Welcome to my Course Profile!

This course is designed for English Language Arts for Grade 6. It is integrated into this course profile along with my ADDIE Model Template outlining its design and structure.

Enhancing Literacy Through Culturally Responsive Learning: An ADDIE Approach

John C Yesno Education Centre, Fort Hope, Ontario

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ADDIE Template

Course Overview & Rationale

I considered designing this course to address the literacy challenges in my school which caters to Indigenous students in a small community called Fort Hope. It focuses on foundational literacy skills, vocabulary development, reading comprehension while integrating culturally relevant materials such as Indigenous stories and land-based learning opportunities.

This course addresses the literacy challenges unique to the Indigenous children of Grade 6 in JCY School. It blends technology, culturally responsive pedagogy and experiential learning. By the process of integrating land-based activities, and the stories related to Indigenous wisdom, along with modern tech-enhanced interactive tools like Lexia, we can foster literacy development and connection to cultural roots.

This process of hands-on learning experience which is personalized to each student and involves collaboration with peers that sets the stage for an all-encompassing holistic development. It engages students in reading, understanding and gaining confidence which empowers them to relate to the world around them.

There are many considerations that I kept in mind while designing the course. Children here are reluctant to ask for help or accept it easily. Therefore, content provided cannot be overly challenging. Attendance is low, and there is a need for culturally engaging material that makes sense to most learners. Home assignments are generally not possible. So, all the learning must be done in school. Creating a safe space for students is necessary because trauma-informed pedagogy is recommended in almost all Indigenous schools.

 Target Audience

This course is intended for Grade 6 students aged 11-12 with reading levels ranging from Grade 1 to Grade 3. It caters to learners that are differentiated on their reading levels and incorporates culturally relevant material that is motivating and engaging.

Course Delivery

Students will participate in a blended learning model that combines face-to-face instruction with digital tools to personalize learning. The course includes:

• Daily literacy activities using Lexia Core 5, an interactive reading platform with associated activities.
• In-person reading sessions with Indigenous stories and other interest-based texts.
• Outdoor, land-based learning activities followed by reflective journal writing.
• Group storytelling projects to enhance oral literacy and cultural connection.

All resources and assignments will be available online through Canvas, ensuring accessibility for students who may miss class or need additional support outside school hours.

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Course Toolset

Platform:

• Canvas for organizing assignments, worksheets, and learning resources.
• Lexia Core 5 for personalized, self-paced literacy development.

 

 

 

 

Instructional Tools:

• Promethean Board for interactive screen sharing and collaborative activities.
• Individual laptops each student along with headset
• Reading material for students at diverse reading levels

Communication:

• Announcements via Canvas and in-class discussions to keep students informed and engaged. Facebook Messenger group for everyday communication.

Assessment Tools:

• Lexia reports, reading comprehension worksheets, oral storytelling sessions, and journal entries (digital or illustrative), grammar or vocabulary work

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Course Content and Learning objectives

Learning objectives

By the end of this course, students will be able to:

1. Decode commonly used words and improve their fluency while reading with scaffolded activities
2. Read, summarize and retell Indigenous stories in their own words.
3. Use context clues to understand vocabulary in reading comprehension passages, summarize them and answer questions.
4. Identify key themes and ideas in texts.
5. Write a journal entry on activities that they engage in during outdoor learning days.

 

Curriculum Alignment

The course aligns with the Ontario English Language Arts Curriculum, emphasizing oral and written communication, digital literacy, and culturally responsive teaching. It integrates Indigenous perspectives and promotes transferable skills such as critical thinking, collaboration, and self-directed learning. (corresponding to strands A, B, C, D)

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Assessments

Formative Assessments:

• Weekly Lexia reports to track progress in reading, and vocabulary
• Comprehension worksheets focused on reading, understanding and summarizing passages. Writing includes answering questions on the passage.
• Exit slips or quick check-in with teacher during in-class discussions
• Grammar/ Vocabulary work

Summative Assessments

• Oral storytelling session where students retell an Indigenous story or summarize a reading.
• Digital or illustrated journal entries reflecting on outdoor activities and cultural experiences.
• A read- aloud with either the teacher or in class integrating learnt reading behavior.

Considerations

Adaptations

• Differentiated reading materials and personalized learning plans with Lexia Core 5
• Culturally relevant content and outdoor education opportunities to engage diverse learners

• Use of assistive technologies and peer support for students with varying literacy levels.

Attendance & Accessibility:

• All lessons and materials will be available through Canvas, ensuring flexibility for students with irregular attendance.
• 1:1 technology access with laptops and reliable Wi-Fi will support in-class learning.

In conclusion, this course empowers students to develop essential literacy skills in a context that is meaningful to them, while also building their confidence and identity as learners. We are committed to creating a nurturing and inclusive environment that helps students achieve both academic success and a deeper sense of belonging.