bilingual programming in international languages · background bilingual programming is complex and...

Bilingual Programming inInternational Languages

Kindergarten to Grade 12

W e s t e r n C a n a d i a n P r o t o c o l f o rC o l l a b o r a t i o n i n B a s i c E d u c a t i o n

1999

for

T h e C o m m o nC u r r i c u l u m F r a m e w o r k

T h e C o m m o n C u r r i c u l u mF r a m e w o r k

for

Bilingual Programming inInternational Languages

Kindergarten to Grade 12

W e s t e r n C a n a d i a n P r o t o c o l f o rC o l l a b o r a t i o n i n B a s i c E d u c a t i o n

1999

ii / Western Canadian Protocol Framework for

Bilingual Programming in International Languages1999 Kindergarten to Grade 12

CATALOGUING IN PUBLICATION DATA

The common curriculum framework for bilingual programming ininternational languages, kindergarten to grade 12 : Western CanadianProtocol for Collaboration in Basic Education.

URL: http://www.wcp.caISBN 0–7785–0325–9

1. Language and languages—Study and teaching—Alberta—Bilingualmethod—Curricula. 2. Language and languages—Study andteaching—Manitoba—Bilingual method—Curricula. 3. Language andlanguages—Study and teaching—Saskatchewan—Bilingual method—Curricula. I. Title II. Title: Western Canadian Protocol forCollaboration in Basic Education. III. Title: Bilingual programming ininternational languages.

P57.C734 1999 407

For more information contact the appropriate ministry of education, as noted below.

Copyright © 1999, the Crown in Right of the Governments of Alberta, Manitoba and Saskatchewan as representedby the Minister of Learning, Alberta; the Minister of Education and Training, Manitoba; and, the Minister ofEducation, Saskatchewan.

Permission is given by the copyright owners for any person to reproduce this document, or any part thereof, foreducational purposes and on a nonprofit basis.

Western Canadian Protocol Framework for Table of Contents / iiiBilingual Programming in International LanguagesKindergarten to Grade 12 1999

TABLE OF CONTENTS

Acknowledgements ........................................................................................................................ v

Preface ..........................................................................................................................................vii

Introduction .................................................................................................................................... 1

Language Arts ................................................................................................................................ 9

General Language Component ............................................................................................ 10

General Learning Outcome 1

1.1 Discover and Explore ......................................................................................... 121.2 Clarify and Extend .............................................................................................. 16


2.1 Use Strategies and Cues ...................................................................................... 202.2 Respond to Texts ................................................................................................ 242.3 Understand Forms and Techniques ..................................................................... 28


3.1 Plan and Focus .................................................................................................... 323.2 Select and Process ............................................................................................... 363.3 Organize, Record and Assess .............................................................................. 40


4.1 Generate and Focus ............................................................................................. 444.2 Enhance and Improve ......................................................................................... 484.3 Attend to Conventions ........................................................................................ 524.4 Present and Share ................................................................................................ 56


5.1 Develop and Celebrate Community .................................................................... 605.2 Encourage, Support and Work with Others ........................................................ 64

Specific Language Component ............................................................................................ 69


6.1 Linguistic Elements ............................................................................................ 706.2 Proficiency .......................................................................................................... 74

iv / Table of Contents Western Canadian Protocol Framework for


Subject Area Experiences ............................................................................................................. 79


7.1 Language ............................................................................................................. 807.2 Knowledge, Skills, Attitudes .............................................................................. 80

Culture .......................................................................................................................................... 85


8.1 Self-identity ........................................................................................................ 868.2 Specific Language/Culture .................................................................................. 908.3 Building Community .......................................................................................... 948.4 Global Citizenship .............................................................................................. 98

References .................................................................................................................................. 103

Western Canadian Protocol Framework for Acknowledgements / vBilingual Programming in International LanguagesKindergarten to Grade 12 1999

ACKNOWLEDGEMENTS

The Common Curriculum Framework for Bilingual Programmingin International Languages, Kindergarten to Grade 12: WesternCanadian Protocol for Collaboration in Basic Education wasdeveloped through the cooperative efforts of the provinces ofAlberta, Manitoba and Saskatchewan. These jurisdictionsacknowledge the following contributors:

AlbertaJanice Aubry Rachel OvicsJosúe Bensimon Bettina PagenkopfRafik Berjak Caroline PeiSteffany Bowen Luciana PoppStephanie Busby Nurit ReshefHala Cheikh-Mohamad Hassan SeiffedineShelley Chwyl Yudith SelaMarion Fritz John SokolowskiAndrew Gambier Natasha Tonkonogy-DavidsonBill Kao Gudrun WinklerJeannette Lee Joe WuJutta McAdam

ManitobaRupert Barensteiner Paula MacPhersonWill Barmeier Gareth NeufeldTaras Chubey Inga PasterkampEileen Curtis Natalie Radchuk-WycoffMary Haluk Gregg SametzBirgit Hartel Antonio TavaresMarusia Kulyk

SaskatchewanAlvin Bodnarchuk Nadia ProkopchukErnest Boyko Sylvia StanowichLaurianne Gabruch Angela WasylowCecilia Kachkowski Bohdan ZerebeckyVera Labach George ZerebeckyArmand Martin

vi / Acknowledgements Western Canadian Protocol

Bilingual International Languages Programming Framework1999 Kindergarten to Grade 12

Members of the Western Canadian Protocol for Collaboration inBasic Education Working Group for Languages Other ThanEnglish or French wish to thank many others who contributed tothe development and review of this document:

• interested individuals and organizations who providedvaluable feedback and advice

• the editors and desktop publishers.

Western Canadian Protocol Framework for Preface / viiBilingual Programming in International LanguagesKindergarten to Grade 12 1999

PREFACE

The Common Curriculum Framework for Bilingual Programmingin International Languages, Kindergarten to Grade 12: WesternCanadian Protocol for Collaboration in Basic Education(hereafter called the Framework) was developed through thecooperative efforts of the provinces of Alberta, Manitoba andSaskatchewan. It provides a common foundation for bilingualprogramming across the Western Canadian provinces for studentsin Kindergarten to Grade 12. The Framework is not intendedfor the development of curricula for French immersion orbilingual programs in Native languages.

The term bilingual programming� is used to describe a partialimmersion program where English and a second language areboth languages of instruction. In bilingual programming,language arts is taught using both languages of instruction. Othersubjects are taught either in English or the specific internationallanguage. Cultural knowledge, skills and attitudes are oftentaught using an integrated approach.

The instructional time spent in the specific international languagevaries from province to province and, sometimes, from programto program. The Framework presupposes that the followingportions of the instructional day are allocated to instruction in theinternational language:

• Kindergarten to Grade 6 – 50%• Grade 7 to Grade 9 – 30%• Grade 10 to Grade 12 – 20%

�In Western Canada, language programs in which French is the second language of instruction aregenerally called immersion programs rather than bilingual programs.

viii / Western Canadian Protocol Framework for


Western Canadian Protocol Framework for Introduction / 1Bilingual Programming in International LanguagesKindergarten to Grade 12 1999

INTRODUCTION

BACKGROUND Bilingual programming is complex and multifaceted. It providesa rich environment for the learning of languages, cultures andsubject-area content. Bilingual education strives to provideintensive language learning environments, with the potential forhigh academic achievement and enriched cultural experiences thatmaximize student opportunities for learning.

Effective bilingual learning environments are those where:

• the individual and collective needs of students are met• there is a supportive climate that encourages risk taking and

choice• diversity in learning styles is accommodated• connections to prior knowledge and experiences are made• there is exposure to a wide range of excellent models of

authentic language• use of the specific international language is emphasized• quality multimedia, print and other resources are available and

applied in a supportive, meaningful and purposeful manner.

Bilingual programming establishes an environment in whichlanguages are used and needed constantly for purposes ofcommunication, personal satisfaction and learning. Students havenumerous opportunities to learn and use language in meaningful,purposeful ways to meet their needs, interests and abilities. Inbilingual programming, the delivery of subject-area content,language instruction and cultural information often occursconcurrently, promoting effective language acquisition.

Language learning is an active process that begins at birth andcontinues throughout life. Language is acquired at various ratesthroughout a learner’s stages of growth. It develops gradually.Students enhance their language abilities by applying theirknowledge of language in new and more complex contexts andwith increasing sophistication. They reflect on and use priorknowledge to extend and enhance their language knowledge andunderstanding. Errors are an integral part of the languagelearning process. By learning, experimenting with, and applying,new language structures and vocabulary to their repertoire, andusing them in a variety of contexts, students develop languageproficiency.

2 / Introduction Western Canadian Protocol Framework for


Most children develop a strong repertoire of language skills intheir first language in preschool years. Many of these skills aretransferable to the new language learning context that bilingualprogramming provides. Similarly, in acquiring a new language,students develop new language learning skills that can then beused in their first language. The continuous, concurrentdevelopment of first and second language skills, or skills inadditional languages, is fostered in bilingual programming.Opportunities for linguistic knowledge and skill development inboth languages are maximized.

The development of communication skills is essential in effectivebilingual programming. The six skill areas of listening, speaking,reading, writing, viewing and representing contribute to thedevelopment of effective communicators. These skills areinterrelated and interdependent; facility in one strengthens andsupports the others. Proficiency in these language skills involvesthe development of comprehension and language production. TheFramework is designed to promote the development of languageskills for a wide range of purposes in a wide range of contexts.

The communicative approach in second language instructionemphasizes the importance of communicating a message. In abilingual program, students require support as they strive toexpress and understand thoughts, ideas and feelings in twolanguages. The accuracy of language, oral or written, althoughimportant for precision of communication, plays an importantrole, but one that is secondary to communicating the message.The communicative approach acknowledges the importantrelationship between accuracy and effective communication, butplaces slightly less emphasis on accuracy and form.

Language acquisition in bilingual programming is effectivelysupported by providing students with explicit instruction inlanguage learning strategies. The General Language componentof the Framework provides a variety of learning outcomes at alllevels to promote the acquisition of language learning strategies.

Language and culture are intensely intertwined. Language is aprimary means by which cultural information is transmitted;culture influences linguistic form and content. Students inbilingual programming bring to their programs a wide range ofcultural backgrounds and experiences. The Framework providesopportunities and support for students to explore their own


cultural backgrounds, experiences and identities, as well as thoseof members of the school community, the local community andcultures from various other areas of the world. The Culturesection of the Framework examines the dynamic nature of culturethrough the various perspectives of history, diversity and change.It also provides opportunities for the exploration of similaritiesand differences among and within world cultures.

Effective participation in the global marketplace, workplace andsociety requires strong communication skills, interpersonal andteam skills, and strong knowledge and understanding of cultures.Bilingual programming provides a rich environment for thedevelopment of the essential knowledge, skills and attitudes thatpromote the development of effective global citizens. TheFramework has been developed to support the intellectual, social,emotional, creative, linguistic and cultural development ofstudents in bilingual programs.

CONCEPTUAL MAP The Framework reflects the breadth of bilingual programming byproviding outcomes for learning language, culture and subjectarea content. The conceptual map below illustrates therelationship among these components.

SUBJECT AREAEXPERIENCES

ENGLISHLANGUAGE

CULTURECULTURE

GENERAL

LANGUAGE

SPECIFICLANGUAGE

CULTURE



PURPOSE OF THEFRAMEWORK

The Framework is designed to support curriculum andprogramming developments in bilingual education in languagesother than English. It provides a common foundation forbilingual programming across the Western Canadian provinces.

The Framework is designed to assist curriculum writers indeveloping programming and curricula that meet the needs ofstudents in their respective jurisdictions. During the curriculumdevelopment process, users of this document should keep in mindthe nature of the languages and cultures of study, and criticallyreview the Framework components to determine their suitabilitywithin that specific linguistic content.

This document encompasses bilingual programming as a whole.It outlines the essential elements of bilingual programming,highlighting both the uniqueness of bilingual programs and theinherent similarities to unilingual programming.

This Framework is a generic document intended to be applicableto the study of most languages. The levels presented are designedto represent the progression of knowledge, skills and attitudesexpected of students who have had no prior exposure to thespecific language upon entry into Kindergarten. However,students with prior exposure to the specific language can bechallenged within this Framework.

The Framework provides a progression of specific learningoutcomes from Kindergarten to Grade 12. Most often, the levelsreflect a progression of development intended to match thedevelopmental stages of the students. The specific learningoutcomes for each grade reflect the knowledge, skills andattitudes that students are expected to achieve by the end of eachgrade. Students are expected to demonstrate the specific learningoutcomes for the current grade and build upon their priorknowledge and skills from previous grades.

The general and specific learning outcomes established in thisdocument are intended to be delivered in an integrated manner,throughout an entire curricular and extracurricular program. Theachievement of the outcomes in bilingual programming is notnecessarily the sole responsibility of the specific internationallanguage teacher. Outcomes may be achieved through a varietyof programming experiences, including those subject areasdelivered in English.


FRAMEWORKOVERVIEW

For ease of use, the Framework is divided into three majorsections:

• Language Arts• Subject Area Experiences• Culture.

It is important that the sections be implemented in an integratedmanner.

Language Arts The Language Arts section of the Framework is intended toreflect an integrated, interdependent approach to languagelearning within a bilingual programming context. Language artsin a bilingual context encompasses an English Languagecomponent, a General Language component and a SpecificLanguage component.

The English Language component of this Framework wasdeveloped independently and is available under separate cover asThe Common Curriculum Framework for English Language Arts,Kindergarten to Grade 12: Western Canadian Protocol forCollaboration in Basic Education, 1998. It is not included in thisdocument but should be considered an essential component of theFramework.

The General Language component in this Framework directlyparallels the English Language Arts Framework. The GeneralLearning Outcomes are the same as those of the EnglishLanguage Arts Framework, but the Specific Learning Outcomeshave been adapted and refined for delivery in the specificlanguage. In this manner, both English language instruction andspecific language instruction support the development of commonlanguage knowledge, skills and attitudes.

The Specific Language component provides a structure for futuredevelopment and sequencing of the detailed linguistic elements ofthe specific international language. As well, it includesdescriptors of proficiency levels for each grade.

The Specific Language component outlines the linguisticelements that students will need to be able to use the language;the General Language component provides the context andpurpose for using the language, and outlines the knowledge, skillsand attitudes that students are to develop. The two componentsshould be developed concurrently, so that the language beinglearned is the language that students will need and be able toapply.



Subject AreaExperiences

The Subject Area Experiences section highlights the importanceof content-related learnings that are delivered through the mediumof the specific language. It provides a framework for thedevelopment of the essential linguistic structures and elementsthat are necessary for students to acquire in order to support andpromote success in content-related studies.

This section also provides a basis for the establishment of thesubject areas and/or fields of experience to be studied at eachgrade level, using the specific language.

Culture The Culture section fosters the development of essentialknowledge, skills and attitudes related to self, the specificinternational language/culture, the community and the world.

GENERAL LEARNINGOUTCOMES

The General Learning Outcomes are broad statements that formthe basis of the Framework. Each General Learning Outcomeoutlines the key learnings that each section of the Framework isdesigned to support. The General Learning Outcomes describethe common goals that all students in the Kindergarten toGrade 12 learning sequence are expected to achieve.

Bilingual programming in international languages is designed topromote all-round personal development by fostering social,emotional, moral, intellectual and creative growth. To supportthis growth and development, the Framework is built upon thefollowing eight General Learning Outcomes:

LANGUAGE ARTS: General Language Component

1. Students will listen, speak, read, write, view and represent toexplore thoughts, ideas, feelings and experiences.

2. Students will listen, speak, read, write, view and represent tocomprehend and respond personally and critically to literaryand media texts.

3. Students will listen, speak, read, write, view and represent tomanage ideas and information.

4. Students will listen, speak, read, write, view and represent toenhance the clarity and artistry of communication.


5. Students will listen, speak, read, write, view and represent tocelebrate and build community.

LANGUAGE ARTS: Specific Language Component

6. Students will acquire the specific language to understand andappreciate languages, and to use the specific languageconfidently and competently in a variety of situations forcommunication, personal satisfaction and further learning.

SUBJECT AREA EXPERIENCES

7. Students will acquire linguistic and subject area knowledge,skills and attitudes.

CULTURE

8. Students will explore, understand and appreciate culture forpersonal growth and satisfaction, and for participating in andcontributing to an interdependent and multicultural globalsociety.

Each General Learning Outcome includes Specific LearningOutcomes that students are to achieve by the end of each gradelevel. Specific Learning Outcomes are grouped under headingswithin each of the eight General Learning Outcomes.

8 / Western Canadian Protocol Framework for


Western Canadian Protocol Framework for Language Arts / 9Bilingual Programming in International LanguagesKindergarten to Grade 12 1999

LANGUAGE ARTS

Language learning occurs most effectively when students areactively involved in using language for meaningful purposes. Inbilingual classrooms, students have the opportunity to acquire twolanguages that may be applied in achieving the outcomes of abilingual program.

The Language Arts section in this Framework is comprised oftwo interrelated components:

• General Language component• Specific Language component.

The General Language component outlines the knowledge, skillsand attitudes to be developed, using the specific internationallanguage. The General Learning Outcomes in the GeneralLanguage component directly parallel those of The CommonCurriculum Framework for English Language Arts, Kindergartento Grade 12: Western Canadian Protocol for Collaboration inBasic Education, 1998.

The Specific Language component provides a framework oflinguistic elements that students develop in the specific languageas well as quantitative descriptions of the levels of proficiencyexpected in each grade.

This approach focuses all language learning instruction, whetherthe language of delivery be in English or in the specific language,on the development of the essential knowledge, skills andattitudes that are common to both languages.

10 / Language Arts Western Canadian Protocol Framework for


GENERAL LANGUAGECOMPONENT

The General Language component has been structured anddeveloped similarly to the English Language Arts Framework,but adapted for delivery through the specific internationallanguage. The General Language component provides the contextand purpose for the development and use of the specific language.

The commonalities with the English Language Arts documentfacilitate an integrated, contextualized approach to languagelearning. They also establish the essential language learnings thatare common to both English language programming and specificlanguage programming, supporting and promoting a collaborativeand integrated approach to language instruction.

The specific learning outcomes established for each grade levelare intended to reflect achievement expectations to bedemonstrated in the specific language.

General LearningOutcomes

The following five General Learning Outcomes outline the keylearnings that the General Language component is designed tosupport.


Students will listen, speak, read, write, view and represent toexplore thoughts, ideas, feelings and experiences.


Students will listen, speak, read, write, view and represent tocomprehend and respond personally and critically to literary andmedia texts.


Students will listen, speak, read, write, view and represent tomanage ideas and information.

Western Canadian Protocol Framework for Language Arts / 11Bilingual Programming in International LanguagesKindergarten to Grade 12 1999


Students will listen, speak, read, write, view and represent toenhance the clarity and artistry of communication.


Students will listen, speak, read, write, view and represent tocelebrate and build community.

12 / General Outcome 1 Western Canadian Protocol Framework for


1.1 Discover and Explore

Kindergarten Grade 1 Grade 2 Grade 3

Students will be able to:

• participate in a range ofexperiences

• express personalexperiences andfamiliar events

• make personalobservations and talkabout them

• describe personalobservations,experiences andfeelings

• participate in a range ofexperiences, andrepresent theseexperiences

• listen to andacknowledgeexperiences andfeelings shared byothers

• ask for ideas andobservations of othersto help discover andexplore personalunderstanding

• consider ideas andobservations of othersto discover and explorepersonal understanding

• use a variety of forms toexplore and expressfamiliar events, ideasand information

• use a variety of forms toexplore and expressfamiliar events, ideasand information

• use a variety of forms toorganize and givemeaning to familiarexperiences, ideas andinformation

• experiment withlanguage to expressfeelings, and talk aboutmemorable experiencesand events

• demonstrate enjoymentof an oral, literary ormedia text

• express preferences fora variety of oral, literaryand media texts

• explain why an oral,literary or media text isa personal favourite

• collect and sharefavourite oral, literaryand media texts

• participate in teacher-led group reading andwriting activities, anddemonstrate readingand writing behaviours

• participate in readingand writing activities

• choose to read andwrite

• develop a sense of selfas reader, writer andillustrator

General Learning Outcome 1Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings andexperiences.

Western Canadian Protocol Framework for General Outcome 1 / 13Bilingual Programming in International LanguagesKindergarten to Grade 12 1999


Grade 4 Grade 5 Grade 6


• describe and reflect uponpersonal observations andexperiences to reach tentativeconclusions

• use personal experiences as abasis for exploring and expressingopinions and understanding

• use exploratory language todiscover own interpretations andshare personal responses

• explore connections among avariety of insights, ideas andresponses

• seek viewpoints of others to buildon personal responses andunderstanding

• select from ideas andobservations of others to developthinking and understanding

• explore and experiment with avariety of forms of expression forparticular personal purposes



• collect and explain preferencesfor particular forms of oral,literary and media texts

• review a collection of favouriteoral, literary and media texts, andshare responses to preferredforms

• assess collection of favourite oral,literary and media texts, anddiscuss preferences for particularforms

• identify areas of personalaccomplishment in languagelearning and use

• identify and discuss areas ofpersonal accomplishment andareas for enhancement inlanguage learning and use

• assess personal language use, andset personal goals to enhancelanguage learning and use







• use exploratory language todiscuss and record a variety ofopinions and conclusions

• explore diverse ideas to developconclusions, opinions andunderstanding

• question and reflect on personalresponses and interpretations, andapply personal viewpoints todiverse situations orcircumstances

• compare own insights and

viewpoints to those of others• integrate new understanding with

previous viewpoints andinterpretations

• acknowledge the value of ideasand opinions of others inexploring and extending personalinterpretations and viewpoints

• expand self-expression in oral,written and visual forms



• explore oral, literary and mediatexts recommended by peers

• explore oral, literary and mediatexts recommended by peers

• explore a variety of oral, literaryand media texts other than thoseof personal preferences

• assess personal language use, andrevise personal goals to enhancelanguage learning and use

• use appropriate terminology todiscuss developing abilities inpersonal language learning anduse

• self-monitor growth in languagelearning and use, usingpredetermined criteria






• recognize the value of exploratorylanguage in discovering andexpanding understanding andviewpoints

• summarize and speculate onideas, observations and opinionsof self and others

• speculate on and hypothesizeabout ideas, observations andopinions

• seek information to add to currentunderstanding

• formulate personal understandingand interpretations

• discuss personal understandingand interpretations

• expand forms of self-expressionin oral, written and visual forms

• expand forms of self-expressionto include comparative analysis

• expand forms of self-expression

• explore a variety of texts andgenres by particular writers,artists, storytellers andfilmmakers other than those ofpersonal preferences

• explain the value of pursuingpersonal preferences for a varietyof texts and genres by particularwriters, artists, storytellers andfilmmakers

• use experiences with a variety oftexts and genres by particularwriters, artists, storytellers andfilmmakers for enjoyment andsatisfaction

• demonstrate confidence in

personal language learning anduse in a variety of formal andinformal contexts

• demonstrate self-direction, self-appraisal and open-mindedness inlanguage learning and use

• demonstrate self-direction, self-appraisal and open-mindedness inlanguage learning and use, andrecognize self as a lifelonglearner




1.2 Clarify and Extend



• recognize connectionsbetween newexperiences and priorknowledge

• connect newexperiences andinformation with priorknowledge

• connect newinformation, ideas andexperiences with priorknowledge andexperiences

• examine how newexperiences, ideas andinformation connect toprior knowledge andexperiences

• explore newexperiences and ideas

• describe newexperiences and ideas

• explain newexperiences andunderstanding

• explain understandingof new concepts

• group ideas andinformation to makesense

• group and sort ideasand information tomake sense

• arrange ideas andinformation to makesense

• arrange ideas andinformation in morethan one way to makesense for self and others

• wonder about new ideasand observations

• demonstrate curiosityabout ideas andobservations to makesense of experiences

• ask basic questions tomake sense ofexperiences

• reflect on ideas andexperiences to clarifyand extendunderstanding

General Learning Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings andexperiences.





• connect new information andexperiences with prior knowledgeto construct meaning in differentcontexts

• reflect on prior knowledge andexperiences to arrive at newunderstanding

• use prior knowledge andexperiences selectively to makesense of new information in avariety of contexts

• express new concepts andunderstanding in own words

• explain personal viewpoints

• explain personal viewpoints inmeaningful ways, and reviseprevious understanding

• organize ideas and information inways that clarify and shapeunderstanding

• experiment with arranging ideasand information in a variety ofways to clarify understanding

• search for ways to reorganizeideas and information to extendunderstanding

• ask basic questions to clarifyinformation and develop newunderstanding

• ask questions to clarifyinformation and develop newunderstanding

• ask a variety of questions toclarify information and developnew understanding







• recognize the value of connectingprior and new knowledge andexperiences to shape and extendunderstanding

• understand the importance ofreflecting on prior experiencesand knowledge to reviseconclusions and understanding

• reflect on new understanding inrelation to prior knowledge, andidentify gaps in personalknowledge

• summarize and represent personalviewpoints in meaningful ways

• articulate, represent and explainpersonal viewpoints clearly

• review and refine personalviewpoints through reflection,feedback and self-assessment

• search for ways to reorganizeideas and information to extendunderstanding

• identify or invent personallymeaningful ways of organizingideas and information to clarifyand extend understanding

• structure and restructure ideas andinformation in personallymeaningful ways to clarify andextend understanding

• ask specific and focused

questions for elaboration andclarification, and discussexperiences and understanding

• ask specific and focusedquestions, reconsider initialunderstanding in light of newinformation, and listen to diverseopinions and recognize ambiguity

• consider diverse opinions andassess whether new informationclarifies understanding






• analyze connections between newand prior knowledge and ideas toclarify understanding for self andothers

• analyze and synthesizeconnections between new andprior knowledge, ideas andexperiences to clarify and shapeunderstanding

• analyze and synthesizeconnections between new andprior knowledge, ideas andexperiences to clarify and shapeunderstanding

• reflect on changing personalviewpoints and anticipatepossible consequences

• reflect on changing personalviewpoints and anticipatepossible consequences

• reflect critically on changingviewpoints, and identify questionsand ideas that merit furtherthought or reflection

• develop a repertoire oforganizational structures to clarifyideas and information and tobring order to own thinking

• expand repertoire oforganizational structures to clarifyideas and information and tobring order to own thinking

• use a variety of organizationalstructures to clarify ideas andinformation and to bring order toown thinking

• ask discriminating questions to

interpret, evaluate and reflect onideas and information

• explore divergent viewpoints forrelevance and validity

• examine and interpret alternativeperspectives, and arrive at andarticulate new understanding




2.1 Use Strategies and Cues



• make connectionsbetween oral language,texts and personalexperiences

• make connectionsbetween texts, priorknowledge and personalexperiences



• recognize and anticipate

meaning from familiarprint, symbols andimages

• ask questions toanticipate meaning, andrevise understandingbased on furtherinformation

• anticipate meaning,recognize relationshipsand draw conclusions,and use a variety ofstrategies to confirmunderstanding

• set a purpose forlistening, reading andviewing, make andconfirm predictions,inferences andconclusions, and rereadto check meaning

• recognize

environmental print,symbols and images incontext, and recognizeown name andpersonally familiarwords

• use textual cues toconstruct and confirmmeaning



• recognize that text isorganized in specificpatterns and that textsymbols representsounds, words or ideas

• use syntactic, semanticand graphophonic cuesto construct andconfirm meaning

• use syntactic, semanticand graphophonic cuesto construct andconfirm word meaningin context

• use syntactic, semanticand graphophonic cuesto construct andconfirm word meaningin context

• imitate simple, basicoral second languagelearning strategies, withteacher guidance

• use simple oral secondlanguage learningstrategies, with teacherguidance

• use simple oral secondlanguage learningstrategies

• use simple oral andwritten second languagelearning strategies, withteacher guidance

General Learning Outcome 2Students will listen, speak, read, write, view and represent to comprehend and respond personallyand critically to literary and media texts.





• make and record connectionsbetween personal experiences,prior knowledge and a variety oftexts



• confirm or reject inferences,

predictions or conclusions basedon textual information, and checkand confirm understanding byrereading

• use a variety of comprehensionstrategies to confirmunderstanding and self-correct

• use comprehension strategiesappropriate to the type of text andpurpose

• use textual cues to construct andconfirm meaning



• use syntactic, semantic andgraphophonic cueing systems toconstruct and confirm meaning,and use a junior dictionary todetermine word meaning incontext

• use syntactic, semantic andgraphophonic cueing systems toconstruct and confirm meaning,and use a dictionary to determineword meaning in context

• use syntactic, semantic andgraphophonic cueing systems toconstruct and confirm meaning,and use a dictionary to determineword meaning in context

• use simple oral and writtensecond language learningstrategies, with teacher guidanceand sometimes independently

• use simple oral and writtensecond language learningstrategies, independently and withteacher guidance

• use simple oral and writtensecond language learningstrategies, mainly independently







• make connections betweenprevious experiences, priorknowledge and textual material

• make connections betweenprevious experiences, priorknowledge and textual materialand apply them to new contexts

• analyze and explain connectionsbetween previous experiences,prior knowledge and textualmaterial

• use comprehension strategiesappropriate to the type of text andpurpose, and use a variety ofstrategies to remember ideas

• use a variety of comprehensionstrategies to make sense offamiliar and unfamiliar texts andremember ideas

• use comprehension strategiesappropriate to the type of text andpurpose, and enhanceunderstanding by rereading anddiscussing relevant passages

• use textual cues to construct andconfirm meaning and interprettexts



• use syntactic, semantic andgraphophonic cueing systems toconstruct and confirm meaningand interpret texts



• use basic oral and written secondlanguage learning strategiesindependently

• use a variety of basic oral andwritten second language learningstrategies independently

• use a variety of oral and writtensecond language learningstrategies






• analyze and explain connectionsbetween diverse experiences,prior knowledge and a variety oftexts



• use comprehension strategiesappropriate to the type of text andpurpose, and enhanceunderstanding by rereading anddiscussing relevant passages

• apply and adjust strategies forcomprehending a variety of texts,and use a personal repertoire ofstrategies to monitorinterpretations

• apply and adjust strategies forcomprehending a variety of texts,and determine the accuracy ofinterpretations when paraphrasingand summarizing ideas

• use textual cues and prominentorganizational patterns withintexts to confirm meaning andinterpret texts

• use textual cues, prominentorganizational patterns withintexts and stylistic techniques toconstruct and confirm meaningand interpret texts

• use textual cues, prominentorganizational patterns withintexts and stylistic techniques toconstruct and confirm meaningand interpret texts

• use appropriate syntactic,semantic and graphophoniccueing systems to construct andconfirm meaning and interprettexts



• apply knowledge of secondlanguage learning strategies tonew contexts with guidance

• apply knowledge of secondlanguage learning strategies tonew contexts

• apply knowledge of secondlanguage learning strategies to avariety of new contexts




2.2 Respond to Texts



• participate in sharedlistening, reading andviewing experiences,using texts from avariety of genres andcultural traditions



• participate in listening,reading and viewingexperiences, usingtexts from a variety ofgenres and culturaltraditions

• share personalexperiences related tooral, literary and mediatexts, and talk aboutand represent theactions of people intexts

• share personalexperiences related tooral, literary and mediatexts, and identifychoices that peoplemake in texts

• discuss the experiencesand traditions ofvarious communitiesand cultures portrayedin oral, literary andmedia texts

• describe similaritiesbetween experiencesand traditionsencountered in dailylife and thoseportrayed in oral,literary and media texts

• share feelings evoked

by oral, literary andmedia texts

• share feelings andmoods evoked by oral,literary and media texts

• identify and expressthe feelings of peoplein oral, literary andmedia texts

• identify words thatform mental imagesand create mood inoral, literary and mediatexts






• experience texts from a varietyof genres and cultural traditions,with and without support

• experience texts from a varietyof genres and cultural traditions,and share responses

• seek opportunities to experiencetexts from a variety of genresand cultural traditions, andexplain preferences for particulartypes of oral, literary and mediatexts

• identify similarities and

differences between personalexperiences and the experiencesof people from various culturesportrayed in oral, literary andmedia texts

• identify similarities anddifferences between personalexperiences and the experiencesof people from various culturesportrayed in oral, literary andmedia texts

• compare the challenges andsituations encountered in owndaily life with those experiencedby people in other times, placesand cultures as portrayed in oral,literary and media texts

• identify mood evoked by oral,literary and media texts

• identify descriptive andfigurative language in oral,literary and media texts

• identify descriptive andfigurative language in oral,literary and media texts, anddiscuss how it enhancesunderstanding of people, placesand actions







• experience texts from a varietyof genres and cultural traditions,and discuss preferences

• experience texts from a varietyof genres and cultural traditions,and compare own interests tothose of others

• experience texts from a varietyof genres and cultural traditions,and explain interpretations of thetext

• compare own understanding ofpeople, cultural traditions andvalues portrayed in oral, literaryand media texts to that of others

• discuss how similar ideas,people, experiences andtraditions are conveyed invarious oral, literary and mediatexts

• examine how personalexperiences, communitytraditions and Canadianperspectives are presented inoral, literary and media texts

• identify descriptive andfigurative language in oral,literary and media texts, anddiscuss how it enhancesunderstanding of people, places,actions and events

• identify language and visualimages that create mood andevoke emotion in oral, literaryand media texts

• identify and describe techniquesused to create mood in oral,literary and media texts






• experience texts from a varietyof genres and cultural traditions,and explain interpretations of thetext

• experience texts from a varietyof genres and cultural traditions,and explain variousinterpretations of the same text

• experience a range of texts froma variety of genres and culturaltraditions, and consideralternative interpretations andevaluations

• compare the portrayals ofpeople, events or perspectivesfrom a variety of oral, literaryand media texts

• compare the themes portrayed ina variety of oral, literary andmedia texts

• compare the themes and valuesportrayed in a variety of oral,literary and media texts

• discuss how word choice andsupporting details in oral, literaryand media texts affect purposeand audience

• examine how word choice inoral, literary and media textsalters and enhances mood ormeaning and affects audience

• analyze how word choice andvisual images in oral, literary andmedia texts create a compositemeaning and effect




2.3 Understand Forms and Techniques



• distinguish betweenwhat is realistic andimaginary in oral,literary and mediaforms and texts

• recognize different oral,literary and mediaforms and texts

• recognize thatinformation and ideascan be expressed in avariety of forms andtexts

• recognize thedistinguishing featuresof a variety of formsand texts

• develop a sense of storythrough listening,reading and viewingexperiences

• represent the beginning,middle and end of oral,literary and media texts

• relate the beginning,middle and end of oral,literary and media texts

• identify the sequence ofevents in oral, literaryand media texts, thetime and place in whichthey occur and the rolesof main characters

• demonstrate curiosity

about and experimentwith sounds, letters orcharacters, words andword patterns

• experiment with partsof words or characters,word combinations andword patterns

• explore commonalitiesin word families toincrease vocabulary

• use knowledge ofcommonalities in wordfamilies to increasevocabulary in a varietyof contexts

• appreciate the soundsand rhythms oflanguage

• appreciate repetition,rhyme and rhythm inshared languageexperiences

• demonstrate interest inthe sounds of words,word combinations andphrases in oral, literaryand media presentations

• identify examples ofrepeated sounds andpoetic effects thatcontribute toenjoyment, andrecognize humour inoral, literary and mediatexts

• create original oral andmedia texts

• create basic texts tocommunicate anddemonstrateunderstanding ofbasic forms

• create basic texts tocommunicate anddemonstrateunderstanding of formsand techniques

• create original texts tocommunicate anddemonstrateunderstanding of formsand techniques






• distinguish similarities anddifferences between various oral,literary and media forms andtexts, such as folk tales, poetry,sculptures, and news and weatherreports

• understand and use a variety oforal, literary and media forms andtexts, such as poetry, articles andnews reports

• recognize key characteristics ofvarious oral, literary and mediagenres, such as myths, shortnovels, poetry, drawings andprints

• explain connections betweenevents and roles of maincharacters in oral, literary andmedia texts and identify howthese texts may influence people’sbehaviours

• identify key elements, includingplot, setting and characterization,and techniques, such as colour,music and speed, in oral, literaryand media texts

• examine key elements andtechniques in oral, literary andmedia texts

• build knowledge of word patterns

• expand knowledge of words andword relationships, using avariety of sources

• identify how and why wordstructures and meaning change,and use accurate word meaningaccording to context

• recognize how words and wordcombinations, such as word-play,repetition and rhyme, influence orconvey meaning, and recognizethat exaggeration can be used toconvey humour

• recognize how words and wordcombinations, such as word-play,repetition and rhyme, influence orconvey meaning, and identifyways in which exaggeration isused to convey humour

• experiment with words andsentence patterns to create wordpictures

• create original texts tocommunicate and demonstrateunderstanding of forms andtechniques









• identify preferences for particularoral, literary and media forms andgenres

• examine techniques of plot

development in oral, literary andmedia texts, and explore theirimpact

• explore factors, such as history,

social trends and geographicisolation, that influence wordfamilies and the evolution oflanguage

• identify surprising and playful

uses of language in oral, literaryand media texts

• create original texts to

communicate and demonstrateunderstanding of forms andtechniques

• demonstrate appreciation for theappropriate use of various formsand genres according to purpose,audience and content


development in oral, literary andmedia texts, and examine howthey interact to create effects

• appreciate variations in language,

accent and dialect incommunities, regions andcountries, and recognize thederivation and use of words,phrases and jargon

• identify creative uses of language

in popular culture, and explainhow imagery and figures ofspeech create tone and mood intexts



• explain preferences for particularoral, literary and media forms andgenres


development and of persuasion inoral, literary and media texts

• recognize uses and abuses of

slang, colloquialism and jargon • examine creative uses of language

in popular culture, and recognizehow figurative language andtechniques create a dominantimpression, mood, tone and style








• describe various oral, literary andmedia forms and genres

• recognize unique characteristicsof a variety of oral, literary andmedia forms and genres

• understand how choice of genreand form affects audienceresponse

• examine how plot, character andsetting contribute to an overalltheme, and recognize theeffectiveness of techniques usedin oral, literary and media texts

• analyze how plot, character,setting and mood enhancemeaning, and evaluate theeffectiveness of techniques usedin oral, literary and media texts

• evaluate how elements andtechniques are combined toachieve the artist’s purpose anddesired effect

• recognize uses and abuses ofslang, colloquialism and jargon

• recognize the use of archaiclanguage, and examine how wordusage evolves over time

• recognize the derivation ofspecialized and technicallanguage and the role of cultureand invention in word creationand usage, such as computerterminology—interface,mainframe, laptop and so on

• analyze ways in which creative

uses of language influencethought, emotion and meaning,and identify how symbols areused to represent abstract ideas

• evaluate ways in which creativeuses of language develop apersonal style, and evaluate theeffectiveness of media techniquesand devices

• evaluate ways in which creativeuses of language develop apersonal style, and evaluate theeffectiveness of media techniquesand devices, such as fades,close-ups and flashbacks

• create original texts, such aseditorials, plays, displays,photographs and mediapresentations, to communicateand demonstrate understanding offorms and techniques

• create original texts, such asbiographies, audio or videopresentations and photo essays, tocommunicate and demonstrateunderstanding of forms andtechniques

• create original texts, such asmultimedia presentations, artisticrepresentations and personalcompositions, to communicateand demonstrate understanding offorms and techniques




3.1 Plan and Focus



• demonstrate personalknowledge of a topic

• contribute personalknowledge of a topic togather information

• record and sharepersonal knowledge ofa topic to identifyinformation needs

• identify and categorizepersonal knowledge ofa topic to determineinformation needs

• ask commonly usedquestions to satisfypersonal curiosity andinformation needs in theclassroom context

• ask basic questions tosatisfy personalcuriosity andinformation needs

• ask questions tounderstand a topic, andidentify informationneeds

• ask topic-appropriatequestions, and identifyand communicateinformation needs

• ask and answercommonly usedquestions to help satisfygroup curiosity andinformation needs in theclassroom context

• ask and answer basicquestions to help satisfygroup curiosity andinformation needs on aspecific topic

• contribute relevantinformation andquestions to assist ingroup understanding ofa topic or task

• contribute knowledge ofa topic in groupdiscussion to assist ingroup understanding ofa topic or task

• listen to and followsimple directions in theclassroom context

• listen actively andfollow directions forgathering informationand ideas

• recall and followdirections for accessingand gatheringinformation

• recall and follow asequential plan foraccessing and gatheringinformation

General Learning Outcome 3Students will listen, speak, read, write, view and represent to manage ideas and information.


3.1 Plan and Focus



• categorize personal knowledge ofa topic to determine informationneeds

• summarize personal knowledge ofa topic in categories to determineinformation needs

• summarize and focus personalknowledge of a topic to determineinformation needs

• ask general and specific questionson topics, using predeterminedcategories

• formulate general and specificquestions to identify informationneeds

• formulate relevant questions tofocus information needs

• identify relevant personalknowledge of a topic and possiblecategories of questions andpurposes for group inquiry orresearch

• share personal knowledge of aselected topic to help formulaterelevant questions appropriate toa specific audience and purposefor group inquiry or research

• contribute to group knowledge oftopics to help identify and focusinformation needs, sources andpurposes for group inquiry orresearch

• select and use a plan for gatheringinformation

• gather and record information andideas using a plan

• create and follow a plan to collectand record information




3.1 Plan and Focus



• examine personal knowledge ofand experiences related to a topicto determine information needs

• determine personal knowledge ofa topic to generate possible areasof inquiry or research

• determine depth and breadth ofpersonal knowledge of a topic toidentify possible areas of inquiryor research

• formulate, with guidance, avariety of relevant questions on atopic to establish a purpose forseeking information

• formulate, independently,relevant main and subordinatequestions on a topic to establish apurpose for gathering information

• develop a variety of focusedquestions to establish a purposefor gathering information

• contribute to group knowledge oftopics to help identify and focusinformation needs, sources andpurposes for group inquiry orresearch

• contribute ideas, knowledge andquestions to help establish groupinquiry or research focuses andpurposes

• contribute ideas, knowledge andstrategies to help identify groupinformation needs and sources

• prepare and use a plan to accessinformation and ideas from avariety of sources, such asteachers, peers, print andnonprint materials andelectronic sources

• prepare and use a plan to access,gather and record relevantinformation in own words from avariety of human, print andelectronic sources

• prepare and use a plan to access,gather and evaluate informationand ideas from a variety ofhuman, print and electronicsources



3.1 Plan and Focus



• use personal expertise and that ofothers on a topic to determineinquiry or research focus

• reflect on own expertise andinformation and that of others toidentify topic interests, depth ofknowledge and information needsfor inquiry or research

• reflect on personal understandingand knowledge to determine topicinterests, gaps in knowledge andinquiry or research objectives

• develop focused inquiry orresearch questions to anticipatepersonal and audience needs on atopic

• formulate and adjust inquiry orresearch questions to focus atopic and purpose

• develop effective, focused inquiryor research questions

• collaborate to identify groupknowledge base and determineinquiry or research topic focus

• collaborate to identify groupknowledge base and determineinquiry or research topic focus

• collaborate to determine ownknowledge base and that ofothers, and determine inquiry orresearch topic focus

• prepare, use and adjust an inquiryor research plan as needed toaccess relevant information andideas independently using avariety of methods

• prepare, use and revise an inquiryor research plan, and locate,access and record relevantinformation from a variety ofsources

• prepare, use and revise an inquiryor research plan, and locate,access, evaluate and selectrelevant informationindependently from a variety ofsources




3.2 Select and Process



• identify self and othersas sources ofinformation

• identify and share basicpersonal knowledgerelated to experiences

• participate in groupdiscussion to generateinformation on a topicand to identify sourcesof additionalinformation

• record and sharepersonal knowledge ofa topic

• seek information fromothers in the classroomcontext

• seek information from avariety of sources

• answer questions, usingoral, visual and printinformation sources

• access information,using a variety ofsources

• recognize wheninformation answers thequestions asked

• recognize wheninformation answers thequestions asked

• compare gathered ideasand information topersonal knowledge

• match information toinquiry or researchneeds

• use visual and auditorycues to understand ideasand information

• understand that librarymaterials have aspecific organizationalsystem, and use visualand auditory cues tomake meaning

• use the specific libraryorganizational system tolocate information andideas, use titles tolocate information, anduse visual and auditorycues to make meaning

• use knowledge of visualand auditory cues andorganizational devices tolocate and gatherinformation and ideas

• use prior knowledge tomake sense ofinformation

• make and checkpredictions using priorknowledge and oral,visual and written textfeatures to understandinformation

• make connectionsbetween priorknowledge, ideas andinformation and oral,visual and written textfeatures

• determine main ideas ininformation using priorknowledge, predictions,connections andinferences






• record, select and share personalknowledge of a topic to focusinquiry or research

• record, select and share personalknowledge of a topic to focusinquiry or research

• record personal knowledge of atopic and collaborate to generateinformation for inquiry orresearch

• answer inquiry or researchquestions, using a variety ofinformation sources



• review information to determineits usefulness to inquiry orresearch needs



• use knowledge of visual andauditory cues and organizationaldevices to locate and gather avariety of information and ideas

• use a variety of tools to accessinformation and ideas, and usevisual and auditory cues toidentify important information

• use a variety of tools to accessinformation and ideas, and usevisual and auditory cues to gatherimportant information

• determine main and supportingideas using prior knowledge,predictions, connections,inferences and visual andauditory cues

• recognize organizational patternsof oral, visual and written text,and skim, scan and listen for keywords and phrases

• use organizational patterns oforal, visual and written text toconstruct meaning, and skim, scanand read closely to gatherinformation







• select and organize personal andpeer knowledge of a topic toestablish an information base forinquiry or research

• access, record and appraisepersonal and peer knowledge andunderstanding of a topic toestablish an information base forinquiry or research

• access, record and appraisepersonal and peer knowledge of atopic, and evaluate it for breadthand depth to establish aninformation base for inquiry orresearch

• extend inquiry and research

questions, using a variety ofinformation sources

• distinguish between fact andopinion when inquiring orresearching using a variety ofinformation sources

• obtain information and variedperspectives when inquiring orresearching using a range ofinformation sources

• use pre-established criteria toevaluate the currency, usefulnessand reliability of informationsources in answering inquiry orresearch questions

• develop and use criteria forevaluating information sources fora particular inquiry or researchplan

• evaluate information sources forpossible bias using criteriadesigned for a particular inquiryor research plan

• expand and use a repertoire ofskills, including visual andauditory, to access informationand ideas from a variety ofsources

• recall, expand and use a variety ofskills, including visual andauditory, to access informationand ideas from a variety ofsources

• expand and use a variety of skills,including visual and auditory, toaccess information and ideas froma variety of sources

• determine literal and impliedmeaning of oral, visual andwritten texts, using a variety ofstrategies and cues

• construct meaning using directstatements, implied meaning andinferences, and adjust rate ofreading or viewing according topurpose, topic, density ofinformation and organizationalpatterns of text

• identify a variety of factors, suchas organizational patterns of text,page layouts, font styles, colour,voice-over and camera angle, thataffect meaning, scan to locatespecific information quickly, andsummarize, report and recordmain ideas of extended oral,visual and written texts






• access, record and appraisepersonal expertise on an inquiryor research topic, and initiateinquiry or research, usingpre-established criteria

• access, record and appraisepersonal expertise on an inquiry orresearch topic, and focus inquiryor research according topre-established organization of aproject

• identify personal knowledge of atopic and design projects togenerate additional knowledgeand ideas

• identify a range of diverseinformation sources to satisfyinquiry or research needs

• identify a range of informationsources on an inquiry or researchtopic

• identify a range of diverse formsof information sources to satisfyinformation needs

• evaluate the quality ofinformation sources andperspectives for a particularinquiry or research plan

• evaluate the reliability andcredibility of information sources

• evaluate potential informationsources for breadth, depth,reliability, validity andaccessibility

• expand and use a variety of skillsto access information and ideasfrom a variety of sources

• use a combination of informationretrieval knowledge and skills forparticular topics and purposes, andexpand and use a variety of skillsto access information and ideasfrom a variety of sources

• use information retrievalknowledge and skills to accessand make sense of information,and create personalized strategiesto accomplish a task based ontime available and depth of topic

• identify a variety of factors thataffect meaning, and use effectivelistening, reading and viewingtechniques

• identify and analyze a variety offactors that affect meaning, skimand scan for required information,and use effective listening, readingand viewing techniques

• identify and analyze a variety offactors that affect meaning, andlisten, read and view actively forthemes, main ideas andsupporting details of speakers andwriters




3.3 Organize, Record and Assess



• categorize objects andvisuals according tosimilarities anddifferences

• identify and categorizeinformation accordingto similarities,differences andsequences

• categorize relatedinformation and ideas,using a variety ofstrategies

• organize and explaininformation and ideas,using a variety ofstrategies, such asclustering, categorizingand sequencing

• represent and shareinformation and ideas,and compose with ascribe

• represent and expresskey facts and ideas invisual form or withwords

• record key facts andideas in own words, andidentify titles andwriters of sources

• record facts and ideas,using a variety ofstrategies, and listauthors and titles ofsources

• share informationgathered on a specifictopic

• use gatheredinformation as a basisfor communication

• examine gatheredinformation to decidewhat information toshare or omit

• determine whethercollected information issufficient or inadequatefor established purpose

• participate ininformation-gatheringexperiences

• recall, share and recordinformation-gatheringexperiences in visual ortext form

• recall, discussand recordinformation-gatheringexperiences

• use gatheredinformation andquestions to review andadd to knowledge


Western Canadian Protocol Framework for General Outcome 3 / 41Bilingual Programming in International Languages FrameworkKindergarten to Grade 12 1999




• organize information and ideas inlogical sequences, using a varietyof strategies

• organize information and ideasinto categories, using a variety ofstrategies

• organize information and ideas,using a variety of strategies andtechniques

• record facts and ideas, using avariety of strategies, and listauthors and titles of sources

• make notes of key words, phrasesand images by subtopics, and citeauthors and titles of sourcesappropriately

• record information in own words,and cite authors and titlesappropriately and providepublication dates of sources

• examine collected information toidentify categories or aspects of atopic that need more information

• recognize gaps in the informationgathered and locate additionalinformation needed

• recognize gaps in the informationgathered and locate additionalinformation needed for aparticular form, audience andpurpose

• use gathered information andquestions to review and add toknowledge, and consider newquestions regarding the inquiry orresearch process and content

• determine information needsduring the inquiry or researchprocess, and discuss and assessinquiry or research experiencesand skills

• assess knowledge gained throughthe inquiry or research process,and form personal conclusionsand generate new questions forfurther inquiry or research







• organize information and ideas inorder of priority according totopic and task requirements

• make notes in point form,

summarizing major ideas andsupporting details, and referencesources

• recognize gaps in the information

gathered and locate additionalinformation needed for aparticular form, audience andpurpose

• assess knowledge gained through

the inquiry or research process,and form personal conclusionsand generate new questions forfurther inquiry or research

• organize information and ideas byselecting or developing categoriesappropriate to a particular topicand purpose

• make notes using headings and

subheadings or graphic organizersappropriate to a topic, andreference sources

• assess the appropriateness of the

amount and quality of informationcollected, and recognize andaddress information gaps forparticular forms, audiences andpurposes

• organize new information and

connect it to prior knowledge, andreflect on the impact of newinformation on the inquiry orresearch process

• organize information and ideas bydeveloping and selectingappropriate categories andorganizational structures

• summarize and record

information in a variety of formsin own words, paraphrasingand/or quoting relevant facts andopinions, and reference sources

• distinguish between main and

supporting information toevaluate usefulness, relevanceand completeness, and addressinformation gaps for particularforms, audiences and purposes

• reflect on new knowledge and its

value to self, and determinepersonal inquiry and researchstrengths and learning goals






• organize and reorganizeinformation and ideas in a varietyof forms for different purposes

• develop flexibility andindependence in organizinginformation and ideas, using avariety of strategies

• organize information and ideasaccording to topic, purpose, formof presentation and final product

• record information and ideas,using a variety of organizationalstructures appropriate to purpose,and reference sources

• record and summarize facts andinformation from a variety ofsources, and reference sources

• record and summarizeinformation and perspectivesfrom a variety of sources andpresentation forms

• evaluate collected information forcompleteness, accuracy,relevance and effectiveness, andaddress information gaps forparticular forms, audiences andpurposes

• evaluate collected information forcompleteness, accuracy, currencyand relevance for particularforms, audiences and purposes

• evaluate collected information forcompleteness, accuracy, currency,relevance and effectiveness forparticular forms, audiences andpurposes

• integrate new information withprior knowledge to form newideas, and reflect on implicationsof inquiry or research methodsand conclusions

• synthesize a variety ofperspectives, and consideralternative methods of reachinginquiry or research goals

• evaluate the contribution of newinformation to personalknowledge base, and self-assessinquiry, research, authoring andpresentation skills




4.1 Generate and Focus



• share or demonstrateideas from personalexperiences

• contribute ideas frompersonal experiencesfor oral, written andvisual texts

• generate and contributeideas on particulartopics for oral, writtenand visual texts

• generate and contributeideas on particulartopics for oral, writtenand visual texts

• participate in sharedoral, literary and mediaexperiences

• share ideas andexperiences, usingsimple forms in theclassroom context

• share ideas andexperiences, usingvarious forms forparticular audiences

• use a variety of formsfor particular audiencesand purposes

• recognize that ideasexpressed in orallanguage can berepresented andrecorded

• organize visuals andfamiliar print to expressideas and tell stories

• organize visuals andprint to express ideasand tell stories

• order ideas to create abeginning, middle andend in own oral, writtenand visual texts

General Learning Outcome 4Students will listen, speak, read, write, view and represent to enhance the clarity and artistry ofcommunication.





• generate and contribute ideas onparticular topics for oral, writtenand visual texts, using a variety ofstrategies

• focus a topic for oral, written andvisual texts, using a variety ofstrategies

• focus a topic for oral, written andvisual texts, using a variety ofstrategies

• use a variety of forms, such assimple reports, illustrations androle-plays of characters andsituations, for particularaudiences and purposes

• use a variety of forms, such aspuppet plays, readers’ theatre andmurals, for particular audiencesand purposes

• use a variety of forms, such asdance, murals and narrativestories, for particular audiencesand purposes

• develop and arrange ideas in ownoral, written and visual texts,using organizers

• develop and arrange ideas in ownoral, written and visual texts,using a variety of organizers

• use listening, reading and viewingexperiences as models fororganizing ideas in own oral,written and visual texts







• experiment with various ways togenerate ideas and focus a topic

• consider form and audience whengenerating ideas and focusing atopic

• use a variety of techniques togenerate and select ideas for oral,written and visual texts

• select and compose, usingspecific forms that serve variousaudiences and purposes

• compose, using specific forms tomatch content, audience andpurpose

• compose, using specific forms tomatch content, audience andpurpose

• identify and use appropriateorganizational patterns in ownoral, written and visual texts

• identify and use a variety oforganizational patterns in ownoral, written and visual texts, andcompose effective introductionsand conclusions

• identify and use a variety oforganizational patterns in ownoral, written and visual texts, anduse effective transitions






• synthesize ideas from personalexperiences and other sources tofocus a topic

• generate, evaluate and selectideas to achieve personalcommunication purposes, andchoose a form appropriate toaudience and purpose

• consider personal needs andtopic, purpose and audience whengenerating ideas

• use a variety of forms to matchcontent, audience and purpose

• use and adapt a variety of formsto match content, audience andpurpose

• use a variety of forms appropriateto identified content, audienceand purpose

• experiment with more than oneorganizational structure for ownoral, written and visual texts

• use organizational structures andtechniques encountered inlistening, reading and viewingexperiences to enhance own oral,written and visual texts

• understand the importance oforganizing oral, written and visualtexts to achieve purposes




4.2 Enhance and Improve



• participate in thesharing of owncreations and those ofothers

• talk about owncreations and those ofothers, using basic,commonly-usedexpressions

• talk about owncreations and those ofothers, usingcommonly-usedexpressions

• share own stories andcreations with peers,and respond toquestions or comments

• express lack ofunderstanding

• ask basic questions toclarify meaning

• retell to clarify ideas • revise own ideas toaccommodate new ideasand information

• trace and copy letters orcharacters, andrecognize letter orcharacter keys on thekeyboard

• form recognizableletters or characters,and use letters orcharacters and basickeys on the keyboard

• strive for consistency inletter or character sizeand shape, print lettersor create characters incorrect direction, andexplore and use thekeyboard to producetext

• print or write letters orcreate characterslegibly, developing apersonal style, andspace words orcharacters appropriately

• use familiar words todescribe ideas

• use familiar words orsimple sentences todescribe ideas

• experiment with wordsand sentence patterns,with support

• experiment with wordsand simple sentencepatterns

• use visuals to expressideas, feelings andinformation

• use familiar words withvisuals to express ideas,feelings andinformation

• combine illustrationsand simple written textsto express ideas,feelings andinformation

• combine illustrationsand written texts toexpress ideas, feelingsand information






• share own stories and creations invarious ways, and obtainfeedback from others

• share own stories and creations invarious ways, and give supportand offer feedback to peers, usingpre-established criteria

• share own stories and creations invarious ways with peers, and givesupport and offer feedback topeers, using pre-establishedcriteria

• revise to focus on main ideas andrelevant information

• revise to create an interestingimpression and check forsequence of ideas

• revise for content, organizationand clarity

• write legibly, using a handwritingstyle that is consistent inalignment, shape and spacing, andexperiment with the use oftemplates and familiar softwarewhen composing and revising

• write legibly, and use wordprocessing when composing andrevising

• write legibly and at a paceappropriate to context andpurpose when composing andrevising, and select and use avariety of design elements, suchas spacing, graphics, titles andheadings, when appropriate

• select from a range of wordchoices, and use simple sentencepatterns to communicate ideasand information

• choose descriptive language andsentence patterns to clarify andenhance ideas

• choose descriptive language, anduse varied sentence lengths andstructures to clarify and enhanceideas

• prepare neat and organizedcompositions, reports and chartsthat engage the audience

• prepare organized compositionsand reports, using sound effectsand visuals, such as graphs, chartsand diagrams, that engage theaudience

• prepare organized compositions,presentations, reports and inquiryor research projects, usingtemplates or pre-establishedorganizers







• share own work in a variety ofways, and appraise particularaspects of own work and that ofothers, using pre-establishedcriteria

• revise to create effective

sentences that convey contentclearly

• determine the appropriateness of

handwriting or word processingfor a particular task whencomposing and revising, andcombine print and visuals whendesktop publishing

• select words for appropriate

connotations, and use variedsentence lengths and structures

• prepare compositions, reports andinquiry or research projects, usinga variety of text organizers

• share and discuss particularqualities of samples from owncollection of work, and acceptand provide constructivesuggestions for revising ownwork and that of others

• revise to enhance meaning and

effect according to audience andpurpose

• format for legibility and emphasis

when composing and revising,and enhance the coherence ofdocuments, using electronicediting functions

• identify figures of speech, and

select appropriate words andsentence patterns during revisionto enhance clarity and artistry

• prepare compositions, reports,presentations and inquiry orresearch projects, using a varietyof text organizers

• share own work in a variety ofways, appraise own work and thatof others, using appropriatecriteria, and suggest revisions toown work and that of others,using a variety of strategies

• review previous draft and revise

to refine communication andenhance self-expression

• format for legibility and use word

processing effectively andefficiently when composing andrevising, and use electronicdesign elements to combine printand visuals

• experiment with figures of

speech, and select appropriatewords and sentence patternsduring revision to enhance clarityand artistry

• prepare compositions,

presentations, reports, essays andinquiry or research projects in ameaningful order and withadequate detail for audienceunderstanding






• share own work in a variety offorums, and appraise own workand respond to the work ofothers, using pre-establishedcriteria

• share own work in a variety offorums, and respond to andappraise own ideas, language useand forms and those of othersrelative to purpose and audience

• share own work in a variety offorums, and respond to andappraise the effectiveness of ownwork and that of others

• create a dominant impression,and recognize a variety ofcommunication styles appropriatein both public and personalcontexts

• use words that are precise, usevivid adjectives and adverbs, andexperiment with figurativelanguage

• apply communication styles for avariety of purposes, such asdramatic effect, personalintroduction and formal debate,and use precise and appropriatelanguage in context

• use desktop publishing to adapt,

combine and create documents• use a combination of

technological andnontechnological forms tocreate multimedia presentationsand documents

• use a combination oftechnological andnontechnological forms topublish and create multimediapresentations

• analyze drafts and revise toenhance clarity of expression

• analyze drafts and revise toensure coherence and unity

• analyze drafts and revise toensure unity, emphasis andcoherence

• prepare compositions,presentations, reports, essays andinquiry or research projects in aneffective order and with adequatedetail

• use a variety of styles and formatsfor descriptive, narrative andexpository compositions, and useresearch to support and enhancedescription

• use logical and persuasivelanguage, and incorporateinformation into a variety offorms and styles for effective,creative expression of ideas,feelings and information




4.3 Attend to Conventions



• check for completenessof work, with guidance

• check for completenessof work and add details,with guidance

• check for completenessof work and add details

• edit for completesentences

• connect sounds withletters or characters

• spell familiar words • spell familiar words,using basic strategiesand resources

• spell familiar words,using a variety ofstrategies and resources

• recognize some basicwriting conventions

• know and use basicwriting conventions

• know and use basicwriting conventionswhen editing andproofreading

• know and use basicwriting conventionswhen editing andproofreading






• edit for complete sentences and toeliminate unnecessary repetitionof words

• edit to eliminate sentencefragments and run-on sentences

• edit to eliminate sentencefragments and run-on sentences

• know spelling conventions, usinga variety of strategies, resourcesand spelling patterns when editingand proofreading

• understand and know spellingconventions, using a variety ofspelling patterns or characterformations when editing andproofreading, and predict thespelling or character formationsof unfamiliar words, using avariety of resources to confirmcorrectness

• know and apply spellingconventions, using appropriatestrategies and patterns whenediting and proofreading, and usea variety of resources todetermine the spelling orcharacter formations of commonexceptions

• know and correctly use basicwriting conventions when editingand proofreading

• know and use writingconventions, and apply theseconventions when editing andproofreading

• know and apply writingconventions in sentences, titles,headings, salutations andaddresses when editing andproofreading







• edit for basic grammaticalaccuracy

• edit for basic grammaticalaccuracy and to eliminateunnecessary repetition of wordsand ideas

• edit for basic grammaticalaccuracy, sentence variety, wordchoice and tone appropriate toaudience and purpose

• know spelling conventions and

apply them to familiar words, anduse appropriate resources whenediting and proofreading

• know spelling conventions andapply them to familiar andunfamiliar words, and useappropriate resources whenediting and proofreading

• know and apply a repertoire ofspelling conventions when editingand proofreading, and use avariety of resources when editingand proofreading

• know and apply writingconventions in simple, compoundand complex sentences whenediting and proofreading

• know and apply writingconventions consistently in avariety of sentence structures andwritten forms when editing andproofreading

• know and apply writingconventions in dialogues,quotations, footnotes, endnotesand references when editing andproofreading






• edit for basic grammaticalaccuracy, appropriate tone andemphasis for intended audienceand purpose

• proofread for errors in languageusage and grammar

• adjust grammatical structures toensure clarity and achieve desiredstyle and form

• know and apply spellingconventions consistently, andmonitor for correctness whenediting and proofreading, usingappropriate resources

• know and apply spellingconventions consistently whenediting and proofreading, andmanipulate vocabulary andspelling conventions for stylisticeffect

• know and apply spellingconventions consistently whenediting and proofreading, andmanipulate vocabulary andspelling conventions for stylisticeffect

• know and apply writingconventions in headings,subheadings and bibliographieswhen editing and proofreading

• know and apply writingconventions for stylistic effectwhen editing and proofreading

• know and apply writingconventions for effect whenediting and proofreading




4.4 Present and Share



• use illustrations andother materials to shareinformation and ideas

• share information andideas in a briefpresentation to afamiliar audience, anduse illustrations andother materials to aidthe presentation

• share information andideas on a topic with afamiliar audience, andclarify information byresponding to basicquestions

• share information andideas on a topic with afamiliar audience, andclarify information byresponding to questions

• express and representideas through variousmedia and forms

• share information andideas with a group

• present information andideas

• present information andideas in an appropriateform

• demonstrate activelistening and viewingbehaviours

• demonstrate activelistening and viewingbehaviours

• demonstrate attentiveaudience behaviours

• demonstrate appropriateaudience behaviours






• present information and ideas ona topic to engage a familiaraudience, using a pre-establishedplan, and use print and nonprintaids to enhance the presentation

• prepare and share information ona topic, using print and nonprintaids to engage and inform afamiliar audience

• prepare and share information ona topic, using print, audiovisualand dramatic forms to engage theaudience

• describe and explain informationand ideas to a particular audience,and select and use appropriatevolume, intonation andnonverbal cues

• use gestures and facial expressionto enhance oral presentations, useemphasis and appropriate pacing,and arrange presentation space tofocus audience attention

• use appropriate volume, phrasing,intonation, nonverbal cues, suchas body language and facialexpression, and presentationspace to enhance communication

• demonstrate appropriate audiencebehaviours

• show respect for the presenterthrough active listening andviewing behaviours

• demonstrate critical listening andviewing behaviours, and showrespect for the presenter







• facilitate small group activitiesand short, whole class sessions toshare information on a topic,using pre-established activelearning strategies, such as role-plays, language games andsimulations

• plan and facilitate small groupactivities and short, whole classsessions to share information on atopic, using a variety of engagingmethods, such as mini-lessons,role-plays and visual aids

• plan and conduct peer-involvedclass activities to share individualinquiry or research andunderstanding on a topic

• present short oral presentationsand reports, using verbal andnonverbal cues, such as diction,pacing, presence, facialexpression and gestures, to focusaudience attention, and projectemotion appropriate to the subjectand point of view

• explain, share and present, orally,using conventions of publicspeaking in a variety of settings,such as small group presentationsand whole class presentations,and use visual aids to enhance theeffectiveness of oral presentations

• choose vocabulary, voiceproduction factors and nonverbalcues to communicate effectivelyto a variety of audiences, and usea variety of media and displaytechniques to enhance theeffectiveness of oral presentations









• plan and present sessions onparticular topics, using a varietyof techniques

• plan and present or facilitatesessions on particular topics,using a variety of techniques

• organize and conduct classsessions on a specific topic, usingvarious strategies

• communicate meaning, emphasisand mood effectively, andorganize language for specificpurposes, audiences andoccasions

• use voice production factors andnonverbal cues to communicatemeaning, mood and interest, usetone and tempo for dramaticeffect, give prepared talks fromnotes or memory, participateeffectively in interviews, andparticipate in personal and publiccommunication, such as givingspeeches and reading poetry

• select, adapt and shape languageand presentation formatsappropriate to specific subjects,purposes, audiences andoccasions



• demonstrate criticalunderstanding of presentationpurpose




5.1 Develop and Celebrate Community



• represent and drawstories about self andfamily

• tell and draw about selfand family

• tell, draw and writeabout self, family andcommunity

• record ideas andexperiences, and sharethem with others

• listen actively to stories,and demonstratecuriosity

• listen to stories fromoral, literary and mediatexts from variouscommunities

• explore similaritiesamong stories fromoral, literary and mediatexts from variouscommunities

• examine ideas withinstories from oral,literary and media textsfrom variouscommunities

• connect aspects of

stories to personalfeelings andexperiences

• connect aspects ofstories and characters topersonal feelings andexperiences

• connect aspects ofstories and characters topersonal feelings andexperiences

• connect situationsportrayed in oral,literary and media textsto personal experiences

• contribute to groupstories using rhymes,rhythms, symbols,pictures and drama tocreate and celebrate

• share ideas andexperiences throughconversation, puppetplays, dramatic scenesand songs

• participate in sharedlanguage experiences tocelebrate individual andclass achievements

• acknowledge andcelebrate individual andclass achievements

General Learning Outcome 5Students will listen, speak, read, write, view and represent to celebrate and build community.





• understand relationships betweenown ideas and experiences andthose of others

• acknowledge differing responsesto common experiences

• compare personal ways ofresponding and thinking withthose of others

• discuss ideas within stories fromoral, literary and media texts fromvarious communities

• discuss ideas, events and figureswithin stories from oral, literaryand media texts from variouscommunities

• explore cultural representations inoral, literary and media texts fromvarious communities

• connect portrayals of individualsor situations in oral, literary andmedia texts to personalexperiences

• connect the insights of individualsin oral, literary and media texts topersonal experiences

• connect the insights of individualsin oral, literary and media texts topersonal experiences

• use language appropriate in toneand form when participating inclassroom and school activities

• select and use languageappropriate in tone and form torecognize and honour people andevents

• select and use appropriatelanguage and forms toacknowledge special events andhonour accomplishments in andbeyond the school







• demonstrate growingself-confidence when expressingand sharing thoughts, ideas andfeelings

• express personal reactions to avariety of experiences and texts,and acknowledge the reactions ofothers

• recognize that differingperspectives and unique reactionsenrich understanding

• explain ways in which oral,literary and media texts reflecttopics and themes in life

• compare ways in which oral,literary and media texts from avariety of cultures explore similarideas

• recognize ways in which oral,literary and media texts capturespecific elements of a culture orperiod in history

• interpret the choices and motivesof individuals encountered inoral, literary and media texts, andexamine how they relate to selfand others

• compare the choices andbehaviours of individualspresented in oral, literary andmedia texts with personal choices,values and behaviours

• reflect on ways in which thechoices and motives ofindividuals encountered in oral,literary and media texts provideinsight into those of self andothers

• use appropriate language to

participate in public events,occasions or traditions

• explore and experiment withvarious ways in which language isused across cultures, age groupsand genders to honour andcelebrate people and events

• participate in celebrating specialevents, and recognize theimportance and significance ofthe influence of language






• recognize and act upon theimportance of respectingevidence, truth and views ofothers when discussing,describing or recordingexperiences

• identify situations that requirediscussion to achieve mutualunderstanding and act accordingly

• recognize that communicationinfluences knowledge andpersonal reflections

• recognize and discuss ways inwhich oral, literary and mediatexts reflect cultural andattitudinal influences

• recognize and discuss the impactof historical setting, culture andliterary tradition on a variety oforal, literary and media texts

• analyze ways in which culturaland social experiences shapepersonal responses to oral,literary and media texts

• analyze the role of language andoral, literary and media texts inrevealing and explaining thehuman condition

• analyze how language and oral,literary and media texts definepersonal roles and experiences

• analyze how language and oral,literary and media texts reflectand affect the human condition

• participate in using language tomark special events andoccasions, and recognize thatlanguage performs a symbolic andceremonial function

• recognize and use the influence oflanguage to signify theimportance of special events thatcelebrate human experiences

• analyze how language reflects andshapes human experiences




5.2 Encourage, Support and Work with Others



• participate in groupactivities

• work in partnershipsand groups

• cooperate in smallgroups

• cooperate in a variety ofpartnership and groupstructures

• demonstrateattentiveness in groupactivities

• take turns sharinginformation and ideas

• contribute related ideasand information inwhole class and smallgroup activities

• ask others for theirideas, and expressinterest in theircontributions

• recognize variations inlanguage use in a schoolcontext

• recognize thatindividuals adjustlanguage use fordifferent situations

• adjust own languageuse for differentsituations

• show consideration forthose whose ideas,abilities and languageuse differ from own

• help others and askothers for help

• find ways to be helpfulto others

• acknowledgeachievements of others

• understand how classmembers help eachother






• appreciate that everyone in agroup has to work together toachieve group tasks and actaccordingly

• distinguish between on-task andoff-task ideas and behaviours in agroup, and stay on task

• assist group members to maintainfocus and complete tasks

• take roles and shareresponsibilities as a groupmember

• assume the responsibilities forvarious group roles

• select and assume roles to assistin the achievement of group goals

• appreciate variations in languageuse in a variety of contexts in theimmediate community

• demonstrate sensitivity toappropriate language use whencommunicating orally

• demonstrate sensitivity toappropriate language use and tonewhen communicating orally

• show appreciation and offerconstructive feedback to peers,and seek support from groupmembers

• assess group process, usingchecklists, and determine areasfor development

• assess own contributions to groupprocess, set personal goals forenhancing work with others, andmonitor group process, usingchecklists







• contribute to group efforts toreach consensus or conclusions

• present group conclusions or

findings to classmates

• respect diverse languages, ideas,texts and traditions, and recognizecontributions of self, peers andthe wider community

• evaluate group process and

personal contributions accordingto pre-established criteria

• engage in dialogue to understandthe feelings and viewpoints ofothers, and contribute to groupharmony

• plan, organize and participate in

presentations of group findings • demonstrate respect for other

people’s language, history andculture

• evaluate the quality of own

contributions to group process,and set goals and plans fordevelopment

• recognize the importance ofeffective communication inworking with others

• organize and complete tasks

cooperatively • use inclusive language and

actions that support people acrossraces, cultures, genders, ages andabilities

• establish and use criteria to

evaluate group process andpersonal contributions, andpropose suggestions fordevelopment






• make and encourage contributionsthat advance a group’s ideas orthinking

• build and maintain cooperativerelationships with others, andengage in peer coaching

• demonstrate flexibility in workingwith others, engage in self-initiated peer learning situations,and recognize the merits andlimitations of group work

• present group ideas and findings

effectively to unfamiliaraudiences

• demonstrate facility infunctioning as a group memberand a group leader

• explain differences in rolesbetween that of group leader andthat of group member in a varietyof situations

• use communication that supports

balanced, fair and accurateportrayals of people across races,cultures, genders, ages andabilities

• support group members inaddressing exploitative ordiscriminatory situations, andexplore and value diverseperspectives

• recognize and monitor personalrole in creating and sustaining apositive learning community

• identify areas where others mayrequire support and monitor ownability to provide needed support

• monitor and assess personalefforts and products regularlywithin a group context

• demonstrate accountability as anindividual and as a group member


Western Canadian Protocol Framework for Specific Language Component / 69Bilingual Programming in International LanguagesKindergarten to Grade 12 1999

SPECIFIC LANGUAGECOMPONENT

General LearningOutcome

The Specific Language Component provides a framework for thepresentation and sequencing of the linguistic elements of thespecific international language that students are expected toacquire at various grade levels. The linguistic elements that areaddressed include the sound–symbol system, lexicon,grammatical structures, mechanical features and discoursefeatures. The Specific Language Component also providesdescriptors of proficiency at each grade level in the areas oflistening, speaking, reading, writing, viewing and representing.

The following General Learning Outcome outlines the keylearnings that the Specific Language Component of the LanguageArts section is designed to support.


Students will acquire the specific language to understand andappreciate languages, and to use the specific language confidentlyand competently in a variety of situations for communication,personal satisfaction and further learning.



6.1 Linguistic Elements



Sound–Symbol System

• listen to, identify andbegin to produce basicsounds of the specificlanguage, and connectsome sounds to specificsymbols

• listen to, identify andproduce basic sounds ofthe specific language,and connect sounds tothe appropriate symbols

• use basic sound–symbol system of thespecific language

• use, orally and inwriting, basic sound–symbol system of thespecific language

Lexicon

• repeat and recognizebasic vocabulary andexpressions used in theimmediate environment

• use simple vocabularyand expressions in dailysituations

• experiment with and usevocabulary andexpressions in a varietyof contexts in theclassroom and schoolenvironment

• use vocabulary andexpressionsappropriately in varioussituations in theclassroom and schoolenvironment

Grammatical Structures

• imitate basicgrammatical structurescommonly used in theimmediate classroomenvironment

• imitate and experimentwith basic grammaticalstructures used in theimmediate classroomenvironment instructured situations

• use basic grammaticalstructures, and applybasic grammaticalstructures used in theimmediate classroomenvironment to newsituations, with teacherassistance in structuredsituations

• use basic grammaticalstructures, and applybasic grammaticalstructures to newcontexts, in structuredsituations with teacherassistance

Mechanical Features

• imitate simple, basicmechanical features ofthe specific language

• imitate and experimentwith basic mechanicalfeatures of the specificlanguage

• experiment with and usebasic mechanicalfeatures of the specificlanguage

• use basic mechanicalfeatures of the specificlanguage

Discourse Features

• imitate simple, basicdiscourse features of thespecific language inoral interactions in theclassroom

• imitate and experimentwith basic discoursefeatures of the specificlanguage in oralinteractions in theclassroom

• experiment with and usebasic discourse featuresof the specific languagein oral, written andvisual texts

• use basic discoursefeatures of the specificlanguage in oral, writtenand visual texts

General Learning Outcome 6Students will acquire the specific language to understand and appreciate languages, and to usethe specific language confidently and competently in a variety of situations for communication,personal satisfaction and further learning.






• use basic sound–symbol system ofthe specific language

• accurately use basic sound–symbol system of the specificlanguage

• accurately use sound–symbolsystem of the specific language

Lexicon

• experiment with and usevocabulary and expressions in avariety of classroom, school andcommunity contexts

• use vocabulary and expressionsappropriately in classroom,school and community contexts

• recognize that one word may havemultiple meanings, and recognizethat various words andexpressions may express the sameidea


• use basic grammatical structures,and apply and adapt grammaticalstructures in a variety ofstructured situations, with teacherguidance

• use basic grammatical structures,and apply and adapt grammaticalstructures in a variety ofsituations, with teacher guidance

• use basic grammatical structures,and apply and adapt grammaticalstructures in a variety ofsituations, with teacher guidanceand sometimes independently

Mechanical Features

• use basic mechanical features ofthe specific language correctly,and explore their use for effect

• use basic mechanical features ofthe specific language correctly,and apply these features for effect

• use basic mechanical features ofthe specific language correctlyand for effect

Discourse Features

• use basic discourse features of thespecific language in oral, writtenand visual texts, and explore theiruse for effect

• use basic discourse features of thespecific language in oral, writtenand visual texts, and apply thesefeatures for effect

• use basic discourse features of thespecific language in oral, writtenand visual texts, and apply thesefeatures independently for effect








• understand and accurately use thesound–symbol system of thespecific language

• apply knowledge of the sound–symbol system of the specificlanguage to a variety of contexts

• accurately apply knowledge ofthe sound–symbol system of thespecific language

Lexicon

• use multiple words or phrases toexpress the same idea

• select the most appropriate oreffective words or phrases toexpress ideas accurately

• ensure the precision of messagesby accessing needed vocabulary


• apply grammatical structures in avariety of situations, with teacherguidance and independently

• apply grammatical structures in avariety of situations, mainlyindependently

• apply grammatical structures in avariety of contexts, mainlyindependently

Mechanical Features

• use basic mechanical features ofthe specific language correctlyand effectively



Discourse Features

• use basic discourse features of thespecific language correctly, andapply these features for desiredeffect, with teacher guidance

• use basic discourse features of thespecific language correctly, andapply these features for effect,with teacher guidance andsometimes independently

• use basic discourse features of thespecific language correctly andeffectively







• accurately apply knowledge of thesound–symbol system of thespecific language in a variety ofcontexts

• accurately and effectively applyknowledge of the sound–symbolsystem of the specific language

• accurately and effectively applyknowledge of the sound–symbolsystem of the specific language ina variety of contexts

Lexicon

• ensure the precision of messagesby independently accessingneeded vocabulary

• use vocabulary and expressionscorrectly and appropriately in avariety of contexts

• correctly, appropriately andeffectively use vocabulary andexpressions in a variety ofcontexts


• independently apply grammaticalstructures of the specific languagein a variety of contexts

• accurately apply grammaticalstructures of the specific languagein a variety of contexts

• accurately and effectively applygrammatical structures of thespecific language in a variety ofcontexts

Mechanical Features

• use mechanical features of thespecific language correctly andeffectively



Discourse Features

• expand repertoire of discoursefeatures, and experiment withusing a wide variety of discoursefeatures for effect

• use basic discourse features of thespecific language correctly andeffectively

• use a variety of discourse featurescorrectly, and select and usespecific discourse features forappropriate effect




6.2 Proficiency



Listening

• listen and respond tobasic phrases in theclassroom environment

• listen to and understandsimple oral sentences ina classroomenvironment

• listen to and understandsimple oral sentences ina variety of familiarcontexts

• listen to and understanda series of oralsentences or a short oralpresentation on afamiliar topic instructured situations

Speaking

• repeat and create simpleoral phrases in theclassroom environment

• produce, orally, simplesentences in astructured situation

• produce, spontaneouslyand with guidance,simple oral sentences ina variety of familiarcontexts

• produce, sometimesspontaneously and/orwith guidance, a seriesof interrelated ideas ona familiar topic

Reading

• recognize letters orcharacters and theircorresponding sounds

• recognize andunderstand simplewords and sentences ina structured situation

• read and understandsimple words andsentences in a variety offamiliar contexts

• read and understand aseries of sentences or ashort text on a familiartopic

Writing

• write letters or strokes

• write simple words andsentences in astructured situation

• write simple words andsentences on familiartopics in a structuredsituation

• produce, sometimesspontaneously and/orwith guidance, a simpletext on a familiar topicin a structured situation

Viewing

• view and respond tofamiliar events and/orrepresentations in theclassroom context

• view and understandsimple, familiar eventsand/or representationsin the classroom context

• view and understandsimple, familiar eventsand/or representations

• view and understandsimple events and/orrepresentations

Representing

• imitate and/or createsimple representationsof familiar ideas, eventsand information

• create simplerepresentations offamiliar ideas, eventsand information

• use a variety of forms tocreate simplerepresentations of ideas,events and information

• use a variety of forms tocreate representationsof ideas, events andinformation




6.2 Proficiency



Listening

• listen to and understand a shortoral presentation on a familiartopic in structured andunstructured situations

• listen to and understand the mainpoints of an oral presentation on afamiliar topic in structured andunstructured situations

• listen to and understand the mainpoints of a lengthy oral or mediapresentation on a familiar topic instructured and unstructuredsituations

Speaking

• produce, spontaneously and/orwith guidance, a short oralpresentation on a familiar topic ina structured situation

• deliver, orally, a prepared orspontaneous presentation on afamiliar topic in a structuredsituation

• deliver, orally, a prepared orspontaneous presentation on afamiliar topic in a structured orunstructured situation

Reading

• read and understand a series ofinterrelated ideas dealing with afamiliar topic in structuredsituations

• read and understand a series ofinterrelated ideas dealing with afamiliar topic in structured andunstructured situations

• read and understand a lengthyseries of interrelated ideas dealingwith a familiar topic in structuredand unstructured situations

Writing

• produce, spontaneously and withguidance, a simple text on afamiliar topic in structured andunstructured situations

• produce in writing, spontaneouslyand with guidance, a series ofinterrelated ideas on a familiartopic in structured andunstructured situations

• produce, spontaneously and/orwith preparation, a lengthy seriesof interrelated ideas dealing witha familiar topic in structured andunstructured situations

Viewing

• view and understand a variety ofsimple events and/orrepresentations

• view and understand a series ofsimple events and/orrepresentations

• view and understand eventsand/or representations within andbeyond the school context

Representing

• create multiple representations ofthe same familiar ideas, eventsand/or information

• create multiple representations ofthe same ideas, events and/orinformation

• use a variety of forms to createrepresentations of ideas, eventsand/or information



6.2 Proficiency



Listening

• listen to and understand the mainpoints of a lengthy oral or mediapresentation on a variety offamiliar topics in structured andunstructured situations

• listen to and understand the mainpoints of an oral presentationcontaining simple and complexideas dealing with a variety offamiliar topics in structured andunstructured situations

• listen to and understand the mainpoints of an oral presentationcontaining simple and complexideas dealing with a variety offamiliar topics in structured andunstructured situations

Speaking

• produce a prepared orspontaneous oral presentation ona familiar topic in structured andunstructured situations

• produce a prepared orspontaneous oral presentation ona familiar or unfamiliar topic instructured and unstructuredsituations

• produce a coherent oralpresentation on familiar andunfamiliar topics in a variety ofstructured and unstructuredsituations

Reading

• read and understand a lengthyseries of interrelated ideas dealingwith a familiar topic in structuredand unstructured situations

• read and understand textscontaining simple and complexideas on a variety of familiartopics in structured andunstructured situations

• read and understand textscontaining simple and complexideas on familiar and unfamiliartopics

Writing

• produce, spontaneously and/orwith preparation, a lengthy seriesof simple and complex ideas on afamiliar topic in structured andunstructured situations

• produce, spontaneously and/orwith preparation, a lengthy seriesof simple and complex ideas on avariety of familiar topics instructured and unstructuredsituations

• organize and develop ideascoherently on familiar andunfamiliar topics, spontaneouslyand/or with preparation

Viewing

• view and understand complexrepresentations of familiar ideas,events and information

• view and understand complexrepresentations of ideas, eventsand information

• view and understand a variety ofcomplex representations of ideas,events and information

Representing

• create complex representations offamiliar ideas, events andinformation

• create complex representations ofideas, events and information

• use a variety of forms to createcomplex representations of ideas,events and information



6.2 Proficiency



Listening

• understand main points andsupporting details of oral lectures,presentations and media onfamiliar topics

• understand main points andsupporting details of oral lectures,presentations and media onfamiliar and unfamiliar topics

• understand main points andsupporting details of oral lectures,presentations and media onfamiliar and unfamiliar topics

Speaking

• present and support thoughts andideas on familiar topics

• present and support thoughts andideas coherently on familiar andunfamiliar topics

• present and support thoughts andideas on familiar and unfamiliartopics spontaneously, coherentlyand effectively

Reading

• understand main points andsupporting details of texts onfamiliar topics

• understand main points andsupporting details of texts onfamiliar and unfamiliar topics

• understand main points andsupporting details of texts onfamiliar and unfamiliar topics

Writing

• with preparation, organize anddevelop ideas coherently andeffectively in writing on a rangeof topics

• organize and develop ideas,mainly with preparation,coherently and effectively inwriting on a range of topics

• spontaneously organize anddevelop ideas coherently andeffectively in writing on a rangeof topics

Viewing

• view and understand complexrepresentations of ideas, eventsand/or information

• view and understand complexrepresentations of ideas, eventsand/or information

• view and understand a variety ofcomplex representations of ideas,events and/or information

Representing

• create effective representations ofideas, events and information

• create coherent and effectiverepresentations of ideas, eventsand information

• create coherent and effectiverepresentations of a variety ofideas, events and information


Western Canadian Protocol Framework for Subject Area Experiences / 79Bilingual Programming in International LanguagesKindergarten to Grade 12 1999

SUBJECT AREA EXPERIENCES


The Subject Area Experiences section emphasizes the importantrole of content-related learnings and experiences, providedthrough the specific international language, that are characteristicof bilingual programming. This section strongly supportspurposeful language learning throughout all curricular areas andprovides for rich language learning opportunities and experiences.It also highlights the importance of academic achievement inbilingual programs.

The Subject Area Experiences section provides a framework forthe establishment of the linguistic elements that are necessary forstudents to acquire in order to support and promote success incontent-related studies. It also provides a framework foridentifying the subject areas and/or fields of experience to bestudied at each grade level through the medium of the specificlanguage. These two components are interdependent andintended to be developed and delivered in an integrated manner.

Curriculum developers should refer to provincial curricula foreach subject area taught in the specific international language toensure that provincial requirements are met.

The following General Learning Outcome outlines the keylearnings that the Subject Area Experiences section is designed tosupport.


Students will acquire linguistic and subject area knowledge, skillsand attitudes.



7.1 Language



• acquire the specificlanguage to facilitateacquisition of subjectarea knowledge, skillsand attitudes




7.2 Knowledge, Skills, Attitudes



• acquire subject areaknowledge, skills andattitudes, using thespecific language as themedium




General Learning Outcome 7Students will acquire linguistic and subject area knowledge, skills and attitudes.



7.1 Language



• acquire the specific language tofacilitate acquisition of subjectarea knowledge, skills andattitudes






• acquire subject area knowledge,skills and attitudes, using thespecific language as the medium







7.1 Language



• acquire the specific language tofacilitate acquisition ofknowledge, skills and attitudes invarious fields and/or subject areas






• acquire knowledge, skills andattitudes in various fields and/orsubject areas, using the specificlanguage as the medium






7.1 Language














Western Canadian Protocol Framework for Culture / 85Bilingual Programming in International LanguagesKindergarten to Grade 12 1999

CULTURE


The Culture section supports the development of a positiveself-concept, as well as a strong self-identity as a multilingual/multicultural learner and a positive identification with the specificinternational language and culture. This section providesopportunities for the exploration of the specific culture from theperspectives of history, diversity and change. It promotes thedevelopment of a sense of community, an understanding ofsimilarities and differences among people and an appreciation forpersonal contributions to society. It also is designed to develop anunderstanding of global interrelatedness and interdependence,cultural sensitivity, and prepares students for effective participationin the global marketplace and workplace.

The Culture section is intended to be integrated with languagelearning, as well as learnings related to other subject areas, and is anessential part of daily activities in bilingual programs.

The following General Learning Outcome outlines the key learningsthat the Culture section is designed to support.


Students will explore, understand and appreciate culture for personalgrowth and satisfaction, and for participating in and contributing toan interdependent and multicultural global society.



8.1 Self-identity



• represent self andfamily

• tell and draw about selfand family, andappreciate one’s ownuniqueness

• express own concept ofoneself, and extend thatunderstanding toinclude new ideas andperspectives

• express own concept ofoneself, and comparethe perception of otherswith one’s ownperception

• recognize ownimportance as a person

• understand and acceptown importance as aperson

• understand own placeand importance in thehome and school

• understand ownstrengths and abilities

• participate in culturalactivities of the specificlanguage/culture in theclassroom and school

• participate in culturalactivities and traditionsof the specificlanguage/culture

• participate in andappreciate the culturalactivities and traditionsof the specificlanguage/culture

• recognize andappreciate variouselements of the specificlanguage/culture

• participate in classroomand school culturalactivities

• participate inclassroom, school andcommunity culturalactivities

• recognize benefits of abilingual/multiculturaleducation

• understand the valueand significance of abilingual/multiculturaleducation to self

General Learning Outcome 8Students will explore, understand and appreciate culture for personal growth and satisfaction, andfor participating in and contributing to an interdependent and multicultural global society.


8.1 Self-identity



• explore and examine varioussources of information fordevelopment of one’sself-concept

• identify influences ondevelopment of one’sself-concept and self-identity

• explore and reflect on variousfacets of self-identity

• learn that respect for oneself isessential, and understand thatself-concept is determined byexternal and internal forces

• recognize that individuals changein many ways and that perceptionof oneself can change over timeand depending on one’s context

• recognize the effect of “put-ups”and “put-downs” on self andothers

• recognize and appreciate variouselements of the specific language/culture

• identify the lifelong benefits andcontributions to self of thespecific language/culture

• recognize the value andsignificance of the specificlanguage/culture to self

• participate in activities thatpromote and celebrate thebilingual/multicultural educationexperience

• recognize the uniqueness of thebilingual/multicultural educationin a Canadian context

• identify the lifelong benefits andpotential advantages of abilingual/multicultural educationin a Canadian and internationalcontext




8.1 Self-identity



• understand self-concept and thefactors that affect it

• examine one’s identity and reflecton its effect on personalrelationships and choices

• understand self-concept and itsrelationship to overalldevelopment, achievement anddecisions for the future

• understand the importance ofdeveloping a positive self-conceptand self-identity, recognize theeffects of positive and negativetreatment, and understand ways inwhich the individual has rights tosafeguard against stereotyping

• understand stereotyping and itseffect on the individual,community and society, andunderstand ways in which theindividual has rights to safeguardagainst stereotyping in Canadiansociety

• understand areas of personalstrengths and possible futureopportunities

• explore and analyze how thespecific language/culture hasimpacted and enriched oneself

• explore and analyze how thespecific language/culture hasenriched the lives of significantindividuals at the community,national and international levels

• explore how one’s past andpresent specific language/culturalexperiences, understanding andknowledge may be an asset infuture opportunities

• explore and analyze how beingbilingual/multicultural hasimpacted and enriched one’s ownlife

• explore and analyze howbilingualism/multiculturalism hasenriched the lives of significantindividuals at the community,national and international levels

• explore how one’s past andpresent bilingual/multiculturalexperiences, knowledge andunderstanding may be an asset infuture opportunities



8.1 Self-identity



• understand that self-identity andself-concept change

• understand that self-identity andself-concept can change over timeand in various contexts

• articulate, express and celebrateone’s own unique identity

• identify areas of personal strengthand possible future opportunities,and plan for futureself-development and growth

• explore the alignment of personalstrengths with possible future andcareer opportunities

• identify personal strengths inplanning for a career or furtherstudies

• participate in and contribute tocommunity-based activities inwhich knowledge and skillsrelated to the specificlanguage/culture will be applied

• participate in and contribute tointercultural interactions, such asexchanges, intervisitations andpenpal activities, with membersof the specific language/culture

• choose to engage in activities thatwill promote own lifelong culturaldevelopment

• participate in and contribute tocommunity-based activities inwhich bilingual/multiculturalknowledge and skills will beapplied

• participate in and contribute tointercultural interactions, such asexchanges, intervisitations andpenpal activities

• choose to engage in activities thatwill promote own lifelongbilingual/multiculturaldevelopment




8.2 Specific Language/Culture



• participate in activitiesand experiences thatreflect traditionalelements of the specificlanguage/culture




• participate in activitiesand experiences thatreflect contemporaryelements of the specificlanguage/culture




• experiencelinguistic/culturalelements of diverseorigins from within thespecific language/culture

• experiencelinguistic/culturalelements of diverseorigins from within thespecific language/culture

• recognize diverseelements of the specificlanguage/culture inschool and/or localcommunity

• identify diverseelements of the specificlanguage/culture inschool and/or localcommunity

• participate in eventsmarking changes

• illustrate that changeoccurs in one’simmediate environment

• gather information todemonstrate changewithin the specificlanguage/culture

• identify how people’sactions and lifestyleschange to accommodatethe changing needs ofpeople






• explore elements in the immediateenvironment that reflect thehistorical roots of the specificlanguage/culture

• explore key historical elements,events, figures and developmentsof the specific language/culture

• identify major historical elements,events, figures and developmentsof the specific language/culture

• explore elements in the immediateenvironment that reflect thecontemporary features of thespecific language/culture

• explore key contemporaryelements, events, figures anddevelopments of the specificlanguage/culture

• identify major contemporaryelements, events, figures anddevelopments of the specificlanguage/culture

• explore diversity of the specificlanguage/culture in the immediateenvironment

• explore diversity of the specificlanguage/culture at the provinciallevel

• explore diversity of the specificlanguage/culture in Canada

• explore and reflect on changewithin one’s own family andcommunity

• explore and reflect on change inthe specific language/culturewithin Canada

• explore and reflect on change inthe specific language/culture atthe international level







• explore how major historicalevents, figures and culturaldevelopments of the specificlanguage/culture have influencedcontemporary culture worldwide

• explore how major historicalevents, figures and culturaldevelopments of the specificlanguage/culture have influencedcontemporary culture in Canadiancontext

• analyze the influence andcontributions of major historicalevents, figures and culturaldevelopments of the specificlanguage/culture in Canadiancontext

• explore how major contemporaryevents, figures and culturaldevelopments of the specificlanguage/culture have influencedcontemporary culture worldwide

• explore how major contemporaryevents, figures and culturaldevelopments of the specificlanguage/culture have influencedcontemporary culture in Canadiancontext

• analyze the influence andcontributions of majorcontemporary events, figures andcultural developments of thespecific language/culture inCanadian context

• explore the diversity of thespecific language/culture at theinternational level

• explore the influence of diversitywithin the specific language/culture on its own development

• examine the influence of diversitywithin the specific language/culture on its own development

• explore how changes in thespecific language/culture haveimpacted one’s own life

• explore the significance ofchanges in the specificlanguage/culture to the rest of theworld

• compare changes in the specificlanguage/culture to changes inother cultures






• recognize and appreciate theinfluence and contributions ofmajor historical events, historicalfigures and cultural developmentsof the specific language/culture

• compare and contrastinterpretations and perspectivesof the influence and contributionsof major historical events,historical figures and culturaldevelopments of the specificlanguage/culture

• identify and analyze howhistorical experiences of thespecific language/culture haveshaped the contemporarylanguage/culture group in local,Canadian and internationalcontexts

• recognize and appreciate theinfluence and contributions ofmajor contemporary events,contemporary figures and culturaldevelopments of the specificlanguage/culture

• compare and contrastinterpretations and perspectivesof the influence and contributionsof major contemporary events,contemporary figures and culturaldevelopments of the specificlanguage/culture

• identify and analyze the impact ofcontemporary influences on thelanguage/culture group in local,Canadian and internationalcontexts

• compare and contrastperspectives on diversity at thenational level

• compare and contrastperspectives on diversity at theinternational level

• identify and analyze howhistorical and current diversity ofthe specific language/culture hasshaped the contemporary specificlanguage/culture in the local,national and international context

• examine historical influences thathave impacted the specificlanguage/culture

• examine contemporary influencesthat have impacted the specificlanguage/culture

• identify and analyze thesignificance of historical andcontemporary changes of thespecific language/culture on therest of the world




8.3 Building Community



• contribute to andcooperate in groupactivities

• develop a specialawareness and concernfor members of one’sclass

• practise considerationfor others

• experience that helpingothers is rewarding

• recognize differencesbetween self and peers

• recognize andappreciate differencesbetween self and peers

• explore diversity in thefamily, school andcommunity

• explore diversity in theclassroom, school andlocal community, andreflect on itssignificance to self

• recognize similaritiesbetween self and peers

• recognize andappreciate similaritiesbetween self and peers

• explore similaritiesbetween self and others

• explore similaritiesbetween members of theimmediate community,and reflect on itssignificance to self

• participate in andcontribute to classroomactivities

• participate andcooperate in andcontribute to classroomand school activities

• participatecooperatively in groupactivities bycontributing ideas andsupporting others

• participatecooperatively in dailyclassroom duties, andsupport peers andclassmates






• encourage and support classmatesand schoolmates

• develop skills that promote open,authentic relationships with othersin class and school

• use skills that promotecooperation and mutual respectwithin the classroom and theschool

• explore diversity in the immediateand local community and reflecton its significance to self

• explore, compare and reflect onpersonal significance of diversityin Canada

• explore the impact of diversity inother regions of the world, andcompare with the impact ofdiversity in Canada

• explore similarities betweenmembers in local community andreflect on its significance to self

• explore, compare and reflect oncommon human needs andexperiences of Canadians

• examine the common humanneeds and experiences of peoplearound the world

• demonstrate desire to assist orcontribute for personalsatisfaction

• demonstrate concern for thequality of one’s work in and outof school

• provide positive contributions andleadership within the schooland/or community







• demonstrate respect for the rightsand opinions of others

• demonstrate positive groupmember behaviours

• support classmates and peers ingroup activities

• examine diversity in the school,local community and amongpeers, and reflect on its impact onself, relationships and personalchoices

• examine diversity in the school,local community and amongpeers, and reflect on its impact onself, school and community

• explore and analyze howdiversity has contributed to andenriched Canadian society

• examine commonalities amongpeers and members of the schooland local community, and reflecton its impact on self

• examine similarities that exist incultures in Canadian societythrough the historical context ofimmigration

• examine similarities in cultures incurrent Canadian society

• participate effectively in groupactivities

• appreciate contributions ofdifferent individuals, groups andevents to the development ofCanada

• participate in discussions on thesignificance of variouscontemporary cultural issues toCanadian society






• demonstrate respect for the rightsand opinions of others andunderstand that social issues arecomplex

• demonstrate respect for the rightsand opinions of others focusingon current cultural issues in themedia

• demonstrate understanding thatvarious political and economicsystems impose different valueson the rights and opinions ofothers to varying degrees

• identify and analyze howCanada’s response to diversityhas changed, compare howdifferent nations have respondedto diversity, and identify thebenefits of a pluralistic approach

• analyze and understand thesignificance of diversity inshaping contemporary and futureopportunities for growth

• participate in various individual,group, school and communityactivities that celebrate diversityand promote interculturalunderstanding

• identify and explain how commonhuman experiences and needs arereflected in culture, socialstructure and day-to-day patternsof behaviour in Canada

• identify and explain how commonhuman experiences and needs arereflected in culture, socialstructure and day-to-day patternsof behaviour in different countriesof the world

• identify, explain and analyze howcommon human experiences andneeds are reflected in culture,social structures and politicalsystems of various countries inthe world

• participate in various school and

community events to promoteintercultural understanding

• participate in various school,community and Canadian eventsto promote interculturalunderstanding

• participate and contribute toindividual, group, school andcommunity activities using ownknowledge and skills related tothe specific language/culture



Bilingual Programming in International Languages Framework1999 Kindergarten to Grade 12

8.4 Global Citizenship



• demonstrate personaland social responsibilityin the classroom

• demonstrate personaland social responsibilityin the classroom andschool

• demonstrate personaland social responsibilityin the classroom, schooland community

• learn that growing upinvolves makingdecisions and acceptingconsequences

• participate in tasks andactivities with partnersand in groups

• recognize owncontributions to a groupand those of others

• recognize the benefitsof working with apartner or within agroup, and learn thatone affects and isaffected by the actionsof others

• identify the advantagesand disadvantages ofworking collaborativelywith a partner or group

• follow rules in theclassroom and school

• recognize that rules canbe different for differentpeople

• identify and describecauses of conflict in theclassroom

• explore ways to resolveinterpersonal conflict

• share or demonstratepersonal strengths orachievements

• share or demonstratepersonal strengths andareas for furtherdevelopment

• identify personalstrengths and areas forimprovement

• identify personalstrengths and areas forimprovement, and setpersonal goals






• respect the feelings, rights andproperty of others, and acceptresponsibility for one’s ownactions

• learn the positive and negativeaspects of the consequences ofone’s actions, and demonstratehonesty and reliability in a varietyof situations

• learn the meaning of personal andsocial conscience, and learnproblem-solving anddecision-making skills

• recognize the effects of one’sactions on others, and recognizethat people must depend on othersto meet their basic needs

• examine the role of the individualin group activities, and reflect oneffectiveness of owncontributions

• participate in and contribute togroup activities effectively, andrecognize that cooperation isimportant

• examine the rights andresponsibilities of the individual

• recognize and respect individualdifferences, and recognize theworth of every individual

• accept differences incharacteristics and abilities ofpeers and others

• identify personal strengths andareas for improvement, andestablish personal goals andaction plans

• identify individual strengths andareas for further development,and establish personal goals andaction plans

• identify own interests and explorefuture opportunities for learningand employment



Bilingual Programming in International Languages Framework1999 Kindergarten to Grade 12




• identify and analyze examples ofrights and responsibilities ofcitizens

• examine how various forms ofcitizen action have affected publicpolicy with regard to culturaldiversity in Canada

• recognize how public policiesrelating to cultural diversity areaffected by public opinion, themedia and political groups

• explore different roles andresponsibilities of a groupmember

• identify the impact of actions ofan individual upon the group

• identify ways in whichindividuals, community membersand societal members areinterrelated and interdependent

• examine examples of eventswhere there is or has been tensionbetween individual, group orcultural beliefs and governmentpolicies or the law

• explore ways in which groupconflict can be resolved inCanadian society

• appreciate how variousconstitutional documents andcharters have governed behaviourof various cultural groups

• explore learning and workopportunities around the world

• identify essential skills,knowledge and attitudes requiredfor effective participation in theglobal workplace andmarketplace

• establish goals and action plansfor further development of skills,knowledge and attitudes requiredfor effective participation in theglobal workplace andmarketplace






• identify and analyze a citizen’srole and responsibility ininterrelated local, national andinternational contexts

• participate in group decisionmaking and problem solving inways that demonstrate concern forothers and understanding ofresponsibilities as citizens

• examine how different culturalconditions and political motiveshave contributed to globalconflict and cooperation betweennations

• identify and analyze the variety ofways in which peoples andnations are linked in aninterrelated global system, andexamine how this interrelatednessdeveloped over time

• explore and analyze how globallinks and interdependency affectone’s role as a citizen in onenation among many others

• identify and analyze ways inwhich actions in one locality ornation can lead to consequencesthat may enhance or endanger lifein other nations and on thisplanet, and identify the scope forindividual and collective decisionmaking

• examine patterns of behaviourthat reflect attitudes and valuesthat contribute to cross-culturalunderstanding

• identify how intercultural andmulticultural organizations haveimpacted on global citizenship

• demonstrate cultural sensitivityand awareness of culturaldiversity in everyday situationsthrough appropriate behaviourand language

• explore career fields in whichbilingual and multiculturalknowledge, skills and attitudescan be applied

• apply bilingual and multiculturalknowledge and skills in specificactivities that will further developthe skills required for effectiveparticipation in the globalworkplace

• apply bilingual and multiculturalknowledge and skills in specificactivities that will promote skilldevelopment and opportunitiesfor future participation in theglobal workplace


Western Canadian Protocol Framework for References / 103Bilingual Programming in International LanguagesKindergarten to Grade 12 1999

REFERENCES

Alberta Education. Framework for a Locally DevelopedLanguage Arts Curriculum (ECS–Grade 12) for a LanguageOther Than English or French. Edmonton, AB: LanguageServices Branch, 1991.

Alberta Education. Framework for a Proficiency-Based SecondLanguage Curriculum. Edmonton, AB: Language ServicesBranch, 1988.

Alberta Education. Locally Developed Language and CulturePrograms: Guidelines for Development. Edmonton, AB:Curriculum Standards Branch, 1994.

Association for Supervision and Curriculum Development.ASCD Curriculum Handbook: A Resource for CurriculumAdministrators from the Association for Supervision andCurriculum Development. Alexandria, VA: The CurriculumTechnology Resource Center, Association for Supervision andCurriculum Development, 1991.

Governments of Alberta, British Columbia, Manitoba,Saskatchewan, Northwest Territories and Yukon Territory.The Common Curriculum Framework for English LanguageArts, Kindergarten to Grade 12 (Grades 10–12 Draft):Western Canadian Protocol for Collaboration in BasicEducation. Edmonton, AB: Curriculum Standards Branch,1996.

Manitoba Education and Training. A Foundation for Excellence.Winnipeg, MB: Manitoba Education and Training, June1995.

Manitoba Education and Training. Secondary Sourcebook forIntegrating ESL and Content Instruction Using the FORESEEApproach. Winnipeg, MB: Manitoba Education andTraining, 1994.

Manitoba Education and Training. Policy for Heritage LanguageInstruction. Winnipeg, MB: Manitoba Education andTraining, 1993.

References / 104 Western Canadian Protocol Framework forBilingual Programming in International Languages

1999 Kindergarten to Grade 12

Manitoba Education and Training. English–German BilingualProgram: Overview K–6. Winnipeg, MB: ManitobaEducation and Training, 1990.

Manitoba Education. English–Hebrew Bilingual Program,Kindergarten–Grade 6. Winnipeg, MB: ManitobaEducation, 1982.

Manitoba Education. English–Ukrainian Bilingual Program,Grades K–6. Winnipeg, MB: Manitoba Education, 1988.

Met, Myriam. “Foreign Language.” In Handbook of Research onImproving Student Achievement. Edited by Gordon Cawelti.Arlington, VA: Educational Research Service, 1995,pp. 43–57.

National Standards in Foreign Language Education Project.Student Standards Task Force. Standards for ForeignLanguage Learning: Preparing for the 21st Century.Yonkers, NY: National Standards in Foreign LanguageEducation Project, 1996.

Saskatchewan Education, Training and Employment.Multicultural Education and Heritage Language EducationPolicies. Regina, SK: Curriculum and Instruction Branch,Social Sciences Unit, 1994.

Saskatchewan Education. Ukrainian–English BilingualEducation. A Curriculum Guide and Handbook for Grades4–8. Regina, SK: Curriculum and Instruction Branch, SocialSciences Unit, 1995.

Saskatchewan Education. Ukrainian–English BilingualEducation. A Curriculum Guide and Handbook forKindergarten to Grade 3. Regina, SK: Curriculum andInstruction Branch, Social Sciences Unit, 1989.

Saskatchewan Education. Ukrainian–English BilingualEducation. A Curriculum Guide for Ukrainian Language Arts9–12. Regina, SK: Curriculum and Instruction Branch,Social Sciences Unit, 1997.

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