures of Thinking project began with two frameworks. The first was the 8 Cultural Forces, a framework that helps to illuminate the building blocks of group culture. The second was the framework, in the form of the Understanding Map, for understanding what we mean by thinking.

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This pre-reading lesson is EASY to prepare and results in a richer text experience for students.
Some texts are just hard for students to get into. A certain book, article or chapter might contain the most incredible details, things that would make strong, long-lasting impressions on your students, but if they can't sink their teeth in from the beginning, they may never get to those details.

The Mind's Eye strategy tackles that problem head on: It grabs students' attention before they ever read a single word and creates a mystery that can only be solved by reading the text.

Very briefly, the strategy goes like this: The teacher chooses 20-30 important words from the text. Before students do any reading at all, the teacher reads the words aloud to students - slowly, pausing in between words. As they listen, students form mental pictures, predicting what the text will be about. Then they read the text and compare it to their predictions.

Here's the strategy in more detail:

This strategy is based on the principle of dual coding, the idea that people learn better when they process information through multiple channels - both language and images. It's the same idea behind nonlinguistic representation, which we talked about in a previous post. Readers who construct mental images as they read do a better job of making meaning, but that skill doesn't have to come along through luck; it can be taught. The Mind's Eye strategy is one way to do that.

Mind's Eye can be used to prepare students for reading all kinds of texts. It would certainly work for challenging literature in the older grades, but also to prime younger students who are just starting to read chapter books. It would work beautifully at the start of a social studies unit or before students delve into a science article. As new standards place more emphasis on non-fiction and informational reading, a strategy like Mind's Eye can help students experience these less "entertaining" texts more fully.

Mind's Eye is one of twenty research-based strategies outlined in Silver, Strong, and Perini's excellent book, The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson . [Note: This is an Amazon Affiliate link: If you go to Amazon through this link, I will receive a small commission on that purchase.] The Mind's Eye chapter also describes three variations on this strategy - one that even shows how to use it with math. We have already studied two other strategies from this book: Concept Attainment and Reciprocal Learning. Because the book is such a solid collection, we'll continue to explore more over time. For now, if you're looking for something easy and fresh, give Mind's Eye a try. ♦

Like what you've seen so far?
If this one spoke to you, I'd love to have you come back for more. Join my mailing list and get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Some texts are just hard for students to get into. The Mind's Eye strategy tackles that problem head on: It grabs students' attention before they ever read a single word and creates a mystery that can only be solved by reading the text.

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How might we MAKE writing using natural elements rather than written words? In this video, I'm MAKING story about a tiny, memorable moment that I experienced in my garden.

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Universal Design for Learning (UDL) is a framework developed by CAST, an Understood founding partner. UDL guides the design of learning experiences to proactively meet the needs of all learners. When you use UDL, you assume that barriers to learning are in the design of the environment, not in the student. UDL is based on brain science and evidence-based educational practices. It also leverages the power of digital technology.

Imagine this: Your students are going to write an essay on the stages of butterfly metamorphosis.

Some students have seen butterflies grow through the different stages at a local science museum. These students are excited to share what they know. Other students don't know anything about butterflies and are nervous about writing on this topic. And some students don't like to write - they dread this activity from the moment you say "essay."

In any class, you know there's a wide range of enthusiasm, background, and skills among your students. When you plan with this range in mind, you can approach the lesson in several ways.

You could share a mini-lesson on butterfly metamorphosis and have students use a guided worksheet as they write. Or you could set up stations where students are grouped using flexible grouping around understanding of the topic, language ability, or reading level.

But take a step back. In any lesson or task, you can anticipate this range of variability among your students. There's another approach you can take to plan for this variability in all your lessons: Universal Design for Learning (UDL).

Why use Universal Design for Learning?

The ultimate goal of UDL is for all learners to become "expert learners." Expert learners are purposeful and motivated, resourceful and knowledgeable, and strategic and goal-directed about learning.

UDL is a powerful approach because from the very start of your lesson, it helps you anticipate and plan for all your learners. It can help you make sure that the greatest range of students can access and engage in learning - not just certain students.

You don't need specific tools or technologies to follow UDL's principles either. Instead, your students choose from the tools and resources you already have. They might use them in different ways.

Also, UDL may change how you think about what prevents students from learning. Instead of thinking that something needs to change about the students, UDL looks at the learning environment. The learning environment can include barriers to learning, like the design of the curricular goals, assessments, methods, and materials. In this way, the learning environment itself can be "abled" or "dis-abled."

UDL gives you a framework to follow so you can reduce the barriers to learning. The main way to do this is to prepare a learning environment where students have what they need to flexibly meet learning goals.

What does UDL look like in the classroom?

Universal design can be found just about anywhere you look - both inside and outside your school. Curb cuts change sidewalks so that they're accessible to the greatest range of users, including people who use wheelchairs and those pushing strollers. Closed captions make television accessible to people who are deaf or who have hearing loss, as well as people at the gym or spouses who can't agree whether or not to keep the TV on at night. No two forms of universal design are the same.

Universal Design for Learning looks different in every classroom. But there are commonalities. To start with, there's always a focus on building expert learning for all. Other common elements of a UDL experience include:

All learners knowing the goal

Intentional, flexible options for all students to use

Student access to resources from the start of a lesson

Students building and internalizing their own learning

In a UDL environment, students rarely do the same task in the same way at the same time. The flexible options will differ across developmental ages. But the framework for having clear goals and flexible options is consistent no matter the grade level or content areas.

How can I use the three principles of UDL?

UDL describes human variability based on parts of the brain that manage the "why" (affective network), the "what" (recognition network), and the "how" (strategic network) of learning. Watch as CAST co-founder David Rose explains why UDL emphasizes variability instead of disability.

CAST developed UDL guidelines that are based on three main principles that align with these learning networks. The three UDL principles are engagement, representation, and action and expression.

The chart below includes the three UDL principles adapted from CAST. It also gives you some questions to consider and lists some examples of the principles in action. You can print a one-page version of this chart to have on hand while planning a lesson, activity, or routine for your students.

How can families support this at home?

Families may not be familiar with the concept of students being active participants in setting their learning goals. They may have questions about letting students make their own learning choices.

Explain at back-to-school night or in a class that you'll be using Universal Design for Learning. You can even share a family-friendly article about the UDL approach to teaching.

Assure families that you have high expectations for all students to become expert learners in your classroom. And explain that you'll keep working with the students and their families to build the skills and interest to make that happen.

Additional CAST resources to explore

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Universal Design for Learning (UDL): A teacher's guide

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UDL stands for Universal Design for Learning. When you teach using UDL, your lessons are designed in flexible ways to meet the needs of individual learners. Read more about UDL.

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Please access this document https://docs.google.com/document/d/1EpjpP6tAmT9qhTD8NUltXZh96AUuZHXSbwGsYvCeJ-0/edit

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Growing success: assessment, evaluation, and reporting in Ontario schools (grades 1 to 12)

Assessment, evaluation and reporting for students in grades 1 to 12 is based on the policies and practices described in Growing success: assessment, evaluation, and reporting in Ontario schools - first edition, covering grades 1 to 12.

Growing success aims to maintain high standards, improve student learning and benefit students, parents and teachers in elementary and secondary schools across the province.

Language addendum, grades 1 to 8, 2023

This is an addendum to the Ministry of Education policy Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010. It updates the policy for reporting the achievement of students in elementary language to align with the revised language curriculum, The Ontario Curriculum: Language, Grades 1 to 8, 2023. It replaces the policy for language described on page 57 of Growing Success. The policy outlined here will be implemented in Ontario schools starting in September 2023.

Completing the provincial report cards: language, grades 1 to 8

To foster a cohesive approach to both instruction and assessment across the elementary language curriculum, achievement in language will be reported as one overall grade or mark, with supporting comments.

Fill in the letter grade/percentage mark that best reflects the overall learning of the student in language in the column headed Report 1 or Report 2. When assigning a grade or mark, consider the student's integrated learning across the strands in each reporting period.

Your comments:

should describe significant strengths that the student demonstrates

should identify next steps for improvement

can describe growth in learning

can make reference to particular strands, and should include comments on the foundations of language, including reading and writing.

For more information on determining a grade or percentage mark for the report card, review the section "Evaluation" in growing success, pages 38 to 46.

Revised report card templates will be available from the ministry website, at https://www.ontario.ca/page/elementary-and-secondary-report-card-templates.

Mathematics addendum (grades 1 to 8)

The addendum below updates the policy for reporting the achievement of students in elementary mathematics to align with the revised mathematics curriculum, The Ontario Curriculum: Mathematics, Grades 1 to 8, 2020. It replaces the policy for mathematics described on page 58 of Growing success.

The mathematics addendum was implemented in September 2020.

Completing the provincial report cards: mathematics, grades 1 to 8

To foster a cohesive approach to both instruction and assessment across the elementary mathematics curriculum, achievement in mathematics will be reported as one overall grade/mark, with supporting comments.

Fill in the letter grade or percentage mark that best reflects the overall learning of the student in mathematics in the column headed report 1 or report 2. When assigning a grade or mark, consider the student's integrated learning across the strands you've taught in each reporting period.

Your comments:

should describe significant strengths that the student demonstrates

should identify next steps for improvement

can describe growth in learning

can make reference to particular strands

For more information on determining a grade or percentage mark for the report card, review the section "Evaluation" in growing success, pages 38 to 46.

Kindergarten addendum

This document describes Ontario's policy for assessment, evaluation and reporting for kindergarten. It is similar to the policy for Grades 1 to 12, as set out in Growing success: assessment, evaluation, and reporting in Ontario schools, 2010.

This document is designed as an addendum to Growing success. It aligns with the content, philosophy and intent of The kindergarten program (2016) which is a play- and inquiry-based program designed to be developmentally appropriate for young children.

The kindergarten addendum was implemented in September 2016. We updated the appendix in 2018.

Disclaimer

If you require this information in an alternative format, please contact information.met@ontario.ca. We will:

acknowledge your request within 3 business days

provide you with the content within 15 business days

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Growing success: assessment, evaluation, and reporting in Ontario’s schools, kindergarten to Grade 12

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Read Ontario’s student evaluation and reporting from kindergarten to grade 12.

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OECTA's virtual Learning Institutes are back by popular demand. Each three-hour virtual session has been curated to provide a balance of information, resources, and synchronous support for teachers. Connect with our teacher leaders and your colleagues from across the province for what will be both an impactful and useful learning experience.

Join us for one or more of these sessions!
Literacy Institute: Digging into the Foundational Skills

Intended Audience: Kindergarten through Grade 4
Session Description:
Participants will dig deep into the What, Why and How of the foundational skills described in Overall Expectation B2 and Appendix A. Learn today and try it out on Monday!

French as a Second Language Institute for Junior Teachers

Intended Audience: Grades 4 to 6
Session Description:
This junior division session will engage participants in deconstructing the planning process in a learning cycle including activities for student engagement and assessment. Participants will focus on developing authentic, action-oriented tasks with opportunity to explore cross curricular examples. Participants can expect to:

explore the CEFR philosophy and spend time exploring the "10 Big Ideas" in relation to curriculum expectations.

explore effective planning and assessment practices

explore division specific examples of learning cycles

explore division specific resources that support planning in each strand

French as a Second Language Institute for Intermediate Teachers

Intended Audience: Grades 7 to 9
Session Description:
This intermediate session will engage participants in deconstructing the planning process in a learning cycle including activities for student engagement and assessment. Participants will focus on developing authentic, action-oriented tasks with opportunity to explore cross curricular examples in grades 7 & 8. Participants can expect to:

explore the CEFR philosophy and spend time exploring the "10 Big Ideas" in relation to curriculum expectations.

explore effective planning and assessment practices

explore division specific examples of learning cycles

·explore grade specific resources that support planning in each strand

Literacy Institute: You've Got This! Tools to Support Teacher Impact on Student Learning

Intended Audience: Grades 1-3
Session Description:
"Informed teachers are our best insurance against reading failure. While programs are very helpful tools, programs don't teach, teachers do." Louisa Moats (2020)

What does the new curriculum look like in practice? Throughout this session, participants will explore ways to be responsive to student agency and their learning through lesson design, instructional approaches, and ongoing assessment. Participants will leave with practices that can be implemented in their classroom the next school day!

Literacy Institute: You've Got This! Tools to Support Teacher Impact on Student Learning

Intended Audience: Grades 4-8
Session Description:
"Informed teachers are our best insurance against reading failure. While programs are very helpful tools, programs don't teach, teachers do." Louisa Moats (2020)

What does the new curriculum look like in practice? Throughout this session, participants will explore ways to be responsive to student agency and their learning through lesson design, instructional approaches, and ongoing assessment. Participants will leave with practices that can be implemented in their classroom the next school day!

Literacy Institute: The Front Matters - Highlighter Worthy Points

Intended Audience: Grades 1-8
Session Description:
How does the new Language curriculum fit into your existing literacy instruction? Join us for a collaborative learning session that will help to navigate and highlight aspects of the new 2023 Language Curriculum. During this session participants will become familiar with the curriculum context (front matter) and have an opportunity to discuss, share, and build practical ideas and classroom routines that support effective literacy instruction for all learners.

Elevate Learning in the Classroom with Tech Tools

Intended Audience: All Teachers
Session Description:
This session will explore a variety of tech tools (each offer free and fee for service options) that can be integrated into the classroom to provide a value-added learning experiences for students. Tech tools that will be explored include:

1. EdPuzzle - Enabling students to take an active role in their learning with interactive video lessons (Free version gives user 20 videos of storage)

2. Padlet - a versatile and intuitive virtual post board collaboration tool (Free version allows for 3 free padlets - these can be reused)

3. Canva - a desktop publishing tool for both students and teachers (Free for Educators)

4. Flip - Empowering the student voice through videos (Free for Educators)

Participants will be introduced to each platform, key features will be shared and participants will have time to explore each tool during the session.

Please set-up your free account in advance of the session. Participants should have two screens (or two devices) to participate optimally in this session.

Becoming a Responsive Educator, Equity and Inclusive Education: Foundations

Session Description:

This session will focus on the foundations of equity work within the system of education. Participants will further their language acuity of concepts related to the work of E&I as they deepen their awareness of systemic barriers that impact students with equity-deserving identities.

Becoming a Responsive Educator, Using Culturally Responsive and Relevant Pedagogy in the Classroom

Session Description:

This session will focus on the importance of representation and providing content to students that is reflective and responsive to their needs and lived experiences. In addition to examining the dangers of trauma and deficit representation, participants will also learn about the importance of content warnings and honouring the dignity of all students. Participants will be left with a range of instructional strategies that are rooted in the philosophy of CRRP to support content that centres accessibility, inclusion, diversity, and equity.

Archives

French as a Second Language Institute for Junior Teachers

French as a Second Language Institute for Intermediate Teachers

The Front Matters - Highlighter Worthy Points

Digging In to the Foundational Skills

You've Got This! Tools to Support Teacher Impact on Student Learning in Grades 1-3

You've Got This! Tools to Support Teacher Impact on Student Learning in Grades 4-8

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We are Ontario's Catholic teachers. We teach in classrooms from Kindergarten to Grade 12 in publicly funded English Catholic schools.