Learning Areas

High School Block:

Reading Tutor 120

Reading Tutor 120 is offered to provide students the opportunity to develop skills and strategies for tutorship. By engaging in tutor-tutee relationships, students in the course are introduced to instructional practice and mentorship. Those enrolled in Reading Tutor 120 will learn to effectively tutor students who fit the criteria outlined in the Companion Document.

For Educators:

Reading Tutor 120 Companion Document

CONTEXTS AND CONCEPTS

Knowledge Building

developing an appetite for compelling research evidence
seeking answers to complex problems
gathering information to inform planning and organization
building a repertoire of professional and employable skills

Instructional Practice

convert knowledge into practice
collaborating with teachers and peers to create and target learning goals
using new and familiar strategies to target goals
adjusting methods as necessary

Reflection

summarizing and documenting evidence
asking questions of oneself and others
negotiating plans and constructing solutions
assessing efficacy of oneself and others

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GRADE 12

GRADE 12

Strand: Leadership

Big Idea: Preparation and Implementation

Skill Descriptor: Research ethical responsibilities and policies pertaining to professional conduct

Global Competencies: ICE, CTPS

Achievement Indicators:

examine current policies
reflect on ethical considerations
determine how policies inform planning, interactions, and follow up with tutees

Skill Descriptor: Prepare for, plan, and execute instruction

Global Competencies: ICE, CTPS

Achievement Indicators:

research effective literacy practices relative to the learning needs of the tutee
design or select a template for organizing tutor-to-tutee interactions
create targeted programming
implement a program of instruction

Big Idea: Interactions

Skill Descriptor: Interact with sensitivity and respect

Global Competencies: CL, CM, SASM

Achievement Indicators:

engage in and facilitate positive interactions with tutee
cultivate an accepting and empathetic tutor-to-tutee relationship

Skill Descriptor: Communicate goals, progress, and next steps

Global Competencies: CL, CM

Achievement Indicators:

Give precise instructions and directions
Seek and provide clarification
Regularly communicate tutee progress (e.g., reading tutor teacher, tutee teacher, tutee, etc.)

Big Idea: Organization and Tracking

Skill Descriptor: Set, monitor, and adjust tutoring and learning goals

Global Competencies: CL, CM, ICE, SASM

Achievement Indicators:

identify and implement progress monitoring tools
identify next steps for instruction
collect and reflect on feedback (e.g., reading tutor teacher, tutee teacher, tutee, etc.)
collaborate with teacher(s) to adjust targeted programming as needed

Strand: Evidence-based Practices

Big Idea: Research

Skill Descriptor: Investigate research-based reading instruction

Global Competencies: ICE

Achievement Indicators:

summarize research-based recommendations for reading instruction
explain effective reading instruction strategies

Big Idea: Instructional Practice

Skill Descriptor: Identify practices targeting learning needs of tutee

Global Competencies: CTPS

Achievement Indicators:

determine which strategies to use when tutoring
select or create resources to support tutee needs (e.g., interest inventory)

Big Idea: Developing Reading Skills

Skill Descriptor: Apply research-based practices

Global Competencies: CL, ICE, SASM

Achievement Indicators:

use strategies targeting specific reading skills and tutee learning needs (e.g., phonological awareness, phonics, fluency, vocabulary, and/or reading comprehension)

Strand: Progress Monitoring

Big Idea: Research

Skill Descriptor: Investigate research-based assessment strategies

Global Competencies: ICE

Achievement Indicators:

define formative assessment
explain effective assessment strategies

Big Idea: Formative Assessment

Skill Descriptor: Identify formative assessment practices relevant to learning needs of tutee

Global Competencies: CTPS, ICE

Achievement Indicators:

determine which assessment strategies to use when tutoring
select assessment resources to support tutee needs
track observations in reflective journal after each session
Use assessment data to inform next steps

Big Idea: Reflection and Application

Skill Descriptor: Adapt instructional practice to meet tutee needs

Global Competencies: CL, CM, CTPS, SASM

Achievement Indicators:

co-construct learning goals with tutee
monitor progress regularly, using assessment resources
revisit learning goals with tutee, and adjust as needed

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Other High School Subjects

Language Arts and Languages Courses

Resources

Character Creation

These lessons will give students the opportunity to express themselves through creative writing. It will begin by exploring the concepts of stereotyping, prejudice, and discrimination. The lesson will then focus on building characterization for an assigned ‘character card’ through brainstorming and note making. Students will examine exemplars of other creative writing and will then draft their own content. They will work through an editing and revision process and then will submit. The final stage of this unit is to practice presentation skills and then present their content to the class.

Grade 10

Rita Joe Song Project

Learners will use contemporary music by indigenous youth to explore the themes in Rita Joe’s poem “I Lost My Talk”.

Grade 9

Boomwhackers

This hands-on lesson gets learners playing songs on Boomwhackers/pitched percussion instruments, by following a series of play a longs on YouTube. This lesson will teach and reinforce the C major diatonic scale and chords and helps students recall how to read treble and bass clef notes, and to count in a basic multiple time signatures. Most importantly, this lesson will reinforce playing as an ensemble.

Grade 9