Allow time for change to take place. Plan opportunities for it to take place.
1. Self-Reflection. Encourage teachers to reflect upon their own philosophy of English language arts, instruction, and learning. Suggest they jot down their thoughts and reflections in a journal, log, or daybook. What do they feel comfortable with and what would they like to change or learn?
2. A Focus for Change. Help teachers avoid the feeling of being overwhelmed because there are so many things to do or try. As a staff, decide on a focus for the term and concentrate your energies and attention (e.g., listening, discussion groups, writers’
workshop, assessment, portfolios). Make a commitment to full implementation of the chosen focus.
3. Workshop. Organize hands-on workshops for half or whole days, focusing on a language or instructional issue, skill, or strategy; on planning a new unit; or on exchanging ideas, instructional strategies or resources. Special consideration could be given to workshops on each of the English language arts electives (i.e., communication, creative writing, journalism, and media studies). Provide for structured teacher reflection time after there has been an opportunity to put the idea, skill, strategy, unit, or resource into practice. Address teachers’ specific, evolving needs in follow-up workshops.
4. Teacher Network. Most teachers do not have time during the school day to network with other teachers. Being part of a teacher network is one of the best things teachers can do to further their professional development. Identify colleagues in the school or neighbouring schools who might be interested in discussing the new curriculum, its challenges, and their concerns about instruction. Find the time for these colleagues to meet (e.g., once a month) to discuss these areas. The networking could also include teachers jointly planning new units.
5. Book Talks and Resource Moments. Set aside five to ten minutes of each staff meeting for a few teachers to present brief book talks about new professional or student resources. Encourage all teachers to present and share their finds over a series of staff meetings.
6. Lunch Hour Videos. Set aside time for teachers to view and discuss professional videos on English language arts instruction. Start with some of the videos listed in the bibliography for English Language Arts 20 and the electives.
7. Resource Boxes. Compile several boxes of professional resources and new student resources (perhaps arranged by theme or area such as media studies, journalism, creative writing, communication) and circulate these among teachers in several schools. Including an evaluation or comment sheet for each resource allows teachers to give their responses and others to decide if this is a resource that would be useful for them. This approach also provides the names of colleagues with whom to discuss further a particular resource.
8. Unit and Idea Exchanges. Encourage teachers to share new ideas and strategies through inservice days, the Internet, and their networking. Keep the focus of the unit planning on the objectives. Keep the focus of the idea exchanges on a specific instructional strategy, assessment technique or mini-lesson topic.
9. Involving Students. Familiarize students with the goals and objectives of the English Language Arts 20 curriculum and the electives. Discuss their purpose and the goals and needs of the students. Why is it important to study English language arts? What skills and strategies will you learn? Where and how will you be expected to apply these? What might each elective course help you learn?
10. Involving Parents. Plan an orientation session for parents. Discuss the goals and philosophy of the curriculum and electives. Give parents some hands-on experience with the strategies advocated by the curriculum.
Schools may wish to adapt the following letter to reflect the local school and community.
Dear Parent/Guardian:
We are pleased that the new Secondary Level English language arts curriculum is now being implemented in grades 10 and 11 in our school.
To meet the new credit requirements for graduation in the year 2000 and beyond, students are required to take five compulsory English language arts courses at the Secondary Level (i.e., English Language Arts A10, B10, 20, A30, and B30). In these compulsory courses, students are involved in speaking, listening, writing, reading, representing, and viewing experiences that prepare them to communicate effectively inside and outside of school. Throughout these courses, students have many opportunities to develop, practise, and strengthen their language skills as well as to study literature.
In addition, students have an opportunity to enrol in one or more elective English language arts course.
[Indicate which course(s) will be offered in your school by including the appropriate course title and description.]
Communication 20 is designed to help students develop further the language skills for various situations requiring effective oral, written, and visual communication. Students learn to gather, organize, deliver, and interpret information in a variety of ways including writing and presenting reports and proposals, delivering persuasive speeches, and taking part in discussions and projects.
Creative Writing 20 is designed to develop further students’ creative writing abilities and to refine their writing skills. Students explore their ideas and imagination in a variety of writing experiences. They also have an opportunity to create and prepare various works for possible publication.
Journalism Studies 20 is designed to help students learn how to gather, write, edit, publish, and broadcast news for print and electronic media. Students become knowledgeable about journalism as a career and learn to organize their time, meet deadlines, establish schedules, and write creatively and objectively.
Media Studies 20 is designed to help students better understand mass communication. Students explore the impact of television, video, film, radio, print, and other contemporary media on the individual and society. Students have an opportunity to read, view, write, and discuss critically as they examine the media that influence their lives.
Students may take any of these electives upon completion of the English Language Arts A10 or B10 course. These elective courses allow students to apply their language skills to various media and to explore potential areas for post-secondary study or other choices.
If you would like to learn more about any of the English language arts courses, please feel free to call us at (insert telephone number). We trust that your son/daughter will be successful in his/her language studies and we wish him/her all the best this year.
English Language Arts and You
All aspects of life and work require you to use language to think and communicate effectively. In your compulsory English language arts courses, you have the opportunity to develop your skills to:
In addition to these courses, you might consider one or more of the following electives. In each elective course, you have the opportunity to extend your language arts skills, to apply them in specific situations, and to explore potential careers and areas for further study.
Creative Writing 20
In Creative Writing 20, you will have an opportunity to explore your creative abilities, to discover your individual voice, and, most important, to refine your writing skills. You will read student and professional writers’ works and pursue your own ideas and writing in a variety of forms.
In this course, you will have an opportunity to explore your own and others’ approaches to writing and creating. Through discussions, reading, one-on-one critiques, and peer workshopping, you will discover your own creative processes and voice. You will explore ideas from the world around you, from your imagination, and from different perspectives. You will have the opportunity to explore a variety of formats and genres including poetry, short fiction, play writing, and creative nonfiction. In addition, you may wish to participate in an independent study module in which you study with an author, join a writing group, obtain experience with a publishing company, or work in depth on a writing project of your choosing.
Writing is important to most careers. Some writing-related careers you might consider include: advertising copywriter, lyricist/song writer, screen/radio/television writer, journalist, poet, novelist, playwright, critic, children’s book writer, public relations writer, comedian, politician …
Some other related courses you might consider include: Drama, Communication Production Technology, Multi-Media Production, Television Production, Radio Production, Film Production, Photography, Information Processing, Communication, Journalism Studies …
Communication 20
In Communication 20, you will develop the oral, visual, and written communication skills for an information-based society. You and your teacher will choose various modules to help you develop the range of transactional language skills you need in preparation for various roles and careers in today’s society. You will learn to analyze, interpret, organize, and communicate information in a variety of ways including writing and presenting technical reports and briefs, delivering persuasive and motivational speeches, collaborating and negotiating, interviewing and debating, and writing for the Internet and other media.
This course begins with an introductory module that will help you understand the basic communication purposes and concepts of this course. You and your teacher will select from the remaining modules at least four which will help you acquire a variety of communication skills. These modules include: short talks, short forms of written communication, informational talks, writing technical articles and reports, persuasive speaking, the art of debating, persuasive writing, writing and presenting proposals, enhancing written and spoken presentations, writing for the Internet, job search, interviewing, group negotiation, writing collaboratively, as well as an independent study module.
Most jobs today require a high degree of effective communication skills. Some communication-related careers you might consider include: small business person, manager, entrepreneur, engineer, chief executive officer, administrator, scientist, activist, advertiser, consumer advocate, mediator, counsellor, policy analyst, police officer, politician, technical writer, travel agent, lawyer, sales person, marketing director, educator, health worker, agriculture representative, social worker, telemarketer, producer, writer, broadcaster, economist, personnel director, motivational speaker, promotion manager, pollster, lawyer, journalist, critic, public relations …
Some other related courses you might consider include: Graphic Arts, Drama, Communication Production Technology, Multi-Media Production, Television Production, Radio Production, Film Production, Photography, Information Processing, Theatre Arts, Creative Writing, Journalism Studies …
Journalism Studies 20
In Journalism Studies 20, you will explore the world of print and electronic journalism. You will learn about the various media used by journalists and the issues associated with effective journalism. You will learn to organize your time, meet deadlines, and write creatively and objectively.
In this course, you will have the opportunity to study three core modules:
Some journalism-related careers you might consider include: journalist, reporter, editor, cartoonist, correspondent, producer, travel correspondent, photographer, photojournalist, broadcaster, newscaster, sportscaster, talk-show host, d.j., commentator, interviewer,
activist …
Some other related courses you might consider include: Drama, Communication Production Technology, Multi-Media Production, Television Production, Radio Production, Film Production, Photography, Graphic Arts, Information Processing, Communication, Media Studies, Creative Writing …
Media Studies 20
In Media Studies 20, you will examine the media which influence your life. From IMAX to TV, from t-shirts to Much Music, from neon signs to Anne Rice, you will have the opportunity to collect, analyze, critique, and appreciate the mass media. You will become a more critical and informed consumer of our media-dominated culture.
In this course, you will study the following modules:
Some careers related to Media Studies that you might consider include: advertiser, consumer advocate, telemarketer, screen/radio/television producer, writer, broadcaster, futurist, entertainment industry personnel, motivational speaker, pollster, director, lawyer, journalist, critic, public relations writer …
Some other related courses you might consider include: Drama, Communication Technology Production, Multi-Media Production, Television Production, Radio Production, Film Production, Photography, Information Processing, Graphic Arts, Theatre Arts, Journalism Studies, Arts Education …
The following list of professional and student resources is intended as support for teachers and administrators in implementing the curriculum. Unless otherwise noted, all titles below are available from the Learning Resources Distribution Centre (LRDC). Please refer to the Distributor Directory following this list.
The Cambridge Encyclopedia of the English Language (Print-Non-Fiction). Crystal, David. Cambridge University Press (LRDC), 1995. 489 p. Order no. 7637 ($57.30 hdc.).
This book provides a comprehensive exploration of the history, structure, and variety of English in its oral and written forms. Numerous photographs, information boxes, and charts illustrate varied topics such as the structure of sentences, the language of sports, changes to English, lexical twins, a short biography of Roget, modern punctuation, and humour. The book contains a table of contents, glossary of specialized language terms, index of linguistic items, index of personalities, and index of topics.
Suggested Use: English Language Arts 20; Language Resource
Other Use: English Language Arts 10
The Canadian Reporter: News Writing and Reporting (Print-Non-Fiction). Cumming, Carman and McKercher, Catherine. Harcourt Brace & Company Canada Ltd. (LRDC), 1994. 461 p. Order no. 8321 ($TBA pbk.).
(CAN) This manual looks at the fundamentals of news gathering and writing, including the development of story ideas, interviewing, use of research sources, and ethics in journalism. Included are suggestions for covering several types of news assignments, as well as for dealing with libel, and use of clear, accurate language. The book offers a table of contents, index, and glossary.
Suggested Use: Journalism Studies 20
Constructing Reality: Exploring Media Issues in Documentary (Kit). National Film Board of Canada (LRDC), 1993. Resource Book - Order no. 6781 ($52.45 pbk.).
(CAN) This resource shows how filmmakers shape a particular viewpoint and version of the story for viewers. Through reference to National Film Board productions and interviews with Canadian filmmaking personnel, the manual highlights the responsibilities of filmmakers and the awareness required by viewers as they create or analyze documentaries and docudramas. Visuals from film productions illustrate various aspects of filmmaking, point of view, bias, the use of violence, and representations of race, gender, and class. Included are ideas for discussion and activity, an index and glossary of film and video terms, and indexes of articles, filmmakers, and themes.
Suggested Use: Media Studies; Journalism Studies; Teacher Reference
Other Use: Arts Education: Secondary Level
Content Area Reading. 5th ed. (Print-Non-Fiction). Vacca, Jo Anne L. and Vacca, Richard T. HarperCollins Canada Ltd. (LRDC), 1996. 460 p. Order no. 7638 ($61.45 hdc.).
An excellent overview of reading theory and practice, this text discusses topics such as scaffolding instruction to accommodate classroom diversity, activating and building prior knowledge, collaborative learning experiences, writing to learn, authentic assessment, extending and reinforcing concepts and vocabulary, and developing strategies for comprehension and study. The book contains a table of contents, a subject index, and an index of names.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts 10
Content Reading and Literacy: Succeeding in Today's Diverse Classrooms (Print-Non-Fiction). Alvermann, Donna E. and Phelps, Stephen F. Allyn & Bacon Canada (LRDC), 1994. 335 p. Order no. 7639 ($68.90 hdc.).
This text offers theoretical and practical information about the teacher’s role in developing literacy. The book includes topics such as assessment, learning in culturally diverse classrooms, an overview of the reading process, creating a favourable literacy environment, vocabulary development, and methods of scaffolding reading and study activity. The book contains a table of contents, bibliographies of suggested student literature, an author index, and a subject index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
Envisioning Literature: Literary Understanding and Literature Instruction (Print-Non-Fiction). Langer, Judith. Teacher's College Press (LRDC), 1995. 171 p. Order no. 7640 ($26.05 pbk.).
Using narratives from practising teachers, this book sets forth the instructional goals and practices for literature instruction in classrooms. Langer describes the complex interactions among text, reader, and the classroom environment, and suggests strategies for teaching and assessing students with varied backgrounds and abilities. The book contains a table of contents, references, and index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts 10
Explorations in the Teaching of English. 3rd ed. (Print-Non-Fiction). Mitchell, Diana and Tchudi, Stephen. HarperCollins Canada Ltd. (LRDC), 1989. 430 p. Order no. 7641 ($53.60 hdc.).
This is a clear, easy-to-read resource for secondary language arts teachers who are generalists. It contains many practical ideas for teaching and assessment of reading, writing, oracy, mass media, and classroom drama. Included are a detailed table of contents, glossary, and bibliography.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts 10
Hitting the Mark: Assessment Tools for Teachers (Print-Non-Fiction). Aker, Don. Pembroke Publishers Limited (LRDC), 1995. 128 p. Order no. 7585 ($13.60 pbk.).
(CAN) This is a practical introduction to assessment for Middle and Secondary Level teachers. It provides a rationale and suggestions for assessing and reporting students’ language processes and products. The book includes a table of contents, a list of further reading, and samples of rubrics.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
How Porcupines Make Love III: Readers, Texts, Cultures in the Response-Based Literature Classroom (Print-Non-Fiction). Purves, Alan C., Rogers, Theresa and Soter, Anna O. Longman Publishing Group (LRDC), 1995. 215 p. Order no. 7642 ($35.95 pbk.).
An engaging presentation of reader response and critical theory, this resource provides varied examples of oral, written, and visual response activities. The book offers discussion about planning and assessing for a response-based approach to literature exploration. Included are a table of contents, reference and resource lists, and an index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
Introduction to Media Communication: Understand the Past, Experience the Present, Marvel at the Future. 4th ed. (Print-Non-Fiction). Black, Jay and Bryant, Jennings. Wm C Brown Publishers (LRDC), 1995. 606 p. Order no. 8322 ($TBA pbk.).
An overview of past and present communication issues, this resource focuses on electronic and print media, including advertising and public relations support systems. The book provides numerous illustrations and text boxes that give insight into communication theory, the functions of mass communication, recent technological influences, and legal and ethical considerations. Included are a table of contents, glossary, and index. This is an American resource.
Suggested Use: Media Studies; Journalism Studies
Listening: Attitudes, Principles, & Skills (Print-Non-Fiction). Brownell, Judi. Allyn & Bacon Canada (LRDC), 1996. 386 p. Order no. 7602 ($45.60 pbk.).
This is a well-organized overview of theoretical and practical information about listening as an important component in communication. The book provides suggestions for understanding and improving the strategies necessary for comprehension, memory, interpretation, evaluation, and response to the spoken word. Included are a table of contents and index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
Literature Circles: Voice and Choice in the Student-Centered Classroom (Print-Non-Fiction). Daniels, Harvey. Pembroke Publishers Limited (LRDC), 1994. 200 p. Order no. 7592 ($19.85 pbk.).
(CAN) This resource provides practical advice for creating and managing literature circles in the classroom. The book gives rationale and suggestions for independent reading and collaborative learning in language arts classes and across the curriculum. Included are a table of contents and a reference list.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
A Passion For Narrative: A Guide for Writing Fiction (Print-Non-Fiction). Hodgins, Jack. McClelland & Stewart Limited (LRDC), 1993. 298 p. Order no. 8323 ($TBA pbk.).
(CAN) This book provides clear, well-organized advice about writing fiction. It discusses the difficulties faced by fiction writers and provides examples that illustrate how writers have solved these problems. The book also suggests exercises designed to help students in the stages of writing and in developing their awareness of the elements of fiction. This is an interesting exploration of the theory and practice of fiction writing; as well, its practical suggestions are useful for helping students tap their creativity in writing as they explore other genres.
Suggested Use: Creative Writing 20; Teacher Reference
Perspectives on Talk and Learning (Print-Non-Fiction). Hynds, Susan and Rubin, Donald L., eds. (NCTE Forum Series). National Council of Teachers of English (LRDC), 1990. 305 p. Order no. 7644 ($24.30 pbk.).
This collection of articles focuses on the relationship between oracy and learning. It deals with the role of talk in learning to write, language diversity, bilingual and English as a second language learning, and collaborative learning. The book contains an index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts 10
Student Self-Assessment: A Powerful Process for Helping Students Revise Their Writing (Print-Non-Fiction). Foster, Graham. Pembroke Publishers Limited (LRDC), 1996. 96 p. Order no. 7646 ($13.60 pbk.).
(CAN) Offering a variety of useful strategies and checklists, this is a brief, introductory resource designed to illustrate ways in which students and teachers can work collaboratively in establishing assessment criteria related to purpose, audience, and goals for writing. The book provides several sample rubrics and templates useful for helping students understand the value of self-assessment as a revision strategy.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
Student-Centered Language Arts, K-12. 4th ed. (Print-Non-Fiction). Moffett, James and Wagner, Betty Jane. Boynton Cook Publishing, Inc. (LRDC), 1992. 437 p. Order no. 7645 ($59.75 pbk.).
This book sets out basic principles for teaching and evaluating interactive and integrated language arts courses at all levels. It contains explanations and ideas for oracy and literacy, and offers suggestions for developing language ability through active involvement in appropriate contexts. The book contains a table of contents and index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
A Teacher's Introduction to Reader-Response Theories (Print-Non-Fiction). Beach, Richard. (NCTE Teacher's Introduction Series). National Council of Teachers of English (LRDC), 1993. 209 p. Order no. 7647 ($16.60 pbk.).
A comprehensive overview of reader-response theories, this book provides background understanding of the transactions among reader, text, and context. It looks at response from the perspectives of text, experience, psychology, society, and culture. The book contains a table of contents, index, and detailed bibliography.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts 10
Teaching English in Middle and Secondary Schools. 2nd ed. (Print-Non-Fiction). Maxwell, Rhoda J. and Meiser, Mary Jordan. Prentice Hall Ginn Canada (LRDC), 1997. 464 p. Order no. 7648 ($53.10 pbk.).
This book provides a comprehensive overview of the theory and practice of an integrated language arts course. It deals with characteristics of Middle and Secondary Level students, planning for instruction, oracy, composition, selecting and teaching literature, improving writing skills, grammar, developing thematic units, the nature of language, and evaluating language arts. Included are a table of contents and index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts: Grades 6 to 9; English Language Arts 10
Teaching Grammar in Context (Print-Non-Fiction). Weaver, Constance. Boynton Cook Publishing, Inc. (LRDC), 1996. 288 p. Order no. 7649 ($42.70 pbk.).
The rationale and practical ideas in this resource provide teachers with easily accessible information for helping students at all levels to learn and apply grammatical concepts in the revision and editing stages of the writing process. This is an excellent resource for assisting teachers in understanding and carrying out grammar instruction in meaningful contexts. The book includes a table of contents, index, detailed reference list, and glossary of grammatical terms.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts 10
Teaching Secondary English: Readings and Applications (Print-Non-Fiction). Sheridan, Daniel. Copp Clark Ltd. (LRDC), 1993. 421 p. Order no. 7650 ($34.30 pbk.).
The essays in this collection provide an introduction to the writing process, reader response, and language study. Included are appendices containing activities related to the topics, lists for further reading, a table of contents, and an index.
Suggested Use: English Language Arts 20; Professional Development
Other Use: English Language Arts 10
Teaching to Wonder: Responding to Poetry in the Secondary Classroom (Print-Non-Fiction). Leggo, Carl. Pacific Educational Press (LRDC), 1997. 144 p. Order no. 8324 ($TBA pbk).
(CAN) This booklet provides a theoretical understanding of literary perspectives and gives practical suggestions for extending students’ ability to respond to and create poems. The author shows how teachers can move students from personal to critical response to poetry through instruction based on reader-response, semiotics, deconstruction, and cultural criticism. The book is suitable for use by teachers wanting an introduction to high school poetry instruction as well as by teachers looking for an expanded repertoire of instructional strategies. Included are a table of contents, index, list of references, and list of recommended anthologies.
Suggested Use: English Language Arts 20; Creative Writing 20; Teacher Reference
Thinking Through Communication: An Introduction to the Study of Human Communication (Print-Non-Fiction). Trenholm, Sarah. Allyn & Bacon Canada (LRDC), 1995. 386 p. Order no. 8325 ($55.20 pbk.).
This book highlights the importance of communication as transmission and transaction in society today, and provides theoretical background and practical suggestions for effective communication. It presents clearly organized understandings about constructing verbal and nonverbal meaning, listening as decoding and information processing, the power of spoken language, communication and the mass media, as well as interpersonal, group, public, and intercultural communication. Included are chapter-end lists of key words, a table of contents, index, review questions, and suggestions for further reading.
Suggested Use: Communication 20
Visual Communication: Images With Messages (Print-Non-Fiction). Lester, Paul Martin. Wadsworth Publishers (LRDC), 1995. 450 p. Order no. 8326 ($58.90 pbk.).
This resource offers an engaging look at visual perception and a discussion of the personal, historical, technical, ethical, cultural, and critical perspectives from which viewers analyze images. Through an exploration of historical and contemporary images, the book shows ways of looking at visual text in both print and electronic media. As well, the book provides information and examples that illustrate stereotyping with images and discusses the ethics of visual persuasion in advertising, public relations, and journalism. Included are a table of contents, detailed index, glossary, bibliography, and numerous photographs of images from several media.
Suggested Use: Media Studies 20; Journalism Studies 20
Write to Learn. 5th ed. (Print-Non-Fiction). Murray, Donald M. Harcourt Brace & Company Canada Ltd. (LRDC), 1996. 253 p. Order no. 7651 ($33.50 pbk.).
This book provides information, examples, and suggestions for activities that will help students through each stage in the writing process. Using the writer’s workshop approach, the book deals with topics such as using the computer, finding a focus, working toward clarity in writing, and adapting the writing process for different audiences or tasks. This is a practical overview of writing from preparation to editing. The book contains a table of contents, index, and concluding chapter of works by several recognized writers.
Suggested Use: English Language Arts 20; Creative Writing 20; Language Resource
Other Use: English Language Arts 10
Professional Journals
The following journals provide valuable professional reading for Secondary Level teachers.
English Journal (Periodical). International Reading Association (IRA), n.d. ISSN 0013-8274.
Published 8 times annually, September through April. Available with membership. Cost is $40.00 and $8.00 U.S. postage/individual or $50.00 and $8.00 U.S. postage/school membership.
This journal contains articles, literature selections, and reviews of interest to Secondary Level language arts teachers.
Journal of Adolescent and Adult Literature (Periodical). International Reading Association (IRA), n.d. ISSN 1081-3004.
Published 8 times annually. Available with membership. Cost is $38.00 U.S./individual or $41.00 U.S./institutional.
Formerly published as Journal of Reading, this resource provides articles and reviews related to literacy and literature for adolescents.
Saskatchewan Education Publications
The following Saskatchewan Education publications are valuable resources for use with the curriculum.
The Adaptive Dimension in Core Curriculum. 1992.
Diverse Voices: Selecting Equitable Resources for Indian and Métis Education. 1992.
Gender Equity: Policy and Guidelines for Implementation. 1991.
Indian and Métis Education Policy from Kindergarten to Grade 12. 1995.
Learning Resource Centres in Saskatchewan: A Guide for Development. 1988.
Multicultural Education and Heritage Language Education Policies. 1994.
Policy for English Languge Arts Kindergarten to Grade Twelve. 1989.
Selecting Fair and Equitable Learning Materials. 1991.
Student Evaluation: A Teacher Handbook. 1991.
Understanding the Common Essential Learnings: A Handbook for Teachers. 1988.
Distributor Index
IRA International Reading Association
800 Barksdale Rd
PO Box 8139
NEWARK DE 19714-8139
(302) 731-1600
LRDC Saskatchewan Learning Resources Distribution Centre (Book Bureau)
1500 4th Ave N
REGINA SK S4R 8G8
(306) 787-5987
Fax: (800) 668-9747
NCTE National Council of Teachers of English
1111 West Kenyon Rd
URBANA IL 61801-106-96
(217) 328-3870
Fax: (217) 328-9645