What your child is learning

Grade 6 children use the four ELA practices as they speak, listen, read, write, view, and represent for meaningful purposes to

• make sense of themselves, others, and the world (Language as Sense Making)
• explore the purpose of texts and discover new ways of thinking (Language as Exploration and Design)
• investigate important issues and advocate for themselves, their communities, and the environment (Language as Power and Agency)
• use what they know about how language works in meaningful ways for different purposes (Language as System)

An Example of This in Action

The teacher designs a rich learning experience during which, in groups, children select a different time in history that interests them. In groups, they choose historical novels, songs, picture books, and other texts about this time in history. As they read, view, and listen to these texts, they write down what goes on in their minds. They make notes on the text and identify strategies and processes they are using. They question the historical accuracy of these texts and find reliable valid sources to confirm the accuracy of information. They recognize assumptions, biases, and stereotyping in these texts, and discuss how the texts of authors/creators represent bigger beliefs, values, and ideas. Through these experiences, children make compelling arguments about how well the authors have accurately described the time period and what advice they would give to improve these texts. As children share these ideas orally and in writing, they improve them for clarity and effect. They use a range of sentence types and punctuation conventions and make editing decisions (e.g., run-on sentences, word choice) to better persuade others.

To find out more about what your child is learning in English language arts, talk to the teacher. You may also refer to the English Language Arts Curriculum Framework: A Living Document.

How your child is assessed

Your child’s learning and progress will be assessed in many ways. The teacher will look closely at their learning by collecting samples of work, listening to them in conversations, and observing them using language in many situations for different purposes.

The teacher will consider the following:

• To what extent your child is using the four ELA practices?
• Is there evidence of your child’s learning growth?
  • How much support does your child need over time and across situations?
  • How deep is your child’s understanding of how they create, communicate, and engage in learning?
  • How varied are the tools, techniques, and ways your child uses the four ELA practices in different situations?
  • How have your child’s thinking, feelings, and actions changed? How has their ability to reflect critically on these changes grown?

This evidence of learning will be used to inform you of your child’s progress in English language arts. The teacher will report on your child’s progress three times a year. Here are the categories on the report card and some examples of what the teacher will report on.

Comprehension (Reading, Listening, and Viewing)

• How does your child use texts such as books, websites, and images to inform themselves about issues, ideas, or topics?
• How does your child understand what they read, hear, and view?
• How does your child use what they know about how language works to read, listen, and view?

Communication (Writing, Speaking, and Representing)

• How does your child use language to create new ideas, solve problems, extend their knowledge, and communicate ideas?
• How does your child communicate to others when writing, representing, and speaking?
• How does your child use what they know about how language works to write, speak, and represent?

Critical Thinking

• How does what your child hears, reads, and views influence what they think?
• How does your child decide what and whose stories to tell?
• How does your child use language to influence others when writing, representing, and speaking?

Resources

• English Language Arts Curriculum Framework: A Living Document

Frequently Asked Questions

WHY ARE CRITICAL THINKING AND CRITICAL LITERACY IMPORTANT? Critical thinking helps students focus on developing their ability to reason, analyze, evaluate, and create in a way that expresses their thoughts, feelings, and actions in a reasoned and clear manner. It includes the ability to clarify problems, determine viewpoints, and distinguish between facts, opinions, and preferences. It is necessary for students to understand that how we interact with new ideas and the texts we read, view, and experience is as important as what these texts and ideas are. When children think critically, they ask questions, discuss ideas and opinions, and identify the authors’/artists’ message and why they are communicating it. Critical literacy involves questioning our own viewpoints and those of others, and focusing on social and political issues. Critical literacy encourages us to recognize and state contradictions and biases. It means asking questions that challenge commonly accepted social practices, and questioning our own understanding, beliefs, assumptions, and values.

HOW CAN I HELP MY CHILD? There are many ways to help your child be a listener, speaker, reader, writer, viewer, and representer. Talk to your child’s teacher. You can also talk with local artists, librarians, web designers, Elders and Knowledge Keepers, and others in the community. They can provide insight about helping your child to use language in meaningful ways. Here are some topics you could discuss with the teacher: your hopes and dreams for your child your child’s strengths ideas and interests your child enjoys exploring favourite authors and stories your child enjoys reading, viewing, and listening to what your child is learning in English language arts and the strategies you could encourage at home language goals for your child and how you can support them in working toward those goals Language learning is happening all the time and everywhere! At home and in the community, you can help your child notice, play with, and practise using language. Spend time reading stories, playing word games, and writing grocery lists, birthday cards, or everyday messages with your child. You can view and discuss television programs and websites with your child. As you discuss, ask many questions, make predictions, and encourage your child to tell you their thoughts and feelings about what is going on in the story. Use the world around you to spark your child’s curiosity by discussing community and world events and issues. When you are out in your community, talk about and use signs, labels, symbols, and objects to show your child how and to encourage your child to use them. Encourage your child to call friends and relatives to stay connected and share their experiences. Your child will gain insights, gather information, and learn about the world.