Essential Outcomes and Indicators. English Language Arts Kindergarten to Grade 8

Transcription

1 Essential Outcomes and Indicators English Language Arts Kindergarten to Grade 8 Revised June 2010

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3 Table of Contents K-8 Language Arts Outcomes Overview page 3 Kindergarten page 4 Grade 1 page 12 Grade 2 page 20 Grade 3 page 28 Grade 4 page 36 Grade 5 page 44 Grade 6 page 52 Grade 7 page 60 Grade 8 page 68 Appendix A Sub-Strand Development Reading and Viewing Use of Text page 77 Contextual Understanding page 79 Conventions page 81 Processes and Strategies page 83 Appendix B Sub-Strand Development Writing and Representing Use of Text page 87 Contextual Understanding page 89 Conventions page 91 Processes and Strategies page 93 Appendix C Speaking Outcome Development page 96 Appendix D Listening Outcome Development page 98 Appendix E Holistic Rubric for Writing Assessment page 100 Appendix F Sample Conversation Starters page 101 Appendix G High Frequency Word Lists page 107 Appendix H Professional Resources page 110 Bibliography page 112 2

4 Overview: K-8 Language Arts Outcomes The goal of higher literacy and achievement for students requires consistency of language and focused teaching. Focused teaching necessitates a detailed map of what is expected that students will know and be able to do and is clearly stated in the outcomes and indicators. The outcomes have been arranged into four sub-strands representing the multidimensional nature of literacy. Each grade includes indicators that illustrate the expectation of the outcome at that specific grade level. Each grade contains: Overview of the outcomes and indicators Close up of the outcomes and indicators including illustrated examples and the major teaching emphasis (teachers will ) Extended indicators Overview of expected assessment practices. Common Essential Outcomes for Kindergarten to Grade 8 Use of Text Contextual Understanding Conventions Processes and Strategies Use of Text Contextual Understanding Conventions Processes and Strategies Speaking Outcome Listening Outcome Reading and Viewing Outcomes Students read/interact and make meaning from a variety of texts Students understand how context affects interpretation and choice of language Students use their knowledge of structures and features of a variety of texts to facilitate reading Students use their knowledge and understanding of strategies to help them to read fluently and to comprehend a variety of texts Writing and Representing Outcomes Students compose texts to convey meaning and represent ideas Students demonstrate knowledge of context through their writing Students use knowledge of language structures and features to facilitate writing Students compose texts using a variety of processes and strategies Speaking and Listening Outcomes Students use oral language to express ideas, share experiences and present information Students listen to gain meaning and to respond 3

5 Kindergarten Overview of Kindergarten Reading and Viewing Kindergarten readers display reading-like behaviors when interacting with texts such as picture books, traditional tales, and simple informational texts. They rely heavily on topic knowledge, pictures and memorization when reading texts previously heard. Although Kindergarteners may identify their own name and letters, they might not match spoken and written words. Key Student Resources to support literacy development Current Older School Library Collection Early Bird Big Books / Little Books Poem Posters (Wright Group) Essential Reading and Viewing Outcomes and Indicators Students read/interact and make meaning from a variety of texts Use of Texts Listens and talks about significant ideas from text Selects text primarily for enjoyment Students understand how context affects interpretation and choice of Contextual language Understanding Makes links to own experience when listening or reading Students use their knowledge of language structures and features to facilitate reading Conventions Recognizes letters of the alphabet by name and/or sound Processes and Strategies Recognizes repetitive patterns in stories Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Relies on background knowledge of topic and text organization Beginning to use comprehension strategies before, during and after, with teacher guidance Listening Outcome Students listen to gain meaning and respond Follows simple directions correctly and independently Asks questions for clarification Makes comments relevant to the topic Listens for a variety of purposes e.g., for enjoyment, for directions 4

6 Closer Look: Kindergarten Reading and Viewing Outcomes Indicators Illustrated Examples Use of Text Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language Listens and talks about significant ideas from text Selects text primarily for enjoyment Makes links to own experience when listening or reading That story was about a cat looking for his toy. I like books about animals. This reminds me of when I went to my grandma and grandpa s house. Conventions Students use their knowledge of language structures and features to facilitate reading Recognizes letters of the alphabet by name and/or sound Recognizes repetitive patterns in stories Identifies letter by name and sound randomly, more than reciting the abc s Repetitive phrases such as: run, run as fast as you can Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Relies on background knowledge of topic and text organization Beginning to use comprehension strategies before, during and after, with teacher guidance Comments on pictures, asks questions, notices captions, headings Uses strategies such as, but not limited to: connects text to self Chart Continued 5

7 Teachers will Read and reread a variety of texts Provide opportunities for students to respond in various ways Model reading behaviours and reading skills Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 1 Discuss some of the decisions authors and illustrators make when creating texts Encourage students to justify why they liked or disliked a particular book Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Build students sight vocabulary Build phonological awareness and graphophonic knowledge Teach students concepts of print Model conventions of print Teach book terminology Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Build students knowledge within cueing systems Teach comprehension and word identification strategies Teach students how to locate and select text Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 95 First Steps Reading Resource Book Chapter 4 6

8 Extensions: Kindergarten Reading and Viewing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students read/interact and make meaning from a variety of texts Recognizes significant environmental print, e.g., signs, logos, labels Knows that print carries a consistent message Degree of text difficulty (readability or content) and / or the sophistication of the response allow for extending breadth of outcome Students understand how context affects interpretation and choice of language Identifies and talks about familiar characters or people from texts Students use their knowledge of language structures and features to facilitate reading Identifies and generates rhyming words, including nonsense words Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Shares thinking about text features and how they assist their understanding of the text Assessment Practice: Kindergarten Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Reading Logs Surveys Formal Response Journal Work Samples Informal Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 4 Appendix F page 101 Common School Assessment Pre and Post Reading Assessment Concepts of Print Letter / Sound Awareness Conversations Conferences Interviews 7

9 Kindergarten Overview of Kindergarten Writing and Representing Kindergarten writers emulate adult writing by experimenting with marks to represent written language. Kindergarten writers are beginning to understand that writing is used to convey meaning or messages; however, as understandings about sound-symbol relationships are developing, their messages may not be readable by others. Kindergarten writers rely heavily on topic knowledge to generate text. Key Student Resources to support literacy development Current Older School Library Collection Early Bird Big Books / Little Books Poem Posters (Wright Group) Key Student Resources to support literacy development Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Use of Texts Assigns a message to written and drawn symbols Contextual Understanding Conventions Processes and Strategies Students demonstrate understanding of context through their writing States purpose and audience for own writing Students use knowledge of language structures and features of text to facilitate writing Writes using a combination of scribbles, pictures and approximations of numbers and letters Writes using known letters or approximations of letters that represent the dominant sound Students compose texts using a variety of processes and strategies Relies upon personal experience as a stimulus for writing Speaking Outcome Students use oral language to express ideas, share experiences and present information Talks about personal experiences, preferences and topics of interest Uses oral language to engage in exploratory and imaginative play Shares significant items from home e.g., show and tell 8

10 Closer Look: Kindergarten Writing and Representing Essential Outcomes Indicators Illustrated Examples Use of Text Students compose texts to convey meaning and represent ideas Assigns a message to written and drawn symbols This says I went to the farm. Contextual Understanding Students demonstrate understanding of context through their writing States purpose and audience for own writing This is a note for my mom. Conventions Students use knowledge of language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Writes using a combination of scribbles, pictures and approximations of numbers and letters Writes using known letters or approximations of letters to represent the dominant sound Relies upon personal experience as a stimulus for writing IHTBMO7 ( I went to my friends) ISEADG ( I see a dog) Topics relate directly to students personal schema Chart Continued 9

11 Teachers will Expose students to a range of text forms Model and encourage writing of a range of text forms Help students understand the concept of voice Use writing vocabulary daily with students Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 1 Discuss text in terms of purpose and audience Explore decisions that writers make regarding writer s craft Discuss how characters, people and ideas are represented in a variety of texts Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Build student s oral vocabulary and bank of words students can spell independently Build phonological awareness and graphophonic knowledge Teach students the conventions of print Model one-to-one correspondence between written and spoken words Model composition of simple sentences Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 3 Build students cueing system knowledge Teach writing and spelling strategies throughout the writing process Model reflection and the writing process Appendix B pages First Steps Writing Map of Development Book page 84 First Steps Writing Resource Book Ch. 4 10

12 Extensions: Kindergarten Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Uses the vocabulary associated with writing e.g., word, letter, environmental print, high frequency words Students demonstrate understanding of context through their writing Identifies and talks about characters from literary texts Identifies and talks about people and ideas in informational texts Students use knowledge of language structures and features of text to facilitate writing Makes organizational decisions about writing, e.g., I ll start here so it will fit Writes sentences on a continual line basis (not just one thought per line) Students compose texts using a variety of processes and strategies Uses text viewed, read, or heard as a stimulus for writing in addition to writing based on personal experiences Assessment Practice: Kindergarten Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Formal Informal Analysis of Products Writing Samples Surveys Writing Journal Spelling Log Self-Assessments Tests Conversations Conferences Interviews Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 4 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix 3) Provides data for the Conventions and Processes/Strategies sub-strand 11

13 Grade 1 Overview of Grade 1 Reading and Viewing Beginning grade 1 readers use memory of familiar, predictable texts and their developing sound-symbol knowledge to match spoken words with written words. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations. Grade 1 readers recognize a bank of frequently used words and use a range of strategies to comprehend texts. Key Student Resources to support literacy development Current Older Literacy Place Kit 1 Little Celebrations/ Literacy Tree Literacy Place Kit 2 (guided reading collection) Go Facts Set 1 and 2 Impressions, Grade 1 and 2 Eagle Crest / Loon Books Journeys, Levels 1-4 School Library Collection McCracken Tiger Cub Readers Essential Reading and Viewing Outcomes and Indicators Students read/interact and make meaning from a variety of texts Use of Texts Retells and identifies topic and story organization Selects text appropriate to purpose, inquiry, interest and readability Students understand how context affects interpretation and choice of Contextual language Understanding Expresses opinion about a text Students use their knowledge of language structures and features to facilitate reading Conventions Recognizes an increasing bank of known words in different contexts Processes and Strategies Hears and articulates sound segments in words e.g., onset and rime Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of text Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses a range of word strategies with grade level text Listening Outcome Students listen to gain meaning and respond Follows two-step sequence of directions Asks questions for clarification Retells stories, relating the sequence of event by answering who, what, when, where, why and how questions Listens courteously and attentively to others in pairs, small groups and whole class activities using appropriate body language 12

14 Closer Look: Grade 1 Reading and Viewing Outcomes Use of Texts Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language Indicators Kindergarten plus Retells and identifies topic and story organization Selects text appropriate to purpose, inquiry, interest and readability Expresses opinion about a text Illustrated Examples First, the boy went to the store to buy a treat I m looking for information on spiders so I ll look in this spider book I think the giant is mean. Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of texts Recognizes an increasing bank of known words in different contexts Hears and articulates sound segments in words e.g., onset and rime Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses a range of word strategies with grade level text High frequency words, personally significant words (Appendix G) Segments words into sounds Links letters with sounds Recognizes that a letter can represent different sounds Recognizes how word parts and words work I know this is about this subject, so I think the word will be The word starts with an m so it could be Comprehension strategies such as, but not limited to: predicting, connecting Word strategies such as, but not limited to: predicting using beginning letter sounds, pictures 13

15 Teachers will Read and reread a variety of texts Provide opportunities for students to respond in a variety of ways Model the identification of main ideas and supporting details Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 1 Provide opportunities for students to share and justify opinions and feelings about texts Discuss some of the decisions authors and illustrators make when creating texts Draw attention to the ways people or characters are represented in texts, and discuss alternatives Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to build students sight vocabulary Continue to build phonological awareness, graphophonic knowledge and word knowledge Model the use of conventions of print in fiction and non-fiction texts Build students knowledge of different text forms Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Continue to build students knowledge of cueing systems Consolidate known comprehension and word identification strategies and teach additional strategies Continue to teach students how to locate, select and evaluate text for independent practice Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book Pg. 142 First Steps Reading Resource Book Ch. 4 14

16 Extensions: Grade 1 Reading and Viewing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students read/interact and make meaning from a variety of texts Recognizes similarities and differences in works by an author or illustrator Degree of text difficulty (readability or content) and / or the sophistication of the response allow for extending breadth of outcome Students understand how context affects interpretation and choice of language Compares self to character and events in texts Recognizes characters, the way they might feel and the way situations might cause them to feel Students use their knowledge of language structures and features to facilitate reading Demonstrates understanding of the concepts and conventions of print, e.g., capital letters, question mark, quotation marks, bolded words Reads using appropriate phrasing and speed Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Reflects upon their use of cues and strategies with teacher scaffolding Sets and monitors a goal for more effective reading experiences in consultation with the teacher Assessment Practice: Grade 1 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Reading Logs Surveys Formal Response Journal Work Samples Informal Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 5 Appendix F page 101 Common School Assessment Oral Reading Running Records Benchmark Books Conversations Conferences Interviews 15

17 Grade 1 Overview of Grade 1 Writing and Representing Grade 1 writers are aware that speech can be written down. Grade 1 writers rely on familiar topics to generate a variety of texts, such as greeting cards, lists and letters. Grade 1 writers have a small bank of frequently used words that they spell correctly. When writing unknown words, they choose letters on the basis of sound. Key Student Resources to support literacy development Current Older Literacy Place Kit 1 Little Celebrations/ Literacy Tree Literacy Place Kit 2 (guided reading collection) Go Facts Set 1 and 2 Impressions, Grade 1 and 2 Eagle Crest / Loon Books Journeys, Levels 1-4 School Library Collection McCracken Tiger Cub Readers Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Experiments with familiar text forms that are teacher directed Use of Texts Represents key ideas and feelings in different ways Contextual Understanding Conventions Processes and Strategies Speaking Outcome Students demonstrate understanding of context through their writing Provides reasons and purposes for why people write Has awareness of audience for own writing Students use knowledge of language structures and features of text to facilitate writing Writes using simple language structures Writes simple, legible sentences using correct punctuation Spells using beginning strategies Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Experiments with a limited range of writing strategies Experiments with writing processes Students use oral language to express ideas, share experiences and present information Uses oral language to bring meaning to what is heard, observed, felt, viewed or read Conveys own thoughts clearly when relating own experiences or retelling a story Delivers brief recitations and oral presentations about familiar experiences or interest 16

18 Closer Look: Grade 1 Writing and Representing Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Indicators Kindergarten plus Experiments with familiar text forms that are teacher directed Represents key ideas and feelings in different ways Provides reasons and purposes for why people write Has awareness of audience for own writing Illustrated Examples Social purposes and text forms such as: to instruct (list, procedure), to describe (caption), to recount (retell) Pictures, drama, movement, sounds, drawings To say thank you, to explain, to remember I am writing this letter to my grandma. Conventions Students use knowledge of language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Writes using simple language structures Writes simple, legible sentences using correct punctuation Spells using beginning strategies Draws upon semantic, syntactic, graphophonic cueing systems Experiments with a limited range of writing strategies Experiments with writing processes Prompts such as: I like... I see... The dog was playing with the cat. Strategies such as, but not limited to: sounding out, chunking Does this word make sense for my topic? Does this look right? Strategies such as, but limited to: sounding out, chunking Planning, draft/final copy, reflection Chart Continued 17

19 Teachers will Expose students to a range of text forms Model and encourage writing of a range of text forms Foster students sense of voice and individual writing style Use writing vocabulary daily with students Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 1 Discuss text in terms of purpose and audience Explore decisions that writers make Discuss how characters, people and ideas are represented in text Encourage the use of simple devices that writer use Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Develop oral and written vocabulary Continue to build phonological awareness and graphophonic knowledge Build knowledge about words and word parts Reinforce conventions of print Develop understanding of conventions of grammar Build text form knowledge Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 3 Continue to build students cueing system knowledge Teach writing and spelling strategies through the writing process Model the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 130 First Steps Writing Resource Book Ch. 4 18

20 Extensions: Grade 1 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Uses the vocabulary associated with writing e.g., word, letter, sound, purpose, audience, sentence Students demonstrate understanding of context through their writing Identifies and talks about how characters and events are represented in literary texts Identifies and talks about how people and ideas are represented in informational texts Students use knowledge of language structures and features of text to facilitate writing Uses knowledge of rhyme to spell (word families) Identifies text features and purpose of familiar forms of writing Students compose texts using a variety of processes and strategies Begins to seek correct spelling of some familiar words, e.g. uses environmental print Sets and monitors a goal for more effective writing experiences in consultation with teacher 19 Assessment Practice: Grade 1 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 5 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies sub-strand Conversations Conferences Interviews

21 Grade 2 Overview of Grade 2 Reading and Viewing Grade 2 readers have an increasing back of sight words and independently use word identification strategies. Grade 2 readers are focused on understanding and conveying meaning of the texts using a bank of comprehension strategies. They typically read texts with familiar vocabulary and supportive illustrations. Over the course of the year they graduate to longer texts and a variety of text forms. Key Student Resources to support literacy development Current Older Literacy Place Kit 1 Little Celebrations/ Literacy Tree Literacy Place Kit 2 (guided reading collection) Go Facts Set 1 and 2 Impressions, Grade 1 and 2 Eagle Crest / Loon Books Journeys, Levels 1-4 School Library Collection McCracken Tiger Cub Readers Essential Reading and Viewing Outcome and Indicators Students read/interact and make meaning from a variety of texts Use of Texts Retells, identifies topic, identifies action and result Self-selects text appropriate to purpose, inquiry, interest and ability Students understand how context affects interpretation and choice of language Contextual Expresses opinions about a text with justification Understanding Speculates and discusses the author s or illustrator s purpose in writing the text Students use their knowledge of language structures and features to facilitate reading Conventions Recognizes a large bank of frequently used words Explains how known text forms vary in purpose Processes and Strategies Uses punctuation to develop fluency Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of texts Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses a range of word strategies with grade level text Listening Outcome Students listen to gain meaning and respond Follows three-step sequence of directions Paraphrases information that has been shared by others Retells and elaborates the key details after listening to a gradeappropriate story or informational text Listens courteously to peers in pairs, small group and whole class to obtain information, share ideas and solve problems 20

22 Closer Look: Grade 2 Reading and Viewing Outcomes Use of Text Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language. Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of texts Indicators K and 1 plus Retells, identifies topic, identifies action and result Self-selects text appropriate to purpose, inquiry, interest and ability Expresses opinion about a text with justification Speculates and discusses the author s or illustrator s purpose in writing the text Recognizes a large bank of frequently used words Explains how known text forms vary in purpose Uses punctuation to develop fluency Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses a range of word strategies with grade level text Illustrated Examples Links two ideas in text (action and result) e.g., The girl was hungry so she went home for dinner. I m inquiring about bear habitats.this will be a good fit book for me. I like this book because it made me laugh. I noticed that the illustrator has hidden a picture of a dog in each picture. I wonder why? High frequency words, personally significant words (Appendix G) Articulates difference in purpose for known forms e.g., a procedure is written to instruct That didn t sound right. Let me try it this way. These labels are showing me what the specific parts are. Comprehension strategies such as, but not limited to: predicts, connects, visualizes Word strategies such as, but not limited to: uses schema, decodes using phonemes, onset and rime 21 Chart Continued

23 Teachers will Read and reread a variety of texts Provide opportunities for students to respond in various ways Model reading behaviours such as expression and fluency Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 1 Provide opportunities for students to share and justify opinions and feelings about texts Discuss some of the decisions authors and illustrators make when creating texts Draw attention to the way people or characters are represented in texts, and discuss alternatives Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to build students sight vocabulary Continue to build phonological awareness, graphophonic knowledge and word knowledge Highlight the use of conventions of print in non-fiction and fiction Build students knowledge of different text forms Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Continue to build students knowledge of cueing systems Consolidate known comprehension and word- identification strategies and teach additional strategies Continue to teach students how to locate, select and evaluate text Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 142 First Steps Reading Resource Book Chapter 4 22

24 Extensions: Grade 2 Reading and Viewing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students read/interact and make meaning from a variety of texts Compares plots, setting and characters provided by different authors for different versions of the same story Degree of text difficulty (readability or content) and/ or the sophistication of the response allow for extending breadth of outcome Students understands how context affects interpretation and choice of language Talks about the way different people or characters are represented in texts, e.g., The girl in this story plays football. This is not always the way football is portrayed. Detects similarities and differences among culture, lifestyle and experiences between texts Students use their knowledge of language structures and features to facilitate reading Explains the purpose of organizational features of texts, e.g., heading, diagrams, chapters Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Reflects on strategies used while reading and sets a personal goal for improvement, with teacher guidance Assessment Practice: Grade 2 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Reading Logs Surveys Formal Response Journal Work Samples Informal Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 5 Appendix F page 101 Common School Assessment Oral Reading Running Records Benchmark Books Conversations Conferences Interviews 23

25 Grade 2 Overview of Grade 2 Writing and Representing Grade 2 writers compose a variety of texts to share experiences, information, or feelings. They produce a range of texts that exhibit some of the conventions of writing. These writers have a bank of frequently used words that they can spell correctly and have an increasing awareness of spelling strategies. Key Student Resources to support literacy development Current Older Literacy Place Kit 1 Little Celebrations/ Literacy Tree Literacy Place Kit 2 (guided reading collection) Go Facts Set 1 and 2 Impressions, Grade 1 and 2 Eagle Crest / Loon Books Journeys, Levels 1-4 School Library Collection McCracken Tiger Cub Readers Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Use of Texts Attempts a range of familiar text forms that are teacher directed Represents key ideas and feelings in various ways Students demonstrate understanding of context through their writing Contextual Explains the purpose of a small range of familiar text forms Understanding Justifies the ideas included in their text Students use knowledge of language structures and features of text to facilitate writing Experiments with words and language structures from a variety of Conventions situations Writes a string of simple sentences using correct punctuation Processes and Strategies Spells using a range of strategies Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Experiments with a range of writing strategies Uses writing processes Speaking Outcome Students use oral language to express ideas, share experiences and present information Uses oral language to explain how new ideas and information have added to their personal understanding Recounts stories and experiences using some key details Delivers brief recitations and oral presentations about familiar experiences or interests for a familiar audience and specific purpose 24

26 Closer Look: Grade 2 Writing and Representing Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Conventions Students use knowledge of language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Indicators K and 1 plus Attempts a range of familiar text forms that are teacher directed Represents key ideas and feelings in various ways Explains the purpose of small range of familiar text forms Justifies the ideas included in their text Experiments with words and language structures from a variety of situations Writes a string of simple sentences using correct punctuation Spells using a range of strategies Draws upon semantic, syntactic, graphophonic cueing systems Experiments with a range of writing strategies Uses writing processes Illustrated Examples Social purposes and text forms such as: to explain (rules, explanation), to recount (journal), to socialize (note) Puppetry, demonstrations, drawings, drama, movement e.g., Jokes are to entertain, lists help us to remember Refers to story structure, main ideas, details Word choice selected from literature, media and oral language. Bank of known words, spelling patterns (word families) Does this sound like our language? Repeating sentence to check word order? Should I put this part first to introduce the setting? Strategies such as, but not limited to: using visual memory, rereading Plan, draft, revision, editing, final draft, reflection 25 Chart Continued

27 Teachers will Expose students to a range of text forms Model and encourage writing of a range of text forms for authentic purposes Foster students sense of voice and individual writing style Use writing vocabulary daily with students and encourage its use Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch.1 Discuss text in terms of purpose and audience Explore and imitate writer s craft Encourage students to make choices about how they represent characters, people and ideas Model and encourage the use of devices (e.g., alliteration) Model how writing is used to influence change about social issues Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Develop, refine and use new vocabulary (oral, written) Continue to build phonological awareness and graphophonic knowledge Continue to build knowledge about words and word parts (sorts, classifications) Develop students understanding of conventions of grammar Build text form knowledge emphasizing purpose, structure and organization Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch.3 Continue to build students cueing system knowledge Teach writing and spelling strategies in context throughout the writing process Model the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 181 First Steps Writing Resource Book Ch. 4 26

28 Extensions: Grade 2 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Student use the vocabulary associated with writing e.g., recount, edit, plan Students demonstrate understanding of context through their writing Recognizes devices that authors and illustrators use to influence readers Students use knowledge of language structures and features of text to facilitate writing Experiments with dialogue Varies sentence beginnings, length, and use of punctuation Forms small paragraphs to develop a complete text Students compose texts using a variety of processes and strategies Begins to edit, revise and proofread Experiments with various ways to publish texts e.g., word processor, audio, video Reflects on the strategies used while writing and sets a personal goal for improvement with teacher guidance 27 Assessment Practice: Grade 2 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 6 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies sub-strands Conversations Conferences Interviews

29 Grade 3 Overview of Grade 3 Reading and Viewing Grade 3 readers recognize a bank of frequently used words and use a variety of strategies to comprehend texts. They read short literary texts and structured informational texts that have familiar vocabulary that may be supported by illustrations. Key Student Resources to support literacy development Current Older Literacy Place Kit 3 Cornerstones School Library Collection Impressions Waves Essential Reading and Viewing Outcomes and Indicators Students read/interact and make meaning from a variety of texts Retells, extracts important details to support main idea Use of Texts Locates and selects text appropriate to purpose, inquiry, interest and readability Students understand how context affects interpretation and choice of language Contextual Expresses opinions or personal response about a text with Understanding justification Speculates and discusses the authors purpose in writing the text Students use their knowledge of language structures and features to facilitate reading Conventions Recognizes an expanded bank of high frequency words Explains how known text forms vary in purpose, structure and Processes and Strategies organization Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses word identification strategies with grade level text Listening Outcome Students listen to gain meaning and respond Follows multi-step directions Retells, paraphrases and explains what a speaker has said Distinguishes between the speaker s opinions and facts Listens courteously to others in discussions and to guest speakers 28

30 Closer Look: Grade 3 Reading and Viewing Outcomes Use of Text Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Indicators K to 2 plus Retells, extracts important details to support main idea Locates and selects text appropriate to purpose, inquiry, interest and readability Expresses opinions or personal response about a text with justification Speculates and discusses the authors purpose in writing the text Recognizes an expanded bank of high frequency words Explains how known text forms vary in purpose, structure and organization Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses word identification strategies with grade level text Illustrated Examples This is about how animals move some fly, some walk, some swim Uses library organization system to find books of interest I didn t like this book because. I think the author wrote this to make us think about Expanded list of high frequency words (Appendix G) Purpose - to tell how Organization - procedure has a title Structure - procedures may list supplies or materials I m noticing words and commas, maybe this is a list I see the author has put in headings for each section. I know all of these words by sight. Comprehension strategies such as, but not limited to: adjusts reading rate for purpose, generates questions Word strategies such as, but not limited to: reading on, re-reading 29 Chart Continued

31 Teachers will Read and reread a variety of texts Teach students to identify explicit and implicit information Provide opportunities for students to respond to text in various ways to show understanding Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Encourage students to listen to the opinions and justifications of others, recognizing different points of view and interpretations Familiarize students with the devices that authors and illustrators use to influence the reader s construction of meaning Discuss the way ideas, people, characters or events are represented in texts Discuss how texts are written for different purposes and audiences Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to build students vocabulary Continue to build phonological awareness, graphophonic knowledge and word knowledge Model the use of conventions of print in non-fiction and fiction Build students knowledge of different text forms Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Continue to build students knowledge within cueing systems Consolidate known comprehension and word-identification strategies and teach additional strategies Continue to teach students how to locate, select and evaluate text Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 196 First Steps Reading Resource Book Chapter 4 30

32 Extensions: Grade 3 Reading and Viewing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students read/interact and make meaning from a variety of texts Links explicit ideas in a text, e.g., comparing a character at different point in the text Degree of text difficulty (readability or content) and / or the sophistication of the response allow for extending breadth of outcome Students understand how context affects interpretation and choice of language Recognizes character traits providing evidence from the text Describe similarities between experiences and traditions encountered in daily life and those portrayed in various texts Students use their knowledge of language structures and features to facilitate reading Uses text features such as heading, glossary, index, table of contents to locate specific information in a text Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Reflects on and assesses the strategies used while reading, sets a personal goal to use them more effectively Assessment Practice: Grade 3 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Analysis of Products Conversations Observations Reading Logs Surveys Formal Conferences Response Journal Work Samples Informal Interviews Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 6 Appendix F page 101 Common School Assessment: RAD Provides data for the Use of Text and Processes /Strategies sub-strand Provides a demonstration of specific cognitive processes (predicting, connecting, inferring ) 31

33 Grade 3 Overview of Grade 3 Writing and Representing Grade 3 writers produce a range of text forms to share thoughts, feelings, experiences and information that exhibit many conventions of writing. They are beginning to consider audience as they make critical choices in their writing. Key Student Resources to support literacy development Current Older Literacy Place Kit 3 Cornerstones School Library Collection Impressions Waves Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Composes a range of familiar text forms, either teacher directed or Use of Texts self-selected Represents and communicates key ideas and information for a topic, problem or inquiry Students demonstrate understanding of context through their writing Contextual Explains the purpose of a range of familiar text forms Understanding Experiments with the use of print devices to develop impact Students use knowledge of language structures and features of text to facilitate writing Integrates correctly words and language structures from a variety of Conventions sources Groups together sentences with similar information in paragraphs Uses correct punctuation with increased frequency Processes and Strategies Spells using a range of strategies Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Composes using a range of strategies throughout the writing process Speaking Outcome Students use oral language to express ideas, share experiences and present information Uses oral language to clarify and extend their personal understanding of what they hear, read, see or experience Shares experiences using clear and specific vocabulary; provides a beginning, middle and an ending Delivers oral presentations and demonstrations for different audiences and purposes 32

34 Closer Look: Grade 3 Writing and Representing Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Conventions Students use knowledge of language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Indicators K to 2 plus Composes a range of familiar text forms, either teacher directed or self-selected Represents and communicates key ideas, information for a topic, problem or inquiry Explains the purpose of a range of familiar text forms Experiments with the use of print devices to develop impact Integrates correctly words and language structures from a variety of sources Groups together sentences with similar information in paragraphs Uses correct punctuation with increased frequency using accurate punctuation Spells using a range of strategies Draws upon semantic, syntactic, graphophonic cueing systems Composes using a range of strategies throughout the writing process Illustrated Examples Social purposes and text forms such as: to persuade (letter), to entertain (narrative), to instruct (retell), to socialize (invitation) Poster, chart, diagram, drawing, drama, movement Purposes such as to inform, to explain, to persuade, to retell Changes: print size, text colour Word choice selected from literature, media and oral language Develops short paragraphs including main idea and details Bank of known words, spelling patterns based on graphophonic knowledge such as: the same sound can be represented by different letter combinations, ea, ey, e, ie Does this sentence make sense? If I use this word will my meaning be understood? How shall I present my argument? Strategies such as, but not limited to: using spelling generalizations Planning, drafting, conferring, refining, publishing, reflection 33 Chart Continued

35 Teachers will Teach students a range of text forms, discussing the features of each Provide opportunities to create a range of texts Foster students sense of voice and individual writing style Use writing vocabulary daily with students and encourage its use Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch.1 Discuss text in terms of purpose and audience Discuss the writer s craft and provide students opportunities to experiment with the concepts Encourage students to make choices about how they represent characters, people and ideas Model and encourage the use of devices to influence meaning Model how writing is used to influence change about social issues Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Develop, refine and use new vocabulary (oral, written) Continue to build phonological awareness and graphophonic knowledge Continue to build knowledge about words and word parts (word sorts, classification) Develop students understanding of conventions of grammar Build text form knowledge emphasizing purpose, structure, organization and language features Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 3 Continue to build students cueing system knowledge Continue to teach writing and spelling strategies in context Model the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 181 First Steps Writing Resource Book Ch. 4 34

36 Extensions: Grade 3 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Student uses the vocabulary associated with writing e.g., procedure, draft, edit, plan, proofread Shows voice Students demonstrate understanding of context through their writing Explains why characters or events are represented in a particular way when composing literary texts Explains why people or ideas are represented in a particular way when composing informational texts Students use knowledge of language structures and features of text to facilitate writing Includes dialogue Discusses word construction and meaning, notices similarities and differences Students compose texts using a variety of processes and strategies Edits, revises and proofreads Experiments with various ways to publish texts e.g., word processor, audio, video, digital storytelling Reflects on and assesses the strategies used while writing, sets a personal goal to use them more effectively Assessment Practice: Grade 3 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 6 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies Conversations Conferences Interviews 35

37 Grade 4 Overview Grade 4 Reading and Viewing Grade 4 readers read longer literary texts and informational texts for a variety of purposes. They use a range of strategies to comprehend texts and are beginning to reflect on the effectiveness of these strategies. Key Student Resources to support literacy development Current Older Literacy in Action 4 Collections School Library Collections Essential Reading and Viewing Outcomes and Indicators Students read/interact and make meaning from a variety of texts Retells, identifies main idea and supporting details, and links explicit Use of Texts ideas in text Locates and selects text appropriate to purpose, inquiry, interest and readability Students understand how context affects interpretation and choice of language Contextual Expresses an opinion about a text style with justification Understanding Understands that authors and illustrators select text features to suit audience and purpose Students use their knowledge of language structures and features to facilitate reading Recognizes an increasing bank of subject-specific words and uses Conventions strategies to determine meaning Explains how known text forms vary in purpose, organization and Processes and Strategies structure Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Draws upon cueing systems to comprehend Uses a growing range of comprehension strategies (before, during and after) with grade level text Uses word identification strategies with grade level text Listening Outcome Students listen to gain meaning and respond Follows multi-step directions and instructions Identifies main ideas and supporting details Distinguishes between fact and opinion and analyzes the message or presentation Responds to others by asking questions, making appropriate comments and reflecting on the ideas presented 36

38 Closer Look: Grade 4 Reading and Viewing Outcomes Indicators K to 4 plus Illustrated Examples Retells, identifies main Identifies relevant details to idea and supporting support main idea details, and links explicit ideas in text Uses table of contents to Locates and selects text determine the appropriate to purpose, appropriateness of the book inquiry, interest and to the purpose readability Use of Text Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Expresses an opinion about a text style with justification Understand that authors and illustrators select text features to suit audience and purpose Recognizes an increasing bank of subject-specific words Explains how known text forms vary in purpose, organization and structure Draws upon cueing systems to comprehend, Uses a growing range of comprehension strategies (before, during and after) with grade level text Uses a bank of word identification strategies with grade level text I like this author s style because I think the author used bold to bring our attention to the word. Subject specific, less common Uses strategies such as, but not limited to: context clues Purpose to tell how Organization - procedure has a title Structure - procedures may list supplies or materials The author has used the phrase on the other hand so I m thinking that another point of view will follow. I wonder if this phrase would create the same image for someone who has never seen snow. Comprehension strategies such as, but not limited to: inferring and monitoring comprehension Word strategies such as, but not limited to: context clues, schema 37 Chart Continued

39 Teachers will Read a variety of texts Provide a range of resources (content and readability) for daily student use Teach students to identify explicit and implicit information Provide opportunities for students to respond to text in various ways to show deeper understanding Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 1 Promote listening to the opinions and justifications of others, recognizing different points of view and interpretations Familiarize students with the devices that authors and illustrators use to influence the reader s construction of meaning Discuss the ways ideas, people, characters or events are represented in texts Discuss how texts are written for different purposes and audiences Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to build students sight vocabulary Continue to build phonological awareness, graphophonic knowledge and word knowledge Highlight the use of conventions of print in non-fiction and fiction Build students knowledge of different text forms Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Continue to build students knowledge within cueing systems Consolidate known comprehension and word-identification strategies and teach additional strategies Continue to teach students how to locate, select and evaluate text Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 196 First Steps Reading Resource Book Ch. 4 38

40 Extensions: Grade 4 Reading and Viewing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students read/interact and make meaning from a variety of texts Identifies and discusses implicit information in text Degree of text difficulty (readability or content) and / or sophistication of the response allow for extending breadth of outcome Students understands how context affects interpretation and choice of language Identifies similarities and differences between personal experience and the experience of people from various cultures portrayed in texts Students use their knowledge of language structures and features to facilitate reading Explains the purpose of text features in a variety of texts, e.g., bullets, charts, maps, photographs Notices when a word has multiple meanings, articulates the strategies employed to clarify Identifies structural patterns found in information text e.g., compare and contrast, cause and effect Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Identifies strengths in reading and set goals for the improvement of their skills and strategies Accurately uses text features to support understanding Assessment Practice: Grade 4 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Analysis of Products Conversations Observations Reading Logs Surveys Formal Conferences Response Journal Work Samples Informal Interviews Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 6 Appendix F page 101 Common School Assessment: RAD Provides data for the Use of Text and Processes /Strategies sub-strand Provides a demonstration of specific cognitive processes (predicting, connecting, inferring ) 39

41 Grade 4 Overview of Grade 4 Writing and Representing Grade 4 writers consider audience and purpose when composing a range of narrative and expository texts. They show increasing control over the conventions of writing, such as punctuation, spelling and organization. Key Student Resources to support literacy development Current Older Literacy in Action 4 Collections School Library Collections Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Composes an increasing range of texts, either teacher-directed or selfselected Use of Texts Clearly represents ideas and information relevant to the topic, purpose and inquiry Students demonstrate understanding of context through their writing Contextual Selects ideas to include in own texts to suit purpose and audience Understanding Experiments with the use of print and linguistic devises to enhance impact and influence audiences Students use knowledge of language structures and features of text to facilitate writing Varies vocabulary to add interest Paragraphs include a small range of appropriate conjunctions, accurate Conventions punctuation and capitalization Text has evidence of a good organizational plan with an adequate lead Spells using less common letter combinations and the sounds they Processes and Strategies represent Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Composes using a range of strategies throughout the writing process Speaking Outcome Uses oral language to express ideas, share experiences and present information Speaks in a manner that guides the listener to understand important ideas by using proper phrasing, pitch and modulation Shares experiences, observations and personal opinions with supporting reasons or details appropriate to the audience Presents information in formal and informal situations for different audiences and purposes 40

42 Closer Look: Grade 4 Writing and Representing 41 Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Conventions Students use language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Indicators K to 3 plus Composes an increasing range of texts, either teacher-directed or selfselected Clearly represents ideas and information relevant to the topic, purpose and inquiry Selects ideas to include in own texts to suit purpose and audience Experiments with the use of print and linguistic devices to enhance impact and influence audiences Varies vocabulary to add interest Paragraphs include a small range of appropriate conjunctions, accurate punctuation and capitalization Text has evidence of a good organizational plan with an adequate lead Spells using less common letter combinations and the sounds they represent Draws upon semantic, syntactic, graphophonic cueing systems Composes using an range of strategies throughout the writing process Illustrated Examples Social purposes and text forms such as: to persuade (opinion, poster), to instruct (directions), to entertain (short story, readers theatre), to inquire (survey) Dramatizations, posters, short illustrated reports, visuals such as displays and drawings Student considers audience and purpose when making decisions of what to include in text Devices such as: repetition of words and phrases Words are selected for impact Sentences include conjunctions such as: but, because, so Uses conventional spelling, grammar and punctuation in sentences and paragraphs Letter combinations such as: rough,, election Does this word represent my intended meaning? What elements of this form do I need to include? Will all readers know what I m describing? Strategies such as, but not limited to: uses spelling generalizations, predicting Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience Chart Continued

43 Teachers will Continue to teach students a range of text forms, discussing the features, purpose and audience of each Provide opportunities for students to create a range of texts Foster students sense of voice and individual writing style Continue to use writing vocabulary with students, and encourage its use Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 1 Discuss some of the reasons writers choose one particular text form over others Encourage students to explain their decisions about the text form selected in addition to information and ideas included or omitted Teach students how to represent characters, events, people and ideas to create specific effects Continue to teach the use of print and linguistic devices Encourage students to use writing to influence change about social issues Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Develop, refine and use new vocabulary (oral and written) Continue building students word knowledge Consolidate students graphophonic knowledge Extend students knowledge of the conventions of grammar Build knowledge of different text forms Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 3 Continue to build students cueing system knowledge Continue to teach and elaborate on writing and spelling strategies in context Model and teach the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 225 First Steps Writing Resource Book Ch. 4 42

44 Extensions: Grade 4 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Uses the vocabulary associated with writing e.g., parts speech (noun), punctuation, text forms (explanation) Evidence of voice Students demonstrate understanding of context through their writing Includes relevant background information and details in writing to suit the needs of the audience Students use knowledge of language structures and features of text to facilitate writing Writes effective dialogue Writes in first person and third person Uses appropriate subject verb agreement Students compose texts using a variety of processes and strategies Selects relevant information from a variety of sources to suit purpose of writing Identifies strengths in own writing and sets goals for the improvement of their skills and strategies 43 Assessment Practice: Grade 4 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 7 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies sub-strands Conversations Conferences Interviews

45 Grade 5 Overview of Grade 5 Reading and Viewing Grade 5 readers integrate strategies to identify unknown words and to comprehend text. These strategies combined with a expanded bank of sight words, enable readers to read texts such as novels, newspapers and web sites with familiar content with a degree of fluency and with a varied range of expression. Grade 5 readers are beginning to reflect on strategies used and begin to discuss their effectiveness. Key Student Resources to support literacy development Current Older Literacy in Action Collections School Library Collection Essential Reading and Viewing Outcomes and Indicators Students read/interact and make meaning from a variety of texts Retells, identifies main idea and supporting details, links explicit Use of Texts ideas in text; sequences key events Locates and selects text appropriate to purpose, inquiry, interest and readability Students understand how context affects interpretation and choice of language Contextual Expresses an opinion about a genre/ text with justification Understanding Recognize how characters, events are represented and offers suggestions for alternatives; makes comparisons Students use their knowledge of language structures and features to facilitate reading Recognizes an expanded bank of less common words and uses Conventions strategies to determine meaning Explains how known text forms vary in structure, organization and Processes and Strategies language features Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses word identification strategies with grade level text Listening Outcome Students listen to gain meaning and respond Displays active listening behaviours in a variety of situations Identifies and summarizes main ideas with supporting details Distinguishes between fact and opinion and draws conclusions about the message or presentation Asks questions to seek information not already discussed 44

46 Closer Look: Grade 5 Reading and Viewing Outcomes Use of Text Students read/interact and makes meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Indicators K to 4 plus Retells, identifies main idea and supporting details, links explicit ideas in text; sequences key events Locates and selects text appropriate to purpose, inquiry, interest and readability Expresses an opinion about a genre/ text with justification Recognize how characters, events are represented and offers suggestions for alternatives; makes comparisons Recognizes an expanded bank of less common words and uses strategies to determine meaning Explains how known text forms vary in structure, organization and language features Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses word identification strategies with grade level text Illustrated Examples Beginning to draw out implicit information from text and pictures e.g. I m thinking that the character is based on Is critical of the relevancy of information when selecting resources I think the author set the story in the because If I had been I would have Subject specific, less common words; Uses strategies such as: context clues, reference aids Purpose to explain Organization headings Structure cause/effect Language features strong verb I ve noticed the author used the word so to identify the solution for the problem. The writer has used clear, descriptive words. Comprehension strategies such as: determines importance, skim and scan Word strategies such as: word analysis 45 Chart Continued

47 Teachers will Read a variety of texts, both literary and informational Provide a range of resources (content and readability) for daily student use Teach students to identify explicit and implicit information Provide opportunities for students to respond to text in various ways to show deeper understanding Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 1 Encourage students to listen to the opinions and justifications of others, recognizing different points of view and interpretations Familiarize students with the devices that authors and illustrators use to influence construction of meaning Discuss and compare the ways ideas, people, characters or events are represented in texts Discuss and compare how texts are written for different purposes and audiences Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to build subject-specific vocabulary Continue to build graphophonic knowledge and word knowledge (classifications) Jointly analyze texts where combinations and adaptations of text structure and text organization have been used Teach students to identify language features in a variety of texts Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Continue to build students knowledge within cueing systems Consolidate known comprehension and word identification strategies and teach additional strategies Continue to teach students how to locate, select and evaluate text Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 247 First Steps Reading Resource Book Ch. 4 46

48 Extensions: Grade 5 Reading and Viewing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students read/interact and make meaning from a variety of texts Identifies discrepancies between facts and opinions in expository texts Seeks out a variety of genres to read Degree of text difficulty (readability or content) and / or the sophistication of the response allow for extending breadth of outcome Students understand how context affects interpretation and choice of language Evaluates symbolism found in traditional narratives by reading texts from various eras and cultures Discusses perspectives and biases, and how visual text can be used to persuade others Students use their knowledge of language structures and features to facilitate reading Determines the essential ideas, arguments, and perspectives of a text by using knowledge of text structure, organization and purpose Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Reflects on and assesses the cueing systems and strategies used while reading, sets a personal goal to use them more effectively and discusses a plan for achieving them Assessment Practice: Grade 5 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Analysis of Products Conversations Observations Reading Logs Surveys Formal Conferences Response Journal Work Samples Informal Interviews Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 7 Appendix page 101 Common School Assessment: RAD Provides data for the Use of Text and Processes /Strategies sub-strand Provides a demonstration of specific cognitive processes (predicting, connecting, inferring 47

49 Grade 5 Overview of Grade 5 Writing and Representing Grade 5 writers compose a range of texts including both narrative and expository. They consider audience and purpose when selecting ideas and information to be included in texts. Revisions focus on the Six Traits and an increasing control over the conventions of writing is evident. Key Student Resources to support literacy development Current Older Literacy in Action 5 Collections School Library Collection Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Composes an increasing range of texts but may not fully control all Use of Texts conventions Represents understandings, ideas and inquiry in a variety of ways Students demonstrate understanding of context through their writing Contextual Selects ideas to suit purpose and audience in a range of texts Understanding Includes print and linguistic devices to influence the audience Students use knowledge of language structures and features of text to facilitate writing Includes subject-specific vocabulary to achieve purpose Paragraphs include a variety of simple and compound sentences Conventions including conjunctions, accurate punctuation and capitalization Text has evidence of a good organizational plan with an adequate lead and conclusion Processes and Strategies Spells with close approximations Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Composes purposefully using a range of strategies throughout the writing process Speaking Outcome Students use oral language to express ideas, share experiences and present information Shares ideas, observations and experiences courteously during small and large group talk Delivers focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience Presents information in formal and informal situations for different audiences and purposes 48

50 Closer Look: Grade 5 Writing and Representing Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Conventions Students use language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Indicators K to 4 plus Composes a range of texts but may not fully control all conventions Represents understandings, ideas and inquiry in a variety of ways Selects ideas to suit purpose and audience in a range of texts Includes print and linguistic devices to influence the audience Includes subject-specific vocabulary to achieve purpose Paragraphs include a variety of simple and compound sentences including conjunctions, accurate punctuation and capitalization Text has evidence of a good organizational plan with an adequate lead and conclusion Spells with close approximations Draws upon semantic, syntactic, graphophonic cueing systems Composes purposefully using a range of strategies throughout the writing process Illustrated Example Social purposes and text forms such as: to persuade (advertisement, slogan), to describe (report), to entertain (fable, graphic story), to explain (explanation) Dramatizations, posters, illustrated reports, multimedia presentations Student can explain decisions regarding text form selected, and why ideas are included and omitted Devices such as: flashback, illustration, size Uses words purposefully Includes conjunctions, phrases and clauses in sentences and paragraphs Morphemic knowledge such as, plural, comparatives, prefixes, suffixes, base words, compound words Does this text form fit my purpose? Will this word create the effect I desire? Strategies such as, but not limited to: questions, creates images Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience, is selective about the content in the writing 49 Chart Continued

51 Teachers will Continue to teach students a range of text forms, discussing the features, purpose and audience Provide opportunities for students to create a range of texts Foster students sense of voice and individual writing style Continue to use writing vocabulary daily with students, and encourage its use Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 1 Discuss some of the reasons writers choose one particular text form over others Encourage students to explain their decisions about the text form, information and ideas included or omitted and language used Teach students how to represent characters, events, people and ideas to create specific effects Continue to teach the use of print and linguistic devices Encourage students to use writing to influence change about social issues Discuss how a writer s world view influences their writing Appendix B pages First Steps Writing Map of Development Book pages First steps Writing Resource Book Ch. 2 Develop, refine and expand vocabulary (oral and written) Continue building students word knowledge Continue to build students graphophonic knowledge Extend students knowledge of the conventions of grammar Build knowledge of different text forms Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 3 Continue to build students cueing system knowledge Continue to teach and elaborate writing and spelling strategies in context Model and teach the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 225 First Steps Writing Resource Book Ch. 4 50

52 Extensions: Grade 5 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Uses the vocabulary associated with writing when discussing their text, e.g., verb, agreement, voice, word choice Developing voice and perception of self as a writer Students demonstrate understanding of context through their writing Discusses alternatives about how to represent characters and events when composing literary texts Discusses alternatives about how to represent people and ideas when composing informational text Students use knowledge of language structures and features of text to facilitate writing Maintains appropriate tense for text form, e.g., past tense, present tense Writes in first person and third person consistently Students compose texts using a variety of processes and strategies Selects relevant information from a variety of sources to suit purpose of writing and audience Reflects on and assesses own strategies used while writing, sets a personal goal to use them more effectively and discusses a plan for achieving them Assessment Practice: Grade 5 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 7 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies sub-strands Conversations Conferences Interviews 51

53 Grade 6 Overview of Grade 6 Reading and Viewing Grade 6 readers integrate strategies to identify unknown words and to comprehend text. These strategies combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and web sites with familiar content with a degree of fluency and with expression. Grade 6 readers reflect on strategy use and discuss effectiveness. Key Student Resources to support literacy development Current Literacy in Action 6 School Library Collection Older Collection Cornerstones Essential Reading and Viewing Outcomes and Indicators Students read/interact and make meaning from a variety of texts Identifies main idea with supporting details, and links ideas, both Use of Texts explicit and implicit Locates and selects texts for appropriate purpose, inquiry, interest and readability Students understand how context affects interpretation and choice of language Contextual Recognizes their interpretation may be different from that of other Understanding readers or the author Identifies print and linguistic devices that authors and illustrators use to influence the construction of meaning Students use their knowledge of language structures and features to facilitate reading Recognizes an extensive bank of subject-specific words and uses Conventions strategies to determine meaning Uses knowledge of text form, structure, organization and language features to prepare for reading Processes and Strategies Listening Outcome Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Draws upon cueing systems to comprehend Uses an increasing range of comprehension strategies (before, during and after) with grade level text Uses a range of word identification strategies with grade level text Students listen to gain meaning and respond Displays active listening behaviours e.g., preparing to listen, making notes, seeking additional information Restates or summarizes main ideas and supporting details Identifies speaker s viewpoint and purpose Generates questions to clarify incomplete or unclear information 52

54 Closer Look: Grade 6 Reading and Viewing Outcomes Use of Text Students read/interact and make meaning from a variety of text (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Indicators K to 5 plus Identifies main idea with supporting details, links ideas, both explicit and implicit Locates and selects texts for appropriate purpose, inquiry, interest and readability Recognizes that their interpretation may be different from that of other readers or the author Identifies print and linguistic devices that authors and illustrators use to influence the construction of meaning Recognizes an extensive bank of subject-specific words and uses strategies to determine meaning Uses knowledge of text form, structure, organization and language features to prepare for reading Draws upon cueing systems to comprehend, Uses an increasing range of comprehension strategies (before, during and after) with grade level text Uses an range of word identification strategies with grade level text Illustrated Examples Identifies main idea, synthesizing supporting details Checks publication of information when selecting relevant resources That s interesting. Luke thinks why might Luke have interpreted the text in that way? Devices such as: visual clues and omission Uses strategies such as: reference aids, morphemic analysis, text features and context clues May first look at heading to predict content This recount has verbs in the past tense. I know this phrase is adding clarification to this noun. Comprehension strategies such as, but not limited to: synthesizing, paraphrasing and comparing Chart Continued 53

55 Teachers will Provide opportunities for students to read a wide range of texts for varying purposes Continue to teach students how to analyze texts, using both explicit and implicit information Provide opportunities for students to respond to text in various ways to show deeper understanding Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 1 Discuss how readers may react to and interpret texts differently, depending on their knowledge, experience or perspective Discuss how authors and illustrators use devices to target specific audiences Provide opportunities for students to challenge the author s portrayal of the world Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to build students subject-specific vocabulary Continue to build graphophonic knowledge and word knowledge Jointly analyze texts where combinations and adaptations of text structure and text organization have been used Teach students to identify the role of language features in a variety of texts Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Continue to build students knowledge within cueing systems Consolidate known comprehension and word-identification strategies and teach additional strategies Continue to teach students how to locate, select and evaluate text Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 247 First Steps Reading Resource Book Ch. 4 54

56 Extensions: Grade 6 Reading and Viewing For those students who have already met the essential indicators for their grade Extended Indicators Students read/interact and make meaning from a variety of texts Makes and supports inferences about characters feelings, motivations and point of view Views and comprehends a variety of visual and multimedia texts with Use of Text specialized features e.g., the visual components of magazines, newspapers, websites, videos Degree of text difficulty (readability or content) and / or the Contextual Understanding Conventions Processes and Strategies sophistication of the response allow for extending breadth of outcome Students understand how context affects interpretation and choice of language Questions the credibility of events in literary texts and the validity and accuracy of information texts, e.g., discerns fact from opinion Students use their knowledge of language structures and features to facilitate reading Determines the essential ideas, arguments, and perspectives of a text by using knowledge of text structure, organization and purpose Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts States appropriate and achievable improvement goals based on selfanalysis; chooses and applies strategies appropriate to improvement goals, and reflects on progress in achieving those goals 55 Assessment Practice: Grade 6 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Analysis of Products Conversations Observations Reading Logs Surveys Formal Conferences Response Journal Work Samples Informal Interviews Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 7 Appendix F page 101 Common School Assessment: RAD Provides data for the Use of Text and Processes /Strategies sub-strand Provides a demonstration of specific cognitive processes (predicting, connecting, inferring

57 Grade 6 Overview of Grade 6 Writing and Representing Grade 6 writers compose a range of texts both expository and narrative. They demonstrate control over most conventions of writing and the components of the writing process. While writing, they consider word choice and organization. They adjust their language and content to suit specific audiences. Key Student Resources to support literacy development Current Older Literacy in Action 6 Collections School Library collection Cornerstones Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Composes a range of texts using different organization, structure and Use of Texts language features Represents ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience Students demonstrate understanding of context through their writing Explains and compares why a particular text form may be more Contextual appropriate to achieve a purpose for an intended audience Understanding Experiments with a range of print and linguistic devices to influence the reader Students use language structures and features of text to facilitate writing Uses specific word choice to suit intended audience and purpose Conventions Paragraphs include a variety of simple, compound and complex sentences using accurate punctuation and capitalization Text is well organized with a strong lead and an adequate conclusion Processes and Strategies Spells using etymological (word origin) knowledge Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Composes purposefully using a range of strategies throughout the writing process Speaking Outcome Students use oral language to express ideas, share experiences and present information Contributes to structured discussion and dialogue by showing an understanding of when to speak and when to listen Includes appropriate beginning, middle and ending in presentations e.g., opening with a formal introduction, concluding with a summation Presents information and ideas in formal and informal situations adjusting language and tone to suit audience, purpose and situation 56

58 Closer Look: Grade 6 Writing and Representing Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Conventions Students use language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Indicators K to 5 plus Composes a range of texts using different organization, structure and language features Represent ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience Explains and compares why a particular text form may be more appropriate to achieve a purpose for an intended audience Includes a range of print and linguistic devices to influence the reader Uses specific word choice to suit intended audience and purpose Paragraphs include a variety of simple, compound and complex sentences using accurate punctuation and capitalization Text is well organized with a strong lead and an adequate conclusion Spells using etymological (word origin) knowledge Draws upon semantic, syntactic, graphophonic cueing systems Composes purposefully using a range of strategies throughout the writing process Illustrated Example Social purposes and text forms such as: to persuade (exposition), to inquire (survey, interview), to describe (research report), to explain (brochure) Illustrations, diagrams, posters, displays and cartoons Student can explain decisions regarding text form selected, ideas included and omitted Devices such as: imagery, metaphors Makes deliberate word choices to emphasis voice Varied sentence starts, effective punctuation and capitalization Studying the origins of words and understanding why English words are spelled the way they are e.g., bouquet et is a common letter pattern in French Is this the precise phrase to create the image? Is my sentence in the right order, does it include all the elements? Strategies such as, but not limited to: determines importance, connects Reflects on writing and transforms, expands, reduces and rearranges sentences to achieve intended meaning 57 Chart Continued

59 Teachers will Continue to teach students a range of text forms, discussing the features, purpose and audience Provide opportunities for students to create a range of texts Foster students sense of voice and individual writing style Continue to use writing vocabulary daily and encourage its use Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 1 Discuss the reasons writers choose one particular text form over others Encourage students to explain their decisions about text form, information and ideas included or omitted and language used Teach students how to represent characters, events, people and ideas to create specific effects Continue to teach the use of print and linguistic devices Encourage students to use writing to influence change about social issues Discuss how writers world view influences their writing Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Develop, refine and expand vocabulary (oral and written) Continue building students word knowledge Continue to build students graphophonic knowledge Extend students knowledge of the conventions of grammar Build knowledge of different text forms Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Continue to build students cueing system knowledge Continue to teach and elaborate writing and spelling strategies in context Model and consolidate the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 225 First Steps Writing Resource Book Ch. 4 58

60 Extensions: Grade 6 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Uses the vocabulary associated with writing when discussing their writing e.g., procedure, point of view, organization Incorporates voice; has perception of self as writer Students demonstrate understanding of context through their writing Considers appropriate technology to communicate or augment representations to enhance clarity and impact of representations for intended audience Students use knowledge of language structures and features of text to facilitate writing Uses passive tense for effect, e.g., The environment was damaged by pollution Uses colons, dash and hyphens Students compose texts using a variety of processes and strategies States appropriate and achievable improvement goals based on selfanalysis; chooses and applies strategies appropriate to improvement goals, and reflects on progress in achieving those goals Polishes, practices and decides how work will be shared and published e.g., enhance for clarity; create illustrations and graphics for presentation; use charts for effective presentation Assessment Practice: Grade 6 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 7 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies sub-strand Conversations Conferences Interviews 59

61 Grade 7 Overview of Grade 7 Reading and Viewing Grade 7 readers integrate word identification and comprehensions strategies to comprehend text. These strategies combined with a large bank of sight words, enable readers to read texts such as novels, newspapers and web sites fluently and with expression. Grade 7 readers reflect on strategy use and discuss effectiveness. Key Student Resources to support literacy development Current Older Literacy in Action 7 Sightlines School Library Collection Use of Texts Contextual Understanding Conventions Processes and Strategies Listening Outcome Essential Reading and Viewing Outcomes and Indicators Students read/interact and makes meaning from a variety of texts Identifies main idea and synthesizes relevant details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose Locates and critically selects texts for appropriate purpose Students understand how context affects interpretation and choice of language Explains how his/her own interpretations may be different from other readers or the author Identifies print and linguistic devices that authors use and how characters and events are represented to influence the construction of meaning Students use their knowledge of language structures and features to facilitate reading Identifies combinations and adaptations of text structure and text organization in a variety of texts Uses knowledge of text form, structure, organization and language features to prepare for reading Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Draws upon cueing systems to comprehend Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text Students listen to gain meaning and respond Displays active listening behaviours e.g., focusing on message of speaker, making reasonable predictions Restates or summarizes main ideas, supporting details and organizational structure Identifies the speaker s perspective and what information, arguments or positions are not included Interacts appropriately with speaker and seeks clarification when meaning is not clear 60

62 Closer Look: Grade 7 Reading and Viewing Outcomes Use of Text Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language. Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Indicators K to 6 plus Identifies main idea and synthesizes relevant supporting details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose Locates and critically selects texts for appropriate purpose Explains how his/her own interpretations may be different from other readers or the author Identifies print and linguistic devices that authors use and how characters and events are represented to influence the construction of meaning Identifies combinations and adaptations of text structure and text organization in a variety of texts Uses knowledge of text form, structure, organization and language features to prepare for reading Selects from cueing systems to comprehend, Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text Illustrated Examples The beginning of the article spoke about and the middle section supports this point Able to use search engines to location information and resources I feel this way because whereas my friend thinks this because Devices such as: quoting statistics, figurative language I ve noticed that this narrative piece has included a chronological map to help with the time sequence. May skim and scan first looking at pictures, headings and captions in order to predict I wonder if everyone will have the same reaction to this story. I know that this letter combination so I ll start with this chunk and Has a wide range of strategies from which to select 61 Chart Continued

63 Teachers will Provide opportunities for students to read a wide range of texts for varying purposes Continue to teach students how to analyze texts, using both explicit and implicit information Provide opportunities to respond to text in various ways to show their deeper understanding Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 1 Discuss how readers may react to and interpret texts differently, depending on their knowledge, experience or perspective Discuss how authors and illustrators use devices to target specific audiences Provide opportunities for students to challenge the author s portrayal of the world Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to extend students subject-specific vocabulary Consolidate graphophonic knowledge and word knowledge Jointly analyze texts where combinations and adaptations of text structure and text organization have been used Teach students to identify the role of language features in a variety of texts Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 3 Continue to build students knowledge within cuing systems Consolidate known comprehension and word identification strategies and teach additional strategies Continue to teach students how to efficiently locate, select and evaluate text Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 247 First Steps Reading Resource Book Ch. 4 62

64 Extensions: Grade 7 Reading and Viewing For those students who have already met the essential indicators for their grade Extended Indicators Student reads/interacts and makes meaning from a variety of text Discusses visual and multimedia texts considering elements, techniques Use of Text and overall effect Degree of text difficulty (readability or content) and / or the sophistication Contextual Understanding 63 Conventions Processes and Strategies of the response allow for extending breadth of outcome Student understands how context affects interpretation and choice of language Recognizes the author s use of language (formal, informal) and significant elements and techniques and how they interact to create effects Students use their knowledge of language structures and features to facilitate reading Identifies and interprets figurative language and words with multiple meanings Articulates how they understand the meaning of related words Identifies the different techniques used in different media works to impact viewers Students use their knowledge and understanding of strategies to read fluently and comprehend to make sense of text Contributes to and uses scoring guides, rubrics and other criteria to reflect on and analyze clarity of work Reflects on, analyzes, and assesses reading and other viewing behaviours and formulates goals for improvement Assessment Practice: Grade 7 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Analysis of Products Conversations Observations Reading Logs Surveys Formal Conferences Response Journal Work Samples Informal Interviews Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 7 Appendix F page 101 Common School Assessment: RAD Provides data for the Use of Text and Processes /Strategies sub-strand Provides a demonstration of specific cognitive processes (predicting, connecting, inferring

65 Grade 7 Overview of Grade 7 Writing and Representing Grade 7 writers craft a variety of literary and informational texts. While composing, they take responsibility for adjusting the language and content to suit specific audiences and purposes. These writers demonstrate control over the conventions of writing and the writing process. Key Student Resources to support literacy development Current Older Literacy in Action 7 Sightlines 7 School Library Collection Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Composes a range of texts using different organization, structure and Use of Texts language features Represents ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience Students demonstrate understanding of context through their writing Contextual Begins to manipulate text forms to suit audience and purpose Understanding Adjusts language and ideas to suit audience and purpose, selects appropriate print and linguistic devices to include Students use knowledge of language structures and features of text to facilitate writing Includes specific vocabulary to enhance meaning Conventions Paragraphs include sentences varying in length and complexity Text is well organized and has a strong lead and an effective conclusion Processes and Strategies Uses and explains a full range of spelling strategies Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Selects appropriate strategies throughout the writing process in order to enhance audience understanding Speaking Outcome Students use oral language to express ideas, share experiences and present information Shares ideas/knowledge clearly and logically, adds to others ideas, repeats points for clarification and relates points already made for emphasis and reconsideration Presents information and ideas that include key points with evidence and examples Presents information and ideas in formal and informal situations adjusting language and tone to suit audience, purpose and situation 64

66 Closer Look: Grade 7 Writing and Representing Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Conventions Students use knowledge of language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Indicators K to 6 plus Composes a range of texts using different organization, structure and language features Represents ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience Begins to manipulate text forms to suit audience and purpose Adjusts the language and ideas to suit audience and purpose, selects appropriate print and linguistic devices to include Includes specific vocabulary to enhance meaning Paragraphs include sentences varying in length and complexity Text is well organized and has a strong lead and an effective conclusion Uses and explains a full range of spelling strategies Draws upon semantic, syntactic, graphophonic cueing systems Selects appropriate strategies throughout the writing process in order to enhance audience understanding Illustrated Example Social purposes and text forms such as: to recount (news story), to persuade (opinion, advertisement), to entertain (poetry), to inquire (questionnaire) Experiments with adaptations of standard text forms Displays, timelines, illustrations, maps, charts and digital multimedia presentations Identifies likely audience and adjusts writing to achieve impact e.g., exposition content changed into song lyrics Purpose and audience determine word choice The use of however to signal comparison Can articulate and justify how spelling strategies are used to spell unknown words How will my audience s background influence their interpretation of my writing? How can I sway my reader to agree with me? Are my verbs consistent? Strategies such as, but not limited to: paraphrasing, summarizing Reflects during all phases of the writing process and works to clarify meaning before publishing 65 Chart Continued

67 Teachers will Continue to teach students a range of text forms discussing organizational framework and language features Encourage students to experiment with the manipulation of elements to compose hybrid texts Provide opportunities for students to create a range of texts for authentic purposes and audiences Foster students sense of voice and individual writing style Continue to use writing vocabulary and encourage its use Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 1 Encourage students to explain decisions they make as writers Encourage students to represent characters, events, people and ideas to create specific effects Provide opportunities for students to write to influence social issues Discuss how the writers and readers world view affect the composition and interpretation of texts Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Develop, refine and expand new vocabulary Continue to build word knowledge Extend students understandings of the conventions of grammar Build text-form knowledge and adaptations or structure and organization Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 3 Continue to build students cueing system knowledge Continue to consolidate strategies used throughout the writing process Consolidate known spelling strategies Encourage students to monitor, evaluate and articulate how they use the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 264 First Steps Writing Resource Book Ch. 4 66

68 Extensions: Grade 7 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Uses the vocabulary associated with writing when discussing their writing e.g., structure, function, device Writes showing evidence of strong voice Students demonstrate understanding of context through their writing Uses appropriate level of language formality for purpose and audience Selects appropriate multimedia software to prepare presentations for intended audience Students use knowledge of language structures and features of text to facilitate writing Uses less common punctuation accurately, e.g., colon, semicolon, ellipsis Acknowledges sources, e.g., cite and credit material downloaded Students compose texts using a variety of processes and strategies Contributes to and uses scoring guides, rubrics and other criteria to reflect on and analyze clarity of work Reflects on, analyzes, and assesses writing and other representing behaviours and formulate goals for improvement. Assessment Practice: Grade 7 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 8 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies sub-strands Conversations Conferences Interviews 67

69 Grade 8 Overview of Grade 8 Reading and Viewing Grade 8 readers use a multi-strategy approach to identify unknown words and comprehend demanding texts, such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and complexity of the text. Key Student Resources to support literacy development Current Older Literacy in Action 8 Sightlines 8 School Library Collection Use of Texts Contextual Understanding Conventions Processes and Strategies Listening Outcome Essential Reading and Viewing Outcomes and Indicators Students read/interact and make meaning from a variety of texts Identifies main idea and synthesizes relevant details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose Locates and evaluates appropriateness of text for purpose and audience Students understand how context affects interpretation and choice of language Explains and supports personal connections, values, attitudes and beliefs to text that impact interpretation of text Identifies the target audience of a text and how the author has used language, ideas and presentation to meet purpose Students use their knowledge of language structures and features to facilitate reading Recognizes and analyses manipulation of text structure and text organization Identifies the role of language features in a variety of texts Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Selects from cueing systems to comprehend Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text Students listen to gain meaning and respond Displays active listening behaviours e.g., adapting listening and focus to purpose and situation Paraphrases speaker s purpose and point of view, makes connections by comparing features including themes, issues, styles and appeal Evaluates the credibility of a speaker or presentation and evaluates how the information affects impressions and opinions Interacts appropriately with speaker and seeks clarification when meaning is not clear 68

70 Closer Look: Grade 8 Reading and Viewing Outcomes Use of Text Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience) Contextual Understanding Students understand how context affects interpretation and choice of language Conventions Students use their knowledge of language structures and features to facilitate reading Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Indicators K to 7 plus Identifies main idea and synthesizes relevant details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose Locates and evaluates appropriateness of text for purpose and audience Explains and supports personal connections, values, attitudes and beliefs to text that impact interpretation of text Identifies the target audience of a text and how the author has used language, ideas and presentation to meet purpose Recognizes and analyses manipulation of text structure and text organization Identifies the role of language features in a variety of texts Selects from cueing systems to comprehend Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text Illustrated Examples Can identify the critical decisions the author made in presenting the information and details Examines the text to check for bias My experience with makes me feel strongly about Detects prejudices and bias in text Historical fiction written as a narrative Words that distinguish fact from opinion and bias e.g., I think, it has been reported Words that signal relationships, time Reflects and discusses the selection and effectiveness of a range of cueing systems and strategies used while reading 69 Chart Continued

71 Teachers will Provide opportunities for students to read a wide range of subject-specific texts and texts for independent reading Continue to teach students how to analyze texts, using information to suit different purposes and audiences Provide opportunities to respond to text in various ways to show deeper understanding Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Provide opportunities for students to discuss how the ideologies of the reader and the author combine to create an interpretation of the text Provide opportunities for students to identify devices used to influence readers to take a particular view Appendix A pages First Steps Reading Map of Development Book pages First Steps Reading Resource Book Chapter 2 Continue to consolidate students subject-specific sight vocabulary Teach students to analyze how authors combine language features to achieve a purpose Teach students to analyze how authors manipulate texts to achieve purpose Appendix A pages Reading Map of Development Book pages Reading Resource Book Chapter 3 Continue to build students knowledge within cuing systems Consolidate comprehension and word identification strategies Model meta-cognition of strategies used in reading Appendix A pages First Steps Reading Map of Development Book page 294 First Steps Reading Resource Book Ch. 4 70

72 Extensions: Grade 8 Reading and Viewing For those students who have already met the essential indicators for their grade Extended Indicators Students read/interact and make meaning from a variety of texts Makes logical interpretations of author s message by providing justification from text and own schema Use of Text Analyzes and evaluates visual and multimedia texts considering elements, techniques and overall effect Degree of text difficulty (readability or content) and / or the Contextual Understanding Conventions Processes and Strategies sophistication of the response allow for extending breadth of outcome Students understand how context affects interpretation and choice of language Identifies stereotypes and bias and explains its negative impact on individuals and society Considers how text has contributed to understanding of self and others Students use their knowledge of language structures and features to facilitate reading Identifies creative uses of language in visual and multimedia texts including those associated with popular culture, e.g., animation, video, computer games, manga Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Uses information gathered in self-assessment and teacher s assessment to develop and work on goals for improving Assessment Practice: Grade 8 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Analysis of Products Conversations Observations Reading Logs Surveys Formal Conferences Response Journal Work Samples Informal Interviews Self-Assessments Oral Reading Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Reading Resource Book Sub-Strand Chapters First Steps Reading Map of Development Book Ch. 3 and 8 Appendix F page 101 Common School Assessment: RAD Provides data for the Use of Text and Processes /Strategies sub-strand Provides a demonstration of specific cognitive processes (predicting, connecting, inferring ) 71

73 Grade 8 Overview of Grade 8 Writing and Representing Grade 8 writers understand how purpose and audience have an impact on writing and are able to craft and manipulate texts to suit purpose. They are able to convey detailed information and explore different perspectives. They are developing an extensive vocabulary and use a multi-strategy approach to spelling. Grade 8 writers demonstrate good control over components of the writing process. Key Student Resources to support literacy development Current Older Literacy in Action 8 Sightlines 8 School Library Collection Essential Writing and Representing Outcomes and Indicators Students compose texts to convey meaning and represent ideas Controls the crafting of a large variety of texts Critiques and analyzes own texts by evaluating the information Use of Texts retrieved, recorded and organized Represents understandings and inquiry through a variety of visual and multimedia presentations Students demonstrate understanding of context through their writing Contextual Manipulates text forms to suit audience and purpose Understanding Selects print and linguistic devices designed to enhance impact or to influence a particular audience Students use knowledge of language structures and features of text to facilitate writing Selects vocabulary precisely Conventions Paragraphs are well organized, including effective word choice and a variety of sentence structures Is aware of the writers obligation to readers by spelling correctly Processes and Strategies using a range of spelling strategies Students compose texts using a variety of processes and strategies Draws upon semantic, syntactic, graphophonic cueing systems Selects appropriate strategies to use throughout the writing process Makes critical choices about the publication of texts to suit different purposes Speaking Outcome Student uses oral language to express ideas, share experiences and present information Contributes ideas/information and poses questions in a variety of situations to gain understanding Delivers a focused, coherent oral presentations that includes an introduction, a logical body, transitions and an effective conclusion Presents information and ideas in formal and informal situations using voice modulation, tone, gestures, facial expressions and visual aid to enhance meaning 72

74 Closer Look: Grade 8 Writing and Representing Outcomes Indicators K to 7 plus Illustrated Example Controls the crafting of a Social purposes and text forms large variety of texts such as: to persuade (editorial, Critiques and analyzes own persuasive blog), to describe texts by evaluating the (informative report), to entertain information retrieved, (science fiction, satire), to recorded and organized explain (explanation) Represents understanding and inquiry through a variety of visual and multimedia presentations Use of Text Students compose texts to convey meaning and represent ideas Contextual Understanding Students demonstrate understanding of context through their writing Conventions Students use language structures and features of text to facilitate writing Processes / Strategies Students compose texts using a variety of processes and strategies Manipulates text forms to suit audience and purpose Selects print and linguistic devices designed to enhance impact or to influence a particular audience Selects vocabulary precisely Paragraphs are well organized, including effective word choice and a variety of sentence structures Is aware of the writers obligation to readers by spelling correctly using a range of spelling strategies Draws upon semantic, syntactic, graphophonic cueing systems Selects appropriate strategies to use throughout the writing process Makes critical choices about the publication of texts to suit different purposes Illustrated report, role play with tableau, newscast, dramatizations that demonstrate text knowledge and use of literary craft Student has a solid understanding of text forms and their purpose Uses devices to provoke positive and negative responses through critical choices in writing Selects vocabulary for meaning and effect Organizes paragraphs logically to form a cohesive text Has accumulated a bank of known word that are spelled and used correctly. How does my understanding of this word s origin help me with spelling other words? Articulates and justifies the strategies used within the writing processes Reviews writing critically to ensure effectiveness 73 Chart Continued

75 Teachers will Continue to teach students a range of text forms discussing organizational framework and language features Provide opportunities to craft and manipulate a range of text forms to create hybrid texts Foster students sense of voice and individual writing style Encourage students to use writing vocabulary when discussing writing Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 1 Encourage students to explain decisions they make as writers Provide opportunities for students to write to influence change about social issues Discuss ideologies Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 2 Encourage students to take responsibility for extending, refining and using new vocabulary Consolidate understandings of the conventions of spelling and grammar Build text-form knowledge by exploring texts where combinations and adaptations have been made Appendix B pages First Steps Writing Map of Development Book pages First Steps Writing Resource Book Ch. 3 Continue to consolidate students cueing system knowledge Consolidate strategies used throughout the writing process Encourage students to monitor, reflect and evaluate how they use the components of the writing process Appendix B pages First Steps Writing Map of Development Book page 301 First Steps Writing Resource Book Ch. 4 74

76 Extensions: Grade 8 Writing and Representing For those students who have already met the essential indicators for their grade Use of Text Contextual Understanding Conventions Processes and Strategies Extended Indicators Students compose texts to convey meaning and represent ideas Uses more that one type of media in a presentation; selects appropriate media to fully explore and extend ideas e.g., digital, audio, graphic organizer, diagram Students demonstrate understanding of context through their writing Arranges and balances words and visuals creatively in order to send a coherent and clear message to specific audiences Demonstrates ability to view writing from a reader s perspective Students use knowledge of language structures and features of text to facilitate writing Judges the appropriate use of active or passive voice in texts Students compose texts using a variety of processes and strategies Uses information gathered in self, peer and teacher assessments to develop and work on goals for improving Assessment Practice: Grade 8 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings: Focused Observations Analysis of Products Writing Samples Surveys Formal Writing Journal Spelling Log Informal Self-Assessments Tests Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book Ch.6 First Steps Writing Resource Book Sub-Strand Chapters First Steps Writing Map of Development Book Ch. 3 and 9 Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) Provides data for the Conventions and Processes/Strategies sub-strand Conversations Conferences Interviews 75

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78 Appendix A Use of Text: Development in Reading and Viewing K-8 The comprehension of a range of texts A text is defined as any means of communication that can use words, graphics, sounds, and images, in print, oral, visual or electronic form, to represent information and ideas to an audience Additional information: Chapter 1 First Steps Reading Resource Book Purposes To Describe To Entertain To Explain To Inquire To Instruct To Persuade To Recount To Socialize Examples of Text Forms Report, Content page, Bibliography, label, Index, Blurb, Menu, Glossary, Description Narrative, Poem, Song, Lyric, Fairy-tale, Fable, Word Puzzle, Jokes, Cartoons Explanation, Rules, Timetable, Affidavit, Policy, Complaint, Memo, Journal Survey, Questionnaire, Interview Directions, Manual, Experiment, Invoice, Summons, Recipe, List, Blueprint, Procedure Exposition, Headline, Job application, Competition entry, Editorial, Slogan Autobiography, Review, Diary, Retelling, Journal, Minutes of meeting Invitation, Note, Apology, Greeting, Message, Thank you note, message Outcome: Students read/interact and make meaning from a variety of texts Grade Indicator (build on previous grade) K Listens and talks about significant ideas from text Selects text primarily for enjoyment 1 Retells and identifies topic and story organization Selects text appropriate to purpose, inquiry, interest and readability 2 Retells, identifies topic, identifies action and result Self-selects text appropriate to purpose, inquiry, interest and readability Illustrated Example This story was about a cat looking for his toy. I like books about animals. First, the boy went to the store to buy a treat I m looking for information on spiders so I ll look in this spider book. Links two ideas in text (action and result), e.g., The girl was hungry so she went home for dinner. I m inquiring about bear habitats this will be a good fit book for me. 77

79 3 Retells, extracts important details to support main idea Locates and selects text appropriate to purpose, inquiry, interest and readability 4 Retells, identifies main idea and supporting details, and links explicit ideas in text Locates and selects text appropriate to purpose, inquiry, interest and readability 5 Retells, identifies main idea and supporting details, links explicit ideas in text; sequences key events Locates and selects text appropriate to purpose, inquiry, interest and readability 6 Identifies main idea with supporting details, and links ideas, both explicit and implicit Locates and selects texts for appropriate purpose, inquiry, interest and readability 7 Identifyies main idea and synthesizes details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose Locates and critically selects texts for appropriate purpose 8 Identifyies main idea and synthesizes details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose Locates and evaluates appropriateness of text for purpose and audience This is about how animals move some fly, some walk, some swim Uses Library organization system to find books of interest Identifies relevant details to support main idea Uses table of contents to determine the appropriateness of the book to the purpose Beginning to draw out implicit information from text and pictures e.g. I m thinking that the character is. based on Is critical of the relevancy of information when selecting resources Identifies main idea, synthesizing supporting details Checks publication of information when selecting relevant resources The beginning of the article spoke about and the middle section added this point Able to use search engines to locate information and resources Can identify the critical decisions the author made in presenting the information and details Examines the text to check for bias 78

80 Contextual Understanding: Development in Reading and Viewing K-8 How interpretations and the choice of language vary according to the context in which it is used Several factors influence the use of language: purpose of communication, subject matter, mode of communication, roles and relationships between participants and social situation Additional information: Chapter 2 First Steps Reading Resource Book Outcome: Students understand how context affects interpretation and choice of language Grade Indicators (build on previous grade) Illustrative Examples K Makes links to own experience when listening or reading This reminds me of when I went to my grandma and grandpa s house. 1 Expresses opinion about a text I think the giant is mean. 2 Expresses opinion about a text with justification Speculates and discusses the author s or illustrator s purpose in writing a text 3 Expresses opinions or personal response about a text with justification Speculates and discusses the author s purpose in writing a text 4 Expresses an opinion about text style with justification Understands that authors and illustrators select text features to suit audience and purpose 5 Expresses an opinion about a genre/ text with justification Recognize how characters, events are represented and offers suggestions for alternatives I like this book because it makes me laugh. I noticed that the illustrator has hidden a picture of a dog in each picture. I wonder why? I didn t like this book because I think the author wrote this to make us think about I like this author s style because I think the author used bold to bring our attention to the word I think the author set the story in the... because If I had been I would have 79

81 6 Recognizes that their interpretation may be different from that of other readers or the author Identifies print and linguistic devices that authors and illustrators use to influence the construction of meaning 7 Explains how his/her own interpretations may be different from other readers or the author Identifies print and linguistic devices that authors use and how characters and events are represented to influence the construction of meaning 8 Explains and supports personal connections, values, attitudes and beliefs to text that impact interpretation of text Identifies the target audience for a text and how the author has used the language, ideas and presentation to meet purpose That s interesting. Luke thinks Why might Luke have interpreted the text in that way? Devices such as: visual clues and omission I feel this way because whereas my friend thinks this because Devises such as: quoting statistics, figurative language My experience with.makes me feel strongly about Detects prejudices and bias in text 80

82 Conventions: Development in Reading and Viewing K-8 Developing knowledge of structures and features of a variety of texts with a focus on: o Phonological awareness ability to hear the abstract units of sound in speech o Graphophonic knowledge the sound-symbol relationships of a written language o Vocabulary knowledge the list of all the words a person knows o Text-Form knowledge the purpose, organization, structure and features Additional information: Chapter 3 First Steps Reading Resource Book Outcome: Students use their knowledge of structures and features of a variety of texts to facilitate reading Grade Indicators (build on previous grades) Illustrative examples K Recognizes letters of the alphabet by name and/or sound Recognizes repetitive patterns in stories Identifies letter names and sounds randomly, more than reciting the abc s Recognizes repetitive phrases such as: run, run as fast as you can 1 Recognizes an increasing bank of known words in different contexts Hears and articulates sound segments in words e.g., onset and rime 2 Recognizes a large bank of high frequency words Explains how known text forms vary in purpose Uses punctuation to develop fluency 3 Recognizes an expanded bank of frequently used words Explains how known text forms vary in purpose, structure and organization High frequency words, personally significant words Segments words into sounds Links letters with sounds Recognizes that a letter can represent different sounds Recognizes how word parts and words work High frequency words, personally significant words Articulates the difference in purpose for known forms, e.g., a procedure is written to instruct Expanded list of high frequency words Purpose to tell, Organization procedure has a title Structure procedures may list supplies or materials 81

83 4 Recognizes an increasing a bank of subject-specific words Explains how known text forms vary in purpose, structure and organization 5 Recognizes an expanded bank of less common words and uses strategies to determine meaning Explains how know text forms vary by using knowledge structure, organization and language features 6 Recognizes an extensive bank of subject-specific words and uses strategies to determine meaning Uses knowledge of text form, structure, organization and language features to prepare for reading 7 Identifies combinations and adaptations of text structure and text organization in a variety of texts Uses knowledge of text form, structure, organization and language features to prepare for reading 8 Recognizes and analyzes manipulation of text structure and text organization Identifies the role of language features in a variety of texts Subject-specific words, less common words Uses strategies such as: context clues Purpose to entertain, Organization procedure has a title Structure procedures may list supplies or materials Subject specific, less common words Uses strategies such as: context clues, reference aids Purpose to explain Organization headings Structure cause/effect Language features strong verbs Uses strategies such as: reference aids, morphemic analysis, text features and context clues May skim and scan first looking at pictures, heading and captions in order to predict content I ve noticed that this narrative piece has included a chronological map to help with the time sequence Historical fiction written as a narrative Words that distinguish fact from opinion and bias (I think, it has been reported) Words that signal relationships, time 82

84 Processes / Strategies: Development in Reading and Viewing K-8 How students use their knowledge and understandings to comprehend texts Cueing systems makes up the individual s knowledge base, or prior knowledge which comes from previous experiences; All readers draw on cueing systems to make sense of what they read; Semantic Syntactic Graphophonic Topic/Concept, Cultural/World, Vocabulary, Word Structure Grammatical, Word function, Text Form Graphophonic, Orthographic Strategies are the mental processes you use to do something you want to do. The explicit teaching of strategies is vital. Word Identification Strategies Predicting using first letter sounds Decoding using phonemes, onset and rime Reading on Re-Reading Comprehension Strategies Predicting Synthesizing Skimming and Scanning Making Generating Determining Connections Comparing Inferring Questions Visualizing Summarizing Importance Monitoring and Revising Comprehension Students need time to reflect on their reading to: become aware of the reading strategies they are using, monitor the use of their reading strategies, apply reading strategies in other contexts, improve their use of reading strategies, evaluate critically the effectiveness of their reading strategies Additional information: Chapter 4 First Steps Reading Resource Book Outcome: Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Grade Indicators Illustrative examples K Relies on background knowledge of topic and text organization Beginning to use comprehension strategies (before, during and after) with teacher guidance 1 Draws upon a knowledge base to comprehend Uses a limited range of comprehension strategies (before, during and after) with grade level text Uses a range of word strategies with grade level text 83 Comments on pictures, asks questions, notices caption, headings Uses strategies such as, but not limited to: connects text to personal experiences I know this is about this subject, so I think the word will be The word starts with an m so it could be Comprehension strategies such as but not limited to: predicting, connecting with teacher support

85 2 Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses a range of word strategies with grade level text Word strategies such as, but not limited to: predicting using beginning letter sounds, pictures That didn t sound right. Let me try it this way. These labels are showing me what the specific parts are. Comprehension strategies such as, but not limited to: predicts and connects, visualizes Word strategies such as, but not limited to: uses schema, decodes using phonemes, onsets and rimes 3 Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses a word identification strategies with grade level text 4 Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and after) with grade level text Uses a bank of word identification strategies with grade level text I m noticing words and commas, maybe this is a list. I see the author has put in headings for each section. I know all of these words by sight. Comprehension strategies such as, but not limited to: adjusts reading rate for purpose, generates questions Word strategies such as, but not limited to: reading on and re-reading The author has used the phrase on the other hand so I m thinking that another point of view will follow. I wonder if this phrase would create the same image for someone who has never seen snow. Comprehension strategies such as, but not limited to: inferring, monitoring comprehension Word strategies such as, but not limited to: context, schema 5 Draws upon cueing systems to comprehend Uses a range of comprehension strategies (before, during and I ve noticed the author used the word so to identify the solution for the problem. 84

86 after) with grade level text Uses a range of word identification strategies with grade level text 6 Draws upon cueing systems to comprehend Uses an increasing range of comprehension strategies (before, during and after) with grade level text Uses an range of word identification strategies with grade level text The writer has used clear, descriptive words Comprehension strategies such as, but not limited to: determines importance, skims and scans Word strategies such as, but not limited to: word analysis This recount has verbs in the past tense. I know this phrase is adding clarification to this noun. Comprehension strategies such as, but not limited to: synthesizing, paraphrasing and comparing 7 Draws upon cueing systems to comprehend Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text 8 Selects from cueing systems to comprehend Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text I wonder if everyone will have the same reaction to this story. I know that this letter combination makes this sound so I ll start from the middle of the word. Has a wide range of strategies from which to select Reflects and discusses the selection and effectiveness of a range of cueing systems and strategies used while reading 85

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88 Appendix B Use of Text: Development in Writing and Representing K-8 The composition of a range of texts A text is defined as any means of communication using words, graphics, sounds, and images, in print, oral, visual or electronic form, to represent information and ideas to an audience Additional information: First Steps Writing Resource Book Chapter 1 Purposes To Describe To Entertain To Explain To Inquire To Instruct To Persuade To Recount To Socialize Examples of Text Forms Report, Content page, Bibliography, Label, Caption, Index, Blurb, Menu, Glossary, Description Narrative, Poem, Song, Lyric, Fairy-tale, Fable, Short Story, Jokes, Cartoons, Readers Theatre, Satire, Science Fiction, Explanation, Rules, Timetable, Affidavit, Policy, Complaint, Memo, Journal, Brochure Survey, Questionnaire, Interview Directions, Manual, Experiment, Invoice, Summons, Recipe, List, Blueprint, Procedure Exposition, Headline, Job application, Competition entry, Editorial, Slogan, Letter, Opinion, Advertisement Autobiography, Review, Diary, Retelling, Journal, Minutes of meeting Invitation, Note, Apology, Greeting, Message, Thank You note, , Text message, Letter Outcome: Students compose texts to convey meaning and represent ideas Indicator (build on previous grade) K Assigns a message to written and drawn symbols 1 Experiments with familiar forms that are teacher directed Represents key ideas and feelings in different ways 2 Attempts a range of familiar text forms that are teacher directed Represents key ideas and feelings in various ways 3 Composes a range of familiar text forms, either teacher-directed or self-selected Represents and communicates key ideas and information for a topic, problem or inquiry Illustrated Example This says I went to the farm. Social purposes and text forms such as: to instruct (list, procedure), to describe (caption), to recount (retell) Pictures, drama, movement, sounds, drawings Social purposes and text forms such as: to explain (rules, explanation), to recount (journal), to socialize (note) Puppetry, demonstrations, drawings, drama, movement Social purposes and text forms such as: to persuade (letter), to entertain (narrative), to instruct (retell), to socialize (invitation) Poster, chart, diagram, drawing, drama, movement 87

89 4 Composes an increasing range of texts, either teacher-directed or self-selected Clearly represents ideas and information relevant to the topic, purpose and inquiry 5 Composes an increasing range of texts but may not fully control all elements of the form Represents understanding, ideas and inquiry in a variety of ways 6 Composes a range of texts using different organization, structure and language features Represents ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience 7 Composes a range of texts using different in organization, structure and language features Represents ideas, information and inquiry through a variety of ways to inform, persuade or entertain 8 Controls the composing of a large repertoire of texts Critiques and analyzes own texts by evaluating the information retrieved, recorded and organized Represents understanding and inquiry through a variety of visual and digital multimedia presentations Social purposes and text forms such as: to persuade (opinion, poster), to instruct (directions), to entertain (short story, readers theatre), to inquire (survey) Dramatizations, posters, short illustrated reports, visuals such as displays and drawings Social purposes and text forms such as: to persuade (advertisement, slogan), to describe (report), to entertain (fable, graphic story), to explain (explanation) Dramatizations, posters, illustrated reports, multimedia presentations Social purposes and text forms such as: to persuade (exposition), to inquire (survey, interview), to describe (research report), to explain (brochure) Illustrations, diagrams, posters, displays and cartoons Social purposes and text forms such as: to recount (news story), to persuade (opinion, advertisement), to entertain (poetry), to inquire (questionnaire) Experiments with adaptations of standard text forms Displays, timelines, illustrations, maps, charts and digital multimedia presentations Social purposes and text forms such as: to persuade (editorial, persuasive blog), to describe (informative report), to entertain (science fiction, satire), to explain (explanation) Illustrated report, role play with tableau, newscast, dramatizations that demonstrate text knowledge and use of literary craft 88

90 Contextual Understanding: Development in Writing and Representing How interpretation and choice of language vary according to the context in which it is created and the context in which it will be used Several factors influence the writers choice of language and the way they shape their text: purpose of communication, subject matter, mode of communication, roles or relationship between those communicating, physical situation in which the writing takes place and the socio-cultural beliefs, values and assumptions Additional reading: Chapter 2 First Steps Writing Resource Book Outcome: Students demonstrate understanding of context through their writing Grade Indicator (build on previous grade) Illustrated Example K States purpose and audience for This is a note for my mom. own writing 1 Provides reasons and purposes for why people write To say thank you, to explain, to remember Has awareness of audience for own writing I am writing this letter to my grandma. 2 Explains the purpose of a small range of familiar text forms Justifies the ideas included in their text 3 Explains the purpose of a range of familiar text forms Experiments with the use of print devices to enhance impact 4 Selects ideas to suit purpose and audience in a range of texts Experiments with the use of print and linguistic devices to enhance impact or influence audiences 5 Selects ideas to include in a range of texts to suit purpose and audience e.g., jokes are to entertain, lists help us to remember This letter is for my grandma so I have signed it Love, This letter is for my principal so I have signed it From Purposes such as to inform, to explain, to persuade, to retell Devices such as, but not limited to: print size, colour Student considers audience and purpose when making decisions of what to include in text Devices such as, but not limited to: repetition of words and phrases e.g., in a dark dark house, there was a dark dark room Student can explain decisions regarding text form selected, ideas included and omitted 89

91 Includes print and linguistic devices to influence the audience 6 Explains and compares why a particular text form may be more appropriate to achieve a purpose for an intended audience Experiments with a range of print and linguistic devices to influence the audience 7 Begins to manipulate text forms to suit audience and purpose Adjusts the language and ideas to suit audience and purpose, selects appropriate print and linguistic devices to include 8 Manipulates text forms to suit audience and purpose Selects print and linguistic devices designed to enhance impact or to influence a particular audience Devices such as, but not limited to: flashback, illustration size, flattery Student can explain decision regarding text form selected, ideas included and omitted Devices such as, but no limited to: imagery, metaphors, expert opinion Identifies likely audience and adjust writing to achieve impact e.g., report content changed into song lyrics Devices such as, but no limited to: alliteration, incentives, hyperbole Student has a solid understanding of text forms and purposes of each Consciously provokes positive and negative responses through critical choices in writing Purposes To Describe To Entertain To Explain To Inquire To Instruct To Persuade To Recount To Socialize Examples of Text Forms Report, Content page, Bibliography, label, Index, Blurb, Menu, Glossary, Description Narrative, Poem, Song, Lyric, Fairy-tale, Fable, Word Puzzle, Joke, Cartoon Explanation, Rules, Timetable, Affidavit, Policy, Complaint, Memo, Journal Survey, Questionnaire, Interview Directions, Manual, Experiment, Invoice, Summons, Recipe, List, Blueprint Exposition, Headline, Job application, Competition entry, Editorial, Slogan Autobiography, Review, Diary, Retelling, Journal, Minutes of meeting Invitation, Note, Apology, Greeting, Message, Thank You note, 90

92 Conventions: Development in Writing and Representing K-8 Student s knowledge and use of written conventions, such as spelling, grammar, punctuation, text structure and vocabulary Knowledge of language structures and features enables students to make choices about the mode of communication, the type of text, the grammatical structures, the presentation style and most appropriate word choice Additional information: Chapter 3 First Steps Writing Resource Book Outcome: Students use knowledge of language structures and features to facilitate writing Grade Indicator (build on previous grade) Illustrated Example K Writes using a combination of scribbles, pictures and approximations of numbers and letters IHTBMO7 ( I went to my friends) ISEADG ( I see a dog) Writes using known letters or approximations of letters that represent the dominant sounds 1 Writes using simple language structures Writes simple, legible sentences using correct punctuation Spells using limited strategies 2 Experiments with words and language structures from a variety of situations Writes a string of simple sentences using correct punctuation Spells using a small range of strategies 3 Integrates correctly words and language structures from a variety of sources Groups together simple sentences with similar information in paragraphs Uses correct punctuation with increased fluency Spells using an increasing range of spelling strategies Prompts such as: I like, I see. The dog was playing with the cat. Strategies such as, but not limited to: sounding out, chunking Word choice selected from literature, media and spoken language Bank of known words, spelling patterns (word families) Word choice selected from literature, media and oral language Develops short paragraphs including main idea and details Bank of known words, spelling patterns based on graphophonic knowledge such as: the same sound can be represented by different letter combinations, ea, e, ey 4 Varies vocabulary to add interest Paragraphs include a small range of appropriate conjunctions, accurate Words are selected for impact Sentences include conjunctions such as: 91

93 punctuation and capitalization Text has evidence of a good organizational plan with an adequate lead Spells using less common letter combinations and the sounds they represent 5 Includes subject-specific vocabulary to achieve purpose Paragraphs include a variety of simple and compound sentences including conjunctions, accurate punctuation and capitalization Text has evidence of a good organizational plan with an adequate lead and conclusion Spells using close approximations 6 Uses specific word choice to suit intended audience and purpose Paragraphs include a variety of simple, compound and complex sentences using accurate punctuation and capitalization Text is well organized with an strong lead and adequate conclusion Spells using etymological (word origin) knowledge 7 Includes specific vocabulary to enhance meaning Paragraphs include sentences varying in length and complexity Text is well organized and has a strong lead and an effective conclusion Uses and explains a full range of spelling strategies 8 Selects vocabulary precisely Paragraphs are organized, include effective word choice and a variety of sentence structures. Is aware of a writers obligations to readers by spelling correctly using a range of strategies but, because, so Uses conventional spelling, grammar and punctuation in sentences and paragraphs Letter combinations such as: rough,, election Uses words deliberately Includes conjunctions, phrases and clauses in sentences and paragraphs Morphemic knowledge such as, plural, comparatives, prefixes, suffixes, base words, compound words Makes deliberate word choices to demonstrate voice Varied sentence starts, effective punctuation and capitalization Studying the origins of words and understanding why English words are spelled the way they are bouquet - et is a common letter pattern in French Purpose and audience impact word choice Varied sentence length and structure Can articulate and demonstrate how spelling strategies are used to spell unknown words Selects vocabulary for meaning and effect Organizes paragraphs logically to form a cohesive text Has accumulated a bank of known word that are spelled and used correctly 92

94 Processes and Strategies: Development in Writing and Representing Writing processes are the stages of writing Planning, Drafting, Conferring, Refining, Publishing Writing strategies are used throughout the process of writing: Predicting Comparing Using Memory Aids Generating Questions Rereading Using Analogy Creating Images Synthesizing Using Meaning Determining Importance Sounding out Consulting an Authority Connecting Chunking Using Visual Memory Paraphrasing/ Summarizing Using Spelling Generalizations Cueing systems are used to make sense of what we write; a cueing system makes up the individual s knowledge base, or prior knowledge which comes from previous experience Additional Information: Chapter 4 First Steps Writing Resource Book Outcome: Students compose texts using a variety of processes and strategies Grade Indicator (build on previous grade) Illustrated Example K Relies upon personal experience as a stimulus for writing Topics relate directly to students personal schema 1 Draws upon semantic, syntactic, graphophonic cueing systems Experiments with a range of writing strategies Experiments with writing processes 2 Draws upon semantic, syntactic, graphophonic cueing systems Experiments with a range of writing strategies Experiments with writing processes Does this word make sense for my topic? Does this look right? Strategies such as, but not limited to: sounding out, chunking, connecting Brainstorming, pre-write, draft/final copy, reflection Does this sound like our language? Repeating sentence to check word order Should I put this part first to introduce the setting? Strategies such as, but not limited to: using visual memory, rereading Brainstorming, pre-write, draft, revision, editing, final draft, reflection 93

95 3 Draws upon semantic, syntactic, graphophonic cueing systems Composes using a small range of strategies throughout the writing process Does this sentence make sense? If I use this word will my meaning be understood? How shall I present my argument? Strategies such as, but not limited to: using spelling generalizations Planning, drafting, conferring, refining, publishing, reflection 4 Draws upon semantic, syntactic, graphophonic cueing systems Composes using a range of strategies throughout the writing process Does this word represent my intended meaning? What elements of this form do I need to include? Will all readers know what I m describing? Strategies such as, but not limited to: uses spelling generalizations, predicting Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience 5 Draws upon semantic, syntactic, graphophonic cueing systems Composes purposefully using a range of strategies throughout the writing process 6 Draws upon semantic, syntactic, graphophonic cueing systems Composes purposefully using a range of strategies throughout the writing process Does this text form fit my purpose? Will this word create the effect I desire? Strategies such as, but not limited to: questions, creates images Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience, is selective about the content in the writing Is this the precise phrase to create the image? Is my sentence in the right order, does it include all the elements? Strategies such as, but not limited to: determines importance, connects Reflects on writing and transforms, expands, reduces and rearranges sentences to achieve intended meaning 94

96 7 Draws upon semantic, syntactic, graphophonic cueing systems Selects appropriate strategies throughout the writing process in order to enhance audience understanding How will my audience s background influence their interpretation of my writing? How can I sway my reader to agree with me? Are my verbs consistent? Strategies such as, but not limited to: paraphrases, summarizes Reflects during all phases of the writing process and works to clarify meaning before publishing 8 Draws upon semantic, syntactic, graphophonic cueing systems Selects appropriate strategies to use throughout the writing process Makes critical choices about publications of texts to suit different purposes How does my understanding of this word s origin help me with spelling other words? Can articulate and justifies the strategies used within the writing processes Reviews writing critically to ensure effectiveness 95

97 Appendix C Listening: Development Kindergarten to Grade 8 Outcome: Students listen to gain meaning and respond K Follows simple directions correctly and independently e.g., please put your crayons away 1 Follows two-step sequence of directions Asks questions for clarification Asks questions for clarification Indicators Makes comments relevant to the topic Retells stories, relating the sequence of events by answering who, what, when, where, why and how questions Listens for a variety of purposes e.g., for enjoyment, for directions Listens courteously and attentively to others in pairs, small group and whole class activities using appropriate body language 2 Follows three-step sequence of directions Paraphrases information that has been shared by others Retells and elaborates the key details after listening to a gradeappropriate story or informational text Listens courteously to peers in pairs, small group and whole class to obtain information, share ideas and solve problems 3 Follows multi-step directions Retells, paraphrases and explains what a speaker has said Distinguishes between the speaker s opinions and facts Listens courteously to each other in discussions and to guest speakers 4 Follows multi-step directions and instructions Identifies main ideas and supporting details Distinguishes between fact and opinion and analyzes the message or presentation Responds to others by asking questions, making appropriate comments and reflecting on the ideas presented 96

98 5 Displays active listening behaviours in a variety of situations Identifies and summarizes main ideas with supporting details Indicators Distinguishes between fact and opinion and draws conclusions about the message or presentation Asks questions to seek information not already discussed 6 Displays active listening behaviors e.g., preparing to listen, making notes, seeking additional information Restates or summarizes main ideas and supporting details Identifies speaker s viewpoint and purpose Generates questions to clarify incomplete or unclear information 7 Displays active listening behaviours e.g., focusing on message of speaker, making reasonable predictions Restates or summarizes main ideas, supporting details and organizational structure Identifies the speaker s perspective and what information, arguments or positions are not included Interacts appropriately with speaker and seeks clarification when meaning is not clear 8 Displays active listening behaviours e.g., adapting listening and focus to purpose and situation Paraphrases speaker s purpose and point of view, makes connections by comparing features including themes, issues, styles and appeal Evaluates the credibility of a speaker or presentation and evaluates how the information affects impressions and opinions Interacts appropriately with speaker and seeks clarification when meaning is not clear 97

99 Appendix D Speaking: Development from Kindergarten to Grade 8 Outcome: Students use oral language to express ideas, share experiences and present information K Talks about personal experiences, preferences and topics of interest Indicators Uses oral language to engage in exploratory and imaginative play Shares significant items from home (e.g., show and tell) 1 Uses oral language to bring meaning to what is heard, observed, felt, viewed or read Conveys own thoughts clearly when relating own experiences or retelling a story Delivers brief recitations and oral presentations about familiar experiences or interests 2 Uses oral language to explain how new ideas and information have added to their personal understanding 3 Uses oral language to clarify and extend their personal understanding of what they hear, read, see or experience 4 Speaks in a manner that guides the listener to understand important ideas by using proper phrasing, pitch and modulation 5 Shares ideas, observations and experiences courteously during small and large group talk Recounts stories and experiences using some key details Shares experiences using clear and specific vocabulary; provides a beginning, middle and an ending Shares experiences, observations and personal opinions with supporting reasons or details appropriate to the audience Delivers focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience Delivers brief recitations and oral presentations about familiar experiences or interests for a familiar audience and specific purpose Delivers oral presentations and demonstrations for different audiences and purposes Presents information in formal and informal situations for differing audiences and purposes Presents information in formal and informal situations for differing audiences and purposes 98

100 6 Contributes to structured discussion and dialogue by showing an understanding of when to speak and when to listen Indicators Includes appropriate beginning, middle and ending in presentations (e.g., opening with a formal introduction, concluding with a summation) Presents information and ideas in formal and informal situations adjusting language and tone to suit audience, purpose and situation 7 Shares ideas/knowledge clearly and logically, adds to others ideas, repeats points for clarification and relates points already made for emphasis and reconsideration Presents information and ideas that include key points with evidence and examples Presents information and ideas in formal and informal situations adjusting language and tone to suit audience, purpose and situation 8 Contributes ideas/information and poses questions in a variety of situations to gain understanding Delivers a focused, coherent oral presentation that includes an introduction, a logical body, transitions and an effective conclusion Presents information and ideas in formal and informal situations using voice modulation, tone, gestures, facial expressions and visual aids to enhance meaning 99

101 Appendix E HOLISTIC RUBRIC FOR SYSTEM WRITING ASSESSMENT Upper half papers are characterized by well-supported, original ideas, clear evidence of an organizational plan and general mastery of the conventions of standard English, although even the strongest papers may contain some developmentally appropriate errors in spelling or sentence structure. The 6 paper contains original, sophisticated ideas, well supported by relevant details. Organization is clear and logical, with a strong lead and effective conclusion. Vivid and precise word choice, varied sentences and a clear, well-developed writer s voice combine to create a coherent and original piece of writing. Any errors in conventions are usually the result of risk-taking. The 5 paper contains original ideas with relevant and appropriate details. It is well organized and usually has a strong lead and adequate conclusion. Clear and descriptive word choice and a developing writer s voice are evident. There may be some variation in sentence length and complexity. Minor errors in conventions do not interfere with the meaning of the piece. The 4 paper is likely to have somewhat mundane, but adequate ideas that are somewhat supported by details. A hint of writer s voice may be apparent. There is evidence of a good organizational plan with an adequate lead, though the conclusion may be weak. Word choice is generally appropriate, though lacking in precision and originality, and sentences may lack variety. Some errors in conventions are common. Lower half papers lack originality or effective support for ideas. Vocabulary may be immature and control of conventions of standard English is inadequate. The 3 paper is likely to contain unoriginal ideas with marginal support, or irrelevant details that do not support the main idea. The organization is limited, with a weak lead and/or missing conclusion. A writer s voice may not be evident. Word choice may be correct, but lacking maturity and sentences tend to be simple in structure. Frequent errors in conventions are common, but the piece should be readable. The 2 paper contains trivial ideas without supporting details. It is characterized by an inadequate organizational plan, immature vocabulary, short, simple sentences and frequent errors in conventions that may, at times, interfere with understanding of the piece. The 1 piece is characterized by such inadequate mastery of conventions of standard English that the piece may be barely comprehensible. Ideas are incomplete or confusing, organization appears haphazard, and vocabulary choice is very limited. *An asterisk code is used for papers that are blank or illegible. 100