General Outcomes
Students will:
1. Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
2. Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.
3. Students will listen, speak, read, write, view and represent to manage ideas and information.
4. Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication.
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
General Outcome 1
Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.
Specific Outcomes
Students will:
1.1 Discover possibilities
1.1.1 Form tentative understandings, interpretations and positions
a. generate and experiment with strategies that contribute to forming tentative understandings, interpretations and positions [for example, posing questions, suspending prejudgement as appropriate, recognizing that initial interpretations and positions may be inaccurate and incomplete, and recognizing that texts may be inaccurate, misleading or ambiguous]
b. form tentative understandings, interpretations and positions on ideas and issues communicated in literature and other texts by expressing own explorations and considering others’ exploration
1.1.2 Experiment with language, image and structure
a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences [for example, present the same information to two different audiences, and make appropriate changes to the content to suit the audiences]
b. experiment with a variety of strategies, activities and resources to explore ideas, observations, opinions, experiences and emotions [for example, stream-of-consciousness writing, free verse poetry, exploratory talk and improvisation]
1.2 Extend awareness
1.2.1 Consider new perspectives
a. describe personal responses to new perspectives, appraise whether such responses contribute to or inhibit understanding, and identify influences that have contributed to such responses
b. identify own ideas, perspectives and interpretations and evaluate them for depth of explanation, evidence or support; and consider the ideas, perspectives and interpretations of others to broaden own understandings when exploring and responding to texts
1.2.2 Express preferences, and expand interests
a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators [for example, complete and share reading inventories, and examine the role marketing plays in shaping popular culture]
b. expand interests in a range of literary genres and in a variety of other text types and text creators [for example, graphic novels, Web sites, advertising and promotional texts, autobiographies, CD–ROMs, anecdotes, memoirs, monologues and folk songs]
1.2.3 Set personal goals for language growth
a. appraise own strengths and weaknesses as a language user and language learner; select appropriate strategies to increase strengths and address weaknesses; monitor the effectiveness of selected strategies; and modify selected strategies as needed to optimize growth [for example, assess growth in writing by using a writing portfolio and portfolio reflections]
b. set goals and identify and experiment with strategies for language growth in relation to formal and informal personal communications [for example, working in a group or taking a leadership role in a club]
c. identify and access learning sources and opportunities; assess, weigh and manage risk; and demonstrate a willingness to continuously learn and grow
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically and creatively.
Specific Outcomes
Students will:
2.1 Construct meaning from text and context
2.1.1 Discern and analyze context
a. identify a variety of texts, purposes for creating texts and audiences [for example, purposes could include to inform, persuade, entertain or inspire]
b. identify features of a text that provide information about the text [for example, specialized terminology, jargon, acronyms and idioms]
c. describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation]
d. identify the impact that personal context—experience, prior knowledge—has on constructing meaning from a text
2.1.2 Understand and interpret content
a. use a variety of strategies to comprehend literature and other texts [for example, reading passages out loud, forming questions, making predictions, using context to determine the connotative meanings of words, using graphic organizers, making annotations, inferring, rereading, seeking assistance, using context clues, summarizing and visualizing], develop a daily practice of reading [for example, paired reading, reading log, nightly reading, taped reading], and develop strategies for close reading
b. identify a text’s controlling idea, supporting ideas and supporting details
c. retell the plot of a narrative, describe its setting, and identify the conflict developed
d. describe the personality traits, attitudes and relationships of characters developed/persons presented in works of literature and other texts
e. identify a text creator’s tone
f. differentiate between literal and figurative statements, describe images developed in texts, and recognize imagery
g. identify visual elements [such as photographs, lists, tables, graphs, charts and other displays] and aural elements [such as sound effects, music and rhythm] that add meaning to texts
h. differentiate between audience response to the content of a presentation and audience response to the performance of the presenter
2.1.3 Engage prior knowledge
a. reflect on and describe strategies used to engage prior knowledge as a means of assisting comprehension of new texts; and select, monitor and modify strategies as needed
b. describe personal expectations for texts to be studied, by recalling prior experiences with and observations about similar contexts and content
c. recall prior knowledge of the development of textual elements in previously studied texts [such as plot, setting and character] to assist in understanding new texts
2.1.4 Use reference strategies and reference technologies
a. use a variety of appropriate reference strategies and reference technologies to aid understanding [for example, formulating and refining questions, exploring works cited in other references, taking notes, and using library catalogues and Internet search engines]
b. create and use own reference materials to aid understanding [for example, a personalized dictionary/glossary and a personalized World Wide Web/URL address list]
2.2 Understand and appreciate textual forms, elements and techniques
2.2.1 Relate form, structure and medium to purpose, audience and content
a. identify common text forms and their purposes, including communications forms [such as letters and memoranda] and literary forms [such as poems, narratives and dramatizations]
b. describe audience factors that may have influenced a text creator’s choice of form and medium [for example, age, gender and culture of the audience]
c. identify and describe organizational patterns and structural features that contribute to purpose and content [such as the use of chronology to structure a narrative and the use of categories and headings to structure a report]
d. identify and describe the characteristics of various common communications media [such as the use of headlines in newspapers, and menus and tabs in Internet Web pages]
2.2.2 Relate elements, devices and techniques to created effects
a. identify rhetorical devices [such as repetition] and stylistic techniques [such as straightforward sentence structures] that create clarity, coherence and emphasis in print and nonprint texts
b. identify aspects of a text that are effective in the creation of atmosphere [such as setting, music, lighting and choice of words]
c. recognize irony and humour in print and nonprint texts, and identify language and ideas used to create irony and humour
d. recognize the use of simile and metaphor in print and nonprint texts, and describe their effects [for example, in making comparisons and evoking images]
e. explain the contribution of symbol to theme
f. recognize elements of effective oral, visual and multimedia presentations [such as movement, gesture, use of space, shape and colour]; and describe their effects
g. identify persuasive techniques used in a variety of print and nonprint texts [for example, appealing to emotion and citing experts]
2.3 Respond to a variety of print and nonprint texts
2.3.1 Connect self, text, culture and milieu
a. identify and consider personal moral and ethical perspectives, as well as cultural perspectives, when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion
b. respond personally and analytically to ideas developed in literature and other texts
c. compare choices and motives of characters and people portrayed in texts with choices and motives of self and others
d. recognize Canadian content in texts, and describe contextual elements that represent Canadian culture
2.3.2 Evaluate the verisimilitude, appropriateness and significance of print and nonprint texts
a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator’s voice and style]
b. assess the appropriateness of own and others’ understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence
c. describe settings and plots in terms of created reality and plausibility
d. describe character and characterization in terms of consistency of behaviour, motivation and plausibility
e. describe images in print and nonprint texts in terms of created reality and appropriateness to purpose
f. assess the significance of a text’s theme or controlling idea, and the effectiveness of the content in terms of adequate and relevant supporting details, examples or illustrations
2.3.3 Appreciate the effectiveness and artistry of print and nonprint texts
a. recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts
b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response
General Outcome 3
Students will listen, speak, read, write, view and represent to manage ideas and information.
Specific Outcomes
Students will:
3.1 Determine inquiry or research requirements
3.1.1 Focus on purpose and presentation form
a. reflect on and describe strategies to determine the depth and breadth of inquiry or research and to identify the purpose, audience and potential forms of presentation [for example, define parameters of inquiry or research, analyze available resources, create a timeline to guide inquiry or research, and understand purpose and audience]
b. describe the purpose of inquiry or research and the scope of the inquiry or research topic; identify the target audience; and identify the potential form for the presentation of inquiry or research findings, when applicable [such as a narrative, report, diary entry or biography]
c. refine the purpose of inquiry or research by limiting or expanding the topic as appropriate
3.1.2 Plan inquiry or research, and identify information needs and sources
a. reflect on and describe strategies for developing an inquiry or research plan that will foster understanding, select and monitor appropriate strategies, and modify strategies as needed to plan inquiry or research effectively [for example, use a research journal to keep and record reflections on the research process, clarify thinking, revisit initial perceptions and ask questions that lead to new research]
b. develop an appropriate inquiry or research plan that will address the topic and satisfy contextual requirements—purpose, audience and situation—and requirements of presentation form
c. determine the breadth and depth of prior knowledge, and formulate questions to determine information needs and to guide the collection of required information
d. identify information sources intended to fill gaps between prior knowledge and required information
e. identify and select potential strategies and technologies for gathering, generating and recording information [for example, outlining, webbing, taking notes in point form, recording sources accurately during information gathering, writing direct quotations correctly and bookmarking Internet sites]
3.2 Follow a plan of inquiry
3.2.1 Select, record and organize information
a. reflect on and describe strategies that may be used to select, record and organize information; select and monitor appropriate strategies; and modify selected strategies as needed
b. select information and other material appropriate to purpose from a variety of print and nonprint sources [for example, from museums, archives, government agencies, periodicals, microfiche, Internet, CD–ROMs, films, television and radio broadcasts, interviews, surveys, and print and online encyclopedias]
c. record information accurately and completely; and document and reference sources, as appropriate [for example, document direct quotations, others’ ideas and arguments, maps, charts, statistics, pictures and diagrams from books, magazines, bibliographies, newspapers, audiovisual materials, electronic sources, interviews and films to avoid plagiarism]
d. organize information logically [such as by question, by category, by chronology or by cause and effect]
e. observe guidelines for Internet use [for example, keep passwords, telephone numbers and addresses confidential; visit appropriate sites; respect copyright; and observe rules for citing Internet sources, following correct procedures to avoid plagiarism]
3.2.2 Evaluate sources, and assess information
a. reflect on and describe strategies to evaluate information sources for credibility and bias and for quality; and select, monitor and modify strategies as needed to evaluate sources and detect bias
b. assess information sources for appropriateness to purpose, audience and presentation form
c. assess the accuracy, completeness, currency and relevance of information selected from sources; and assess the appropriateness of the information for purpose
d. identify and describe possible biases of sources [such as possible biases of text creators]
3.2.3 Form generalizations and conclusions
a. form generalizations by integrating new information with prior knowledge
b. draw conclusions that are appropriate to findings, reflect own understandings and are consistent with the identified topic, purpose and situation
c. distinguish between support and generalization, and provide support for generalizations and conclusions
3.2.4 Review inquiry or research process and findings
a. reflect on and assess the effectiveness of strategies used to guide inquiry or research [such as the effective use of time and the division of labour when involved in group research]
b. identify strategies to improve future inquiry or research, and monitor the effectiveness of these strategies
c. review the appropriateness, accuracy and significance of findings, conclusions and generalizations drawn from gathered data and information; prepare a detailed record of references; determine how best to share the information; and determine next steps, if any
d. seek feedback from others and use own reflections to evaluate the entire inquiry or research process, strive for craftsmanship and accuracy, and take pride in efforts and accomplishments
General Outcome 4
Students will listen, speak, read, write, view and represent to create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication.
Specific Outcomes
Students will:
4.1 Develop and present a variety of print and nonprint texts
4.1.1 Assess text creation context
a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience]
b. identify the purpose and target audience for text creation, and select strategies to accomplish the purpose and engage the audience [for example, plan a campaign—public relations, advertising or lobbying— identifying the text forms to be used to influence the attitudes of the audience with respect to the chosen issue]
c. identify and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision]
d. identify expectations and constraints of a communication situation, including assignment parameters, expected standards of quality and availability of resources; and select strategies to address expectations and constraints [for example, paraphrase assignment instructions to identify tasks; seek clarification regarding teacher expectations, including assessment criteria related to quality standards; assess supplies and resources needed; and develop a work plan for completion, which includes a timeline]
4.1.2 Consider and address form, structure and medium
a. select a text form appropriate to the purpose for text creation and consistent with the content to be presented in the text [for example, select a photo essay for the purpose of creating a persuasive or informative text when the content to be presented is well suited to the creation of a visual text]
b. identify and use structures consistent with form, content and purpose when creating texts [for example, chronological order to structure events in a narrative, and juxtaposed images to suggest contrast in a poster]
c. identify and use a medium appropriate to content and context
d. understand the concept of convention; and apply it to oral, print, visual and multimedia text forms when appropriate [for example, understand the common conventions of a modern play script; and include dialogue, stage directions, and directions for lighting and sound effects when creating a script, as appropriate]
4.1.3 Develop content
a. take ownership of text creation, by selecting or crafting a topic, concept or idea that is personally meaningful and engaging
b. recognize and assess personal variables [such as personal experience and prior knowledge] and contextual variables [such as availability of time and resources] that influence the selection of a topic, concept or idea; and address these variables to increase the likelihood of successful text creation
c. establish a focus for text creation, and communicate scope by framing an effective controlling idea or describing a strong unifying effect
d. develop supporting details, by using developmental aids appropriate to form and purpose [for example, use thought webs/mind maps to collect ideas and make connections when writing a personal response to literature, or use a think-aloud reading strategy to make notes from informational text when writing a summary]
e. develop content appropriate to purpose [for example, relate supporting information and examples to conclusions when creating a written or oral report; and relate imagery, use of metaphor and use of musical devices to purpose when developing a poem]
f. develop content appropriate to audience and situation [for example, use descriptive details to capture events in a narrative, and craft rich visual images to develop a video that will engage an audience]
g. incorporate appropriate examples from personal experience into created texts, when appropriate
4.1.4 Use production, publication and presentation strategies and technologies consistent with context
a. meet production, publication and display requirements for print texts as appropriate to purpose, audience and situation [for example, consider layout, font and visuals, costs and timelines when publishing a brochure]
b. develop presentation materials; and select strategies and technologies appropriate to purpose, audience and situation [for example, use technologies such as presentation software, videos, CD–ROMs, DVDs, audiotaped interviews and handouts]
c. develop and deliver oral, visual and multimedia presentations, using voice production factors [such as volume, tone and stress], nonverbal factors [such as gestures, posture, distance and eye contact] and visual production factors [such as colour and contrast] appropriate to purpose, audience and situation
d. experiment with various strategies to create rapport between the presenter and the audience [for example, use personal anecdotes and examples, ask questions to involve the audience, and use engaging body language]
4.2 Improve thoughtfulness, effectiveness and correctness of communication
4.2.1 Enhance thought and understanding and support and detail
a. identify the controlling idea or desired unifying effect of a text in progress [for example, in a rehearsal, mock-up or draft]
b. review the accuracy, specificity and precision of details, events, images, facts or other data intended to support a controlling idea or to develop a unifying effect; and add to details, events, images, facts or other data as needed to provide sufficient support or development [for example, use a revision strategy such as the Five R’s to read, react, rework, reflect and refine work]
c. assess own critical/analytical responses for consistency, completeness and relevance of evidence; and strengthen reasoning as needed by adding to, modifying or deleting details to provide reliable and pertinent evidence and make effective arguments [for example, work with a small group to use a revision strategy like Workshop Advice, where each person in the group provides one suggestion for a sentence change]
4.2.2 Enhance organization
a. assess the beginning of a text in progress, and revise it as needed to establish purpose [for example, the exposition of a narrative, the initial stanza of a poem, or the introduction of a written or oral report]
b. review the organizational components of a text in progress [such as paragraphs, scenes or steps in a process], and revise them as needed to strengthen their effectiveness as units of thought or experience
c. review the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose [for example, to review the closing of a written text, learn two or three common structural patterns for writing conclusions, and practise writing two or three conclusions for a text in progress; then choose the most effective conclusion]
c. assess the closing of a text in progress, and revise it as needed to strengthen its relationship to purpose and to strengthen its intended effect on audience
d. assess relationships among controlling idea, supporting ideas and supporting details; and strengthen relationships as needed to enhance the unity of texts [for example, to analyze these relationships write an outline for another student’s completed essay and review the outline for own completed essay created by the other student]
e. assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade-outs and dissolves in a video production, to create smooth transitions between elements in a text]
4.2.3 Consider and address matters of choice
a. develop a list of effective vocabulary words and stylistic choices [for example, develop a list of effective verbs, by listing all the verbs used in own text and replacing frequently used verbs with new verbs as appropriate]
b. develop the use of appropriate words and expressions [for example, use words with straightforward denotations to strengthen clarity in informative and persuasive texts, and use words with connotative meanings to evoke images in poetry and narrative texts]
c. use a variety of sentence patterns and structures appropriately [for example, use straightforward sentence structures to strengthen clarity of informative and persuasive texts, and use short sentences to indicate action in narrative texts]
d. describe the effects of own use of stylistic techniques and rhetorical devices [for example, underline effective words and phrases in written text, and describe the effects created, such as clarity and emphasis; and describe the use of sound in multimedia text in terms of the effects created, such as humour and realism]
e. recognize personal voice as a text creator, and practise various methods to develop craft [for example, to recognize voice in own writing and to develop craft, note personal preferences related to the types and number of sentences used that follow various patterns; read a section of writing from a favourite author, and note the author’s use of the same and different patterns; and rewrite some sentences in own work to achieve variety, noting the effect]
4.2.4 Edit text for matters of correctness
a. use handbooks and other tools, including electronic tools, as resources to assist with text creation [for example, dictionaries, thesauri, spell checkers and handbooks]
b. know and be able to apply basic capitalization and punctuation conventions correctly
c. know and be able to apply spelling conventions independently or with the use of a handbook or other tools, such as a list of spelling strategies or rules
d. know and be able to identify parts of speech in own and others’ texts, including nouns, pronouns, verbs, adjectives and adverbs
e. know and be able to identify parts of the sentence in own and others’ texts, including subject, verb, direct object and indirect object
f. detect and correct common sentence faults—run-on sentence and unintended sentence fragment
g. identify and be able to use common sentence structures correctly—simple, compound, complex and compound-complex
h. pay particular attention to punctuation, spelling, grammar, usage and sentence construction when using unfamiliar vocabulary, complex syntax and sophisticated rhetorical devices
i. assess strengths and areas of need [for example, develop a checklist of skills mastered and skills to be developed, and set goals for language growth]
j. explain why certain communication situations demand particular attention to correctness of punctuation, spelling, grammar, usage and sentence construction
General Outcome 5
Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.
Specific Outcomes
5.1 Respect others and strengthen community
5.1.1 Use language and image to show respect and consideration
a. monitor own use of verbal and nonverbal communication in order to convey respect and consideration, as appropriate [for example, use euphemism and body language appropriately and sensitively]
b. analyze and describe language and images used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes [for example, stereotyping that contributes to negative portrayals of characters in literature and persons in life]
c. analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others
d. analyze and describe verbal and nonverbal communication that contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals [for example, use allusions and acronyms that will be familiar to an audience, and use gender inclusive nouns and pronouns]
e. differentiate between constructive criticism and ridicule, and between irony and sarcasm [for example, seek clarification by asking questions]
5.1.2 Appreciate diversity of expression, opinion and perspective
a. appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed
b. describe the ways in which selected works of literature and other print and nonprint texts influence individual and group values and behaviours
c. identify the underlying assumptions reflected in the ideas and opinions presented in a text
5.1.3 Recognize accomplishments and events
a. use language and image to honour own and others’ accomplishments [for example, celebrate together when classmates have accomplished a particular task or produced, published or presented a particular text; or celebrate the completion of a portfolio with family and friends by holding a “portfolio launch”]
b. identify formal and informal ways in which language and image are used appropriately to honour people and to celebrate events [for example, eulogy, toast and public service announcements]
5.2 Work within a group
5.2.1 Cooperate with others, and contribute to group processes
a. set appropriate personal goals for participation in a group; respect, be open to, and be supportive of the thoughts, opinions and contributions of others in a group; and share personal knowledge, expertise and perspectives with others, as appropriate
b. reflect on and describe strategies used to negotiate, coordinate and cooperate with others; select appropriate strategies for negotiating, coordinating and cooperating with others; monitor selected strategies; and modify selected strategies as needed to accomplish group goals
c. ensure that a team’s purpose and objectives are clear
5.2.2 Understand and evaluate group processes
a. develop and use criteria to monitor and assess group processes [such as division of labour and time management]
b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes
c. identify and use various means to facilitate completion of group projects [for example, establish clear purposes and procedures for solving problems, monitor progress, and make modifications to meet stated objectives]
d. analyze the function of teamwork tools [such as checklists, role descriptors, timelines and flow charts, whiteboards for brainstorming, electronic list servers, agendas, and meeting notes], and use such tools as appropriate
