Web viewCurricular Strand. Grade 5. Grade 6. Grade 7. Comprehend and Respond. Outcome: CR5.1. Analyze and respond to a variety of grade-level texts (including contemporary

Curricular Strand

Grade 5 Grade 6 Grade 7

Comprehend and Respond

Outcome: CR5.1Analyze and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address identity (e.g., Exploring Heritage), community (e.g., Teamwork), social responsibility (e.g. What is Fair?).

a. View, listen to, read and respond to a variety of visual, multimedia, oral, and print texts that examine the diverse range of personal identities, perspectives, and backgrounds (e.g., appearance, culture, socio-economic status, abilities, age, gender, sexual orientation, language, career path) including First Nations and Métis texts.

b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension by:o understanding, retelling, and explaining the ideas

and information presented in the textso analyzing the text structures and featureso analyzing the texts and developing responses with

evidence from the texts, personal experience, and research.

c. Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts.

d. Compare the challenges and situations encountered in daily life with those experienced by people in other times, places, and cultures as portrayed in a variety of texts including First Nations and Métis texts.

e. Compare individuals and situations portrayed in various texts (including First Nations and Métis resources) to those encountered in real life.

f. Draw on oral, print, and other media texts including First Nations and Métis texts to explain personal perspectives on cultural representations.

Outcome: CR6.1View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Growing Up), social responsibility (e.g., Going the Distance), and efficacy (e.g., Making Our Community More Peaceful).

a. View, listen to, read, and respond to a variety of visual, multimedia (including digital), oral, and print texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

b. Demonstrate comprehension and response to visual, oral, print, and multimedia (including digital) texts by:

understanding the ideas in texts by clearly, completely, and accurately summarizing and explaining the explicit and implicit messages and main ideas (including setting, main characters, conflicts, events) in texts; citing details that

support the main ideas; making logical inferences; interpreting obvious themes or author’s message

logically.understanding how texts are organized and

presented for effect (and use the text structures and features)to construct meaning and evaluate craft and technique (e.g., elements) of

different types of text including visual (e.g., colour), multimedia (e.g., special effects), oral (e.g., tone),

and print fiction (e.g., short story, drama, poetry, novel) and non-fiction (e.g., autobiography, biography, informational, newspaper, reference) and organizational structure within different texts

(e.g., problem/solution, compare/contrast, cause/effect, order of importance, chronological).

responding to and interpreting texts by responding with clear, complete, and accurate information that includes specific references to the texts; offering reactions and opinions about texts; making, explaining, and justifying reactions and

personal connections to texts; making explicit and deliberate connections with previous knowledge and experiences; giving opinions and making judgements supported by reasons, explanations, and evidence; drawing conclusions about ideas on the basis of evidence; making logical interpretations of

the author’s message; making and supporting inferences about characters’ feelings, motivations,

Outcome: CR7.1View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).

a. View, listen to, and read and respond to a variety of visual, oral, print, and multimedia (including digital) texts that address the grade-level themes and issues related to identity, social responsibility, and efficacy including those that reflect diverse personal identities, worldviews, and backgrounds (e.g., appearance, culture, socio-economic status, ability, age, gender, sexual orientation, language, career pathway).

b. Demonstrate comprehension and response to visual, oral, print, and multimedia (including digital) texts by:

understanding the ideas: Construct and justify interpretation of text; accurately restate and paraphrase main ideas; interpret the purpose and theme; identify evidence that supports the

interpretation; generate and respond to comprehension tasks or questions providing details and support from the text; compare new information with previous knowledge and beliefs; describe setting, characters, main events, conflict, and how they are

related; state and support beliefs about characters’ motivations and feelings; use information and ideas from a variety of sources (including newspapers, websites, electronic media, anthologies, magazines) to complete tasks.

understanding and using the text structures and (language) features of texts to construct meaning: Identify key text features (e.g., headings, diagrams, paragraphs); recognize

organization (e.g., plot) and structural cues within texts (e.g., transition words); recognize images and rhetorical

techniques in texts (e.g., hyperbole, parallelism, colour, repetition); make thoughtful and critical response to

craft in a variety of texts; identify how texts were constructed, shaped, and produced.

responding to and interpreting texts: Offer reasonable interpretations of a wide range of visual, oral, written, and multimedia (including digital) texts; evaluate the ideas, arguments, and influence of texts; analyze ideas and information; support personal and critical responses with support from text; evaluate effectiveness of various texts including ideas, elements, techniques, and overall effect; develop personal responses and offer reasons for and

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and point of view.c. Recognize key characteristics and elements and

techniques of a variety of visual, multimedia (including digital), oral, and print texts.

d. Access, view, listen to, read, and respond to a variety of digital texts including electronic texts that have multiple links and sound, video, animation, and/or virtual reality.

e. Discuss own and others’ understanding of various community and cultural traditions in various times and places as portrayed in a variety of visual, multimedia, oral, and print texts.

f. Consider potential impact of visual, multimedia, oral, and written texts.

g. Compare various oral, visual, multimedia, and written text forms and genres.

examples of judgements, feelings, and opinions (e.g., learning logs, response journals); describe setting and atmosphere, main characters and characterization techniques, conflicts, and events in some detail; make logical inferences about characters’ and author’s

message, purpose, or theme; identify main ideas; make accurate notes using logical categories; make and

support interpretations; make reasonable assertions; write and deliver oral responses to texts.

c. Compare own with others’ understanding of people, cultural traditions, and values portrayed in texts.

d. Compare the choices and behaviours of individuals presented in visual, oral, print, and multimedia texts.

e. Compare new information with previous knowledge and beliefs.

f. Connect characters, themes, and situation in texts with own experiences and other texts.

g. Compare texts to present day lives.

Outcome: CR5.2View and evaluate, critically, visual and multimedia texts identifying the persuasive techniques including promises, flattery, and comparisons used to influence or persuade an audience.

a. Gather information from a variety of media (e.g., photographs, web sites, maps, diagrams, posters, videos, advertising, double bar graphs, maps, videos).

b. Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when viewing.

c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when viewing.

d. Discuss purpose, perspectives, and biases and how visual texts including First Nations and Métis resources can be used to persuade others.

e. Recognize point of view and distinguish between fact and opinion.

f. Identify the values underlying visual messages and

Outcome: CR6.4View, respond, and demonstrate comprehension of visual and multimedia grade-appropriate texts including traditional and contemporary texts from First Nations, Métis, and other cultures containing special features (e.g., the visual components of magazines, newspapers, websites, comic books, broadcast media, video, and advertising).

a. Display active viewing behaviours including preparing to view; considering what is known and needs to be known about a topic; showing interest in what is said; anticipating and predicting the speaker’s message and meaning; identifying ideas expressed as true or false, real or imaginary; seeking additional information from other sources as needed.

b. View for a variety of purposes including to understand and gather information, to form an opinion, and to enjoy and appreciate.

c. View and comprehend a variety of visual and multimedia (including digital) texts with specialized features (e.g., the visual components of magazines, newspapers, websites, videos).

d. Identify basic visual techniques such as choice of colour and point of view and offer reasonable interpretations of visual and multimedia text’s purpose.

Outcome: CR7.4View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos, and promotional materials.

a. Display active viewing behaviours (e.g., setting purpose and formulating questions before viewing, drawing conclusions based on evidence in the text, identifying strategies used to influence audience).

b. View critically to understand and analyze opinions and messages presented in visual and multimedia texts.

c. Identify how data is represented in circle graphs and give a supportable interpretation of these graphs.

d. Identify how a visual or multimedia (including digital) text was constructed, shaped, and produced.

e. Recognize the overall organization of ideas in visual and multimedia texts (including digital).

f. Use organizational features of electronic text (e.g., databases, keyword searches, e-mail) to locate information.

g. Analyze and evaluate what was seen in visual and multimedia (including digital) texts considering elements,


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recognize persuasive techniques and purposes in oral presentations and various media (e.g., promises, dares, flattery, comparisons).

g. Analyze visual texts (including First Nations and Métis art and other texts) as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

h. Identify how the language, explicit and implicit messages, and visual and multimedia features (e.g., sound, colour, movement) are used to influence the intended audience.

e. Draw conclusions based on evidence in visual text (e.g., line graph).

f. Evaluate what was seen including message, elements (including shape, angles, and physical movement), techniques, and overall effect.

techniques, and overall effect.h. Evaluate the effectiveness and impact of a range of

visual and multimedia texts.i. Reflect and re-view in light of purpose.

Outcome: CR6.2

Select and use appropriate strategies to construct meaning before (e.g., considering what they know and need to know about topic), during (e.g., making connections to prior knowledge and experiences), and after (e.g., drawing conclusions) viewing, listening, and reading.

NOTE: Italicized text refers to those indicators that are emphasized at this grade level.

Understand that listening, reading, and viewing are processes that require the use of several strategies before, during, and after listening, reading, and viewing including:

a. Before: Select and use a range of strategies before listening, reading, and viewing including:o tap, activate, and build prior knowledge (e.g.,

consider what is known and needs to be known about topic)

o ask questions (e.g., generate questions to address the “needs to be known”)

o preview text (e.g., preview beginning events)o anticipate message and author’s/presenter’s intent

(e.g., consider title and what is known about author)o predict what text will be about (e.g., consider the

accompanying visuals and headings)o set purpose (e.g., set focus on what “need to and

Outcome: CR7.2

Select and use appropriate strategies to construct meaning before (e.g., formulating questions), during (e.g., recognizing organizational structure), and after (e.g., making judgements supported by evidence) viewing, listening, and reading.

a. Before:

o tap, activate, and build prior knowledge (e.g., list or outline what is known and what needs to be known)

o ask questions (e.g., generate a list of questions to guide viewing, listening, and reading)

o preview text (e.g., skim and scan the text and figure out the main idea of each paragraph)

o anticipate message and author’s/presenter’s intent (e.g., look closely at maps, charts, graphs, and other illustrations)

o predict what text will be about (e.g., predict outcomes)o set purpose (e.g., use 5 Ws+H to consider possible

purposes for viewing, listening, and reading).

b. During:

o connect and construct meaning (e.g., make personal connections to text and world) and to contemporary and historical issues and problems

o note key ideas and what supports them (e.g., notice and understand cause and effect and other relationships among ideas)


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might learn” about topic).b. During: Select and use a range of strategies to

construct, monitor, and confirm meaning including:o connect and construct meaning (e.g., make

connections to own lives and contemporary issues and problems; make connections to self, text, and world)

o note key ideas and what supports them (e.g., identify the problem, the key events, and the problem resolution; find important ideas and identify supporting details)

o construct mental images (e.g., think critically about the writer’s/presenter’s use of language to evoke sensory images, feelings, or mood)

o make, confirm, and adjust predictions (e.g., consistently make predictions using evidence from the text to support thinking; make predictions using text features)

o make, confirm, and adjust inferences and draw conclusions (e.g., use stated or implied ideas to support interpretation of text; make judgements and draw conclusions about ideas in texts)

o ask questions (e.g., ask questions to check understanding and evaluate text’s message)

o use cueing systems to construct meaning and self-monitor comprehension (e.g., self-monitor understanding and ask questions when meaning is lost; clarify the meaning of words and concepts, and check understanding)

o adjust rate and/or strategy (e.g., match silent and oral reading rate to specific purpose and difficulty of text).

c. After: Select and use a range of strategies to confirm and extend meaning including:o recall, paraphrase, summarize, and synthesize (e.g.,

remember information from factual texts and use strategies for remembering it; summarize main ideas to arrive at new understanding or conclusion; synthesize information from two different points of view)

o reflect and interpret (e.g., think critically about conclusions)

o evaluate (respond critically) (e.g., understand subtexts where the author is saying one thing but meaning another; draw conclusions about the validity of ideas and information; identify fact and opinion)

o evaluate craft and techniques (e.g., recognize, understand, and discuss symbolism; understand how layout contributes to the meaning and effectiveness

o construct mental images (e.g., visualize the setting and mood)

o make, confirm, and adjust predictions (e.g., consistently make predictions using evidence from the text to support thinking) and to confirm conclusions

o make, confirm, and adjust inferences and draw conclusions (e.g., draw conclusions from dialogue, including language with double meaning)

o ask questions and self-monitor comprehension (e.g., ask questions of texts to increase understanding)

o use cueing systems to construct meaning and self-monitor comprehension (e.g., place subject of text in the centre and “map” out the key ideas when viewing, listening, and reading)

o adjust rate and/or strategy (e.g., match silent and oral reading rate to specific purpose and difficulty of text).

c. After:

o recall, paraphrase, summarize, and synthesize (e.g., track, gather, and summarize information about characters, their traits, and their relationships; summarize main points; summarize and ask questions to synthesize information from different texts)

o reflect and interpret (e.g., explain how the texts reveal the theme through events, characters, plot; work co-operatively with others to reach consensus on the meaning of a text and how to interpret it)

o evaluate (respond critically) (e.g., think critically about the authenticity of characters and the portrayal of current issues; identify bias and stereotyping)

o evaluate craft and techniques (e.g., discuss the artistic aspect of a text including how illustrations and narrative form a cohesive whole; detect the emotional appeal and language that is persuasive)

o respond personally (giving support from text) (e.g., explain identification with character or incidents and why)

o listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., notice how the author/presenter reveals the underlying


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of texts)o respond personally (giving support from text) (e.g.,

support thinking beyond the text with specific evidence based on personal experience)

o listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., express opinion about ideas, themes, issues, and experiences presented in texts using examples from texts to support).

messages; try out different interpretations through oral reading).

Outcome: CR6.3Use pragmatic (e.g., function and purpose of texts), textual (e.g., form/genre, sequence of ideas), syntactic (e.g., word order and emphasis on particular words), semantic/lexical/ morphological (e.g., capture particular aspect of intended meaning), graphophonic (e.g., sound-symbol patterns and relationships), and other cues (e.g., the speaker’s non-verbal cues) to construct and confirm meaning.


Recognize and comprehend the particular purpose (pragmatic cues), textual structures and patterns (textual cues), sentence structures (syntactical cues), word patterns (lexical/semantic/ morphological cues), sound-symbol relationships (graphophonic cues), and other cues, in visual, oral, print, and multimedia texts.

Pragmatic: Explore various ways in which language is used across culture, age groups, and genders to honour and celebrate people and events; recognize and explain function and purpose of texts including informing, persuading, narrating, and describing; recognize use and register of language (i.e., formal, informal, slang)

a. Textual: Recognize and explain how structures and features of texts can work to shape understanding including form/genre, sequence of ideas, artistic devices (e.g., personification, figurative language, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments), and text features (e.g., credits, headings, diagrams, glossaries, columns, sidebars, pull-quotes).

b. Syntactical: Recognize and comprehend clear sentence structures that contain a verb and its subject; closely related ideas in compound structures that use conjunctions or joining words; complete sentences with appropriate modification; varied

Outcome: CR7.3Use pragmatic (e.g., author’s purpose and point of view), textual (e.g., how author organized text), syntactic (e.g., main and subordinate ideas), semantic/lexical/morphological (e.g., figurative language and specific word meanings by their context, common affixes, and allusions), graphophonic (e.g., word patterns), and other cues (e.g., non-verbal cues, headings, charts, and diagrams) to construct and confirm meaning when viewing, listening, and reading.


Recognize and comprehend the particular purpose (pragmatic cues), textual structures and patterns (textual cues), sentence patterns (syntactical cues), word patterns and meanings (lexical/semantic/morphological cues), sound-symbol relationships (graphophonic), and other cues and conventions in oral, visual, print, and multimedia (including digital) texts.a. Pragmatic: Recognize and explain function and purpose

of texts including informing, persuading, narrating, and describing; recognize use of language and language register (i.e., formal, informal, colloquialism, jargon, slang); recognize author’s purpose and point of view; detect use of emotional appeal or persuasive language (e.g., testimonials, emotional appeals, bandwagon effects).

b. Textual: Recognize and explain how structures and features of texts can work to shape understanding including form/genre, common organizational patterns within texts(chronological, enumerative, problem/solution, cause/effect, comparison/contrast), artistic devices (e.g., personification, exaggeration, symbolism, figurative language including similes and metaphors), elements (e.g., point of view, conflict, theme, supporting arguments), and text features (e.g., credits, headings, diagrams, glossaries, columns, sidebars, pull-quotes).


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sentence beginnings; effective punctuation and capitalization including periods, commas, quotation marks, colons, dashes, and hyphens; and the word order and emphasis on particular words within a sentence.

c. Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for audience, purpose, and context and capture particular aspect of intended meaning; recognize common prefixes (e.g., anti, auto, pre, trans), suffixes (e.g., tion, ment), and root words (e.g., run, view); use reference tools to determine meaning of words; recognize words used figuratively (e.g., personification, similes, metaphors) and for imagery.

d. Graphophonic: Recognize and comprehend word families and sound-symbol patterns and relationships.

e. Other Cues: Recognize and comprehend non-verbal cues and body language, physical movement, gestures, facial expression, sound, and visual and multimedia aids to enhance presentations, and characteristic conventions of a variety of visual, multimedia, and print texts (e.g., labels, sidebars, diagrams)

c. Syntactical: Recognize and comprehend sentence structures that contain a verb and its subject, closely related ideas in compound structures using conjunctions or joining words, complete sentences with a main idea and appropriate subordination and modification, varied sentence beginnings, and effective capitalization and punctuation including periods, commas, quotation marks, colons, dashes, and hyphens.

d. Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; use context, prefixes, suffixes, and root words, sounds, and reference tools to determine meaning of words; recognize words used figuratively and for imagery; identify and interpret figurative language and words with multiple meanings; understand and explain “shades of meaning” in related words (e.g., quietly, softly).

e. Graphophonic: Recognize and explain onomatopoeia, alliteration, derivatives, bases, and affixes.

f. Other Cues: Recognize and comprehend non-verbal cues, physical movement, body language, gestures, and facial expressions; recognize sound, visual, and multimedia techniques characteristic of visual and multimedia texts including navigation bars, footnotes, headings, charts, and diagrams.

Outcome: CR5.3Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message heard and the required follow-up action, and to draw conclusions about speaker’s verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation.

a. Listen purposefully to a range of texts from a variety of cultural traditions including First Nations and Métis and identify and summarize main ideas, supporting details, and opinions heard.

b. Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when listening.

c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when listening.

Outcome: CR6.5Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.

a. Display active listening behaviours including preparing to listen; making notes to assist recall of ideas presented; identifying important details; noting techniques employed; seeking additional information from other sources as needed.

b. Restate and follow multi-step instructions and show that they have been understood by completing a task.

c. Generate questions to clarify incomplete or unclear material heard.

d. Identify speaker’s viewpoint and purpose.e. Restate or summarize major points and supporting

details after a presentation or podcast and show

Outcome: CR7.5Listen critically to understand and analyze oral information and ideas from a wide range of texts (e.g., complex instructions, oral explanations and reports, opinions or viewpoints, messages presented in the media).

a. Display active listening behaviours (e.g., focusing on the message of the speaker, making reasonable predictions, checking for understanding, recognizing when information is making sense, making notes).

b. Listen to understand and analyze instructions, directions, and oral explanations.

c. Adopt a receptive listening posture and observe visual and verbal cues from the speaker.

d. Determine literal and implied meaning of message.e. Separate own ideas and opinions from speaker’s ideas

and opinions.


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d. Evaluate the content of a variety of oral communications and ask questions to seek information not already discussed.

e. Interpret a speaker’s verbal and non-verbal messages, purposes, and perspectives including First Nations and Métis Elders and Knowledge Keepers.

f. Listen to differentiate between fact and opinion, to analyze the message and presentation, and to draw conclusions about the ideas presented and strategies used.

g. Listen purposefully to instructions and procedures and decide the best way to carry them out.

h. Draw conclusions about speaker’s verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation (including First Nations and Métis Elders and Knowledge Keepers).

understanding by the actions taken.f. Draw conclusions about presenter’s stance and

values.

f. Recognize and follow the presenter’s main ideas, supporting details, and organizational structure.

g. Consider and respect ideas from speaker’s point of view.h. Identify the perspective implicit within an oral

presentation and what information, arguments, or positions are not included.

i. Listen critically to understand and analyze oral information and ideas in oral explanations and reports, and in opinions or messages presented in the mass media.

j. Evaluate the effectiveness of a range of oral texts.

k. Note how examples, illustrations, and visual aids support or take away from the key message.

Outcome: CR5.4Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).

a. Determine the essential purpose, key ideas, arguments, and perspectives of texts including First Nations and Métis texts.

b. Select and flexibly use appropriate strategies (before, during, and after) to construct meaning when reading.

c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when reading.

d. Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information and ideas accessible and usable.

e. Distinguish among facts, supported inferences, and opinions in informational texts.

f. Read and use grade-five appropriate informational and reference texts (e.g., dictionary, encyclopedia, how-to, explanations, biography) to identify main ideas, details, opinions, and reasons.

g. Identify the characteristics of poetry, plays, fiction, and non-fiction including First Nations and Métis texts.

Outcome: CR6.6Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures.

a. Display active reading behaviours including preparing to read; considering appropriate rate (e.g., skim, scan, or read carefully) according to purpose; asking questions (e.g., Who? What? Where? When? How? How do I feel about what I am reading? If I were this character, what would I do? What does the author really mean by this?); rereading to clarify understanding when necessary.

b. Read for a variety of purposes including to gather information, to follow directions, to form an opinion, to understand information, and to enjoy and appreciate ideas and craft.

c. Read and comprehend a range of contemporary and traditional texts appropriate to interests and learning needs.

d. Read and demonstrate comprehension and interpretation of a range of grade-level-appropriate texts in a variety of genres and from different cultural traditions.

e. Recognize the author’s use of language (formal, informal, slang) and techniques (e.g., foreshadowing).

f. Determine whether fact or opinion is being presented.

Outcome: CR7.6Read and demonstrate comprehension and interpretation (including thoughtful and critical response to content and craft) of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures.

a. Display active reading behaviours (e.g., reading with purpose in mind; making, confirming, correcting predictions; matching reading rate to purpose and difficulty of text; rereading to clarify understanding).

b. Read and demonstrate comprehension and interpretation of a range of literary and information texts including short stories, novels, poetry, instructional materials, non-fiction books, articles, and reports.

c. Read to complete inquiry/research using online resources, reference books, periodicals, and pamphlets. Cite sources of information.

d. Read orally and silently Grade 7 appropriate texts for enjoyment and to increase fluency and expression.

e. Read independently for a sustained period.f. Summarize major ideas presented in printed texts.g. Recognize author’s overall organization of ideas.h. Recognize the author’s use of language (formal, informal,

colloquial) and significant elements and techniques and how they interact to create effects.

i. Recognize author’s point of view and reason for choosing


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h. Identify, in narrative texts (including First Nations and Métis texts), the main problem or conflict of the plot and the resolution; compare and contrast the actions, motives, and appearances of characters; evaluate the meaning of symbols; and understand that theme refers to the meaning or moral of a work and recognize themes (whether implied or stated directly).

i. Evaluate the author’s use of various techniques (e.g., appeal of characters, logic and credibility of plots and settings, use of figurative language and imagery, strength of argument based on evidence) to influence readers’ perspectives.

j. Read grade-appropriate texts silently (150-200 wcpm) for extended periods of time; read orally to increase fluency, accuracy, pacing, intonation, and expression (110-150 wcpm); adjust reading rate to purpose and text demands.

g. Identify point of view in narrative (i.e., first person, second person, third person).

h. Analyze and evaluate what is read.i. Draw conclusions about author’s message, values, and

craft.j. Read orally and silently Grade 6 appropriate texts to

increase fluency and expression.

it.j. Evaluate the effectiveness of a range of written texts.k. Reflect on and support personal and critical response

with reference to text.

Outcome: CR6.7Read independently and demonstrate comprehension of a variety of information texts with some specialized language including grade level instructional materials, non-fiction books, reports and articles from magazines and journals, reference materials, and written instructions.






f. Determine whether fact or opinion is being presented.

Outcome: CR7.7Read independently and demonstrate comprehension of a variety of specialized information texts including non-fiction books, grade-level instructional materials, articles, reports, reference materials, instructions, advertising and promotional materials, and websites.







i. Recognize author’s point of view and reason for choosing it.


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g. Identify point of view in narrative (i.e., first person, second person, third person).

h. Analyze and evaluate what is read.i. Draw conclusions about author’s message, values, and



j. Evaluate the effectiveness of a range of written texts.k. Reflect on and support personal and critical response


Outcome: CR6.8Read grade 6 appropriate texts to increase fluency (120-160 wcpm orally; 160-210 silently) and expression.






f. Determine whether fact or opinion is being presented.g. Identify point of view in narrative (i.e., first person,

second person, third person).h. Analyze and evaluate what is read.i. Draw conclusions about author’s message, values, and



Outcome: CR7.8Read Grade 7 appropriate texts to increase fluency (130-170 wcpm orally; 170-220 silently) and expression.







i. Recognize author’s point of view and reason for choosing it.

j. Evaluate the effectiveness of a range of written texts.k. Reflect on and support personal and critical response


Compose and Create

Outcome: CC5.1Compose and create a range of visual, multimedia, oral, and written texts that explore, identity (e.g., What Should I Do), community (e.g., This is Our

Outcome: CC6.1Create various visual, multimedia, oral, and written texts that explore identity (e.g., Your Choices), social responsibility (e.g., Looking for Answers), and efficacy

Outcome: CC7.1Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social


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Planet), social responsibility (e.g. Teamwork) and express personal thoughts shaped through inquiry.

a. Create spoken, written, and other representations that include:o a clear and specific messageo a logical and coherent organization of ideaso a competent use of language and conventions.

b. Express and explain findings on a topic, question, problem, or issue in an appropriate visual, multimedia, oral, and written format using inquiry.

c. Use inquiry to explore a problem, question, or issue related to a topic being studied in English language arts or a topic of personal interest including:o summarizing personal knowledge and

understanding of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group or individual inquiry or research

o gathering and recording ideas and information using a plan

o answering inquiry or research questions using a variety of sources such as newspapers, diaries, Elders, interviews, and field trips

o determining the usefulness of ideas and information for inquiry or research purpose and focus using pre-established criteria

o using a variety of tools to access ideas and information

o organizing ideas and information into categories (e.g., what, where, when, how, so what)

o making notes using own words and providing publication dates and authorship of sources

o assessing knowledge gained through inquiry or research

o forming personal conclusions and generating new questions for further inquiry or research

o explaining findings from inquiry or research on a topic, question, problem, or issue in an appropriate visual, oral, and written format.

(e.g., Systems for Living).

a. Represent ideas, opinions, and facts about identity, social responsibility, and efficacy for specific purposes (e.g., to explain, to narrate, to describe, to persuade) and audiences.

b. Create speeches, written compositions, and other representations that feature the following qualities:Message Content or Ideas (Meaning): Focuses on straightforward ideas and information; provides relevant details, examples, and explanations; generally is accurate and complete; uses own words.Organization and Coherence (Form): Introduces the topic and purpose; may provide some context; sticks to the topic; provides easy-to-follow sequence with related ideas grouped together (sequence is logical); uses a variety of connecting words; creates a logical ending; includes appropriate, required text features (e.g., titles, headings, diagrams, illustrations); uses paragraphs that have main ideas and supporting details.Language Conventions (Style and Language Choices): Uses clear purpose and language; contains some description and variety in diction; contains a variety of sentence lengths and some varied sentence beginnings; demonstrates the use of several different conjunctions; formulates simple, compound, and complex sentences; applies the conventions of oral and written language, including very few spelling errors, correct punctuation (including use of colon, dash, and hyphen); uses syntactically complete and correct sentences (avoiding run-ons and fragments); uses legible cursive handwriting and other clear representations which are visually accurate and legibly and neatly presented.

c. Create a variety of visual, oral, written, and multimedia (including digital) texts including personal narratives, responses or reactions to reports, articles, instructions, explanations, letters, illustrations, diagrams, leaflets, stories, poems, storyboards, cartoons, skits, or short video scripts.

d. Create a variety of meaningful personal and impromptu communications (e.g., story, poem, visual representation) characterized by some insight, development, and originality.

e. Use speaking, writing, and other forms of representing to respond to experiences and to texts.

responsibility (e.g., Taking Action), and efficacy (e.g., Building a Better World).

a. Create with clarity and correctness, and appropriate to a particular audience and purpose, a variety of expressions (oral presentations, written compositions, and other representations) that represent ideas and information about identity, social responsibility, and efficacy.

b. Create representations, speeches, and writing that feature the following qualities:

c. Message Content or Ideas (Meaning): Maintains focus around a clear purpose; shows awareness of audience; provides relevant details, examples, and explanations; is accurate, complete, and uses own words; shows some individuality or originality in literary texts; contains ideas and images that create an impact.

d. Organization and Coherence (Form): Introduces the topic and purpose; may provide some context; sticks to the topic; is easy to follow with related ideas grouped together (i.e., sequence is logical); uses a variety of connecting words; creates a logical ending; includes appropriate, required text features (e.g., titles, headings, diagrams, illustrations) correctly constructed; uses paragraphs that have main ideas and supporting details.

e. Language Conventions (Style and Language Choices): Use clear and varied language correctly; shows a sense of audience; level of formality is appropriate for purpose and audience; contains some description and variety in diction; contains a variety of sentence lengths and some varied sentence beginnings; demonstrates the use of several different conjunctions; formulates simple, compound, and complex sentences; applies the conventions of oral and written language, including very few spelling errors, correct punctuation (including use of comma, colon, dash, and hyphen); uses syntactically complete and correct sentences (avoiding run-ons and fragments), uses legible cursive handwriting and clear representations which are visually accurate and legibly and neatly presented.

f. Use own experiences to create personal or impromptu communications characterized by some insight and development including opinion and personal and critical responses to text.

g. Create a variety of narrative, descriptive, expository, and persuasive oral presentations, written compositions, and other representations with some original qualities.

h. Create a variety of visual, oral, written, and multimedia


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(including digital) texts including personal narratives, responses or reactions to texts, stories, reports, articles, instructions, explanations, opinions, letters, illustrations, diagrams, leaflets, stories, poems, storyboards, cartoons, and skits or short view scripts.

Outcome: CC6.2Select and use the appropriate strategies to communicate meaning before (e.g., identifying purpose and audience), during (e.g., acknowledging sources), and after (e.g., revising to enhance clarity) speaking, writing, and other representing activities.

Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising]) as needed using several strategies including:

a. Before:o consider prompt or find a topic and activate prior

knowledge (e.g., look for ideas and topics in personal experiences; choose a topic that is significant)

o consider purpose and audience (e.g., understand audience as all viewers, listeners, readers rather than just the teacher; identify and define stance/role/voice)

o consider and generate specific ideas and information that might be included (e.g., generate and expand ideas through talk with peers and teacher)

o consider and choose/adapt a possible form (e.g., review and adapt models; organize ideas to fit purpose of the composition; inform, describe, explain, persuade)

o collect and focus ideas and information (e.g., select details that will support the topic)

o plan and organize ideas for drafting (mapping and authoring) (e.g., establish a logical sequence for ideas)

o consider qualities of effective communication and the language to use (e.g., use dialogue to draw readers in; consider technology to emphasize ideas).

b. During:

o create draft(s) and experiment with possible product(s) (e.g., create a “discovery” draft and then revise it; develop a clear main idea around which a composition will be developed)

o confer with others (e.g., change writing in response to peer or teacher feedback)

Outcome: CC7.3Select and use the appropriate strategies to communicate meaning before (e.g., planning and organizing ideas to fit format), during (e.g. using transition words), and after (e.g., revising to eliminate unnecessary repetition) speaking, writing, and other representing activities.

a. Progress through stages of the creating process (planning, drafting, revising, presenting) as needed.

b. Use several strategies before, during, and after representing, speaking, and writing including:Before:

o consider prompt or find a topic and activate prior knowledge (e.g., look for ideas and topics in personal experiences and form questions about topic)

o consider purpose and audience (e.g., plan and organize information for the intended viewer, listener, reader)

o consider and generate specific ideas and information that might be included (e.g., get ideas from books and others)

o consider and choose/adapt a possible form (e.g., select a form that will serve purpose; consider the underlying structures – temporal sequence, time sequence, compare and contrast, problem and solution to present different kinds of information)

o collect and focus ideas and information (e.g., select details that will support the topic; create a list, graphic organizer, character map, timeline, or sketch)

o plan and organize ideas for drafting (mapping and authoring) (e.g., create an outline, flow chart, map, or other organizer to plan)

o consider qualities of effective communication and the language to use (e.g., consider strong verbs to use and how to match stance/role/voice to audience purpose).

During:

o create draft(s) and experiment with possible product(s) (e.g., arouse interest with a strong lead; develop a clear main idea supported by significant and sufficient detail; create a coherent sequence)

o confer with others (e.g., draft multiple leads and


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o use language and its conventions to construct message (e.g., experiment with language that is particular to a setting; use formal and informal voice)

o reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies (e.g., use a sticky note to add content)

o acknowledge sources (e.g., record sources of ideas for citation)

o experiment with communication features and techniques (e.g., try using a new word).

c. After:

o revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., check for conciseness)

o revise for organization (e.g., reorganize paragraphs or sections for better sequence or logical progression

o revise for sentence structure and flow (e.g., write a variety of complex sentences using conventions of word order and punctuation; eliminate run-on sentences)

o revise for word choice, spelling, and usage (e.g., use transitional words for flow; use correct terminology to establish authority)

o proofread for mechanics and appearance (e.g., write fluently and legibly in cursive handwriting with appropriate spacing)

o confer with peers, teacher, or others (e.g., provide editing and proofreading help to peers)

o polish, practise, and decide how work will be shared and published (e.g., enhance for clarity; create illustrations and graphics for presentation; use charts for effective presentation)

o share final product, reflect, consider feedback, and celebrate learning (e.g., present and seek feedback).

endings and consult peers to seek the most effective)o use language and its conventions to construct

message (e.g., write a variety of complex sentences using conventions of word order and punctuation; vary the structure and length for reasons of craft)

o reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies (e.g., make corrections based on feedback of others; compare with others and talk about the differences)

o acknowledge sources (e.g., cite and credit material downloaded)

o experiment with communication features and techniques (e.g., experiment with different points of view)

After:

o revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., identify and select important information from the total available; ensure there is an effective introduction, clear middle, and effective conclusion)

o revise for organization (e.g., move information to increase suspense or move the action; make choppy communications fluent)

o revise for sentence structure and flow (e.g., vary sentence structure and length for effect)

o revise for word choice, spelling, and usage (e.g., consult a variety of resources to find appropriate and precise words to reflect what students want to say)

o proofread for mechanics and appearance (e.g., use white space, font, bold to communicate meaning; polish to enhance legibility)

o confer with peers, teacher, or others (e.g., provide editing help to peers; seek feedback from peers and teacher)

o polish, practise, and decide how work will be shared and published (e.g., enhance for clarity and correctness; use expression, tone, and pitch for emphasis; state what was learned from each presentation)

o share final product, reflect, consider feedback, and celebrate learning (e.g., use inclusive language and a range of vocal effects to communicate meaning; consider impact of presentation).

Outcome: CC6.3Use pragmatic (e.g., function and purpose), textual (e.g., paragraphs), syntactic (e.g., complete sentences with appropriate subordination and modification), semantic/lexical/morphological (e.g., figurative words), graphophonic (e.g., spelling strategies), and other cues (e.g., appropriate volume and intonation) to construct and to communicate meaning.

NOTE: Italicized text refers to those indicators that are

Outcome: CC7.4Use pragmatic (e.g., use language that demonstrates respect for others), textual (e.g., use common organizational patterns within texts), syntactical (e.g., ensure agreement of subjects, verbs, and pronouns), semantic/lexical/morphological (e.g., avoid overused and misused words), graphophonic (e.g., enunciate clearly), and other cues (e.g., use appropriate gestures and facial expressions) to construct and to communicate meaning.

NOTE: Italicized text refers to those indicators that are


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emphasized at this grade level.

Use language conventions to deliberately convey meaning when engaged in speaking, writing, and other representing activities.

a. Pragmatic: Identify and explain function and purpose of texts including informing, persuading, narrating, and describing; use language that demonstrates respect for others; use standard Canadian English that follows accepted rules of usage.

b. Textual: Understand and use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use a logical sequence for ideas.

c. Syntactical: Use clear sentence structures that contain a verb and its subject (Average spoken sentence length - 9.5 words; written sentence length - 9.0 words); combine closely related ideas into compound structures using conjunctions or joining words; use complete sentences with appropriate subordination and modification; vary sentence beginnings; ensure agreement of subject, verbs, and pronouns; use correct verb forms (e.g., “I have seen…”); use effective punctuation and capitalization including periods, commas, quotation marks, colons, dash, and hyphens.

d. Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and context; avoid overused and misused words (e.g., “really good”); use reference tools to determine meaning of words; use words figuratively ( e.g., personification, similes, and metaphors) and for imagery; correctly spell common words; use Canadian spelling; use a variety of strategies and resources to learn the correct spelling of words.

e. Graphophonic: Clearly enunciate and carefully, and correctly pronounce words; utilize spelling rules and strategies to correctly spell appropriate words.

f. Other Cues: Use appropriate volume and intonation; use appropriate non-verbal cues and body language; use appropriate gestures, facial expressions, sounds, visuals, and multimedia aids to enhance presentation; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; choose appropriate font size and style when using technology.

emphasized at this grade level.

a. Use the conventions of language and communication to deliberately convey meaning when engaging in speaking, writing, and other forms of representing.

b. Consistently apply the conventions of oral and written language and the conventions of visual and multimedia texts.

c. Use and apply language cues and conventions to communicate meaning including:Pragmatic: Select and use the language appropriate for specific audiences and purposes including the celebration of special events and accomplishments; use language that demonstrates respect for others; address communication to a specific audience; ensure voice/tone is appropriate to audience and text type; recognize and explain function and purpose of texts including informing, persuading, narrating, and describing; use standard Canadian English that follows accepted rules of usage; use appropriate register, tone, and usage; use standard Canadian English.Textual: Understand and use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use appropriate point of view (including third person)for purpose; use common organizational patterns within texts (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast); craft strong leads and effective conclusions; maintain focus from beginning to end; use transition words; include covering page and list of references.Syntactical: Use clear sentence structures that contain a verb and its subject (average spoken sentence length – 9.5 words; written sentence length – 9.0 words).; combine closely related ideas into compound structures using conjunctions or joining words; include some subordination and modification; use phrases, clauses, and a variety of qualifiers; ensure that sentences are complete, interesting, and on topic; combine sentences to form compound and complex sentences for variety, interest, and effect; ensure that the subject, pronouns, and verbs agree; ensure that the sentences use appropriate verb tense (e.g., “I have seen….”); ensure that qualifiers are not misplaced; vary sentence beginning; avoid double subjects (e.g., “Bill, he….”) and double negatives with verbs (e.g., “I don’t have nothing.”); use effective punctuation and capitalization including periods, commas, quotation marks, colons, dashes, and hyphens.Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and context and


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capture a particular aspect of intended meaning; avoid overused and misused words (e.g., “could of”);use common homonyms (e.g., their/they’re/there; its/it’s; too/two/to) and commonly confused words (e.g., who/whom) correctly; use words figuratively and for imagery; spell most words correctly using Canadian spelling, use a variety of strategies and resources (e.g., dictionaries, thesauruses, spell check) to learn the correct spelling and meaning of words.Graphophonic: Enunciate clearly and carefully; pronounce words correctly; recognize onomatopoeia and alliteration; use basic spelling strategies, rules, and word families to spell words correctly at grade level; spell derivatives correctly by applying the spellings of bases and affixes.Other Cues: Use volume and presentation techniques appropriate to audience and purpose; use appropriate gestures, physical movements, facial expressions, sounds, visuals, and multimedia aids to enhance presentation; combine print and visuals; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; include clear representations (e.g., electronic illustration); underline and/or italicize names of books and periodicals; use quotation marks correctly in speech, songs, poems, and short stories.

Outcome: CC5.2Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.

a. Consider which form (e.g., drama, drawings, dance, diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for various tasks and identified purposes.

b. Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing.

c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when using other forms of representing.

d. Use graphic organizers to clarify and shape understanding.

e. Prepare a clearly organized multimedia

Outcome: CC6.4Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.

a. Use different ways of representing to explore ideas and express understanding (e.g., in a poster, tableau, physical movement, graphic organizer, chart, graph, table).

b. Consider appropriate technology to communicate or enhance representations.

c. Convey understanding of topics using mime, graphics, physical movement, and pictures or photographs.

d. Convey key images or information inherent in those images through visual representations.

e. Incorporate aids (e.g., photographs, illustrations, models, artifacts, diagrams, sound) in presentations.

f. Display visual aids in ways that make them easy for the audience to see and understand.

Outcome: CC7.5Create and present a variety of representations including visual and multimedia presentations such as displays, illustrations, and videos, and enhance communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects.

a. Explore ideas and express understanding using a variety of representations (e.g., timelines, models, videos, news items).

b. Represent ideas and demonstrate understanding of forms and techniques in cartoon sequences, contextual dramas, posters, and advertisements.

c. Use the appropriate strategies in the representing process including planning and focusing, scripting and layout, revising, and producing.

d. Create and edit sound files.e. Create and edit video files.f. Create literary representations with some original

qualities including narratives and dramatic scenes (e.g., skit or short video script).


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presentation using pre- established organizers and criteria.

f. Integrate a variety of representations including illustrations, graphs, maps, and graphics into written and oral presentations.

g. Present information clearly and appropriately for each medium and recognize that the conventions of language and the medium are designed to help the audience understand what is said or presented.

h. Use computers and authoring software to compose texts and graphic representations.

i. Include charts, graphs, tables, maps, graphics, and illustrations in researched inquiry presentations.

g. Present ideas clearly and at a rate that enables others to follow.

h. Consider ways to enhance clarity and impact of representations.

i. Experiment with representing in a variety of forms (e.g., photographs, models, collages).

g. Enhance oral and written compositions with illustrations, charts, and other graphics when appropriate.

h. Present to a specific audience (e.g., a presentation to adults) an oral, written, visual, or multimedia project using appropriate presentation software.

Outcome: CC5.3Speak to express and support a range of ideas and information in formal and informal speaking situations (e.g., giving oral presentations and reports, retelling a narrative, explaining a display to others, working in groups) for particular audiences and purposes.

a. Deliver focused and coherent presentations that engage the audience with appropriate verbal cues, facial expressions, and gestures; that convey ideas clearly; and that relate to the background and interests of the audiences.

b. Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when speaking.

c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when speaking.

d. Select a focus, organizational structure, and point of view for an oral presentation; decide what to say and how to say it; clarify and support spoken ideas with evidence and examples.

e. Deliver narrative presentations that establish a situation, plot, point of view, and setting with descriptive words and phrases and show the listeners, through the explanations and narration, what happens.

f. Deliver informative presentations about an important idea, issue, or event by framing questions to guide listeners, establishing a central idea or topic, and

Outcome: CC6.5Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).

a. Engage in partner, small-group, and whole-class discussion to accomplish a task (e.g., develop a class plan of action).

b. Show an understanding of when to speak and when to listen when participating in conversations and in small and whole group discussions.

c. Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.

d. Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).

e. Exchange ideas and concepts with teacher, peers, and adults.

f. Ask questions to sustain and extend interactions.g. Prepare and give oral presentations (e.g., on a topic

under study or of personal interest).h. Include appropriate beginning, middle, and ending in

presentations (e.g., opening with a formal introduction,

Outcome: CC7.6Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).

a. Share ideas/knowledge clearly and logically, add to others’ ideas, repeat points for clarification, and relate points already made for emphasis and reconsideration.

b. Maintain conversations with classmates, guests, and adults.

c. Demonstrate the ability to participate responsibly in discussions and team projects.

d. Facilitate small group activities and short, whole-class sessions to share information on a topic.

e. Contribute to group efforts to reach consensus or conclusions.

f. Assume different roles in group work (e.g., leader, recorder, contributor).

g. Recognize when conflicts and tensions arise in group work and negotiate a return to a productive and respectful atmosphere.

h. Support key points with evidence and examples.i. Defend and/or support opinion with evidence in group

work.j. Summarize personal viewpoint in clear and meaningful

ways.k. Summarize ideas discussed and state own view in light of


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developing the topic with simple facts, details, examples, and explanations.

g. Deliver a narrative from a First Nations and Métis tradition that follows the teaching of the oral tradition.

h. Deliver oral responses to literary and other texts (including First Nations and Métis texts) or presentations that include both personal responses and textual evidence or examples from the work to support insights and conclusions.

i. Participate in a variety of oral presentations including dramatization (role play), discussion circles, introducing a visitor to the class or school, and giving directions.

j. Fulfill role as group member and respect and respond sensitively to the ideas, opinions, and interpretations of others.

concluding with a summation).i. Adjust voice, tone, and language choices to a range of

situations.j. Speak clearly and expressively in classroom

presentations.k. Use body language and gestures, modification of voice,

or facial expressions to respond to the audience.l. Present ideas effectively demonstrating an awareness

of audience (e.g., attempt to make the material interesting and appropriate to audience and purpose).

m. Perform role plays and dramatizations.n. Share ideas/knowledge in a clear manner, encourage

the contributions of others, disagree courteously/sensitively, answer others’ questions clearly and politely, and give reasons for opinions.

o. Read aloud short poetry or process passages with expression and fluency.

discussion.l. Present group conclusions and findings to classmates.m. Respond to questions and suggestions concisely, clearly,

and appropriately.n. Speak to share and to entertain (e.g., read aloud, recite a

poem, participate in an improvisation).

Outcome: CC6.6Use oral language appropriately to express a range of information and ideas in formal and informal situations including presenting an oral report based on research, a demonstration, and a short dramatization.

a. Engage in partner, small-group, and whole-class discussion to accomplish a task (e.g., develop a class plan of action).

b. Show an understanding of when to speak and when to listen when participating in conversations and in small and whole group discussions.

c. Contribute to structured discussion and dialogues to explore perspectives, ideas, and issues and to complete tasks.

d. Maintain conversations with classmates and adults and consistently follow guidelines for interacting (e.g., listening to others without interrupting, speaking respectfully to peers, using appropriate language and tone to disagree).

e. Exchange ideas and concepts with teacher, peers, and adults.

f. Ask questions to sustain and extend interactions.g. Prepare and give oral presentations (e.g., on a topic

under study or of personal interest).h. Include appropriate beginning, middle, and ending in

Outcome: CC7.7Use oral language to express effectively information and ideas of some complexity in formal and informal situations (e.g., a procedural description based on personal experience, a demonstration, a persuasive speech, a dramatization).

a. Share ideas/knowledge clearly and logically, add to others’ ideas, repeat points for clarification, and relate points already made for emphasis and reconsideration.

b. Maintain conversations with classmates, guests, and adults.

c. Demonstrate the ability to participate responsibly in discussions and team projects.

d. Facilitate small group activities and short, whole-class sessions to share information on a topic.

e. Contribute to group efforts to reach consensus or conclusions.

f. Assume different roles in group work (e.g., leader, recorder, contributor).

g. Recognize when conflicts and tensions arise in group work and negotiate a return to a productive and respectful atmosphere.

h. Support key points with evidence and examples.i. Defend and/or support opinion with evidence in group

work.


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presentations (e.g., opening with a formal introduction, concluding with a summation).

i. Adjust voice, tone, and language choices to a range of situations.

j. Speak clearly and expressively in classroom presentations.

k. Use body language and gestures, modification of voice, or facial expressions to respond to the audience.

l. Present ideas effectively demonstrating an awareness of audience (e.g., attempt to make the material interesting and appropriate to audience and purpose).

m. Perform role plays and dramatizations.n. Share ideas/knowledge in a clear manner, encourage

the contributions of others, disagree courteously/sensitively, answer others’ questions clearly and politely, and give reasons for opinions.

o. Read aloud short poetry or process passages with expression and fluency.

j. Summarize personal viewpoint in clear and meaningful ways.

k. Summarize ideas discussed and state own view in light of discussion.

l. Present group conclusions and findings to classmates.

m. Respond to questions and suggestions concisely, clearly, and appropriately.

n. Speak to share and to entertain (e.g., read aloud, recite a poem, participate in an improvisation).

Outcome: CC5.4Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.

a. Write clear multi-paragraph compositions (e.g., three to five paragraph report or essay of at least 300 words) that focus on a central idea, reflect awareness of the audience(s) and purpose(s), contain clear introductions and conclusions, and include paragraphs in a logical sequence.

b. Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when writing.

c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when writing.

d. Write narrative compositions that develop a situation or plot and point of view, describe the setting, and present an ending.

e. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that

Outcome: CC6.7Write to describe a place; to narrate an incident from own experience in a multi-paragraph composition and in a friendly letter; to explain and inform in multi-step directions and a short report explaining a problem and providing a solution; and, to persuade to support a viewpoint or stand.

a. Write multi-paragraph (minimum of 3-5 paragraphs) narrative, expository, persuasive, and descriptive texts of at least 400 to 600 words.

b. Write clear, focused essays that contain a formal introduction, supporting evidence, and a conclusion.

c. Create narratives about an incident as follows:o establish a plot and setting and present a point of

view that is appropriate to the storieso include sensory detailso develop plot and charactero use a range of narrative devices (e.g., dialogue,

suspense, tension).d. Create expository, informational, and procedural

texts, multi-step directions, and a problem/solution presentation as follows:o pose relevant questions and state purposeo explain the situation and develop topic with facts,

details, examples, and explanations from multiple sources

Outcome: CC7.8Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.

a. Plan (e.g., using a chart or outline) and organize ideas to fit format and purpose (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast).

b. Sustain focus in a piece of writing for several pages.c. Use transition words (e.g., first, then, next, before, after,

however) to signal organizational pattern within compositions.

d. Use appropriate point of view (including third person) when writing for particular audience and purpose.

e. Create multiple-paragraph compositions (minimum of 5 paragraphs in an essay) of at least 500-700 words.

f. Create narrative texts (e.g., recount an event) as follows:o establish a context, plot, and point of viewo use a range of narrative devices (e.g., dialogue,

tension, suspense)o make the narrative engagingo develop it systematically leading to a climax or

conclusion.


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clearly link one paragraph to another, and offer a concluding paragraph that summarizes important ideas.

f. Write expository reports that explore key ideas, issues, or events in response to questions that direct an investigation, establish a controlling idea or topic sentence, and develop the topic with simple facts, details, examples, and explanations.

g. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing.

h. Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks).

i. Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader’s need for clarity.

j. Experiment with different forms including poems, short scripts, and journal entries to communicate and demonstrate understanding.

o follow an organizational patterno offer evidence to support conclusions.

e. Create descriptive texts about a place as follows:o present a clear picture of the placeo include sensory details (five senses) in a logical order

(e.g., left to right, far to near).

f. Create persuasive texts on a stand or viewpoint as follows:o state stand or viewpointo give reasons, facts, and expert opinion to support

stando demonstrate sincerity.

g. Experiment with different points of view (i.e., first person as well as third person).

h. Share writing-in-progress in various ways (e.g., author’s circle, peer response).

g. Create expository, informational, and procedural texts (e.g., present information or explain process, news story, letter) as follows:o pose relevant questions to limit scope of texto introduce the purposeo develop topic with facts, details, examples, and

explanations from multiple authoritative sourceso include several paragraphs or sections organized in

logical sequenceo use transitionso offer conclusion(s).

h. Create descriptive texts (e.g., a character or person) as follows:o present a clear and colourful picture of a persono include sensory details and vivid wordso use a logical order (e.g., head to foot).

i. Create persuasive texts (e.g., persuasive letter, an interpretation) as follows:o explain and justify reactions and personal connections

to texts viewed, heard, and reado make explicit and deliberate connections with previous

knowledge and experienceso give opinions and make judgementso provide support by reasons, explanations, and

evidenceo support opinions with examples from texto develop a clear organization.

Outcome: CC6.8Experiment with a variety of text forms (e.g., a peer interview, presentation at an assembly, poem, letter to parents, short review, poster, tableau, graphic organizer) and techniques (e.g., surprise ending).

a. Write multi-paragraph (minimum of 3-5 paragraphs) narrative, expository, persuasive, and descriptive texts of at least 400 to 600 words.

b. Write clear, focused essays that contain a formal introduction, supporting evidence, and a conclusion.

c. Create narratives about an incident as follows:o establish a plot and setting and present a point of

view that is appropriate to the storieso include sensory detailso develop plot and charactero use a range of narrative devices (e.g., dialogue,

suspense, tension).d. Create expository, informational, and

procedural texts, multi-step directions, and a

Outcome: CC7.9Experiment with a variety of text forms (e.g., meeting, presentation to adults, descriptive poem, opinion piece, a review, front page of a newspaper, short script) and techniques (e.g., dialogue, figurative language).

a. Plan (e.g., using a chart or outline) and organize ideas to fit format and purpose (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast).

b. Sustain focus in a piece of writing for several pages.c. Use transition words (e.g., first, then, next, before, after,

however) to signal organizational pattern within compositions.

d. Use appropriate point of view (including third person) when writing for particular audience and purpose.

e. Create multiple-paragraph compositions (minimum of 5 paragraphs in an essay) of at least 500-700 words.

f. Create narrative texts (e.g., recount an event) as


Curricular Strand


problem/solution presentation as follows:o pose relevant questions and state purposeo explain the situation and develop topic with facts,

details, examples, and explanations from multiple sources

o follow an organizational patterno offer evidence to support conclusions.

e. Create descriptive texts about a place as follows:o present a clear picture of the placeo include sensory details (five senses) in a logical

order (e.g., left to right, far to near).f. Create persuasive texts on a stand or viewpoint as

follows:o state stand or viewpointo give reasons, facts, and expert opinion to support

stando demonstrate sincerity.

g. Experiment with different points of view (i.e., first person as well as third person).

h. Share writing-in-progress in various ways (e.g., author’s circle, peer response).

follows:o establish a context, plot, and point of viewo use a range of narrative devices (e.g., dialogue,

tension, suspense)o make the narrative engagingo develop it systematically leading to a climax or

conclusion.g. Create expository, informational, and procedural

texts (e.g., present information or explain process, news story, letter) as follows:o pose relevant questions to limit scope of texto introduce the purposeo develop topic with facts, details, examples, and

explanations from multiple authoritative sourceso include several paragraphs or sections organized in

logical sequenceo use transitionso offer conclusion(s).

h. Create descriptive texts (e.g., a character or person) as follows:o present a clear and colourful picture of a persono include sensory details and vivid wordso use a logical order (e.g., head to foot).

i. Create persuasive texts (e.g., persuasive letter, an interpretation) as follows:o explain and justify reactions and personal connections

to texts viewed, heard, and reado make explicit and deliberate connections with previous

knowledge and experienceso give opinions and make judgementso provide support by reasons, explanations, and

evidenceo support opinions with examples from texto develop a clear organization.

Outcome: CC5.1 (repeated)c. Compose and create a range of visual,

multimedia, oral, and written texts that explore, identity (e.g., What Should I Do), community (e.g., This is Our Planet), social responsibility (e.g. Teamwork) and express personal thoughts shaped through inquiry.

Use inquiry to explore a problem, question, or issue related to a topic being studied in English language arts or a topic of personal interest including:

o summarizing personal knowledge and understanding of a selected topic to help formulate

Outcome: CC6.9Prepare a teacher-guided inquiry report related to a stand on a topic, theme, or issue studied in English language arts.

a. Use inquiry to extend understanding of a particular topic related to the themes and issues being studied as followso generate key research questions to guide inquiry and

seek required information and data from a variety of

Outcome: CC7.2Create and present a teacher-guided inquiry project related to a topic, theme, or issue studied in English language arts.

a. Apply inquiry process and complete an individual or group inquiry project related to the themes or issues being studied in English language arts.

b. Examine personal knowledge of and experiences related to a topic to determine information needs.


Curricular Strand


relevant questions appropriate to a specific audience and purpose for group or individual inquiry or research

o gathering and recording ideas and information using a plan

o answering inquiry or research questions using a variety of sources such as newspapers, diaries, Elders, interviews, and field trips

o determining the usefulness of ideas and information for inquiry or research purpose and focus using pre-established criteria

o using a variety of tools to access ideas and information

o organizing ideas and information into categories (e.g., what, where, when, how, so what)

o making notes using own words and providing publication dates and authorship of sources

o assessing knowledge gained through inquiry or research

o forming personal conclusions and generating new questions for further inquiry or research

o explaining findings from inquiry or research on a topic, question, problem, or issue in an appropriate visual, oral, and written format.

sources (e.g., observations, interviews, print, electronic, and video resources)

o summarize and focus personal knowledge of a topic to determine information needs

o create and follow a plan to collect and record information within a pre-established frame

o assess completeness and relevance of ideas and information

o cite more than one source, when appropriate (Use two to three informational sources to research an assigned topic.)

o evaluate the appropriateness of information for a particular audience, form, and purpose

o identify gaps in information and collect and gather additional information

o relate gathered information to prior knowledge to reach conclusion and develop point of view

o recognize and avoid plagiarismo use the language of inquiry (e.g., “I wonder if….”,

‘What do I want to find out?’, ‘What do I need to do next?’).

c. Formulate a variety of relevant questions on a topic to establish a purpose for seeking information.

d. Contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes.

e. Prepare and use a plan to access ideas and information from a variety of sources (including digital).

f. Use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions.

g. Locate information using a search engine.h. Assess the appropriateness of the amount and quality of

information collected.i. Recognize and address information gaps for particular

audiences and purposes.j. Organize new information to reflect the intended purpose

and audience.k. Use the language of inquiry (e.g., “Where would I find

information and ideas about this topic, question, problem, or issue?” “What processes or procedures could I use?” “How will I access these sources or carry out these procedures?”).


Assess and Reflect

Outcome: AR6.1Consider which viewing, listening, reading, representing, speaking, and writing strategies work best for each task and situation.

a. Reflect on speaking, writing, and other representing strategies used including relating work to criteria (e.g., a rubric), identifying what worked during the process, responding to feedback, setting realistic goals, and taking steps toward achieving goals.

b. Assess personal language use, and set personal goals to enhance language learning and use.

c. Use criteria and relevant vocabulary to assess viewing, listening, and reading activities, and set goals for each (e.g., What behaviours do I exhibit that tell others I am a good viewer, listener, or reader?).

d. Reflect on the role of technology in learning and communicating.

e. Review own and others’ work for clarity, and give concrete suggestions for improvement.

f. Assess own contributions to group process, and set goals for enhancing group work.

g. Identify and analyze effectiveness of a variety of language strategies. Identify competency level of self as a viewer, representer, listener, speaker, reader, and writer.

h. State appropriate and achievable improvement goals based on self-analysis; choose and apply strategies appropriate to improvement goals, and reflect on progress in achieving those goals.

Outcome: AR5.1Identify strengths in viewing, listening, reading, speaking, writing, and other forms of representing.

a. Consider the types of strategies to utilize and whether or not they will or do work for the task at hand.

b. Determine what strategies are best for the task and what strategies will work best for self.

c. Identify strengths in viewing, listening, reading, representing, speaking, and writing and set goals to enhance the development and improvement of the skills and strategies in each.

d. Ask “What strategies did I use? What goals do I need to set for what I am trying to accomplish? How will I know if I have met my goals? What else could I do?” and develop a plan for improvement.

Outcome: AR6.2Appraise own viewing, listening, reading, representing, speaking, and writing skills and strategies, and set goals for improvement.




d. Reflect on the role of technology in learning and

Outcome: AR7.1Set and achieve short-term and long-term goals to improve viewing, listening, reading, representing, speaking, and writing strategies.

a. Recognize speaking, listening, representing, viewing, writing, and reading as useful tools for clarifying thinking, communicating, and understanding.

b. Assess the success of oral language skills and strategies including applying specific criteria to assess oral language interactions, analyzing the effectiveness of oral language strategies, and setting goals for oral language improvement.

c. Participate in the development and use of a rubric for assessing language skills and strategies.

d. Evaluate group process and personal contributions according to pre-established criteria.


communicating.e. Review own and others’ work for clarity, and give

concrete suggestions for improvement.




e. Discuss developing abilities in personal language learning and use.

f. Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.

g. Act on feedback.h. Reflect on and assess viewing, listening, and reading

experiences; and set goals for improvement.Reflect on, analyze, and assess writing and other representing behaviours, and formulate goals for improvement

Outcome: AR5.2Set goals to enhance the development and improvement of the skills and strategies in viewing, listening, reading, speaking, writing, and other forms of representing and take steps to achieve goals.

a. Consider the types of strategies to utilize and whether or not they will or do work for the task at hand.

b. Determine what strategies are best for the task and what strategies will work best for self.

c. Identify strengths in viewing, listening, reading, representing, speaking, and writing and set goals to enhance the development and improvement of the skills and strategies in each.

d. Ask “What strategies did I use? What goals do I need to set for what I am trying to accomplish? How will I know if I have met my goals? What else could I do?” and develop a plan for improvement.

Outcome: AR6.3Appraise own and others’ work for clarity.




d. Reflect on the role of technology in learning and communicating.

e. Review own and others’ work for clarity, and give concrete suggestions for improvement.




Outcome: AR7.2Appraise own and others’ work for clarity and correctness.

a. Recognize speaking, listening, representing, viewing, writing, and reading as useful tools for clarifying thinking, communicating, and understanding.

b. Assess the success of oral language skills and strategies including applying specific criteria to assess oral language interactions, analyzing the effectiveness of oral language strategies, and setting goals for oral language improvement.

c. Participate in the development and use of a rubric for assessing language skills and strategies.

d. Evaluate group process and personal contributions according to pre-established criteria.

e. Discuss developing abilities in personal language learning and use.

f. Contribute to and use scoring guides, rubrics, and other criteria to reflect on and analyze clarity of work.

g. Act on feedback.h. Reflect on and assess viewing, listening, and reading

experiences; and set goals for improvement.i. Reflect on, analyze, and assess writing and other

representing behaviours, and formulate goals for improvement.



Documents

Web viewCurricular Strand. Grade 5. Grade 6. Grade 7. Comprehend and Respond. Outcome: CR5.1. Analyze and respond to a variety of grade-level texts (including contemporary