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 analyze information and ideas, through a process.
4. listen, speak, read, write, view and represent toclarify 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 Use conversation to explore personal understanding
a. Talks about and/or represents personal observations, experiences, feelings, opinions, and familiar events (from oral, print, and other media texts)
b. Uses questions and conversations (responses) to explore personal understandings (in oral, print, and other media texts)
1.1.2 Express and explain text preferences (oral, print, and other media)
a. Chooses appropriate texts of personal interest (oral, print, and other media), with guidance
b. Explains why different oral, print and other media texts are preferred
c. Begins to explain preferences for a particular medium (oral, print, or other media texts)
1.1.3 Reflect about self as reader, writer, viewer, listener, speaker, and representer
a. Reflects upon and discusses reading, listening and/or viewing strengths and challenges (behaviours, skills, and strategies)
b. Reflects upon and discusses writing, speaking and/or representing strengths and challenges (behaviours, skills, and strategies)
1.2.1 Clarify new understandings of connections
a. Asks questions and talks about connections between prior and new experiences, information, and/or knowledge to clarify new understandings
1.2.2 Explore personal and others' opinions and understandings
a. Explores personal and others' opinions, understandings, and ideas (concepts)
b. Begins to explain personal opinions, understandings, and ideas (concepts)
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 to make connections between self and texts (oral, print, and other media)
a. Identifies connections and begins to discuss the differences between personal experiences, prior knowledge, and newly learned information from texts (oral, print, and other media)
b. Represents the connections that evolve from conversations, and the exploration of texts (oral, print, and other media)
2.1.2 Discuss anticipated meaning of oral, print, and other media texts; use comprehension strategies to construct, confirm, revise, and explain understanding
a. Begins to reflect upon own reading behaviours
b. Uses key thinking and/or comprehension strategies to construct and confirm understanding, with guidance
c. Begins to understand what is read, using texts with an appropriate complexity of content and sophistication of style
d. Begins to set 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
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 Integrate knowledge of phonics and sight vocabulary with knowledge and purpose of language, structural analysis, and context cues to construct and confirm meaning
a. Continues to develop decoding strategies in context
b. Uses letter names and sounds to decode familiar and unfamiliar words in context
c. Identifies initial, medial, and final consonants in context
d. Identifies long and short vowel sounds in context
e. Begins to use consonant combinations in context
f. Begins to use vowel combinations in context
2.1.5 Integrate word meaning with knowledge of phonics and sight vocabulary, structural analysis, and context cues to construct and confirm meaning
a. Reads familiar words and unfamiliar words, in context
b. Reads for meaning; monitors, and self-corrects
c. Reads familiar and new texts (grade appropriate) with some fluency (accuracy, expression, automaticity)
d. Applies knowledge of word analysis to predict meaning of new words, with guidance
2.1.6 Integrate knowledge of structural analysis, word meaning, phonics, and sight vocabulary with context cues to construct and confirm meaning
a. Recognizes that different text structures are required for different purposes
b. Attends to end punctuation, word boundaries, and capitalization when reading aloud
c. Applies knowledge of grammar to predict meaning, with guidance
2.1.7 Integrate context cues and purpose, phonics, sight vocabulary, word meaning, and structural analysis to construct and confirm meaning
a. Interacts with text to talk about an author's or creator's purpose, audience, and choice of structure or form
b. Makes inferences to negotiate meaning of text (personal interpretations) with guidance
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 Identify similarities and differences between self and portrayals in texts (oral, print, and other media) from other communities
a. Begins to describe similarities and differences between self/own culture, and various characters, communities and/or cultures portrayed in texts (oral, print, and other media)
2.3.1 Recognize differences among a variety of forms and genres of texts (oral, print, and other media); talk about audience/purpose in relation to form/genre
a. Recognizes differences among a variety of forms and genres of texts (oral, print, and other media)
b. Talks about audience in relation to a form or genre of text (oral, print, and other media)
c. Talks about purpose in relation to a form or genre of text (oral, print, and other media)
d. Begins to identify the same information and ideas in a variety of forms and genres of texts (oral, print, and other media)
2.3.2 Listen to, read, and view to identify the techniques and elements of texts (oral, print, and other media)
a. Talks about and identifies elements of narrative texts (oral, print, and other media)
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, and techniques in a variety of oral, print and other media texts
a. Asks and answers questions about new vocabulary
b. Extends vocabulary while speaking, reading, and writing
c. Talks about how an author expresses his or her voice in oral, print, and other media texts, with guidance
d. Begins to identify words, techniques, or elements an author has chosen to create sounds, images, or rhythms 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 Record personal knowledge of a topic to identify information needs in own and group inquiry
a. Talks about personal knowledge of topic of inquiry or research
b. Categorizes personal knowledge of a topic of inquiry or research
c. Identifies missing information in personal knowledge of a topic of inquiry or research
d. Identifies inaccuracies in personal knowledge of a topic of inquiry or research
e. Begins to use self-questioning to focus information needs for a topic of inquiry or research
f. Begins to organize personal knowledge of a topic of inquiry or research
3.1.2 Ask questions to understand a topic and identify information needs in own and group inquiry
a. Asks questions for clarification
b. Asks open ended questions
c. Asks questions that lead to exploration and investigation
3.1.3 Recall and follow directions for accessing and gathering information for own and group inquiry
a. Identifies a purpose and audience for an inquiry
b. Uses a plan for an inquiry
c. Follows a time line for completing specific steps within an inquiry project
d. Experiments with a variety of forms of expression to connect purpose and audience
e. Begins to choose from a predetermined list of strategies for accessing and gathering information
f. Begins to choose from a predetermined list of ways to record information
g. Begins to record information using the selected method
h. Begins to reflect on choice of strategies and method for accessing and recording information
3.2.1 Select relevant information from a variety of sources to answer inquiry or research questions
a. Answers questions by selecting relevant information from a variety of sources
b. Begins to identify (collaboratively and/or independently) additional sources of information
3.2.2 Match information to inquiry or research focus
a. Identifies key words in a question
b. Connects information to questions asked
c. Begins to set criteria collaboratively to evaluate sources of information
d. Begins to evaluate the relevance of sources of information
3.2.3 Use the specific library organizational system, including visual and auditory cues, to locate information and ideas
a. Expands repertoire of visual cues to access information
b. Expands repertoire of auditory cues to access information
c. Uses 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 Make connections between prior knowledge, ideas, information, and text features
a. Makes connections between prior knowledge and new information in oral, print, and other media texts
b. Uses prior knowledge to make predictions to understand information in oral, print, and other media texts
c. Uses textual cues in oral, print, and other media texts to check predictions
d. Begins to identify main ideas in information in oral, print, and other media texts
e. Begins to use prior knowledge and text (oral, print, and other media texts) to make inferences
3.3.1 Categorize related information and ideas using a variety of strategies
a. Sequences information and ideas
b. Uses graphic organizers with guidance
c. Begins to choose appropriate graphic organizer from a selection
d. Begins to explain the choice of graphic organizer
e. Begins to choose appropriate strategies from a selection
3.3.2 Record key facts and ideas in own words; identify titles and authors of sources
a. Paraphrases key information and ideas related to a topic
b. Records information and ideas related to a topic using a preselected method
c. Identifies titles and authors of sources related to a topic
3.3.3 Examine gathered information to decide what information to share or vomit
a. Begins to determine relevance of information and ideas
3.3.4 Ask questions to reflect on inquiry or research experiences
a. Begins to ask and answer questions about personal strengths and challenges to reflect on the research or inquiry process
b. Begins to ask and answer questions about what was learned in new information
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. Talks and writes about personal experiences and ideas on a particular topic in oral, print, and other media texts
4.1.2 Prepare to create by exploring the connections between choice of forms, identified audience, and purpose
a. Begins to choose form, from a selection, to create oral, print, and other media texts for an identified audience and purpose
b. Sequences and/or categorizes pictures, information, and print to represent an idea or a story
c. Identifies an audience when creating oral, print, and other media texts, with guidance
d. Sets a purpose when creating oral, print, and other media texts, 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. Incorporates some 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 forms
d. Incorporates some 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. Incorporates some elements of poetic texts when creating oral, print, and other media texts
g. Creates texts using a computer
4.2.1 Participate in focussed conversations about own and others' texts and representations (oral, print, and other media)
a. Suggests revisions to own and others' draft texts and representations
b. Asks for feedback about own draft texts and representations
4.2.2 Clarify and extend ideas by adding some details and/or information
a. Clarifies and extends ideas by adding some details and/or information
b. Revises content using a personal revision process
c. Revises content using feedback from conferencing with others, with guidance
d. Begins to revise sequence or organization of ideas and information
4.2.3 Print letters consistent in size and shape, and begin to develop some proficiency with keyboarding and word processing
a. Demonstrates consistency in size and shape of letter (upper and lower case) and number formations
b. Uses word boundaries (spacing)
c. Uses the keyboard when composing and revising
d. Begins to use 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 image
b. Uses new vocabulary in personal representations related to personal interests or topics of study
c. Experiments with a variety of simple sentence patterns, including declarative, interrogative, and exclamatory
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. Writes declarative, exclamatory and interrogative sentences
b. Uses an editing process, with guidance
c. Begins to discuss the function of each part of speech in a sentence
4.3.2 Continue to use approximated and conventional spelling when writing; participate in an editing process using a variety of strategies and resources
a. Continues to use a mixture of approximated and conventional spelling when writing
b. Applies knowledge of spelling generalizations, rules, and structural analysis to spell familiar and unfamiliar words
c. Spells an increasing number of basic sight words and words of personal significance independently
d. Uses spelling references
e. Uses spelling strategies
f. Participates in an editing process to check spelling, with guidance
g. Begins to use spell check on the computer
4.3.3 Use an editing process to check for end 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 end punctuation and capitalization, with guidance
d. Begins to edit for end punctuation and capitalization with computer
4.4.1 Experiment with techniques used to enhance presentations of 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
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 responding to others
a. Follows pre-established group processes when collaborating with peers to accomplish a task
b. Accepts responsibility for a task and corresponding role 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)
5.1.3 Acknowledge achievements of others
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 goals
e. Offers constructive feedback to a peer about group processes
f. Begins to apply peer feedback about personal role in group processes
5.2.1 Tell, draw, and write about self, family, and community
a. Represents self, family, and communities
b. Describes differences and similarities between self, peers, and families
5.2.2 Explore personal understanding of self and others
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 explore personal understanding of self and others
5.2.3 Plan and contribute to celebrations in the classroom community
a. Participates in classroom celebrations to acknowledge group and others' personal and academic achievements
b. Helps to plan classroom celebrations
c. Contributes to individual and class representations for an identified community and/or audience
d. Begins to offer personal and academic strengths to peers
