Page 41 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

A selection of effective teaching strategies for classical studies and international languages is provided in Appendix C. Strategies are also available on www.edugains.ca or in the EduGAINS document entitled Facilitator’s Guide for the“Adolescent Literacy Guide: A Professional Learning Resource for Literacy, Grade 7–12”, at www.edugains.ca/resourcesLIT/ ProfessionalLearningFacilitator/ALG_FacilitatorsGuide.pdf.
The Value of Oral Language
To develop literacy in any language, it is critical for students to develop oral language skills. Through frequent opportunities to converse with their peers, students develop their listening and speaking skills, as well as an overall sense of the language and its structure. In addition, through talk, students are able to communicate their thinking
and learning to others. Talk thus enables students to express themselves, develop healthy relationships with peers, and define their thoughts about themselves, others, and the world.
Both teacher talk and student talk are essential to the development of all literacy skills. Talk is a means of constructing meaning. It is used to develop, clarify, and extend thinking. This is true not only of the prepared, formal talk of interviews, book talks, debates, and presentations but also of the informal talk that occurs when, for example, students work together and ask questions, make connections, and respond orally to texts or learning experiences, or when a teacher models a think-aloud.
Three forms of oral language are important to consider when planning lessons in classical studies and international languages:
• Informal talk is used in conversations and dialogues throughout the school day for a wide range of learning purposes, such as asking questions, recounting experiences, expressing opinions, brainstorming, problem solving, and exchanging opinions on an impromptu or casual basis.
• Discussion involves a purposeful and extended exchange of ideas that provides
a focus for inquiry or problem solving, often leading to new understanding. Discussions may involve responding to ideas in a story or other piece of fiction or exchanging opinions about current events or issues in the classroom or community.
• Formal talk involves speaking in prepared or rehearsed presentations to an audience. Some examples are storytelling, poetry readings, role playing, oral reports, book talks, interviews, debates, and multimedia presentations.
For more information on developing oral language skills and literacy, see page 50.
PLANNING CLASSICAL STUDIES AND INTERNATIONAL LANGUAGES PROGRAMS
FOR STUDENTS WITH SPECIAL EDUCATION NEEDS
Classroom teachers are the key educators of students with special education needs. They have a responsibility to help all students learn, and they work collaboratively with special education teachers, where appropriate, to achieve this goal. Classroom teachers commit to assisting every student to prepare for living with the highest degree of independence possible.
Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013) describes a set of beliefs, based in research, that should guide program planning for students with special education needs in all disciplines. Teachers planning
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CLASSICAL STUDIES AND INTERNATIONAL LANGUAGES
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