Profiles of pedagogically sound approaches to the teaching and learning of Language Arts

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Free the Children ('07) (Children Helping Children) The credit for this title is given to Craig Kielburger and his organization, "Kids Can Free the Children".
This project is a model of social constructivism in the Cycle 3 elementary classroom. Student interest and enthusiasm led the way as this unique experience unfolded . As students developed the competencies of the English Language Arts program, they used language to get things done. They developed strategies to solve problems, imagined possibilities and used their creativity to take action. Finally, they  shared knowledge and experiences that proved that children really can make a difference in this world.

Disk-ussions ('07) Disk-ussions is a a creative way to give students the opportunities to read, write, discuss and share with each other. Read this article to understand the rationale behind Disk-ussions, view evaluation criteria, browse student samples and learn how you and your students can embark on such a project.

Multigenre Writing: Beyond the Five Paragraph Essay ('07) Students must not only gather information and ideas from different sources, they must also be able to write appropriately for different purposes. Read about the basic underpinnings of multigenre writing and browse the middle school projects that provide students with opportunities to experiment with a variety of writing forms.

Drama in the Classroom  ('06)Using drama as a tool to explore literature provides a very exciting and rewarding experience for both student and teacher. These pages will keep you informed about the possibilities of incorporating drama into your curriculum. You will learn that we do not have to only experience stories through talking and reading. The story experience is multi-sensory and much more can be learned and appreciated if we literally stop and "smell the roses".

Inquiry for Teaching and Learning  ('06) Inquiry is a process which naturally integrates cross-curricular competencies and the subject areas. Students become engaged learners by making connections to their world. Anne Lemay has experimented with this processs and shares her experiences with us. Her Power Point presentation, "Inquiry: A Model for Teaching and Learning" takes us through the features of Inquiry Learning with a look at a specific project.

The Marks Free Class! Feedback Assessment in Action!  ('06) What would cause a teacher to rethink and change her whole pedagogical approach? In this article, Mary Sauvé, a secondary Language Arts teacher at Chateauguay Valley Regional High School explains her shift to a marks free environment; her move from a teacher directed model of teaching to a student centered model. Included are Mary's rationale, explanation, sample letters, course expectations guidelines for self-evaluation and evaluation rubrics. An excellent read with material to print for you own use!

Readers Theatre ('06)
Reader's Theatre is a way to make books come alive for students of all ages. Very simply, a book is rewritten into a script that involves active dialogue between several characters. Read this article to learn the basics about Readers' Theatre website. 

Reforming Our Vision of English Language Arts: ('06) Classroom Stories from Elementary and Middle School
This is a series of articles written by ten teachers working with students from Kindergarten to Secondary Cycle One. The narratives they have produced model the true nature of Québec's English Language Arts program - a program that is based on the social function and purpose of language and provides students with opportunities to experience the power of language. Each project deals with fundamental principles of English Language Arts and can be adapted to any cycle.

Response  ('06) Responding to literature and other media forms is an important component of the Language Arts curriculum under MELS. Students must be provided with opportunities to develop their abilities to respond to what they view, read and hear. Mary Sauvé, teacher at Chateauguay Valley Regional High School, presents the philosophy and rationale for using the response process in the classroom.

Student Centred Portfolios  ('06)This article reveals the passion, beliefs and convictions that are at the heart of a portfolio classroom where students are the focal point of learning.

Student Led Conferences ('06) In harmony with placing the student at the centre of the learning process this teacher writes about having finally found the right key to the assessment door: student-led conferences. Read about how the focus shifts from parent-teacher dialogue to student-led dialogue with the student now having the central role in discussing her or his learning.