General Outcomes
Students will:
1. listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.
2. listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts, through a process.
3. listen, speak, read, write, view and represent to plan and focus an inquiry or research and interpret and analyzeinformation and ideas, through a process.
4. listen, speak, read, write, view and represent to clarify and enhance oral, written, and visual forms of communication, through a process.
5. listen, speak, read, write, view and represent to celebrate and build community within the home, school, workplace and wider society.
General Outcome 1
Students will listen, speak, read, write, view and represent to access and explore prior knowledge and experiences of self and others.
Specific Outcomes
Students will:
1.1.1 Compare own and others' understandings to reflect uponpersonal understandings
a. Uses questions and conversations to compare own and others' ideas and responses (in oral, print, and other media texts)
b. Reflects upon upon personal understanding to reach tentative conclusions
c. Begins to seek others' points of view through oral, print, and other media text
1.1.2 Explain preferences for particular forms and genres of oral, print, and other media texts
a. Chooses appropriate texts of personal interest (oral, print and other media)
- texts that can be read independently and comprehended
- oral and visual texts with appropriate content that can be easily understood
b. Discusses preferences for particular author, genre, medium, and/or form (oral, print, or other media texts)
1.1.3 Identify areas of personal accomplishment and areas for enhancement in language learning and use
a. Uses strengths and challenges to set goals to improve reading, writing, viewing, representing, listening and/or speaking (behaviours, skills, and strategies)
b. Reviews goals set to improve reading, listening and/or viewing (behaviours, skills, and strategies)
c. Reviews goals set to improve writing, speaking and/or representing (behaviours, skills, and strategies)
1.2.1 Connect new information and experiences with prior knowledge to construct meaning in different contexts By the end of Grade 4 the student…
a. Explains personal opinions, understandings, and ideas (concepts)
b. Begins to compare own and others' opinions and ideas (found in oral, print, and other media texts)
c. Begins to adjust personal opinion based on personal observations and descriptions
General Outcome 2
Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts, through a process.
Specific Outcomes
Students will:
2.1.1 Use prior knowledge and connections between self and texts (oral, print, and other media) to expand personal understanding
a. Represents the connections that evolve from conversations, and the exploration of texts (oral, print, and other media)
b. Begins to integrate and describe new ideas and information into personal understandings
c. Begins to seek to understand, through discussion, the connections others have identified
2.1.2 Set a purpose and discuss anticipated meaning of oral, print, and other media texts; use comprehension strategies to construct, confirm, revise, and explain understanding
a. Reflects upon own reading behaviours
b. Uses key thinking and/or comprehension strategies to construct and confirm understanding
c. Understands what is read, using texts with an appropriate complexity of content and sophistication of style
d. Revises understanding of texts, based on new information, using texts with an appropriate complexity of content and sophistication of style (oral, print and other media)
e. Sets a purpose for listening, viewing or reading to anticipate meaning
2.1.3 Use textual cues to construct and confirm meaning in oral, print, and other media texts *cues in narrative, expository, and poetic texts
a. Uses textual cues (organizational structure) to anticipate, construct, and confirm meaning from narrative texts (oral, print, and other media)
b. Uses textual cues (organizational structure) to anticipate, construct, and confirm meaning from expository texts (oral, print, and other media)
c. Uses textual cues (organizational structure) to anticipate, construct, and confirm meaning from poetic texts (oral, print, and other media)
2.1.4 Use vocabulary, language structure, and context to construct meaning of oral, print, and other media texts
a. Reads for meaning; monitors, and self-corrects
b. Reads new texts (grade appropriate) with fluency (accuracy, expression, automaticity)
c. Applies phonetic rules, strategies, and generalizations to decode unfamiliar words in context
d. Selects and uses a variety of strategies to construct and confirm meaning of both known and unfamiliar words
e. Identifies and describes text structures, punctuation, and word order used in oral print, and other media texts
f. Infers author’s or creator’s purpose, audience, and choice of structure or form, in support of personal interpretations of texts (oral, print, and other media)
2.2.1 Explore a variety of oral, print, and other media texts
a. Listens to/reads/views stories represented through oral, print, and other media texts from diverse cultures
b. Sets a purpose for reading
c. Explores a variety of narrative texts (oral, print, and other media)
d. Explores a variety of expository texts (oral, print, and other media)
e. Explores a variety of poetic texts (oral, print, and other media)
2.2.2 Respond to oral, print, and other media texts creatively and critically
a. Responds creatively and critically to shared listening, reading, and viewing experiences to construct meaning
2.2.3 Describe how groups are portrayed in texts (oral, print, and other media) from other communities
a. Talks about how groups of people are portrayed in oral, print and other media texts
b. Begins to compare and contrast self/own culture, to various characters, communities and/or cultures portrayed in texts (oral, print, and other media)
c. Begins to reflect upon personal perspective of cultural representations in oral, print and other media texts
2.3.1 Talk about the purposes of the text genres and their corresponding forms (in oral, print, and other media texts)
a. Talks about the differences among the genres of oral, print, and other media texts: narrative, expository, and poetic
b. Sorts forms according to genres of oral, print, and other media texts (narrative, expository, and poetic) and their purposes
c. Talks about literature in reference to sub-genres of oral, print, and other media texts
d. Identifies the audience in a variety of forms and genres of oral, print, and other media texts
e. Identifies the same information and ideas in a variety of forms and genres of oral, print, and other media texts
2.3.2 Listen to, read, and view texts (oral, print, and other media) to understand how the techniques and elements interact to create effects
a. Talks about and identifies elements of narrative texts (oral, print, and other media) to explore their connections
b. Talks about and identifies elements of expository texts (oral, print, and other media) that guide an inquiry
c. Talks about and identifies elements of poetic texts (oral, print, and other media) to explore their effectiveness
d. Talks about and identifies techniques used to support narrative, expository, and poetic texts (in oral, print, and other media texts)
2.3.3 Talk about authors' use of voice, vocabulary, elements or techniques in a variety of oral, print, and other media texts
a. Extends vocabulary while speaking, reading, and writing
b. Talks about how an author expresses his or her voice in oral, print, and other media texts, with guidance
c. Begins to explain how an author uses words, techniques, or elements to create sounds or images in oral, print, and other media texts
Begins to describe how humour is created using language and visual imagery in oral, print, and other media texts
General Outcome 3
Students will listen, speak, read, write, view and represent to plan and focus an inquiry or research and interpret and analyze information and ideas, through a process.
Specific Outcomes
Students will:
3.1.1 Categorize personal knowledge of a topic to determine information needs in own and group inquiry
a. Categorizes and organizes personal knowledge of a topic of inquiry or research to determine information needs
b. Identifies missing categories and information gaps in personal knowledge of a topic of inquiry or research
c. Continues to use self-questioning to focus information needs for a topic of inquiry or research
3.1.2 Ask general and specific questions on topics using predetermined categories in own and group inquiry
a. Develops a variety of broad inquiry-based questions
b. Begins to formulate questions for predetermined categories
3.1.3 Select and use a plan for gathering information for own and group inquiry
a. Identifies a purpose and audience for an inquiry
b. Records information using the selected method
c. Reflects on choice of strategies and method for accessing and recording information
d. Adapts a plan for an inquiry
e. Adapts a timeline for completing specific steps in an inquiry project
f. Uses appropriate forms of expression to connect purpose and audience
g. Begins to suggest strategies for accessing and gathering information and ideas
h. Begins to select appropriate strategy for accessing and gathering information
i. Begins to suggest ways to record information
3.2.1 Use relevant information from a variety of sources to answer inquiry or research questions
a. Uses relevant information from a variety of primary (experiential and/or firsthand account) sources to answer inquiry or research questions
b. Uses relevant information from a variety of secondary (text based and/or secondhand account) sources to answer inquiry or research questions
3.2.2 Assess the usefulness of information for inquiry or research using pre-established criteria
a. Sets criteria, collaboratively or independently, to evaluate sources
b. Evaluates the relevance of sources of information using the pre-established criteria (teacher directed, student directed, or group directed)
3.2.3 Use a variety of tools to access information and ideas; use visual and auditory cues to identify important information
a. Expands repertoire of visual cues to guide the search for information
b. Expands repertoire of auditory cues to guide the search for information
c. Expands repertoire of textual cues to access information
d. Uses the library's organizational system to locate information
e. Uses the computer to access information
f. Accesses information from reference materials
3.2.4 Determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and context cues
a. Uses prior knowledge, connections, predictions, and inferences to make sense of information in oral, print, and other media texts
b. Continues to use text and textual cues to confirm understanding of information in oral, print, and other media texts
c. Identifies main and supporting ideas in information in oral, print, and other media texts
3.3.1 Organize information and ideas in logical sequences using a variety of strategies
a. Sequences information and ideas
b. Uses graphic organizers with guidance
c. Chooses appropriate graphic organizer for the task (audience and purpose) from a selection, and explains the choice
d. Explains information and ideas using the selected graphic organizer
e. Chooses appropriate strategies from a selection
3.3.2 Make notes of key words, phrases, and images by subtopics; cite authors and titles of sources alphabetically
a. Uses note making strategies to record key information in own words, by sub-topics
b. Begins to select and use an appropriate method to record information
c. Begins to cite references using authors names in alphabetical order, and titles
3.3.3 Examine collected information to identify categories or aspects of a topic that need more information
a. Recognizes when more information is needed to complete an inquiry
b. Begins to determine relevance of information and ideas within sub-topics
3.3.4 Review gathered information and questions, and add to knowledge gained from inquiry or research process
a. Continues to ask and answer questions about personal strengths and challenges related to the research or inquiry process
b. Begins to integrate new ideas and information into personal understandings
c. Begins to draw conclusions based on new understandings
General Outcome 4
Students will listen, speak, read, write, view and represent to clarify and enhance oral, written, and visual forms of communication, through a process.
Specific Outcomes
Students will:
4.1.1 Generate and focus ideas on a topic using a variety of strategies
a. Begins to focus a topic by integrating multiple ideas from a variety of sources, for oral, print, and other media texts
4.1.2 Prepare to create by exploring the connections between choice of forms, identified audience, and purpose; organize information and ideas
a. Chooses and begins to experiment with forms appropriate for a variety of audiences and purposes, to create oral, print, and other media texts
b. Identifies an audience and sets a purpose when creating oral, print, and other media texts, with guidance
c. Begins to differentiate key ideas from supporting details when organizing ideas in oral, print, and other media texts
d. Begins to organize and reorganize same ideas and information in a variety of forms and genres of texts (oral, print and other media), with guidance
e. Organizes ideas into paragraphs, with guidance
4.1.3 Create original texts (oral, print, and other media)
a. Creates original narrative texts (oral, print, and other media), applying familiar narrative forms
b. Applies understanding of elements of narrative texts when creating oral, print, and other media texts
c. Creates original expository texts (oral, print, and other media), applying familiar expository form
d. Applies understanding of elements of expository texts when creating oral, print, and other media texts
e. Creates original poetic texts (oral, print, and other media), applying familiar poetic forms
f. Applies understanding of elements of poetic texts when creating oral, print, and other media texts
g. Creates texts using a computer
4.2.1 Participate in developing the criteria for focussed conversations about own and others' texts and representations (oral, print, and other media)
a. Participates in development of criteria to respond to own and others' draft texts and representations
b. Uses criteria when suggesting revisions to own and others' draft texts and representations
c. Uses criteria when asking for feedback about own and others' draft texts and representations
4.2.2 Clarify and extend ideas, and revise organization to match intended purpose
a. Clarifies and extends ideas by incorporating one or two supporting details
b. Revises content to meet pre-established criteria using a personal revision process
c. Revises content to meet pre-established criteria using feedback from conferencing with others, with guidance
d. Begins to experiment with the sequence or organization of ideas and information to match intended purposes
4.2.3 Write legibly and fluently while continuing to develop proficiency with keyboarding and word processing; use related vocabulary
a. Uses handwriting regularly, improving legibility and fluency
b. Uses word boundaries (spacing) consistently, on a page and on an electronic screen
c. Begins to develop proficiency with keyboarding and word processing when composing, revising, formatting, and publishing texts
d. Develops an expanding repertoire of vocabulary associated with keyboarding and word processing
4.2.4 Experiment with language to create desired effect in oral, print, and other media texts
a. Experiments with descriptive and figurative language in personal representations to create desired effect
b. Uses new and accurate vocabulary in personal representations related to personal interests or topics of study
c. Uses simple and compound sentence patterns
d. Experiments with using a voice that is individual, expressive, and engaging, with an awareness of, and respect for the audience and intended purpose (in oral, print, and other media texts)
4.3.1 Use an editing process to enhance communication
a. Uses an editing process, with guidance
b. Discusses the function of each part of speech in a sentence
4.3.2 Increase conventional spelling when writing; participate in an editing process using a variety of strategies and resources
a. Continues to decrease reliance on approximated spelling and increases reliance on conventional spelling
b. Applies knowledge of spelling generalizations, rules, and structural analysis to spell familiar and unfamiliar words
c. Uses spelling references
d. Uses spelling strategies
e. Participates in an editing process to check spelling, with guidance
f. Uses spell check, dictionaries, and thesauri on the computer
4.3.3 Use an editing process to check for punctuation and capitalization
a. Applies rules for capitalization in personal representations
b. Applies rules for punctuation in personal representations
c. Participates in an editing process to edit for punctuation and capitalization, with guidance
d. Edits for punctuation and capitalization with computer
4.4.1 Present and/or publish texts (oral, print, and other media)
a. Experiments with techniques to enhance presentation of oral, print, and other media texts, with guidance
b. Engages (attracts and sustains) the audience
c. Talks about how multiple media can enhance presentation of oral, print, and other media texts, with guidance
d. Begins to evaluate the effectiveness of presentation of texts (oral, print, and other media) on audience, with guidance
General Outcome 5
Students will listen, speak, read, write, view and represent to celebrate and build community within the home, school, workplace and wider society.
Specific Outcomes
Students will:
5.1.1 Work in a variety of partnerships and groups to follow preestablished group processes by resolving conflicts
a. Follows pre-established group processes when collaborating with peers to accomplish a task
b. Experiments with a variety of roles and responsibilities in small and/or whole group activities
5.1.2 Adjust listening, viewing, and speaking behaviours according to the situation
a. Speaks, listens, and views respectfully
b. Adjusts language to fit the context (audience, purpose, and situation)
c. Begins to discuss differences in language use in a variety of school and community contexts
5.1.3 Show appreciation to peers, and seek support from group members
a. Participates in the development of criteria to evaluate group processes
b. Assesses the effectiveness of the group processes using the set criteria
c. Reflects on personal behaviours and learning style
d. Reflects on personal behaviours that contribute to group success to set personal and/or group goals
e. Applies peer and/or group feedback about group processes
5.2.1 Describe relationships between own and others' ideas and experiences
a. Describes similarities and differences between own and others' experiences
b. Begins to offer constructive feedback
c. Begins to describe similarities and differences between own and others' ideas
5.2.2 Develop an awareness of diversity
a. Shows respect for others' talents, strengths, interests, feelings, and ideas to strengthen the community
b. Expresses and explores own identity through talents, strengths, interests, feelings, and ideas
c. Uses questions and conversations to develop an awareness of own and other cultures and ways of life
d. Begins to describe how cultures, ideas, and diversity are honoured and celebrated
5.2.3 Select and use appropriate language and form to celebrate within and beyond the classroom
a. Selects and uses appropriate language and form to celebrate others, special events, and accomplishments
b. Offers personal and academic strengths to others within and beyond the classroom community
