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Curricular Strand

Grade 7 Grade 8 Grade 9

Comprehend and Respond

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

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

b. Demonstrate comprehension and response to visual, oral, print, and multimedia (including digital) texts by:understanding the ideas: Construct and justify interpretation of text; accurately restate and paraphrase main ideas; interpret the purpose and theme; identify evidence that supports the interpretation; generate and respond to comprehension tasks or questions providing details and support from the text; compare new information with previous knowledge and beliefs; describe setting, characters, main events, conflict, and how they are related; state and support beliefs about characters’ motivations and feelings; use information and ideas from a variety of sources (including newspapers, websites, electronic media, anthologies, magazines) to complete tasks.understanding and using the text structures and (language) features of texts to construct meaning: Identify key text features (e.g., headings, diagrams, paragraphs); recognize organization (e.g., plot) and structural cues within texts (e.g., transition words); recognize images and rhetorical techniques in texts (e.g., hyperbole, parallelism, colour, repetition); make thoughtful and critical response to craft in a variety of texts; identify how texts were constructed, shaped, and produced.

Outcome: CR8.1View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).

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

b. Demonstrate comprehension of a variety of visual, oral, print, and multimedia (including digital) texts by:understanding the ideas: Clearly, completely, and accurately summarize and explain the ideas and implicit and explicit messages (including setting, main characters, conflicts, events) in texts; cite details that support the main ideas; make logical inferences; interpret obvious themes or author’s message logically.understanding, using, and analyzing the text structures and (language) features of texts to construct meaning: Use key text features (e.g., headings, diagrams, paragraphs); recognize organizational patterns (e.g., text structure) and structural cues within texts (e.g., transition words); recognize rhetorical techniques and craft of texts (e.g., hyperbole, parallelism, colour, repetition); identify how texts were constructed, shaped, and produced.responding to and interpreting texts: Make, explain, and justify reactions and personal connections to texts; give opinions and make judgements supported by reasons, explanations, and evidence; make judgements and draw conclusions about ideas on the basis of evidence; make logical interpretations of the author’s message; make and support inferences about characters’ feelings, motivations, and point of view; organize response and interpretation around several clear ideas or premises.

c. Explain the motivation of the characters in literary

Outcome: CR9.1aView, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

Outcome: CR9.1b

View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).

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

b. View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension and demonstrate response by:understanding the ideas: Effectively summarize and explain the ideas in texts; cite details that support the main ideas; make logical inferences; interpret obvious themes or author’s message logically.understanding, using, and evaluating the text structures and (language) features to construct meaning: Evaluate key text features (e.g., headings, diagrams, paragraphs, plot); evaluate organization and structural cues (e.g., problem/solution, compare/contrast, cause/effect, order of importance, time order) within texts; evaluate techniques in texts (e.g., symbolism, personification, irony, hyperbole, parallelism, colour, repetition); make thoughtful and critical response to craft in a variety of texts; identify how texts were constructed, shaped, and produced.responding to and Interpreting texts: Offer reactions and opinions about texts; make, explain, and justify reactions and personal connections to texts; make explicit and deliberate connections with previous knowledge and experiences; give opinions and make judgements supported by reasons, explanations, and evidence; make judgements and draw conclusions about ideas on the basis of evidence; make logical interpretations of the author’s message; make and support inferences about characters’ feelings,

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responding to and interpreting texts: Offer reasonable interpretations of a wide range of visual, oral, written, and multimedia (including digital) texts; evaluate the ideas, arguments, and influence of texts; analyze ideas and information; support personal and critical responses with support from text; evaluate effectiveness of various texts including ideas, elements, techniques, and overall effect; develop personal responses and offer reasons for and examples of judgements, feelings, and opinions (e.g., learning logs, response journals); describe setting and atmosphere, main characters and characterization techniques, conflicts, and events in some detail; make logical inferences about characters’ and author’s message, purpose, or theme; identify main ideas; make accurate notes using logical categories; make and support interpretations; make reasonable assertions; write and deliver oral responses to texts.

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

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

e. Compare new information with previous knowledge and beliefs.

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

g. Compare texts to present day lives.

texts, providing evidence from each text.d. Identify and describe techniques used to create mood

in visual, oral, written, and multimedia (including digital) texts.

e. Explain preferences for various texts, genres, or specific authors.

f. Identify and explain connections between new ideas and information and previous beliefs, values, and experiences.

g. Identify stereotyping in what is seen, heard, and read and begin to recognize its negative impact on individuals and society.

h. Identify techniques used to create particular effects or portray various people and cultures.

i. Discuss how similar ideas, people, experiences, and traditions are conveyed in a variety of oral, print, and other texts.

j. Consider how text has contributed to understanding of self and others (e.g., cultural groups).

k. Describe and give examples to explain personal criteria for assessing and responding to what is viewed, heard, or read.

l. Evaluate the content, quality, organization, and presentation of a text.

m. Produce response journals and use interactive websites such as web logs (“blogs” for short) that serve as journals.

n. Describe the purpose of specific texts and explain how their key features aid understanding.

motivations, and point of view; organize response and interpretation around several clear ideas or premises.

c. View, listen to, read, and respond to a variety of engaging, age-appropriate texts related to the theme or topic of study that support the development of critical and creative thinking and analysis skills and enrich classroom discussion.

d. Paraphrase text’s content, purpose, and point of view.

e. Describe and give examples to explain personal criteria for assessing and responding to what is viewed, heard, and read.

f. Identify and explain connections between what is viewed, heard, and read and personal ideas and beliefs.

g. Use information viewed, heard, or read to develop inquiry or research questions, to create original texts, and to give personal and critical responses.

h. Identify and investigate how different cultures and socio-economic groups are portrayed in oral, print, visual, and multimedia texts.

i. Show understanding that the creator’s, presenter’s, author’s experience, background, and culture influence the treatment of theme.

j. Analyze a text, showing how it reflects the heritage, traditions, attitudes, privileges, and beliefs of the presenter/author.

k. Question and reflect on personal responses and interpretations.

l. Determine creator’s, speaker’s, writers’ purpose, attitude, and perspective.

m. Recognize persuasive techniques and credibility in visual, oral, written, and multimedia texts.

n. Identify and analyze recurring themes across texts.o. Relate ideas and information in text to universal

themes.p. Compare the themes, purposes, and appeal of different

texts.q. Compare and analyze the various works of writers and

determine how similar ideas, people, experiences, traditions, and perspectives are presented.

r. Cite specific information and support inferences made in texts viewed, heard, or read.

s. Investigate points of view and how they affect a text.t. Differentiate between fact/opinion and bias and

propaganda in texts.


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u. Organize details and information from texts viewed, heard, or read.

v. Interpret and report on information from texts viewed, heard, or read.

Outcome: CR7.2Select and use appropriate strategies to construct meaning before (e.g., formulating questions), during (e.g., recognizing organizational structure), and after (e.g., making judgements supported by evidence) viewing, listening, and reading.

a. Before:

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

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

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

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

o predict what text will be about (e.g., predict outcomes)

o set purpose (e.g., use 5 Ws+H to consider possible purposes for viewing, listening, and reading).

b. During:

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

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

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

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

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

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

o use cueing systems to construct meaning and self-monitor comprehension (e.g., place subject

Outcome: CR8.2Select and use appropriate strategies to construct meaning before (e.g., previewing and anticipating message), during (e.g., making inferences based on text and prior knowledge), and after (e.g., paraphrasing and summarizing) viewing, listening, and reading.

a. Before:

o tap, activate, and build prior knowledge (e.g., review what is known and has been learned about subject of text; identify what needs to be learned from text to fill in gaps)

o ask questions (e.g., survey text and ask questions about it; form implicit questions and search for answers in text)

o preview text (e.g., look briefly at each section and page of a text, paying attention to the headings, illustrations, boldface type, and organizational structure; read the first and last paragraphs of a print text)

o anticipate message and author’s/presenter’s intent (e.g., consider the author’s/presenter’s possible intention given a brief biographical sketch about his or her background and causes)

o predict what text will be about (e.g., review an outline of the main ideas in a text and predict what information or stance will be used to support these main ideas)

o Set purpose (e.g., discuss and set a purpose with peers).

b. During:

o connect and construct meaning (e.g., make connections to self, other texts, and to the world to help with making predictions, visualizing, and drawing conclusions)

o note key ideas and what supports them (e.g., stop at the end of each page, section, or chapter to answer the who, what, when, where, why, and how questions; note how examples, illustrations, and visual aids support or take away from key message)

o construct mental images (e.g., imagine what a character might be seeing, hearing, smelling, tasting, or feeling in a particular place and time)

o make, confirm, and adjust predictions (e.g., identify and explain the clues in the text that confirm defensible predictions)

o make, confirm, and adjust inferences and draw

Outcomes: CR9.2a and CR9.2bSelect and use appropriate strategies to construct meaning before (e.g., formulating focus questions), during (e.g., adjusting rate to the specific purpose and difficulty of the text), and after (e.g., analyzing and evaluating) viewing, listening, and reading.

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

a. Use before, during, and after strategies appropriate to text and purpose.

b. Analyze and evaluate the strategies used before, during, and after viewing, listening, and reading including:

Before:

o tap, activate, and build prior knowledge (e.g., brainstorm and reflect on what needs to be known and explore how well it is already known)

o ask questions (e.g., formulate focus questions and search for answers in the text while viewing, listening, and reading; create an expectation outline to guide questions about text)

o preview text (e.g., reflect upon possible themes after being introduced to an upcoming text; preview and skim for text structure)

o anticipate message and author’s/presenter’s intent (e.g., discuss subject, raise questions about it, and seek possible solutions prior to viewing, listening, or reading; use an anticipation guide)

o predict what text will be about (e.g., make predictions before viewing, listening, or reading using evidence from the text to support thinking; consider previous study and experience to consider what might be found in text)

o set purpose (e.g., set a purpose that focuses on improving understanding of what text presents – intent, ideas, form, technique, tone).

During:

o connect and construct meaning (e.g., keep an open mind and consider how text relates to self, to other texts, and to the world giving specific examples)

o note key ideas and what supports them (e.g.,


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of text in the centre and “map” out the key ideas when viewing, listening, and reading)

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

c. After:

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

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

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

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

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

o listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., notice how the author/presenter reveals the underlying messages; try out different interpretations through oral reading).

conclusions (e.g., analyze, infer, and explain unstated ideas in texts)

o ask questions (e.g., ask questions, focusing particularly on evaluative questions to gain meaning from text, and to locate key points)

o use cueing systems to construct meaning and self-monitor comprehension (e.g., use and insert notations such as + for “that’s new”, ? for “I don’t understand”, * for “that’s important”)

o adjust rate and/or strategy (e.g., skim, scan, and read carefully depending on the text complexity and purpose).

c. After:

o recall, paraphrase, summarize, and synthesize (e.g., connect, compare, and contrast ideas in texts; determine implied and literal messages; make notes to assist recall)

o reflect and interpret (e.g., keep an open mind and consider ideas that differ from own)

o evaluate (respond critically) (e.g., identify strategies used to influence audience including exaggeration, one-sided view of a group, jolts)

o evaluate craft and techniques (e.g., draw conclusions about presenter’s, speaker’s, writer’s message, values, point of view, and craft)

o respond personally (giving support from text) (e.g., connect, compare, and contrast ideas in text to own knowledge and experiences)

o listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., listen, read, or view again to evaluate the effectiveness and overall impact of the text to deliver the message intended).

determine what the text presents literally and what the text might mean by what is said)

o construct mental images (e.g., imagine what the text might intend by considering the words that help one to see, hear, smell, taste, or feel experiences and situations)

o make, confirm, and adjust predictions (e.g., predict, clarify, and confirm predictions)

o make, confirm, and adjust inferences and draw conclusions (e.g., draw conclusions based on evidence in text)

o ask questions (e.g., ask and answer questions about the intent of the text and its effectiveness)

o use cueing systems to construct meaning and self-monitor comprehension (e.g., make notes in own words and organize them using headings)

o adjust rate and/or strategy (e.g., skim, scan, and read carefully) in keeping with purpose and difficulty of text.

After:

o recall, paraphrase, summarize, and synthesize (e.g., provide evidence of understanding the complex ideas and plots in a text)

o reflect and interpret (e.g., consider what has been learned through the text)

o analyze and evaluate(e.g., analyze and explain the purpose, message, values, artistry, or perspective presented in the text)

o evaluate craft and techniques (e.g., analyze and discuss the artistry of the text)

o respond personally (giving support from text) (e.g., compare own values with those presented in text)

o listen, read, or view again and speak, write, and represent to deepen understanding and pleasure (e.g., review text for insights into cultures and time periods).

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

NOTE: Italicized text refers to those indicators that are

Outcome: CR8.3Use pragmatic (e.g., intended audience and tone), textual (e.g., how author organized text to achieve unity and coherence), syntactic (e.g., variety of sentence structures), semantic/lexical/morphological (e.g., imagery), graphophonic (e.g., stress, pitch, and juncture of a word), and other cues (e.g., layout and accompanying graphics) to construct and to confirm meaning.


Outcomes: CR9.3a and CR9.3bUse pragmatic (e.g., language suitable for intended audience), textual (e.g., author’s thesis or argument, how author organized text to achieve unity, coherence, and effect), syntactic (e.g., parallel structures), semantic/lexical/morphological (e.g., connotation and denotation), graphophonic (e.g., common spellings and variants for effect or dialect), and other cues (e.g., fonts, colour) to construct and to confirm meaning.


a. Recognize and comprehend the particular purpose,


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emphasized at this grade level.

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

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

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

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

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

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

b. Use language cues and conventions to construct, monitor, and confirm meaning including:Pragmatic: Recognize and explain function and purpose of texts including informing, persuading, narrating, describing; recognize intended audience and tone; recognize use of language and language register (i.e., formal, informal, colloquialism, jargon, slang, clichés); detect use of emotional appeal or persuasive language (e.g., testimonials, emotional appeals, bandwagon effects).Textual: Recognize and explain how structures and features of texts can work to shape understanding including form/genre, artistic devices (e.g., personification, figurative language including similes and metaphors, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments), and text features (e.g., credits, headings, diagrams, columns, sidebars, pull-quotes); understand a range of standard forms for texts including paragraphs and multi-paragraph compositions; recognize common organization patterns within texts (chronological, enumerative, problem/solution, cause/effect, comparison/contrast);understand how author organized text to achieve unity and coherence.

Syntactical: Recognize and comprehend complete, interesting, and clear sentence structures that contain a verb and its subject; compound and complex sentences used for variety, interest, and effect; appropriate subordination and modification; effective use of qualifiers; effective punctuation and capitalization including periods, commas, semicolons, quotation marks, colons, dashes, and hyphens.Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; recognize synonyms used for variety; use context, prefixes, suffixes, root words, sounds, and reference tools including dictionaries, thesauri, and handbooks to determine meaning of words; recognize words used figuratively and for imagery.Graphophonic: Recognize and comprehend word patterns, the stress, pitch, and juncture of a word, affixes, root words, onomatopoeia, and alliteration.

intended audience, register (pragmatic cues), textual structures and patterns (textual cues), sentence patterns (syntactical), word patterns and meanings (lexical/semantic/morphological), sound patterns (graphophonic cues), and other cues in visual, oral, print, and multimedia (including digital) texts.

b. Use language cues and conventions to construct, monitor, and confirm meaning including:Pragmatic: Recognize and understand how language of text was chosen to suit intended audiences and purposes; recognize and explain function and purpose of texts including informing, persuading, narrating, describing; recognize use and register of language (e.g., formal, informal, colloquialism, jargon, slang, clichés); detect use of emotional appeal or persuasive language (e.g., testimonials, emotional appeals, bandwagon effects); recognize variations in language, accent, and dialect in community, country, and texts; discern author’s/presenter’s overall intent.Textual: Recognize and explain how structures and features of texts can work to shape understanding including form/genre, artistic devices (e.g., personification, figurative language including similes and metaphors, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments) and text features (e.g., credits, headings, diagrams, columns, sidebar, pull-quotes); understand range of standard forms for texts including paragraphs and multi-paragraph compositions; recognize point of view employed (including third person) for a particular purpose; recognize organizational patterns within texts (e.g., chronological, enumerative, procedural, problem/solution, cause/effect, comparison/contrast);recognize how language and techniques create a dominant impression, mood, tone, and style.

Syntactical: Recognize and comprehend sentences that are complete, and interesting; recognize and comprehend sentence structures including compound and complex sentences used for variety, interest, and effect; recognize how effective co-ordination, subordination, and apposition of ideas make sentences clear and varied; recognize parallel structure or balanced sentences; recognize active (versus) passive verbs; recognize effective capitalization and punctuation including periods, commas, semicolons, quotation marks, colons, dashes, and hyphens.Semantic/Lexical/Morphological: Recognize and


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

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

Other Cues: Recognize and comprehend non-verbal cues (including gestures, physical movement, facial expressions, and body language), layout and accompanying graphics, and how sound effects, visuals, and multimedia aids are used to enhance presentations.

comprehend words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; recognize and interpret the denotative and connotative meaning of words; use context, prefixes, suffixes, root words, sounds, and reference tools including dictionaries, thesauri, and handbooks to determine meaning of words; use the knowledge of Indigenous, Norse, Greek, Roman, and other narratives to understand the origin and meaning of words.Graphophonic: Use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, comprehend, and analyze words; recognize common spellings and variants used for effect or dialect.

Other Cues: Recognize and comprehend non-verbal cues (including gestures, physical movements, facial expressions, eye contact, and body language), sound effects, visuals, and multimedia aids used to enhance presentation; recognize how graphics, sound, fonts, colours, and technology can be used to enhance representations.

Outcome: CR7.4

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

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

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

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

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

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

Outcome: CR8.4

View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.

a. Demonstrate the behaviours of an effective and active viewer including formulating questions before viewing; viewing attentively; relating text to self, text to other texts, and text to world; recognizing main ideas and underlying messages and values; recognizing how images and other elements (e.g., data displays) are capturing and holding attention; identifying the impact the text is having on self; reflecting and reviewing in light of purpose.

b. Demonstrate ability to navigate and process information when viewing websites, films, videos, and presentations.

c. Identify the different techniques (including data displays) used in different media works (including digital) to impact viewers.

d. Identify creative uses of language in visual and multimedia texts including those associated with

Outcome: CR9.4a

View and demonstrate comprehension and evaluation of visual and multimedia texts including illustrations, maps, charts, graphs, pamphlets, photography, art works, video clips, and dramatizations to glean ideas suitable for identified audience and purpose.Outcome: CR9.4bView and demonstrate comprehension of visual and multimedia texts to synthesize and summarize ideas from multiple visual and multimedia sources.


a. Demonstrate effective, active viewing behaviours including considering what one knows and needs to know about the topic, viewing with a clearly defined purpose in mind, identifying different explicit and implicit messages in text, identifying and evaluating how elements (e.g., use of space, size, placement, camera angles, body movements) and other techniques were used to influence the audience and communicate the message, and identifying bias, stereotyping, emotional persuasion, and propaganda.


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

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

h. Evaluate the effectiveness and impact of a range of visual and multimedia texts.

i. Reflect and re-view in light of purpose.

popular culture (e.g., animation, video, computer games).

e. Compare how various forms of media (e.g., newspaper, radio, TV, and Internet) cover the same topic.

f. Compare various styles of data displays for clarity and effectiveness.

g. Evaluate the overall effectiveness and impact of a range of individual visual and multimedia texts (including digital texts).

b. Use visual and multimedia texts as sources of information as well as entertainment.

c. Recognize that images, symbols, and other effects play a role in shaping understanding and interpretation of visual and multimedia texts.

d. Evaluate common techniques used in visual and multimedia texts.

e. Recognize the elements and principles of design in any visual or multimedia (including digital) text.

f. Analyze and evaluate what is viewed (including elements, techniques, and overall effect), and identify how the text was constructed, shaped, and produced.

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

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

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

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

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

ideas and opinions.f. Recognize and follow the presenter’s main ideas,

supporting details, and organizational structure.g. Consider and respect ideas from speaker’s point of

view.h. Identify the perspective implicit within an oral

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

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

Outcome: CR8.5Listen critically to understand, gather information, follow directions, form an opinion, and analyze oral presentations for diverse opinions, presenter’s point of view, values, and biases, stereotypes, or prejudices.

a. Demonstrate the behaviours of an effective and active listener including adapting listening and focus to purpose and situation, keeping an open mind and considering ideas that differ from own, determining the congruency between the speaker’s verbal and non-verbal cues, determining whether fact or opinion is being expressed, interacting appropriately with speaker, and seeking clarification when meaning is not clear.

b. Demonstrate ability to process information when listening to a formal presentation (including a podcast).

c. Make connections among different texts by comparing features including themes, issues, styles, and appeal.

d. Paraphrase a speaker’s purpose and point of view.e. Listen critically to evaluate others’ ideas or opinions.f. Evaluate the credibility of a speaker and the various ways

in which visual images communicate information and affect impressions and opinions.

g. Demonstrate ability to analyze informational texts differentiating between fact and opinion and recognizing point of view, biases, and stereotypes.

Outcome: CR9.5aListen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including conversations, discussions, interviews, and speeches.

Outcome: CR9.5b

Listen purposefully to understand, analyze, and evaluate oral information and ideas from a range of texts including directions and train of thought, main points, and presentation techniques.

a. Demonstrate effective, active listening behaviours including listening with clearly identified purpose in mind; adapting listening and focus to purpose and situation; keeping an open mind and considering ideas that differ from own; making notes to assist recall and inquiry; recognizing overall organization, transition cues, and key ideas and issues; interacting appropriately for clarification; recalling and summarizing main ideas and conclusions.

b. Examine others’ ideas in discussion to extend own understanding.

c. Demonstrate an understanding of the main ideas, events, issues, or themes in a variety of oral, literary, and informational texts.

d. Participate constructively in individual conversations, and small group and whole class discussion and debate.

e. Recognize the effects of significant verbal and non-verbal language in effective communication.

f. Analyze and evaluate what was heard and the


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j. Evaluate the effectiveness of a range of oral texts.k. Note how examples, illustrations, and visual aids

support or take away from the key message.

techniques that were used.g. Analyze the speaker’s viewpoint and argument for

validity and supporting evidence.h. Enhance understanding by discussing interpretations

with others.

i. Ask probing questions to elicit information including evidence to support presenter’s claims and conclusions.

j. Recognize biases, stereotyping, and propaganda in a presentation.

k. Evaluate the overall effectiveness of an oral or multimedia presentation.

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

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

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

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

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

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

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

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

Outcome: CR8.6Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to evaluate the purpose, message, point of view, craft, values, and biases, stereotypes, or prejudices.

a. Demonstrate the behaviours of an effective and active reader including previewing text, anticipating author’s message, reading with purpose in mind, recognizing main ideas and relevant details for purpose, making jot notes to assist recall, considering author’s reasoning for creating text, analyzing and evaluating ideas and craft as one reads, and recognizing underlying biases, stereotypes, or prejudices in text.

b. Demonstrate an understanding of the main ideas, events, or themes of a variety of novels, stories, poetry, and other oral, print, and electronic media.

c. Interpret and report on information obtained from more than one source to inform others.

d. Use various forms of note making (e.g., lists, summaries, observations, descriptions) appropriate to purpose and situation.

e. Demonstrate the ability to comprehend and use everyday texts (e.g., directions, schedules, brochures) and make judgements about purpose and importance.

f. Utilize note making and outlining as learning tools.g. Show understanding that the author’s experience,

background, and culture influenced the treatment of theme.

h. Identify with and develop an understanding of the characters the author has created from what they say

Outcomes: CR9.6a and CR9.6bRead and demonstrate comprehension and interpretation of grade-level appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures to develop an insightful interpretation and response.

a. Demonstrate the behaviours of an effective, active reader including preparing to read by previewing, asking questions, setting purpose, considering what is known and what needs to be known, adjusting rate to specific purpose, making connections, and making inferences based on text and prior knowledge, re-reading, summarizing, and paraphrasing.

b. Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.

c. Analyze the author’s form, technique, and use of language.

d. Identify, analyze, and apply knowledge of the purpose, structure, and elements of non-fiction.

e. Analyze and evaluate the ideas presented in texts.f. Compare values expressed in texts through author

and through characters to own values.g. Draw and support conclusions and opinions about

author’s message, values, point of view, and craft.h. Recognize how text contributed to own

understanding of self, roles in society, and relationships with others.

i. Respond critically to text ideas and author’s craft by


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

k. Reflect on and support personal and critical response with reference to text.

and do and from what other characters and the narrator say about them.

i. Select, independently, texts that address learning needs and interests.

using textual evidence to support interpretations.j. Identify and analyze techniques and elements such

as figurative language and rhetorical and stylistic features of texts.

k. Consider more complex and alternative interpretations.

l. Select, independently, texts which address learning needs and interests.

m. Read independently for self-initiated and assigned purposes.

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






Outcome: CR8.7Read independently and demonstrate comprehension of a variety of information texts including understanding the main ideas and supporting evidence, explaining connections between new ideas and information and previous thoughts, and recognizing any biases or false reasoning.






f. Utilize note making and outlining as learning tools.

Outcomes: CR9.7a CR9.7bRead independently and demonstrate comprehension of a variety of information texts including expository essays, historical accounts, news articles, and scientific writing.








understanding of self, roles in society, and


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k. Reflect on and support personal and critical response with reference to text

g. Show understanding that the author’s experience, background, and culture influenced the treatment of theme.

h. Identify with and develop an understanding of the characters the author has created from what they say and do and from what other characters and the narrator say about them.

i. Select, independently, texts that address learning needs and interests.

relationships with others.i. Respond critically to text ideas and author’s craft by

using textual evidence to support interpretations.j. Identify and analyze techniques and elements such

as figurative language and rhetorical and stylistic features of texts.




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








Outcome: CR8.8Read Grade 8 appropriate texts to increase fluency (140-180 wcpm orally; 180-230 silently) and expression.






f. Utilize note making and outlining as learning tools.g. Show understanding that the author’s experience,

background, and culture influenced the treatment of theme.

h. Identify with and develop an understanding of the characters the author has created from what they say and do and from what other characters and the narrator say about them.

i. Select, independently, texts that address learning needs

Outcomes: CR9.8a and CR9.8bRead Grade 9 appropriate texts to increase fluency and expression (150+wcpm orally; 215-260 silently).








understanding of self, roles in society, and relationships with others.

i. Respond critically to text ideas and author’s craft by using textual evidence to support interpretations.


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k. Reflect on and support personal and critical response with reference to text.

and interests. j. Identify and analyze techniques and elements such as figurative language and rhetorical and stylistic features of texts.




Compose and Create

Outcome: CC7.1Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action), and efficacy (e.g., Building a Better World).

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

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

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

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

e. Language Conventions (Style and Language Choices): Use clear and varied language correctly; shows a sense of audience; level of formality is appropriate for purpose and audience; contains some description and variety in diction; contains a variety of sentence lengths and some varied sentence beginnings; demonstrates the use of several different conjunctions; formulates

Outcome: CC8.1Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points).

a. Create a variety of texts (i.e., oral presentations, written and other compositions) that represent experiences, ideas, and information about identity, social responsibility, and efficacy with clarity, correctness, and variety.

b. Create speeches, writing, and other representations that feature the following qualities:Message Content or Ideas (Meaning): Focuses on main ideas and information; provides relevant details, examples, and explanations; is accurate, complete, and uses own words; shows some individuality or originality in literary texts; contains ideas and images that create an impact.Organization and Coherence (Form): Introduces the topic and purpose; provides some context; sticks to the topic; is easy to follow with related ideas grouped together and sequenced logically; uses appropriate connecting words; creates a logical ending; includes appropriate and required text features (e.g., titles, headings, diagrams, illustrations), correctly constructed.Language Conventions (Style and Language Choices): Uses clear purpose and language; shows a good sense of audience; contains description and variety in diction; contains a variety of sentence lengths and varied sentence beginnings; demonstrates the use of several different conjunctions; formulates complete, simple, compound, and complex sentences correctly (avoiding run-ons and fragments); applies the conventions of oral and written language, including correct spelling, correct punctuation (including use of colon, dash, and hyphen), uses legible cursive handwriting and clear representations which are visually

Outcome: CC9.1aCreate various visual, multimedia, oral, and written texts that explore identity (e.g., The Search for Self), social responsibility (e.g., Our Shared Narratives), and efficacy (e.g., Doing the Right Thing).

Outcome: CC9.1b

Create various visual, multimedia, oral, and written texts that explore identity (e.g., Exploring Loyalty, Love, and Relationships), social responsibility (e.g., Equal Opportunity), and efficacy (e.g., Surviving and Conquering).

a. Create and deliver a variety of personal, literary, and informational communications, including poems, stories, personal essays, and oral, visual, written, and multimedia presentations (e.g., written explanations, summaries, arguments, letters, biographies) that address identity, social responsibility, and efficacy.

b. Create and present speeches, writing, and other representations that feature the following qualities:Message Content or Ideas (Meaning): Focuses on main ideas and information for audience and purpose; provides relevant details, examples, and explanations; is accurate, complete, and uses own words; shows some individuality or originality in literary texts; contains ideas and images that create an impact.Organization and Coherence (Form): Introduces the topic and purpose; provide context; sticks to the topic; easy to follow with related ideas grouped together (sequence is logical); uses a variety of connecting words; creates a logical ending; includes appropriate, and required text features (e.g., titles, headings, diagrams, illustrations) is correctly constructed; uses paragraphs that have main ideas and supporting details.


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simple, compound, and complex sentences; applies the conventions of oral and written language, including very few spelling errors, correct punctuation (including use of comma, colon, dash, and hyphen); uses syntactically complete and correct sentences (avoiding run-ons and fragments), uses legible cursive handwriting and clear representations which are visually accurate and legibly and neatly presented.

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

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

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

accurate, legible, and neatly presented.c. Represent, articulate, and explain personal viewpoints

clearly.d. Summarize main ideas discussed and conclusions drawn,

encourage others to contribute, disagree courteously/sensitively, answer others’ questions clearly and politely, and add to others’ ideas

e. Participate in group inquiry related to the themes and issues being studied in English language arts:

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

c. Create original texts to communicate and demonstrate understanding of forms and techniques.

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

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

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

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

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

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

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

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

Outcome: CC8.2Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.

a. Determine personal knowledge of a topic to generate possible areas of inquiry or research.

b. Formulate relevant questions on a topic to establish a purpose for gathering information.

c. Contribute ideas, knowledge, and strategies to help identify group information needs and sources.

d. Collaborate with others using technology to plan inquiry.e. Prepare and use a plan to access, gather, and record in

own words relevant information.f. Gather information from a variety of sources (e.g.,

interviews, print texts, CD-ROMs, Internet) and integrate ideas in analysis.

g. Organize information and ideas in order of priority according to topic and task requirements.

h. Make notes in point form, summarizing major ideas and supporting details.

i. Sort, organize, classify, and extend data using information technology tools.

Outcomes: CC9.2a and CC9.2bCreate and present an individual researched inquiry project related to a topic, theme, or issue studied in English language arts.

Use inquiry to explore understanding of a particular topic, question, or issue related to the themes being studied:

a. Use clear inquiry questions and suitable research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

b. Determine depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research.

c. Prepare and use a plan to access, gather, and evaluate ideas and information from a variety of human, print, and electronic sources.

d. Evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan.

e. Use e-mail, threaded discussion, and file sharing to exchange ideas and findings.

f. Select appropriate resources related to a research


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g. Locate information using a search engine.

h. Assess the appropriateness of the amount and quality of information collected.

i. Recognize and address information gaps for particular audiences and purposes.

j. Organize new information to reflect the intended purpose and audience.

k. Use the language of inquiry (e.g., “Where would I find information and ideas about this topic, question, problem, or issue?” “What processes or procedures could I use?” “How will I access these sources or carry out these procedures?”).

j. Adjust inquiry and research strategies to accommodate changing perspectives and availability of pertinent information.

k. Document cited resources within presentations and composition.

l. Use the language of inquiry (e.g., “What processes or procedures could we use?”, “What criteria will we use to judge how effective the sources and processes are in addressing the topic?”, “How can we prepare a presentation suitable for the purpose, audience, and situation that we identified?”).

project.

g. Use note making to reconstruct knowledge and select strategies appropriate to task.

h. Solve problems requiring the sorting, organizing, classifying, and extending of data using information technology tools.

i. Integrate relevant information regarding issue and problems from group discussions and interviews.

j. Include citations, quotations, and works cited in inquiry presentations

k. Evaluate authority, validity, and reliability of content.l. Document sources of information using standard

format (using software to manage and insert references).

m. Design a website to communicate and share information with an audience.

n. Evaluate own research process.o. Use the language of inquiry (e.g. “I wonder if…”,

“What inquiry question(s) would focus my task?”, “What materials and equipment could I use?”, “Can I formulate alternative answers, solutions, conclusions, or decisions related to my inquiry questions?”)


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

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

b. Use several strategies before, during, and after representing, speaking, and writing including:Before:o consider prompt or find a topic and activate

prior knowledge (e.g., look for ideas and topics in personal experiences and form questions about topic)

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

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

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

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

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

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

During:o create draft(s) and experiment with possible

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

o confer with others (e.g., draft multiple leads and endings and consult peers to seek the most effective)

Outcome: CC8.3Select and use the appropriate strategies to communicate meaning before (e.g., plan, organize, and sequence ideas to fit purpose, point of view, and format), during (e.g., use and maintain appropriate point of view for audience and purpose), and after (e.g., revise final drafts and presentations to ensure that the format and patterns within that format contribute to the effectiveness of the composition) speaking, writing, and other representing activities.

a. Demonstrate an understanding of the creating process by preparing (pre-writing), creating drafts, revising, and creating a final copy or product.

b. Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising] presenting) as needed.

c. Use several strategies before, during, and after representing, speaking, and writing including:Before:o consider prompt or find a topic and activate prior

knowledge (e.g., consider the variables in the prompt or assignment including purpose, role, audience, topic, and focus)

o consider purpose and audience (e.g., ask questions to analyze purpose and audience)

o consider and generate specific ideas and information that might be included (e.g., formulate pertinent questions to explore and develop the topic)

o consider and choose/adapt a possible form (e.g., consider the best pattern to present ideas including cause and effect, problem/solution, opinion/reason, fact/proof, sharing experience pattern)

o collect and focus ideas and information (e.g., collect details about the topic and plan how to use them; identify gaps in ideas and information)

o plan and organize ideas for drafting (mapping and authoring) (e.g., create a pre-writing plan as a guide; consider alternative ways to organize and present ideas)

o consider qualities of effective communication and the language to use (e.g., consider the best register and point of view to use).

During:o create draft(s) and experiment with possible product(s)

(e.g., develop main idea with sufficient supporting detail; change any ideas that are not clear or complete)

o confer with others (e.g., use a peer response sheet)o use language and its conventions to construct message

(e.g., attend to the tone and sincerity; communicate in

Outcomes: CC9.3a and CC9.3bSelect and use appropriate strategies to communicate meaning before (e.g., considering and valuing own observations, experiences, ideas, and opinions as sources for ideas), during (e.g., shaping and reshaping drafts with audience and purpose in mind), and after (e.g., ensuring that all parts support the main idea or thesis) speaking, writing, and other representing activities.

a. Demonstrate an understanding of the creating process by planning, creating drafts, revising, and creating a final version.

b. Progress through stages/phases of the creating process (i.e., before [pre-], during [drafting], and after [revising] presenting) as needed.

c. Analyze, evaluate, and apply the strategies used before, during, and after speaking, writing, and other forms of representing including:Before:o consider prompt or find a topic and activate prior

knowledge (e.g., consider the key components of communication including purpose, role, audience, format, and topic; consider timelines and deadlines)

o consider purpose and audience (e.g., consider if the communication is to entertain, explain, surprise, persuade, describe, or narrate; consider how to engage intended audience and what response is wanted from them)

o consider and generate specific ideas and information that might be included (e.g., consider and value own observations, experiences, ideas, and opinions as sources for ideas; use free writing, clustering, or another selecting activity to explore and find a focus)

o consider and choose/adapt a possible form (e.g., consider the frame or form that could be used to best present ideas and that would be appropriate to audience and purpose)

o collect and focus ideas and information (e.g., consider how much is already known about the subject, what additional information is available, and where it may be found)

o plan and organize ideas for drafting (mapping and authoring) (e.g., state focus for communication in sentence and then map or outline a plan that might develop that focus)

o consider qualities of effective communication and the language to use (e.g., consider what to emphasize in the communication and what tone or


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

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

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

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

After:o revise for content and meaning (adding,

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

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

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

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

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

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

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

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

a way that sounds informative and confident)o reflect, clarify, self-monitor, self-correct, and use a

variety of “fix-up” strategies (e.g., use clear transitions to increase flow and fluency)

o acknowledge sources (e.g., cite sources )o include sufficient detailo experiment with communication features and

techniques (e.g., consider elements of style including tone, humour, imagery, and dialogue).

After:o revise for content and meaning (adding, deleting,

substituting, and rethinking) (e.g., consider the assumptions and values presented)

o revise for organization (e.g., check that the text patterns and features are appropriate to the form of representation; review for consistent point of view; include a beginning that attracts the viewer, listener, or reader, a middle part that supports the focus, and a closing that connects everything)

o revise for sentence structure and flow (e.g., use a variety of sentences that flow smoothly and clearly from one idea to the next)

o revise for word choice, spelling, and usage (e.g., review and revise writing conventions for intended audience; use vivid verbs, specific subjects, and well-chosen qualifiers)

o proofread for mechanics and appearance (e.g., check for the rules of punctuation, capitalization, spelling, and usage)

o confer with peers, teacher, or others (e.g., use pre-determined and/or student-developed criteria for revision; revise with peers’ and others’ responses in mind)

o polish, practise, and decide how work will be shared and published (e.g., enhance for clarity, correctness, variety, and legibility; use blue or black ink and write neatly; check margins; use easy-to-read fonts)

o share final product, reflect, consider feedback, and celebrate learning (e.g., use a reflection sheet to think about the product, delivery, and planning for future communications).

voice could be used).

During:o create draft(s) and experiment with possible

product(s) (e.g., develop a first draft that introduces the topic and gives the focus statement, covers each part of the topic, uses details explaining the topic, and ends in a way that gives the viewer, listener, reader a final thought; shape and reshape draft with audience and purpose in mind)

o confer with others (e.g., articulate hopes for composition and solicit feedback and suggestions from peers and others)

o use language and its conventions to construct message (e.g., use the right level of language for purpose and audience)

o reflect, clarify, self-monitor, self-correct, and use a variety of “fix-up” strategies (e.g., check for active, forward-moving sentences; cut, clarify, and condense)

o acknowledge sources (e.g., acknowledge and cite sources accurately)

o experiment with communication features and techniques (e.g., try creating in a different style for a different audience).

After:o revise for content and meaning (adding, deleting,

substituting, and rethinking) (e.g., cut information that does not support focus; add information if additional points need to be made; refine so ideas are interesting, colourful, and understood)

o revise for organization (e.g., consider what parts are working together well; review method of development; consider if the opening and closing are appropriate; consider if a written composition reads smoothly and clearly)

o revise for sentence structure and flow (e.g., test and revise sentences for variety, verb choice, and length)

o revise for word choice, spelling, and usage (e.g., consider clarity and quality of words)

o proofread for mechanics and appearance (e.g., check for spelling, usage, and mechanics)

o confer with peers, teacher, or others (e.g., provide meaningful feedback based on specific observations; keep comments positive and constructive)

o polish, practise, and decide how work will be shared and published (e.g., review purpose and consider if the communication succeeds)

o share final product, reflect, consider feedback, and celebrate learning (e.g., prepare a portfolio; submit a manuscript).


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


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

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

c. Use and apply language cues and conventions to communicate meaning including:Pragmatic: Select and use the language appropriate for specific audiences and purposes including the celebration of special events and accomplishments; use language that demonstrates respect for others; address communication to a specific audience; ensure voice/tone is appropriate to audience and text type; recognize and explain function and purpose of texts including informing, persuading, narrating, and describing; use standard Canadian English that follows accepted rules of usage; use appropriate register, tone, and usage; use standard Canadian English.Textual: Understand and use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use appropriate point of view (including third person)for purpose; use common organizational patterns within texts (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast); craft strong leads and effective conclusions; maintain focus from beginning to end; use transition words; include covering page and list of references.Syntactical: Use clear sentence structures that contain a verb and its subject (average spoken sentence length – 9.5 words; written sentence length – 9.0 words).; combine closely related ideas

Outcome: CC8.4Use pragmatic (e.g., use appropriate language register), textual (e.g., use artistic devices such as figurative language), syntactical (e.g., combine sentences to form compound and complex sentences for variety, interest, and effect), semantic/lexical/ morphological (e.g., use words to capture a particular aspect of meaning), graphophonic (e.g., correctly pronounce words with proper emphasis), and other cues (e.g, arrange and balance words and visuals as well as fonts) to construct and to communicate meaning.


a. Apply consistently the conventions of oral and written language and the conventions of visual and multimedia texts.

b. Use and apply language cues and conventions to communicate meaning including:Pragmatic: Use appropriate language to participate in public events, occasions, or traditions; explain function and purpose of texts including informing, persuading, narrating, and describing; use appropriate language register (i.e., for audience and purpose);use language that demonstrates respect for others (including people of different ages, abilities, genders, cultures); use standard Canadian English that follows accepted rules of usage; avoid the personal “I/you” in formal communication; use appropriate register, role, tone, and usage; ensure voice/tone is appropriate to audience and text type.Textual: Use structures and features of texts to communicate understanding including form/genre, artistic devices(e.g., personification, figurative language including similes and metaphors, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments), and text features (e.g., credits, headings, diagrams, columns, sidebars, pull-quotes); use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use appropriate point of view (including third person) for purpose; use common organizational patterns within texts (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast); craft strong leads and effective conclusions; maintain focus and ensure unity and coherence in text from beginning to end; use transition words; include covering page and list of references.Syntactical: Ensure that sentences are complete, interesting, and on topic; use clear sentence structures that contain a verb and its subject (average spoken sentence length – 10.5 words; average length of

Outcomes: CC9.4a and CC9.4bUse pragmatic (e.g., inclusive language that supports people across cultures, genders, ages, and abilities), textual (e.g., strong leads, coherent body, and effective endings), syntactic (e.g., subordination to show more precisely the relationships between ideas), semantic/lexical/morphological (e.g., both the denotative and connotative meaning of words), graphophonic (e.g., knowledge of spelling patterns and rules to identify, analyze, and correct spelling errors), and other cues (e.g., combine print and visuals to enhance presentations) to construct and to communicate meaning.

a. Understand and apply the conventions of oral and written language and the conventions of visual and multimedia texts.

b. Use and apply language cues and conventions to communicate meaning including:Pragmatic: Demonstrate confidence in using language in a variety of formal and informal contexts, both inside and outside the classroom; use inclusive language that supports and demonstrates respect for people across cultures, genders, ages, and abilities; use appropriate language to participate in public events, occasions, or traditions; adjust use of language to suit audiences and purposes; use appropriate register of language (i.e., formal, informal, colloquial); avoid jargon, slang, and clichés; use emotional appeal or persuasive language (e.g., testimonials, emotional appeals, bandwagon effects); use standard Canadian English that follows accepted rules of usage; avoid the personal “I/you” in formal communication; use appropriate register, role, tone, and usage; address communication to a specific audience; ensure voice/tone is appropriate to audience and text type.Textual: Use structures and features of texts including form/genre, artistic devices (e.g., personification, figurative language including similes and metaphors, exaggeration, symbolism), elements (e.g., point of view, conflict, theme, supporting arguments) and text features (e.g., credits, headings, diagrams, columns, sidebar, pull-quotes); use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use appropriate point of view (including third person) for purpose; use organizational patterns within texts (chronological, enumerative, procedural, problem/solution, cause/effect, comparison/contrast); craft strong leads, coherent bodies, and effective conclusions; maintain focus and ensure unity and coherence in text from beginning to end; use effective transition words; include covering


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into compound structures using conjunctions or joining words; include some subordination and modification; use phrases, clauses, and a variety of qualifiers; ensure that sentences are complete, interesting, and on topic; combine sentences to form compound and complex sentences for variety, interest, and effect; ensure that the subject, pronouns, and verbs agree; ensure that the sentences use appropriate verb tense (e.g., “I have seen….”); ensure that qualifiers are not misplaced; vary sentence beginning; avoid double subjects (e.g., “Bill, he….”) and double negatives with verbs (e.g., “I don’t have nothing.”); use effective punctuation and capitalization including periods, commas, quotation marks, colons, dashes, and hyphens.Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; avoid overused and misused words (e.g., “could of”);use common homonyms (e.g., their/they’re/there; its/it’s; too/two/to) and commonly confused words (e.g., who/whom) correctly; use words figuratively and for imagery; spell most words correctly using Canadian spelling, use a variety of strategies and resources (e.g., dictionaries, thesauruses, spell check) to learn the correct spelling and meaning of words.Graphophonic: Enunciate clearly and carefully; pronounce words correctly; recognize onomatopoeia and alliteration; use basic spelling strategies, rules, and word families to spell words correctly at grade level; spell derivatives correctly by applying the spellings of bases and affixes.Other Cues: Use volume and presentation techniques appropriate to audience and purpose; use appropriate gestures, physical movements, facial expressions, sounds, visuals, and multimedia aids to enhance presentation; combine print and visuals; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; include clear representations (e.g., electronic illustration); underline and/or italicize names of books and periodicals; use quotation marks correctly in speech, songs, poems, and short stories.

sentences in freewriting – 10.2; in rewriting – 9.8); combine sentences to form compound and complex sentences for variety, interest, and effect; use complete sentences with appropriate subordination and modification; use subordination to show more precisely the relationship between ideas(e.g., because, although, when) and to avoid a string of compound sentences; make sentences more precise by reducing a main idea (clause) to a subordinate idea (clause); reduce, when appropriate, subordinate clause to a phrase or single word; vary sentence beginnings; ensure agreement of subject, verbs, and pronouns and use correct forms including pronouns acting as subjects and objects (e.g., “Him and his brother …”); correctly place qualifiers; employ effective capitalization and punctuation including periods, commas, semicolons, quotation marks, colons, dashes, and hyphens.Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; use specific words and synonyms for variety; use common homonyms (e.g., whose/who’s) and often confused words (e.g., lend/borrow) correctly; use reference tools including dictionaries, thesauri, and handbooks to determine meaning of words, to check spelling, and to verify usage; recognize and use words figuratively and for imagery; spell most words correctly using Canadian spelling; use a variety of strategies and resources to learn the correct spelling of words; use knowledge of spelling generalizations.Graphophonic: Enunciate clearly and carefully, and correctly pronounce words with proper emphasis; use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, analyze, and correct spelling errors.Other Cues: Use volume and presentation techniques appropriate to audience and purpose; use appropriate non-verbal cues (including gestures, physical movements, facial expressions, and body language), sound effects, visuals, and multimedia aids to enhance presentation; combine print and visuals; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; arrange and balance words and visuals as well as fonts(typefaces/print) in order to send a coherent and clear message to specific audiences.

page and list of references; use language and techniques to create a dominant impression, mood, tone, and style.Syntactical: Ensure that sentences are complete, interesting, and on topic; use clear sentence structures that contain a verb and its subject (average spoken sentence length – 10.5 words; average length of sentences in freewriting – 10.2; in rewriting – 9.8); combine sentences to form compound and complex sentences for variety, interest, and effect; use complete sentences with appropriate subordination and modification; use subordination to show more precisely the relationship between ideas (e.g., because, although, when) and to avoid a string of compound sentences; make sentences more precise by reducing a main idea (clause) to a subordinate idea (clause); reduce, when appropriate, a subordinate clause to a phrase or single word; recognize that effective co-ordination, subordination, and apposition of ideas make sentences clear and varied; recognize and use parallel structure or balanced sentences for parallel ideas; use active versus passive verbs; vary sentence beginnings; ensure agreement of subjects, verbs, and pronouns; use correct pronouns acting as subjects or objects (e.g., “Him and his brother…”); correctly place qualifiers; use effective capitalization and punctuation including periods, commas, semicolons, quotation marks, colons, dashes, and hyphens; punctuate correctly titles of various media.Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; use specific words and synonyms for variety; use common homonyms (e.g., through/threw) and often confused words (e.g., affect/effect) correctly; avoid overused and misused words (e.g., irregardless, anyways, among/between); consider both the denotative and connotative meaning of words; avoid wordiness, mixed metaphors, or “fancy” words; use reference tools including dictionaries, thesauri, and handbooks to determine meaning of words; check spelling, and verify usage; recognize and use words figuratively and for imagery; spell most words correctly using Canadian spelling; use a variety of strategies and resources to learn the correct spelling of words; use knowledge of spelling generalizations; demonstrate and use new vocabulary appropriately.Graphophonic: Enunciate clearly and carefully, and correctly pronounce words with proper emphasis; use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, analyze, and correct spelling errors.


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Other Cues: Use volume and presentation techniques appropriate to audience and purpose; use appropriate non-verbal cues (including gestures, physical movements, facial expressions, eye contact, and body language), sound effects, visuals, and multimedia aids to enhance presentation; combine print and visuals to enhance presentations; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; arrange and balance words and visuals as well as fonts (typefaces/print) in order to send a coherent and clear message to specific audiences; ensure that graphics, sound, and technology enhance representations.

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

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

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

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

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

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

Outcome: CC8.5Create and present a variety of visual and multimedia presentations including an illustrated report, a role play that ends with a tableau, a dramatization, presentation software, a newscast with adequate detail, clarity, and organization to explain (e.g., an important concept), to persuade (e.g., an opinion on an issue, a mini-debate), and to entertain (e.g., a humourous incident).

a. Explore ideas and express understanding using various forms of representing (e.g., storyboarding, illustrating, role playing, e-mailing, preparing a concept map).

b. Choose appropriate medium/media to fully explore and extend ideas.

c. Choose appropriate technology (including digital) to represent understanding and enhance communication.

d. Design graphic organizers to demonstrate understanding of ideas and information.

e. Use visuals (e.g., data displays) and other techniques to portray key ideas.

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

g. Integrate various forms of representing (e.g., music, audio tape, graphic organizer, diagram) to express

Outcome: CC9.5aCreate and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.

Outcome: CC9.5bCreate and present a variety of visual and multimedia presentations including addressing various audiences for one proposal.

a. Explore ideas and express understanding using various visual and other representational techniques (e.g., storyboarding, scripting, concept mapping).

b. Analyze, organize, and convert information into different forms (e.g., charts, graphs, drawings, movement).

c. Create multimedia presentations to communicate information using resources such as overhead projectors, computers, recorders, and other presentation software.

d. Integrate a variety of media (e.g., sound effects, mime, graphics, physical movement, short video clip) into oral and written representations to enhance the message.

e. Use visual aids, media, and other technology to


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

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

understanding and to enhance oral and written communications.

h. Experiment with representing in a variety of familiar and unfamiliar forms (e.g., presentation software, dramatization, illustrated report).

i. Use more than one type of media in a presentation.

support oral presentations.f. Include visual aids by employing appropriate

technology to organize and record information on charts, maps, and graphs.

g. Experiment with representing in a variety of familiar and unfamiliar forms (e.g., video documentary on social issue, comic strip).

h. Create, edit, and use sound files.i. Create, edit, and use video files.j. Adapt a print work to another medium (e.g., design a

book jacket to sell the same novel to children, teens, or adults).

k. Experiment with the use of technology in communicating for a range of purposes with a variety of audiences.

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

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

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

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

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

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

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

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

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

Outcome: CC8.6Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and contributing to group harmony).

a. Initiate conversation about a range of topics and respond appropriately when others initiate conversation.

b. Engage in dialogue to understand the feelings and viewpoints of others and contribute to group harmony.

c. Use language and tone to suit audience, purpose, and situation.

d. Use gestures, facial expressions, and visual aids to enhance meaning of talk.

e. Contribute ideas and information and pose questions in class discussion to gain understanding.

f. Use talk to express and to share feelings, ideas, opinions, and responses in one-to-one, small group, and large group discussions.

g. Give reasons for opinions and points of view.h. Summarize main ideas discussed and conclusions drawn.i. Create and deliver oral responses to texts.j. Deliver a focused, coherent oral presentation that

includes an introduction, transitions, a logical body, and

Outcomes: CC9.6a and CC9.6bUse oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments).

a. Use talk to explore own and others’ ideas and to express understanding.

b. Read aloud short prose passages to support a point.

c. Participate in dramatic speaking experiences such as role plays and dramatic readings.

d. Give oral presentations to different audiences for various purposes, such as summaries, narratives, persuasive topics, inquiry projects, and impromptu and dramatic speeches.

e. Demonstrate respect for the needs, rights, and feelings of others.

f. Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus through the presentation.

g. Support a position acknowledging opposing views.h. Organize ideas in appropriate format and sequence


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group work.j. Summarize personal viewpoint in clear and

meaningful ways.k. Summarize ideas discussed and state own view in

light of discussion.l. Present group conclusions and findings to

classmates.m. Respond to questions and suggestions concisely,

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

recite a poem, participate in an improvisation).

an effective conclusion as part of an individual project within a unit.

k. Recite poems, sections of speeches, and dramatic soliloquies using voice modulation, tone, and gestures expressively to enhance the meaning.

l. Give a dramatic reading of a poem or play excerpt and participate in Reader’s Theatre.

m. Experiment with speaking in formal situations (e.g., mini-debates, meetings).

ideas and information clearly and logically.i. Move smoothly and logically from one point to another.j. Adjust language and tone to suit audience, purpose,

and situation.k. Adjust volume, tone, pitch, and pace of speech to

create effect and enhance communication.l. Use gestures, facial expressions, visual aids, and other

non-verbal cues effectively to enhance meaning of talk.m. Hold audience’s attention.n. Present ideas and opinion in response to a topic or

presentation.o. Apply rules for co-operative or whole class debate and

discussion on controversial issues.p. Solve a problem or understand a task through group

co-operation.q. Define group roles using consensus to ensure task is

understood and completed.r. Analyze oral statements made by self and others.s. Generalize from several comments and points made.t. Experiment with speaking in formal situations (e.g.,

debates, meetings, presentation to an unfamiliar audience).

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

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

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

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

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

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

conclusions.

Outcome: CC8.7Use oral language to effectively express information and ideas of complexity in formal and informal situations (e.g., to debate a point, to participate in a meeting, to give a dramatic reading of a poem or play excerpt).

a. Initiate conversation about a range of topics and respond appropriately when others initiate conversation.

b. Engage in dialogue to understand the feelings and viewpoints of others and contribute to group harmony.

c. Use language and tone to suit audience, purpose, and situation.

d. Use gestures, facial expressions, and visual aids to enhance meaning of talk.

e. Contribute ideas and information and pose questions in class discussion to gain understanding.

f. Use talk to express and to share feelings, ideas, opinions, and responses in one-to-one, small group, and large group discussions.

g. Give reasons for opinions and points of view.

Outcomes: CC9.7a and CC9.7bUse oral language intentionally to express a range of information and ideas in formal and informal situations including dramatic readings of poems, monologues, scenes from plays, and stories and presenting reasoned arguments of opposing viewpoints.

a. Use talk to explore own and others’ ideas and to express understanding.

b. Read aloud short prose passages to support a point.c. Participate in dramatic speaking experiences such as

role plays and dramatic readings.d. Give oral presentations to different audiences for

various purposes, such as summaries, narratives, persuasive topics, inquiry projects, and impromptu and dramatic speeches.

e. Demonstrate respect for the needs, rights, and feelings of others.

f. Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintain a consistent tone and focus


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

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

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

group work.k. Summarize personal viewpoint in clear and

meaningful ways.l. Summarize ideas discussed and state own view in

light of discussion.m. Present group conclusions and findings to

classmates.n. Respond to questions and suggestions concisely,

clearly, and appropriately.o. Speak to share and to entertain (e.g., read aloud,

recite a poem, participate in an improvisation).

h. Summarize main ideas discussed and conclusions drawn.i. Create and deliver oral responses to texts.j. Deliver a focused, coherent oral presentation that

includes an introduction, transitions, a logical body, and an effective conclusion as part of an individual project within a unit.

k. Recite poems, sections of speeches, and dramatic soliloquies using voice modulation, tone, and gestures expressively to enhance the meaning.

l. Give a dramatic reading of a poem or play excerpt and participate in Reader’s Theatre.

m. Experiment with speaking in formal situations (e.g., mini-debates, meetings).

through the presentation.g. Support a position acknowledging opposing views.h. Organize ideas in appropriate format and sequence

ideas and information clearly and logically.i. Move smoothly and logically from one point to another.j. Adjust language and tone to suit audience, purpose,

and situation.k. Adjust volume, tone, pitch, and pace of speech to

create effect and enhance communication.l. Use gestures, facial expressions, visual aids, and other

non-verbal cues effectively to enhance meaning of talk.m. Hold audience’s attention.n. Present ideas and opinion in response to a topic or

presentation.o. Apply rules for co-operative or whole class debate and

discussion on controversial issues.p. Solve a problem or understand a task through group

co-operation.q. Define group roles using consensus to ensure task is

understood and completed.r. Analyze oral statements made by self and others.s. Generalize from several comments and points made.t. Experiment with speaking in formal situations (e.g.,

debates, meetings, presentation to an unfamiliar audience).

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

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

b. Sustain focus in a piece of writing for several pages.

c. Use transition words (e.g., first, then, next, before, after, however) to signal organizational pattern within compositions.

d. Use appropriate point of view (including third

Outcome: CC8.8Write to describe a landscape scene; to narrate a personal story or anecdote and a historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review.

a. Demonstrate the ability to write effective, coherent multi-paragraph (minimum of 5 paragraphs) narrative, descriptive, expository, and persuasive essays of at least 500 to 800 words using appropriate before, during, and after strategies.

b. Create narrative texts (e.g., story, anecdote, historical narrative) as followso establish a context, plot, and point of viewo use a range of narrative devices (e.g., dialogue,

tension, suspense)

Outcome: CC9.8aWrite to describe (a profile of a character), to narrate (a narrative essay), to explain and inform (a researched report), and to persuade (a review).

Outcome: CC9.8bWrite to describe (a description of a scene), to narrate (a personal essay), to explain and inform (a multi-paragraph letter), and to persuade (a letter to the editor).

a. Prepare compositions (including essays), reports, presentations, and inquiry or research projects with adequate detail for audience understanding.

b. Experiment with and use memorable language effectively.

c. Experiment with different personas.


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person) when writing for particular audience and purpose.

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

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

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

conclusion.g. Create expository, informational, and

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

explanations from multiple authoritative sourceso include several paragraphs or sections

organized in logical sequenceo use transitionso offer conclusion(s).

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

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

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

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

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

o make the narrative engagingo develop charactero develop it systematically leading to a climax or

conclusion.

c. Create expository, informational, and procedural texts (e.g., presentation of findings, a biography, a documented research report, a résumé and covering letter) as follows:o pose relevant questions to limit scope of

presentationo introduce the purpose, and define a thesiso develop topic with important facts, details, examples,

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

logical sequenceso use transitionso organize and display information on charts, maps,

and graphso offer conclusion(s).

d. Create descriptive texts (e.g., a landscape scene) as follows:o present a clear and colourful picture of the placeo include sensory details and vivid wordso use a logical order (e.g., near to far).

e. Create persuasive texts (e.g., mini-debate, a review) as follows:o include a well-defined thesis (i.e., one that makes a

clear and knowledgeable judgement)o provide support by reasons, explanations, and

evidenceo support opinion with examples from texto present a clear organization.

f. Compose original texts (e.g., lyrical and narrative poems, letters, scripts, humourous instructions) using a variety of different literary techniques (e.g., imagery, dialogue, figurative language).

d. Seek out teachers, peers, and others with specific strengths for writing conferences.

e. Design and publish documents by using publishing software and graphics programs.

f. Write clear and focused narrative, descriptive, expository, and persuasive essays (at least 1,500 words).

g. Write response to texts to demonstrate a comprehensive grasp of the significant ideas of literary texts and support important ideas and viewpoints through accurate and detailed references to the text, and demonstrate awareness of the author’s use of language.

h. Apply knowledge and strategies for composing pieces in a variety of forms/genres (e.g., descriptive, narrative, expository, persuasive, poetic, script).

i. Write texts that relate clear ideas or events in a coherent manner using specific details.

j. Create narrative texts (e.g., personal narrative, short story) as follows:o locate scenes and incidents in specific placeso describe with concrete sensory details the sights,

sounds, and smells of the scene and the specific actions, movements, and feelings of the characters (use interior monologue to depict characters’ feelings)

o employ narrative and descriptive devices (e.g., relevant dialogue, specific action, physical description, comparison or contrast)

o develop narrative systematically leading to a climax or conclusion

o reveal the significance of and the subject’s attitude about the incident, event, or situation.

k. Create expository, informational, and procedural texts (e.g., a research report, a consumer letter) as follows:o pose relevant questions to limit scope of

presentationo introduce the purpose and define a thesiso develop topic with important facts, details,

examples, and explanations from multiple authoritative sources

o include several paragraphs or sections organized in logical sequences

o use transitionso organize and display information on charts, maps,

and graphs


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o offer conclusion(s)o anticipate and address viewer’s, listener’s and

reader’s potential misunderstandings, biases, and expectations.

l.Create descriptive texts (a profile of a character) as follows:o present a clear and colourful picture of the persono include sensory details and vivid wordso use dialogue when appropriateo develop a logical order (e.g., background, physical

description).

m. Create persuasive texts (e.g., a persuasive essay, a letter to the editor) as follows:o include a well-defined thesis (i.e., one that makes

a clear and knowledgeable judgement)o state a position clearly and convincinglyo provide support by fact, reasons, examples,

explanations, and evidence to support positiono differentiate fact from opinion and support

argument with detailed reasoning and exampleso structure ideas and arguments in a sustained and

logical fashiono maintain a reasonable toneo address viewer’s, listener’s, or reader’s concerns,

biases, expectations, and counterclaims.

n. Experiment with a variety of forms (e.g., poetry, letters, short scripts, advice column) and techniques (e.g., tone, point of view, imagery, dialogue, figurative language).

Outcome: CC7.9

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

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

b. Sustain focus in a piece of writing for several

Outcome: CC8.9

Experiment with a variety of text forms (e.g., Reader’s Theatre, role play, humourous instructions, an electronic presentation, a dramatization, a mini-debate) and techniques (e.g., imagery, music, graphics and statistics in a multimedia presentation).

a. Demonstrate the ability to write effective, coherent multi-paragraph (minimum of 5 paragraphs) narrative, descriptive, expository, and persuasive essays of at least 500 to 800 words using appropriate before, during, and after strategies.

b. Create narrative texts (e.g., story, anecdote, historical

Outcomes: CC9.9a and CC9.9b

Experiment with a variety of text forms (e.g., debates, meetings, presentations to unfamiliar audiences, poetry, précis, short script, advice column, video documentary, comic strip) and techniques (e.g., tone, persona, point of view, imagery, dialogue, figurative language).

a. Prepare compositions (including essays), reports, presentations, and inquiry or research projects with adequate detail for audience understanding.

b. Experiment with and use memorable language effectively.


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pages.c. Use transition words (e.g., first, then, next, before,

after, however) to signal organizational pattern within compositions.

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

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

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

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

conclusion.g. Create expository, informational, and

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

explanations from multiple authoritative sourceso include several paragraphs or sections

organized in logical sequenceo use transitionso offer conclusion(s).

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

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

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

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

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

narrative) as followso establish a context, plot, and point of viewo use a range of narrative devices (e.g., dialogue,

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

conclusion.

c. Create expository, informational, and procedural texts (e.g., presentation of findings, a biography, a documented research report, a résumé and covering letter) as follows:o pose relevant questions to limit scope of

presentationo introduce the purpose, and define a thesiso develop topic with important facts, details, examples,

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

logical sequenceso use transitionso organize and display information on charts, maps,

and graphso offer conclusion(s).

d. Create descriptive texts (e.g., a landscape scene) as follows:o present a clear and colourful picture of the placeo include sensory details and vivid wordso use a logical order (e.g., near to far).

e. Create persuasive texts (e.g., mini-debate, a review) as follows:o include a well-defined thesis (i.e., one that makes a

clear and knowledgeable judgement)o provide support by reasons, explanations, and

evidenceo support opinion with examples from texto present a clear organization.

f. Compose original texts (e.g., lyrical and narrative poems, letters, scripts, humourous instructions) using a variety of different literary techniques (e.g., imagery, dialogue, figurative language).

c. Experiment with different personas.d. Seek out teachers, peers, and others with specific

strengths for writing conferences.e. Design and publish documents by using publishing

software and graphics programs.f. Write clear and focused narrative, descriptive,

expository, and persuasive essays (at least 1,500 words).

g. Write response to texts to demonstrate a comprehensive grasp of the significant ideas of literary texts and support important ideas and viewpoints through accurate and detailed references to the text, and demonstrate awareness of the author’s use of language.

h. Apply knowledge and strategies for composing pieces in a variety of forms/genres (e.g., descriptive, narrative, expository, persuasive, poetic, script).

i. Write texts that relate clear ideas or events in a coherent manner using specific details.

j. Create narrative texts (e.g., personal narrative, short story) as follows:o locate scenes and incidents in specific placeso describe with concrete sensory details the sights,

sounds, and smells of the scene and the specific actions, movements, and feelings of the characters (use interior monologue to depict characters’ feelings)

o employ narrative and descriptive devices (e.g., relevant dialogue, specific action, physical description, comparison or contrast)

o develop narrative systematically leading to a climax or conclusion

o reveal the significance of and the subject’s attitude about the incident, event, or situation.

k. Create expository, informational, and procedural texts (e.g., a research report, a consumer letter) as follows:o pose relevant questions to limit scope of

presentationo introduce the purpose and define a thesiso develop topic with important facts, details,

examples, and explanations from multiple authoritative sources

o include several paragraphs or sections organized in logical sequences

o use transitionso organize and display information on charts, maps,


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and graphso offer conclusion(s)o anticipate and address viewer’s, listener’s and

reader’s potential misunderstandings, biases, and expectations.

l.Create descriptive texts (a profile of a character) as follows:o present a clear and colourful picture of the persono include sensory details and vivid wordso use dialogue when appropriateo develop a logical order (e.g., background, physical

description).

m. Create persuasive texts (e.g., a persuasive essay, a letter to the editor) as follows:o include a well-defined thesis (i.e., one that makes

a clear and knowledgeable judgement)o state a position clearly and convincinglyo provide support by fact, reasons, examples,

explanations, and evidence to support positiono differentiate fact from opinion and support

argument with detailed reasoning and exampleso structure ideas and arguments in a sustained and

logical fashiono maintain a reasonable toneo address viewer’s, listener’s, or reader’s concerns,

biases, expectations, and counterclaims.n. Experiment with a variety of forms (e.g., poetry,

letters, short scripts, advice column) and techniques (e.g., tone, point of view, imagery, dialogue, figurative language).

Assess and Reflect

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

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

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

c. Participate in the development and use of a rubric

Outcome: AR8.1Use information gathered in self-assessment and teacher’s assessment to develop and work on goals for improving viewing, listening, reading, representing, speaking, and writing.

a. Evaluate the quality of own contributions to group process, and set goals and plans for development.

b. Develop and use criteria for evaluating self, goals, and projects.

c. Appraise own and others’ work to determine the appropriateness of resource choices, language use, organization, and communication forms.

d. Assess own and others’ work for clarity, correctness, and variety.

Outcomes: AR9.1a and AR9.1bAssess personal strengths and needs as a viewer, listener, reader, representer, speaker, and writer and contributions to the community of learners, and develop goals based on assessment and work toward them.

a. Evaluate and modify own roles in group interactions in a variety of contexts.

b. Establish and use relevant criteria and relevant vocabulary to evaluate group process and personal contributions and propose suggestions for development.

c. Use criteria/rubric to evaluate oral presentations including purpose, delivery techniques, content, visual aids, body language, and facial expressions.


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for assessing language skills and strategies.d. Evaluate group process and personal contributions

according to pre-established criteria.e. Discuss developing abilities in personal language

learning and use.f. Contribute to and use scoring guides, rubrics, and

other criteria to reflect on and analyze clarity of work.

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

reading experiences; and set goals for improvement.

i. Reflect on, analyze, and assess writing and other representing behaviours, and formulate goals for improvement.

e. Reflect on and assess viewing, listening, and reading experiences and the strategies selected; use relevant criteria to assess viewing, listening, and reading activities; and set goals for each.

f. Contribute to and use criteria to self-assess and set goals.

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

h. Collect materials for a portfolio or e-portfolio that reflect language achievement in relation to career choices.

d. Monitor progress in achieving language communication goals.

e. Reflect on attainment of personal goals for effective language learning and use.

f. Review and refine speaking, writing, and other representing skills and strategies, through reflection, feedback, and self-assessment.

g. Determine personal language strengths.h. Determine personal language learning goals.i. Articulate performance related to viewing, listening,

and reading processes and strategies and reflect on growth as viewer, listener, and reader of texts of increasing complexity.

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

k. Use criteria to examine qualities of own and others’ work.

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

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

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

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

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

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

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

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

reading experiences; and set goals for

Outcome: AR8.2Appraise own and others’ work for clarity, correctness, and variety.

a. Evaluate the quality of own contributions to group process, and set goals and plans for development.

b. Develop and use criteria for evaluating self, goals, and projects.

c. Appraise own and others’ work to determine the appropriateness of resource choices, language use, organization, and communication forms.

d. Assess own and others’ work for clarity, correctness, and variety.

e. Reflect on and assess viewing, listening, and reading experiences and the strategies selected; use relevant criteria to assess viewing, listening, and reading activities; and set goals for each.

f. Contribute to and use criteria to self-assess and set goals.

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

h. Collect materials for a portfolio or e-portfolio that reflect language achievement in relation to career choices.

Outcomes: AR9.2a and AR9.2bAssess own and others’ work for clarity, correctness, and impact.

a. Evaluate and modify own roles in group interactions in a variety of contexts.

b. Establish and use relevant criteria and relevant vocabulary to evaluate group process and personal contributions and propose suggestions for development.

c. Use criteria/rubric to evaluate oral presentations including purpose, delivery techniques, content, visual aids, body language, and facial expressions.

d. Monitor progress in achieving language communication goals.

e. Reflect on attainment of personal goals for effective language learning and use.

f. Review and refine speaking, writing, and other representing skills and strategies, through reflection, feedback, and self-assessment.

g. Determine personal language strengths.h. Determine personal language learning goals.i. Articulate performance related to viewing, listening,

and reading processes and strategies and reflect on growth as viewer, listener, and reader of texts of increasing complexity.


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improvement.i. Reflect on, analyze, and assess writing and other

representing behaviours, and formulate goals for improvement.

j. State appropriate and achievable improvement goals based on self-analysis; choose and apply strategies appropriate to improvement


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