Ukrainian Language Arts Kindergarten–Grade 3 Guide to Implementation 2008 Alberta Education Cataloguing in Publication Data Alberta. Learning and Teaching Resources Branch. Ukrainian language arts kindergarten – grade 3 : guide to implementation. ISBN 978–0–7785–6408–9 1. Ukrainian language – Study and teaching (Elementary) – Alberta – Outlines, syllabi, etc. 2. Ukrainian-Canadian children – Alberta – Education. I. Title. PG3811.A333 2008 491.79 For further information, contact: This resource is available on the Alberta Education Web site at Alberta Education http://education.alberta.ca/teachers/com/in Learning and Teaching Resources Branch terlang/ukrainian.aspx. 8th Floor, 44 Capital Boulevard 10044 – 108 Street NW Copies of this resource are available for purchase from Edmonton, Alberta T5J 5E6 the Learning Resources Centre. Order online at Telephone: 780–427–2984 in Edmonton or http://www.lrc.education.gov.ab.ca or telephone toll-free in Alberta by dialling 310–0000 780–427–2767 in Edmonton (toll-free in Alberta by Fax: 780–422–0576 dialling 310–0000). The primary audience for this resource is: Teachers (cid:22) Administrators Students Parents Several Web sites are listed in this resource. These sites are listed as a service only to identify potentially useful ideas for teaching and learning. Alberta Education is not responsible for maintaining these external sites, nor does the listing of these sites constitute or imply endorsement of their content. The Crown and its agents, employees or contractors will not be liable for any direct or indirect damages arising from the use of any of these sites. The responsibility to evaluate these sites rests with the user. Note: All Web site addresses were confirmed as accurate at the time of publication but are subject to change. Copyright © 2008, the Crown in Right of Alberta, as represented by the Minister of Education. Alberta Education, Learning and Teaching Resources Branch, 44 Capital Boulevard, 10044 – 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not been done, please notify Alberta Education so appropriate corrective action can be taken. Permission is given by the copyright owner to reproduce this resource for educational purposes and on a nonprofit basis, with the exception of materials cited for which Alberta Education does not own copyright. Permission is also granted for sharing the electronic files via network capabilities at the school or jurisdiction level. Several radio and television stations are listed in this document. These stations are listed as a service only to identify potentially useful ideas for teaching and learning. Alberta Education is not responsible for monitoring these radio or television stations, nor does the listing of these stations constitute or imply endorsement of their content or programming. The responsibility to evaluate the programs and content aired by these radio and television stations rests with the listener. Acknowledgements Alberta Education gratefully acknowledges the many teachers, groups and other individuals who contributed to the writing and/or provided suggestions, feedback and language validation over the course of development of the Ukrainian Language Arts Kindergarten to Grade 3 Guide to Implementation. Alberta Education would also like to acknowledge Western and Northern Canadian Protocol partners Manitoba Education, Citizenship and Youth, and Saskatchewan Learning for their support and collaboration throughout the development of this resource. Learning and Teaching Resources Branch staff involved in the development, production and distribution of this guide include: Raja Panwar Director Stella Shrum Acting Director Greg Bishop Assistant Director, Resource Development Xenia Bubel Resource Manager, International Languages Alan Chouinard Assessment Manager, International Languages Shauna Ewen Resource Manager, International Languages James Hamilton Resource Manager, International Languages Wai-Ling Lennon Resource Manager, International Languages Kim Blevins Document Production Coordinator Helen Czar Copy Editor Bonnie Way Copy Editor Lin Hallett Desktop Publishing Dianne Moyer Desktop Publishing Liliya Pantelyuk Desktop Publishing Esther Yong Desktop Publishing Sandra Mukai Copyright Ukrainian Language Arts Guide to Implementation (K–3) Acknowledgements / iii ©Alberta Education, Alberta, Canada 2008 iv / Ukrainian Language Arts Guide to Implementation (K–3) 2008 ©Alberta Education, Alberta, Canada Table of Contents Acknowledgements ..................................................................................................iii Chapter 1: Introduction ...........................................................................................1 Benefits of Second Language Learning ................................................................1 Purpose of This Guide ...........................................................................................3 Understanding the Learner ....................................................................................4 Learning the Ukrainian Language ........................................................................9 Multiple Intelligences and Second Language Learning ......................................10 Brain Research and Second Language Learning .................................................14 Bloom’s Taxonomy .............................................................................................15 Chapter 2: Language Arts Instruction ..................................................................17 Literacy Development .........................................................................................17 The Six Language Arts ........................................................................................21 Early Intervention ...............................................................................................31 Language Cueing Systems ..................................................................................36 Grammar in the Ukrainian Language Arts Classroom ........................................37 Chapter 3: Planning ................................................................................................39 Introduction .........................................................................................................39 Program of Studies ..............................................................................................39 Planning Considerations ......................................................................................40 The Physical Environment ..................................................................................46 Understanding the Ukrainian Language Arts Outcomes .....................................46 Planning Approaches ..........................................................................................53 Year Plans ...........................................................................................................54 Unit Plans ............................................................................................................55 Lesson Plans ........................................................................................................60 Chapter 4: Learning and Instructional Strategies ...............................................63 Learning Strategies ..............................................................................................63 Instructional Strategies ........................................................................................67 Using Technology in the Classroom ...................................................................99 Chapter 5: Students with Special Education Needs...........................................105 Characteristics of Students with Special Education Needs ...............................105 Differentiated Instruction ..................................................................................107 Using Collaborative Learning ...........................................................................110 Strategies for Students with Attention Difficulties ...........................................111 Strategies for Students with Memory Difficulties .............................................113 Strategies for Students with Listening Difficulties ...........................................116 Strategies for Students with Reading Difficulties .............................................117 Cognitive Strategy Instruction ..........................................................................119 The Importance of Motivation ..........................................................................119 Ukrainian Language Arts Guide to Implementation (K–3) Table of Contents / v ©Alberta Education, Alberta, Canada 2008 Chapter 6: Students Who Are Gifted ..................................................................123 Characteristics of Students Who Are Gifted .....................................................123 Implications for Learning and Teaching ...........................................................128 Advanced Thinking Processes ..........................................................................134 Mentorships .......................................................................................................136 Providing Additional Opportunities ..................................................................137 Chapter 7: English as a Second Language Learners ..........................................139 English as a Second Language (ESL) Learners ................................................139 Implications of Learning Multiple Languages Concurrently ............................146 Second Language Acquisition ...........................................................................146 Choosing Instructional Strategies .....................................................................149 Suggestions for Assessment ..............................................................................151 Chapter 8: Classroom Assessment .......................................................................153 Introduction .......................................................................................................153 Assessment ........................................................................................................153 Evaluation .........................................................................................................154 Assessment for Learning (Formative), Assessment of Learning (Summative) and Diagnostic Assessment ...................................................155 Determining the Assessment Purpose ...............................................................157 Principles of Effective Classroom Assessment .................................................160 Assessment Accommodations for Students with Special Education Needs .............................................................................163 Student-directed Assessment ............................................................................164 Teacher-directed Assessment ............................................................................172 Assessment and Evaluation Resources .............................................................181 Chapter 9: Grade Level Samples .........................................................................183 Introduction .......................................................................................................183 Integrate for Efficiency and Motivation ............................................................184 Reading the Grade Level Samples ....................................................................184 Grade Level Samples for Grade K ....................................................................189 Grade Level Samples for Grade 1 .....................................................................383 Grade Level Samples for Grade 2 .....................................................................577 Grade Level Samples for Grade 3 .....................................................................773 Appendices .................................................................................................................1 Appendix A: Specific Outcomes Chart Kindergarten .............................................................................................A–1 Grade 1 ...................................................................................................A–15 Grade 2 ...................................................................................................A–29 Grade 3 ...................................................................................................A–45 Appendix B: Vocabulary and Classroom Expressions ..................................B–1 Appendix C: Planning Tools ...........................................................................C–1 Appendix D: Graphic Organizers ....................................................................D–1 Appendix E: Assessment Blackline Masters ...................................................E–1 Bibliography ...............................................................................................................1 vi / Table of Contents Ukrainian Language Arts Guide to Implementation (K–3) 2008 ©Alberta Education, Alberta, Canada Chapter 1 Introduction Chapter Summary Benefits of Second Language Learning Purpose of This Guide Understanding the Learner Learning the Ukrainian Language Multiple Intelligences and Second Language Learning Brain Research and Second Language Learning Bloom’s Taxonomy Benefits of Second Language Learning In North America, the 1990s was a decade of renewed interest in language learning. There is a growing appreciation of the role that multilingual individuals can play in an increasingly diverse society, and there is a greater understanding of the academic and cognitive benefits of learning other languages. The last decade has seen an emerging global interest in international languages and second language education. This has led researchers, policymakers, educators, employers, parents and the media to re-examine the advantages of learning additional languages. Increased research on brain development has focused attention on learning processes and developmental issues. Some of this research has analyzed the effects of language acquisition on the brain. The results of these studies have generated interest in how early learning experiences, including first and second language acquisition, promote cognitive development. Most experts agree that making it possible for children to learn a second language early in life and beyond is entirely beneficial. A summary of the many benefits of learning a second language follows. Benefits of Second Language Learning: Adapted from Kathleen M. Marcos, “Second Language Learning: Everyone Can Benefit,” The ERIC Review 6, 1 (Fall 1998), pp. 2, 3. Ukrainian Language Arts Guide to Implementation (K–3) Chapter 1 / 1 ©Alberta Education, Alberta, Canada 2008 A Means of Communication Ukrainian is spoken by more than 50 million people in the world living in places such as Ukraine, Russia, Poland, Argentina, Brazil, Canada, the United Kingdom and the United States of America. Ukrainian is closely related to other Slavic languages and since there are almost 300 million people in the world who speak a Slavic language, Ukrainian can be an important key to communication in many parts of the world. Speakers of Ukrainian can communicate in many countries in Europe; i.e., Belarus, Bosnia, Bulgaria, Croatia, Czech Republic, Macedonia, Poland, Russia, Serbia, Slovakia and Slovenia. Learning Ukrainian therefore opens many doors for communicating with others around the world. Personal Benefits An obvious advantage of knowing more than one language is having expanded access to people and resources. Individuals who speak and read more than one language have the ability to communicate with more people and read more literature, and benefit more fully from travel to other countries. Introducing students to alternative ways of expressing themselves and to different cultures gives greater depth to their understanding of the human experience by fostering an appreciation for the customs and achievements of people beyond their own communities. In many cases, the learning of a second language can strengthen the personal connection to the language and culture of one’s own heritage. Knowledge of a second language can also give people a competitive advantage in the work force by opening up additional job opportunities (Villano 1996). For many people, there’s something inherently enjoyable about successfully communicating in another language. Learning a new language can be an intensely challenging and rewarding experience. Cognitive Benefits Some researchers suggest that students who receive second language instruction are more creative and better at solving complex problems than those who do not (Bamford and Mizokawa 1991). Other studies suggest that bilingual individuals outperform similar monolinguals on both verbal and nonverbal tests of intelligence, which raises the question of whether ability in more than one language enables individuals to achieve greater intellectual flexibility (Bruck, Lambert and Tucker 1974; Hakuta 1986; Weatherford 1986). Academic Benefits Parents and educators sometimes express concern that learning a second language will have a detrimental effect on students’ reading and verbal abilities in English; however, several studies suggest the opposite. Knowing a second language, according to the latest research on reading, can help children comprehend written languages faster and possibly learn to read more easily, provided that they are exposed to stories and literature in both languages (Bialystok 1997). By age four, bilingual children have progressed more than monolingual children in understanding the symbolic function of written language. By five, they are more advanced than those who have learned only one writing system. 2 / Chapter 1 Ukrainian Language Arts Guide to Implementation (K–3) 2008 ©Alberta Education, Alberta, Canada