APPENDICES

A. Science SLP Curriculum

Grade 4

Topic A: Waste and Our World

General Learner Expectations

Students will:

4­5 Recognize that human activity can lead to the production of wastes, and identify alternatives for the responsible use and disposal of materials.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Identify plant and animals wastes, and describe ­waste ­identifying how they are recycled in nature. For example, ­recycle ­describing plant leaves serve as a source of food for soil ­break down/ ­sequencing insects, worms and other creatures. The wastes of decompose these animals may then be further broken down ­soil by molds, fungi and bacteria. ­insect ­creature ­mold ­fungi ­bacteria

2. Identify and classify wastes that result from ­waste ­identifying human activity. ­activity ­classifying

3. Describe alternative methods of disposal, and ­disposal ­comparing/ ­evaluation identify possible advantages and disadvantages of advantages/ contrasting each. disadvantages ­identifying ­describing

4. Distinguish between wastes that are readily ­waste ­classifying biodegradable and those that are not. biodegradable ­comparing/contrasting

5. Compare different kinds of packaging, and infer ­packaging ­comparing/contrasting ­evaluation the relative advantages and disadvantages of that ­consumer ­inferences packaging. In evaluating different forms of ­environment ­pragmatics packaging, students should demonstrate the (perspective­ ability to consider a consumer perspective as well taking) as an environmental perspective

6. Identify methods of waste disposal currently ­methods ­identifying ­personal experience used within the local community. ­waste ­disposal ­local ­community 7. Identify kinds of wastes that may be toxic to ­toxic ­classifying people and to the environment. ­wastes ­environment

8. Identify alternative materials and processes ­materials ­identifying that may decrease the amount of waste ­processes produced. ­decrease

9. Identify ways in which materials can be reused ­reuse ­identifying ­brainstorming or recycled, including examples of things that the ­recycle ­describing ­personal experience student has done.

10. Develop a flow chart for a consumer product ­flow chart ­cause­effect ­hierarchy of that indicates the source materials, final product, ­consumer ­describing organization its use and method of disposal. ­product ­sequencing ­using resources ­source ­materials ­disposal

11. Identify actions that individuals and groups ­waste ­cause­effect ­brainstorming can take to minimize the production of wastes, to ­recycle ­identifying ­personal experience recycle or reuse wastes and to ensure the safe ­reuse handling and disposal of wastes. ­reduce/ minimize ­handling ­disposal

12. Develop and implement a plan to reduce ­waste ­brainstorming waste, and monitor what happens over a period ­plan (understanding ­procedure of time. what a good plan entails) ­monitor

Topic B: Wheels and Levers

General Learner Expectations

Students will:

4­6 Demonstrate a practical understand of wheels, gears and levers by constructing devices in which energy is transferred to produce motion.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Explain how rollers can be used to move an ­rollers ­cause­effect ­procedure object, and demonstrate the use of rollers in a ­explaining practical situation.

2. Compare the wheel and the roller, and identify ­wheel ­comparing/ ­personal experience examples where each are used. ­roller contrasting ­identifying

3. Construct devices that use wheels and axles, and ­wheels ­describing ­procedure demonstrate and describe their use in: ­axles ­problem­solving • model vehicles ­model vehicle • pulley systems ­pulley system • gear systems. ­gear system 4. Construct and explain the operation of a drive ­drive system ­explaining ­procedure system that uses one or more of the following: ­belt ­problem­solving • wheel­to­wheel contact ­elastic • a belt or elastic ­chain • a chain ­cog • cogs or gears ­gear

5. Construct and explain the operation of a drive ­drive system ­explaining ­procedure system that transfers motion from one shaft to a ­shaft ­problem­solving second shaft, where the second shaft is: ­parallel • parallel to the first ­angle • at a 90° angle to the first. ­speed Students who have achieved this expectation will ­direction be aware of changes in speed and direction that result from different ways of linking components.

6. Demonstrate ways to use a lever that: ­lever ­cause­effect ­procedure • applies a small force to create a large force ­force • applies a small movement to create a large movement

7. Predict how changes in the size of a lever or the ­lever ­cause­effect position of the fulcrum will affect the forces and ­fulcrum ­inferences movements involved.

Topic C: Building Devices and Vehicles that Move

General Learner Expectations

Students will:

4­7 Construct a mechanical device for a designated purpose, using materials and design suggestions provided.

4­8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Design and construct devices and vehicles that ­vehicle ­problem­solving ­procedure move or have moving parts ­ linkages, wheels and ­linkage ­brainstorming axles ­wheel ­axle

2. Use simple forces to power or propel a device; ­power ­inferences ­procedure e.g., direct pushes, pulls, cranking mechanisms, ­propel moving air, moving water and downhill motion. ­crank ­mechanism ­motion

3. Design and construct devices and vehicles that ­vehicle ­problem­solving ­procedure employ energy­storing or energy­consuming ­energy­storing ­cause­effect ­brainstorming components that will cause motion; e.g., elastic ­energy­consuming bands, springs, gravity, wind, moving water. ­motion ­elastic ­spring ­gravity

4. Recognize the need for control in mechanical ­control ­problem­solving devices, and apply control mechanisms where mechanical ­inferences necessary. ­mechanism

5. Compare two designs, identifying the relative ­design ­comparing/ ­evaluation strengths and weaknesses of each. ­strength/ weakness contrasting

6. Identify steps to be used in constructing a device ­vehicle ­pragmatics ­procedure or vehicle, and work cooperatively with other ­problem­solving students to construct the device or vehicle. ­sequencing

7. Design and construct several different models of ­model ­pragmatics ­evaluation a device and evaluate each model, working ­problem­solving ­brainstorming cooperatively with other students. ­procedure

Topic D: Light and Shadows

General Learner Expectations

Students will:

4­9 Identify sources of light, describe the interaction of light with different materials and infer the pathway of a light beam.

Grade 5

Topic A: Electricity and Magnetism

General Learner Expectations

Students will:

5­5 Demonstrate safe methods for the study of magnetism and electricity, identify methods for measurement and control, and apply techniques for evaluating magnetic and electrical properties of materials.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Recognize and appreciate the potential dangers ­electrical current ­cause­effect involved in using sources of electrical currents: ­battery ­classifying • understand that household electrical currents are ­electricity potentially dangerous and not a suitable source for ­short circuit experimentation • understand that small batteries are a relatively safe source of electricity, for experimentation and study, but that care should be taken to avoid short circuits • understand that short circuits may cause wires to heat up, as well as waste the limited amount of energy in batteries. 2. Describe and demonstrate example activities ­electricity ­describing ­procedure that show that electricity and magnetism are ­magnetism related: ­magnet • demonstrate that electricity can be used to create magnetism • demonstrate that a moving magnet can be used to generate electricity.

3. Demonstrate and interpret evidence of magnetic ­magnetic field ­inferences ­procedure fields around magnets and around current­carrying ­current­carrying wire wires, by use of iron filings or by use of one or ­iron filing more compasses. ­compass

4. Demonstrate that a continuous loop of ­continuous loop ­cause­effect ­procedure conducting material is needed for an uninterrupted ­conducting material flow of current in a circuit. ­current ­circuit

5. Distinguish electrical conductors ­ materials that ­conductor ­classifying allow electricity to flow through them ­ from ­electricity insulators ­ materials that do not allow electricity ­insulator to flow through them.

6. Recognize and demonstrate that some materials, ­resistor ­identifying ­procedure including resistors, are partial conductors of ­partial conductor electricity. ­electricity

7. Predict the effect of placing an electrical ­electrical resistance ­cause­effect resistance in a simple circuit; e.g., in a circuit with a ­simpe circuit ­inferences light bulb or electric motor.

8. Recognize that the amount of electricity we use ­electricity ­identifying in our homes is measured in kilowatt hours. ­kilowatt hours

9. Interpret and explain: ­electrical meter ­explaining • the reading on a household electrical meter ­efficiency label • efficiency labels on electrical appliances.

10. Draw and interpret, with guidance, circuit ­circuit diagram ­identifying diagrams that include symbols for switches, power ­switches ­sequencing sources, resistors, lights and motors. ­power source ­resistor ­light ­motor

Topic B: Mechanisms Using Electricity

General Learner Expectations

Students will:

5­6 Construct simple circuits, and apply an understand of circuits to the construction and control of motorized devices.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Identify example applications of electrical ­heating ­classifying ­personal experience devices in the school and home environment, and ­lighting ­identifying classify the kinds of uses. Categories of electrical ­communicating use may include such things as: heating, lighting, ­moving communicating, moving, computing. ­computing

2. Design and construct circuits that operate lights ­circuit ­problem­solving ­procedure and other electrical devices. ­sequencing ­brainstorming

3. Recognize the importance of switches and other ­switches ­identifying control mechanisms to the design and operation of electrical devices, and identify purposes of switches in particular applications.

4. Construct and use a variety of switches. ­switches ­problem­solving ­procedure

5. Design and construct vehicles or other devices ­vehicle ­problem­solving ­procedure that use a battery­powered electric motor to ­battery­powered ­brainstorming produce motion; e.g., model cars, hoists, fans. electric motor ­hoist ­fan

6. Design and construct a burglar alarm. ­burglar alarm ­problem solving ­procedure ­brainstorming

7. Demonstrate differents ways of lighting two ­power source ­comparing/contrasting ­procedure lights from a single power source, and compare the ­cause­effect results. Students should recognize that wiring two ­problem­solving bulbs in series makes both bulbs glow less brightly ­sequencing than if the bulbs are wired in parallel. Students may demonstrate this knowledge operationally and do not need to use terms series and parallel.

8. Demonstrate different ways of using two ­battery ­comparing/contrasting ­procedure batteries to light a bulb, and compare the results. ­cause­effect Students should recognize that wiring the batteries ­problem­solving in series causes the bulb to glow brighter than it ­sequencing would if parallel wiring were used.

9. Given a design task and appropriate materials, ­inferences ­brainstorming invent and construct an electrical device that ­problem­solving ­procedure meets the task requirements.

Topic C: Classroom Chemistry

General Learner Expectations

Students will:

5­7 Describe the properties and interactions of various household liquids and solids, and interpret their interactions.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Recognize and identify examples of the following ­solid ­identifying kinds of mixtures: ­liquid • two or more solids; e.g., sand and sugar • a solid and a liquid; e.g., sugar and water • two or more liquids; e.g., milk and tea.

2. Apply and evaluate a variety of techniques for ­problem­solving ­evaluation separating different materials. ­procedure

3. Distinguish substances that will dissolve in a ­dissolve ­classifying ­procedure liquid from those that will not, and demonstrate a ­problem­solving way of recovering a material from a solution.

4. Demonstrate a procedure for making a crystal. ­crystal ­procedure

5. Recognize that the surface of water has ­liquid ­identifying distinctive properties, and describe the interaction ­solid ­describing of water with other liquids and solids.

6. Produce carbon dioxide gas through the ­carbon dioxide gas ­procedure interaction of solids and liquids, and demonstrate ­solid that it is different from air. ­liquid

7. Distinguish reversible from irreversible changes ­reversible ­classifying of materials, and give examples of each. ­irreversible ­describing

8. Recognize and describe evidence of a chemical ­chemical reaction ­describing reaction. Explain how the products of a reaction ­product ­explaining differ from the original substances. ­identifying

9. Use an indicator to identify a solution as being ­indicator ­identifying ­procedure acidic or basic. ­solution ­acidic ­basic

Topic D: Weather Watch

General Learner Expectations

Students will:

5­8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of Earth’s surface.

5­9 Investigate relationships between weather phenomena and human activity.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 1. Predict where, within a given indoor or outdoor ­temperature ­inferences ­personal experience environment, one is likely to find the warmest and coolest temperatures.

2. Describe patterns of air movement, in indoor ­patterns of air ­cause­effect and outdoor environments, that result when one movement ­describing area is warm and another area is cool.

3. Describe and demonstrate methods for ­wind speed ­describing ­procedure measuring wind speed and for finding wind ­wind direction direction.

4. Describe evidence that air contains moisture and ­moisture ­cause­effect that dew and other forms of precipitation come ­dew ­explaining from moisture in the air. ­precipitation

5. Describe and measure different forms of ­rain ­describing ­procedure precipitation, in particular, rain, hail, sleet, snow. ­hail ­sleet ­snow

6. Measure at least four different kinds of weather ­weather phenomena ­procedure phenomena. Either student­constructed or standard instruments may be used.

7. Record weather over a period of time. ­identifying

8. Identify some common types of clouds, and ­types of clouds ­identifying relate them to weather patterns. inferences

9. Describe the effects of the Sun’s energy on daily ­sun energy ­describing and seasonal changes in temperature ­ 24­hour and ­season ­cause­effect yearly cycles of change.

10. Recognize that weather systems are generated ­weather systems ­cause­effect because different surfaces on the face of Earth ­identifying retain and release heat at different rates.

11. Understand that climate refers to long term ­climate ­identifying weather trends in a particular region and that ­weather trends climate varies throughout the world.

12. Recognize that human actions can affect ­climate ­cause­effect ­personal experience climate, and identify human actions that have been ­greenhouse effect ­identifying linked to the greenhouse effect.

13. Appreciate how important it is to be able to ­weather forecast ­cause­effect ­personal experiences forecast weather and to have suitable clothing or ­inferences shelter to endure various types of weather.

14. Test fabrics and clothing designs to choose ­water resistant ­comparing/contrasting those with characteristics that most effectively ­wind resistant meet the challenges of particular weather conditions; e.g., water resistance, wind resistance, protection from cold.

Topic E: Wetland Ecosystems

General Learner Expectations

Students will:

5­10 Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Recognize and describe one or more examples of ­wetland ecosystem ­describing ­personal experience wetland ecosystems found in the local area; e.g., ­pond ­identifying pond, slough, marsh, bog, fen. ­slough ­marsh ­bog ­fen

2. Understand that a wetland ecosystem involves ­wetland ecosystem ­cause­effect interactions between living and nonliving things, both in and around the water.

3. Identify some plants and animals found at a ­wetland ­describing wetland site, both in and around the water; and ­life cycle ­identifying describe the life cycles of these plants and animals.

4. Identify and describe adaptations that make ­adaptation ­describing certain plants and animals suited for life in a ­wetland ­identifying wetland.

5. Understand and appreciate that all animals and ­wetland ­cause­effect plants, not just the large ones, have an important role in a wetland community.

6. Identify the roles of different organisms in the ­organisms ­classifying food web of a pond: ­food web • producers ­ green plants that make their own ­producers food, using sunlight ­consumers • consumers ­ animals that eat living plants and/or ­decomposers animals ­molds • decomposers ­ organisms, such as molds, fungi, ­fungi insects and worms, that reuse and recycle ­reuse materials that were formerly living. ­recycle

7. Draw diagrams of food chains and food webs, ­food chain ­inferences ­hierarchy of and interpret such diagrams. ­food web ­sequencing organization

8. Recognize that some aquatic animals use oxygen ­aquatic animals ­classifying from air and others from water, and identify ­oxygen ­identifying examples and adaptations of each.

9. Identify human actions that can threaten the ­wetland ecosystem ­cause­effect abundance or survival or living things in wetland ­pollutant ­identifying ecosystems; e.g., adding pollutants, changing the ­wildlife flow of water, trapping or hunting pond wildlife.

10. Identify individual and group actions that can ­wetland habitat ­cause­effect be taken to preserve and enhance wetland ­identifying habitats. 11. Recognize that changes in part of an ­cause­effect environment have effects on the whole environment.

Grade 6

Topic A: Air and Aerodynamics

General Learner Expectations

Students will:

6­5 Describe properties of air and the interactions of air with objects in flight

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Provide evidence that air takes up space and ­pressure ­explaining exerts pressure, and identify examples of these ­identifying properties in everyday applications.

2. Provide evidence that air is a fluid and is capable ­fluid ­explaining of being compressed, and identify examples of ­compression ­identifying these properties in everyday applications.

3. Describe and demonstrate instances in which air ­Bernoulli’s principle ­cause­effect ­procedure movement across a surface results in lift ­ ­describing Bernoulli’s principle.

4. Recognize that in order for devices or living ­lift ­cause­effect things to fly, they must have sufficient lift to ­gravity overcome the downward force of gravity.

5. Identify adaptations that enable birds and insects ­identifying to fly.

6. Describe the means of propulsion for flying ­means of propulsion ­describing animals and for aircraft.

7. Recognize that streamlining reduces drag, and ­streamlining ­cause­effect predict the effects of specific design changes on the ­drag ­inferences drag of a model aircraft or aircraft components.

8. Recognize that air is composed of different gases, ­gases ­explaining and identify evidence for different gases. Example ­burning ­cause­effect evidence might include: effects on flames, the ­rusting “using up” of a particular gas by burning or rusting, animals needs for air exchange.

Topic B: Flight

General Learner Expectations

Students will:

6­6 Construct devices that move through air, and identify adaptations for controlling flight.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Conduct tests of a model parachute design, and ­parachute ­cause­effect ­procedure identify design changes to improve the ­problem­solving effectiveness of the design.

2. Describe the design of a hot­air balloon and the ­hot­air balloon ­describing principles by which its rising and falling are ­explaining controlled.

3. Conduct tests of glider designs; and modify a ­glider ­cause­effect ­procedure design so that a glider will go further, stay up longer ­problem­solving or fly in a desired way; e.g., fly in a loop, turn to the right.

4. Recognize the importance of stability and control ­aircraft ­describing ­procedure to aircraft flight; and design, construct and test ­problem­solving ­brainstorming control surfaces.

5. Apply the appropriate vocabulary in referring to ­aircraft control surfaces and major components of an ­wing aircraft. This vocabulary should include: wing, ­fuselage fuselage, vertical and horizontal stabilizers, ­vertical and horizontal elevators, ailerons, rudder. stabilizers ­elevators ­ailerons ­rudder

6. Construct and test propellers and other devices ­propeller ­problem­solving ­procedure for propelling a model aircraft. ­aircraft

7. Describe differences in design between aircraft ­aircraft ­comparing/contrasting and spacecraft, and identify reasons for the design ­spacecraft ­describing differences. ­explaining

Topic C: Sky Science

General Learner Expectations

Students will:

6­7 Observe, describe and interpret the movement of objects in the sky; and identify patterns and order in these movements.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Recognize that the Sun and stars emit the light by ­earth’s moon ­classifying which they are seen and that most other bodies in ­planets space, including Earth’s Moon, planets and their ­comets moons, comets, and asteroids, are seen by ­asteroids reflected light.

2. Describe the location and movement of ­constellations ­describing individual stars and groups of stars (constellations) as they move through the night sky.

3. Recognize that the apparent movement of ­Earth’s rotation ­explaining objects in the night sky is regular and predictable, and explain how this apparent movement is related to Earth’s rotation.

4. Understand that the Sun should never be viewed ­telescope ­cause­effect directly, nor by use of simple telescopes or filters, ­filters ­identifying and that safe viewing requires appropriate methods and safety precautions.

5. Construct and use a device for plotting the ­sundial ­problem­solving ­procedure apparent movement of the Sun over the course of a ­shadow stick day; e.g., construct and use a sundial or shadow stick

6. Describe seasonal changes in the length of the ­horizon ­describing ­personal experience day and night and in the angle of the Sun above the ­sequencing horizon.

7. Recognize that the Moon’s phases are regular ­phases of the moon ­describing and predictable, and describe the cycle of its ­sequencing phases.

8. Illustrate the phases of the Moon in drawings and ­phases of the moon ­describing by using improvised models. An improvised model ­inferences might involve such things as a table lamp and a ­sequencing sponge ball.

9. Recognize that the other eight known planets, ­surface conditions ­comparing/contrasting which revolve around the Sun, have characteristics ­identifying and surface conditions that are different from Earth; and identify examples of those differences.

10. Recognize that not only Earth, but other ­comparing/contrasting planets, have moons; and identify examples of similarities and differences in the characteristics of those moons.

11. Identify technologies and procedures by which ­identifying knowledge, about planets and other objects in the night sky, has been gathered. 12. Understand that Earth, the Sun and the Moon ­solar system ­identifying are part of a solar system that occupies only a tiny ­universe part of the known universe.

Topic D: Evidence and Investigation

General Learner Expectations

Students will:

6­8 Apply observation and inference skills to recognize and interpret patterns and to distinguish a specific pattern from a group of similar patterns.

6­9 Apply knowledge of the properties and interactions of materials to the investigation and identification of a materials to the investigation and identification of a material sample.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Recognize evidence of recent human activity, and ­inferences ­personal experience recognize evidence of animal activity in a natural outdoor setting.

2. Observe a set of footprints, and infer the ­footprints ­inferences direction and speed of travel.

3. Recognize that evidence found at the scene of an ­scene ­describing activity may have unique characteristics that allow ­investigator ­explaining an investigator to make inferences about ­inferences participants and the nature of the activity, and give examples of how specific evidence may be used.

Investigate evidence and link it to a possible source; ­evidence ­classifying e.g., by: ­source ­comparing/contrasting • classifying footprints, tire prints and soil samples ­footprints ­inferences from a variety of locations ­tire prints ­problem­solving • analyzing the ink from different pens, using paper ­soil samples chromatography ­paper • analyzing handwriting samples to identify the ­chromatorgraphy handwriting of a specific person ­handwriting • comparing samples of fabric ­fingerprints • classifying fingerprints collected from a variety of surfaces.

Topic E: Trees and Forests

General Learner Expectations

Students will:

6­10 Describe characteristics of trees and the interaction of trees with other living things in the local environment

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Identify reasons why trees and forests are ­forests ­classifying ­brainstorming valued. Students meeting this expectation should ­habitat ­describing ­personal experience be aware that forests serve as habitat for a variety ­recreation ­explaining ­evaluation of living things and are important to human needs ­raw materials for recreation, for raw materials and for a ­life­supporting life­supporting environment. environment

2. Describe kinds of plants and animals found living ­cause­effect ­personal experience on, under and among trees; and identify how trees ­describing affect and are affected by those living things.

3. Describe the role of trees in nutrient cycles and ­nutrient cycles ­cause­effect in the production of oxygen. ­oxygen ­explaining ­sequencing

4. Identify general characteristics that distinguish ­deciduous trees ­classifying trees from other plants, and characteristics that ­coniferous trees ­identifying distinguish deciduous from coniferous trees.

5. Identify characteristics of at least four trees ­deciduous trees ­describing ­personal experience found in the local environment. Students should be ­coniferous trees familiar with at least two deciduous trees and two ­spruce coniferous trees. Examples should include native ­birch species, such as spruce, birch, poplar, and pine and ­poplar cultivated species, such as elm and crab apple. ­pine ­elm ­crab apple

6. Describe and classify leaf shapes, leaf ­branching patterns ­classifying arrangements, branching patterns and the overall ­describing form of a tree.

7. Interpret the growth pattern of a young tree, ­growth pattern ­comparing/contrasting distinguishing this year’s growth from that of the ­colouration ­inferences (link previous year and from the year before that. ­texture between physical Students meeting this expectation should recognize ­scars characteristics and age) differences in colouration and texture of new ­old and new growth ­sequencing growth and old growth, and locate scars that ­identifying separate old and new growth.

8. Identify human uses of forests, and compare ­modern use ­identifying modern and historical patterns of use. ­historical use ­comparing/contrasting

9. Identify human actions that enhance or threaten ­cause­effect the existence of forests. ­identifying

10. Identify an issue regarding forest use, identify ­perspective ­identifying different perspectives on that issue, and identify ­pragmatics actions that might be taken. (perspective taking) ­problem­solving

B. Social Studies SLP Curriculum

Grade 4

Guide to Notation Used in the Social Studies Charts: ­ the curriculum lists a series of sub­outcomes below each specific outcome. Superscripts have been used in the charts for both specific outcomes and sub­outcomes to code language and other skills that are embedded in these outcomes. ­ If there are any superscripts attached to the specific outcomes, one can look at the “Language Skills” and “Other Skills” columns to match that superscript number. It is ​ assumed that this skill is also needed for the entire section (all sub­outcomes beneath it) to ​ avoid repetition in the charts. ­ As an example, please refer to the first specific outcome: 1 1. value ​ Alberta’s physical geography and natural environment: ​ There is a superscript (1) above the word “value” because according to the glossaries, this “value” piece in the specific outcome requires the student to use “evaluation”. Accordingly, “evaluation” under “Other Skills” also has the superscript (1). ­ This also means all sub­outcomes below that specific outcomes, also require that “evaluation” skill. If a sub­outcome has additional superscripts it is because that sub­outcome has additional “Language Skills” or “Other Skills” embedded in that task. ­Under the “Other Skill” column, ‘decontextualized’ encompasses many, if not all, outcomes in the curriculum and thus, will not be superscripted but just listed under the “Other Skill” column in the chart.

4.1 ALBERTA: A SENSE OF THE LAND

General Outcome Students will demonstrate an understanding and appreciation of how elements of physical geography, climate, geology and paleontology are integral to the landscapes and environment of Alberta.

Specific Outcomes: VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2 1. value ​ Alberta’s physical geography and natural ­diversity ­classifying ­decontextualized ​ ​ environment: ­physical geography ­inferences3,4 ­evaluation1 ​ ​ ● appreciate the diversity of elements ­natural ­pragmatics3,5 ­personal experience4,5 ​ ​ pertaining to geography, climate, geology and environment ­pragmatics paleontology in Alberta (LPP)2 ­climate (perspective­ ​ ● appreciate how Alberta’s fossil heritage ­geology taking)4 ​ contributes to the province’s unique character ­paleontology ­cause­effect4,5 ​ (LPP)3 ­fossil ​ ● appreciate the variety and abundance of ­heritage natural resources in Alberta (ER,LPP) ­character ● appreciate the environmental significance of ­sustainability national and provincial parks and protected ­quality of life areas in Alberta (ER, LPP) ­natural resources ● appreciate how land sustains communities ­national parks and quality of life (ER, LPP)4 ­provincial parks ​ ● demonstrate care and concern for the ­protected areas environment through their choices and ­environmental actions (LPP)5 significance ​

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2 2. examine, critically ,​ the physical geography of Alberta ­provinces ­text structures ­decontextualized ​ ​ 2 3 3 1 by exploring ​ and reflecting ​ upon the following ­territories ­explaining ­evaluation ​ ​ ​ ​ ​ 4 4 questions ​ and issues: ­natural vegetation ­questions ​ ​ ​ ● Where is Alberta located in relation to the ­geography/ ­comparing/ other provinces and territories of Canada geographical contrasting5 ​ (LPP)5 ­landforms ­classifying6 ​ ​ ● What are the major geographical and natural ­bodies of water ­cause­effect7,8 ​ vegetation regions, landforms and bodies of ­climate water in Alberta (e,g, prairie region, forests, ­diversity rivers, hoodoos, Rocky Mountains, oil sands)? ­sustainability (LPP)6 ­natural resources ​ ● What are the factors that determine climate in ­provincial parks the diverse regions of Alberta (e.g., latitude, ­national parks mountains)? (LPP)7 ­protected areas ​ ● What are the significant natural resources in ­natural Alberta, and where are they located (e.g., environment mineral deposits, coal, natural gas and oil, forests)? (ER, LPP) ● How are Alberta’s provincial parks and protected areas and the national parks in Alberta important to the sustainability of Alberta’s natural environment? (ER, LPP)8 ​

1 2 3. examine, critically ,​ how geology and paleontology ­geology and ­text structures ­decontextualized ​ ​ contribute to knowledge of Alberta’s physical geography geological features ­explaining3 ­evaluation1 ​ ​ ​ 2 3 4 by exploring ​ and reflecting ​ upon the following ­paleontology ­questions ​ ​ ​ 4 5 questions ​ and issues: ­archeologists ­cause­effect ​ ​ ​ ● How did archeologists and paleontologists ­dinosaurs ­classifying6 ​ discover the presence of dinosaurs in Alberta? ­physical geography (LPP, TCC)5 ­unique ​ ● What geological features make Alberta unique (e.g., hoodoos, Rocky Mountains, foothills, oil sands)? (LPP, ER)6 ​ 4. analyze how Albertans interact with their environment ­natural resources ­text structures1 ­decontextualized ​ ​ 1 2 2 7,8 by exploring ​ and reflecting ​ upon the following ­physical geography ­explaining ­evaluation ​ ​ ​ ​ 3 3 questions ​ and issues: ­establishment ­questions ​ ​ ● In what ways do the physical geography and ­competing ­cause­effect4 ​ natural resources of a region determine the demands ­problem solving5 ​ establishment of communities? (LPP)4 ­fossil ­inferences6 ​ ​ ● How are natural resources used by Albertans ­heritage (i.e., agriculture, oil and natural gas, forests, ­scientific coal)? (ER, LPP) knowledge ● How do Albertans deal with competing ­artifact demands on land use (e.g., conservation, solar ­preservation and wind power, recreation, agriculture, oil ­national parks exploration, forestry)? (ER, LPP)5 ­provincial parks ​ ● In what ways does the Royal Tyrrell Museum ­protected areas contribute to scientific knowledge regarding Alberta’s fossil heritage? (ER, LPP, TCC)6 ​ ● How can ownership of a discovered artifact be determined? (C, ER, PADM)7 ​ ● Whose responsibility should it be to ensure the preservation of national parks, provincial parks and protected areas in Alberta? (C, LPP, PADM)8 ​

4.2 The Stories, Histories and Peoples of Alberta

General Outcome Students will demonstrate an understanding and appreciation of the role of stories, history and culture in strengthening communities and contributing to identity and a sense of belonging.

Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share information, values and attitudes about history, culture and heritage. Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and dramatic arts, traditions, and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.

In social studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to Alberta’s history and to contemporary society.

Specific Outcomes: VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2 1. appreciate ​ how an understanding of Alberta’s ­belonging ­sequencing ­decontextualized ​ ​ history, peoples and stories contributes to their own ­identity ­text structures3 ­evaluation1 ​ ​ sense of belonging and identity:2,3,4,5,6 ­perspectives ­pragmatics ­reflection6 ​ ​ ● recognize how stories of people and events ­oral traditions (perspective­ provide multiple perspectives on past and ­narratives taking)4 ​ present events (I, TCC)7 ­stories ­inferences5 ​ ​ ● recognize oral traditions, narratives and ­valid source ­cause­effect7,8 ​ stories as valid sources of knowledge about ­knowledge ­pragmatics9 ​ the land, culture and history (CC, TCC) ­influence ● recognize the presence and influence of ­diversity diverse Aboriginal peoples as inherent to ­Francophone/Fren Alberta’s culture and identity (CC, T, TCC)8 ch ​ ● recognize the history of the French language ­Aboriginal and the vitality of Francophone communities ­British/Europe as integral parts of Alberta’s heritage (CC, I, ­inherent TCC) ­vitality ● recognize British institutions and peoples as ­heritage integral parts of Alberta’s heritage (CC, T, ­integral TCC) ­immigrants ● recognize how the diversity of immigrants ­institutions from Europe and other continents has ­enriched enriched Alberta’s rural and urban ­urban communities (CC, I, TCC) ­rural ● demonstrate respect for places and objects ­historical of historical significance (I, LPP, TCC)9 significance ​

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2 2. assess, critically ,​ how the cultural and linguistic ­cultural ­pragmatics ­decontextualized ​ ​ 2 3,4 3 1 heritage ​ and diversity of Alberta has evolved ​ over ­linguistic ­sequencing ­evaluation ​ ​ ​ ​ 5 6 4 time by exploring ​ and reflecting ​ upon the following ­heritage ­inferences ​ ​ ​ ​ 7 5 questions ​ and issues: ­evolved ­text structures ​ ​ ​ ● Which First Nations originally inhabited the ­inhabited ­explaining6 ​ different areas of the province? (CC, LPP, ­First Nations ­questions7 ​ TCC) ­diversity ● How is the diversity of Aboriginal peoples ­Aboriginal ­cause­effect8,9,10,11 ​ reflected in the number of languages spoken? ­stories (CC, I, LPP) ­beliefs ● What do the stories of Aboriginal people tell ­migration/ us about their beliefs regarding the movement relationship between people and the land ? ­contributed (TCC) ­populating ● What movement or migration within Canada ­Francophone contributed to the populating of Alberta? ­roots (LPP, TCC)8 ­identity ​ ● In what ways did Francophones establish ­Metis Nation their roots in urban and rural Alberta (i.e., ­settlements voyageurs, missionary work, founding ­European institutions, media, politics, commerce)? (CC, ­immigration I, LPP, TCC) ­establishment ● How did the Metis Nation and Metis ­19th century settlements contribute to Alberta’s identity ­20th century (i.e., North West Mounted Police, schools, ­agriculture lieutenant­governor , Assembly of the ­interconnected Northwest Territories)? (GC, I, PADM, TCC)9 ­rural ​ ● How did European immigration contribute to ­urban the establishment of communities in Alberta in the late 19th century and early 20th century? (CC, GC, I, TCC)10 ​ ● How did the arrival of diverse groups of people determine the establishment and continued growth of rural and urban communities? (CC, GC, LPP)11 ​ ● How are agriculture and the establishment of communities interconnected? (ER, LPP)

4.3 The Stories, Histories and Peoples of Alberta

General Outcome Students will demonstrate an understanding and appreciation of how Alberta has grown and changed culturally, economically and socially since 1905.

Specific Outcomes: VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2 3 2 1. appreciate t​ he factors contributing ​ to quality of life ­cultural ­identity ­inferences ­decontextualized ​ ​ ​ ​ in Alberta: ­rights ­pragmatics ­evaluation1,3 ​ ● value and respect their own and other ­opinions (perspective­ ­personal experience3 ​ cultural identities (C, I)4 ­quality of life taking)3 ​ ​ ● demonstrate respect for the rights, opinions ­perspectives ­pragmatics4 ​ and perspectives of others (C, I) ­respect ­cause­effect5 ​ ● demonstrate the respect for the cultural and ­global affiliations linguistic diversity in Alberta (C, I) ­Francophonie ● recognize global affiliations within the ­linguistic ­diversity Alberta Francophonie (GC) ­natural ● appreciate the influence of the natural environment environment and resources on the growth ­influence and development of Alberta (ER, LPP)5 ­natural resources ​ ● value and respect their relationships with the ­development environment (C, ER, LPP) ­value ­relationships

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2 2. assess, critically ,​ the challenges and opportunities ­challenges ­text structures ­decontextualized ​ ​ that Alberta has faced in its growth and development ­opportunities ­explaining3 ­evaluation1 ​ ​ ​ 2 3 4 by exploring a​ nd reflecting ​ upon the following ­development ­questions ​ ​ ​ 4 5 questions ​ and issues: ­Confederation ­sequencing ​ ​ ● What led to Alberta’s joining Confederation? ­impacted/ ­cause­effect5,6,7 ​ (TCC, PADM)5 affected ­summarizing6 ​ ​ ● What key events have impacted the ­economy ­inferences6,7 ​ economy of Alberta (i.e., drought of the ­occupations 1930s, discovery of oil)? (ER, LPP, TCC)6 ­commerce ​ ● In what ways have occupations and ­geography commerce been affected by geography, ­climate climate and natural resources in Alberta (i.e., ­natural resources forestry, agriculture, aviation, seasonal activities, tourism)? (ER, LPP, TCC)7 ​

1 2 3. examine, critically ,​ Alberta’s changing cultural and ­cultural ­pragmatics ­decontextualized ​ ​ 2 3 4 3 1 social dynamic ​ by exploring ​ and reflecting ​ upon the ­social ­text structures ­evaluation ​ ​ ​ ​ ​ ​ 5 4 following questions ​ and issues: ­dynamic ­explaining ​ ​ ● In what ways has Alberta changed ­demographically ­questions5 ​ demographically since 1905 (i.e., population ­Aboriginal ­comparing/ distribution in rural and urban areas, arrival ­Francophone contrasting6,7 ​ of diverse ethnic groups, languages spoken)? ­increasingly ­sequencing7 ​ (CC, I, LPP, TCC)6 ­multicultural ­inferences8,9,10,11,12 ​ ​ ● In what ways have Aboriginal peoples and ­historic sites ­morphological communities changed over time? (CC, I, GC, ­institutions awareness LPP)7 ­establishment (semantic)9 ​ ​ ● How has the Alberta Francophonie become ­geographic increasingly multicultural? (CC, I. GC)8 ­reflect ​ ● How do buildings, historic sites and ­origin institutions reflect the establishment and ­inhabited cultural diversity of communities in Alberta ­discovered (i.e., Glenbow Museum, Royal Alberta ­developed Museum, Head­Smashed­In Buffalo Jump, ­narratives Writing­on­Stone Provincial Park, Father ­literature Lacombe Chapel Provincial Historic Site, ­individual Ukrainian Cultural Heritage Village)? (CC, I. ­identity LPP, TCC)9 ­diversity ​ ● How do the names of geographic places ­collective reflect the origins of the people who ­contributed inhabited, discovered or developed ­vitality communities in these places? (CC, I, LPP, ­community v.s. TCC)10 region v.s. province ​ ● In what ways have music, art, narratives and literature contributed to the vitality of the culture, language and identity of diverse Alberta communities over time? (I, CC, LPP, TCC)11 ​ ● How does the living in a particular community, region or province help shape individual and collective identity? (CC, I, LPP)12 ​ 4. examine recreation and tourism in Alberta by ­recreation ­text structures1 ­decontextualized ​ ​ 1 2 3 2 4 exploring ​ and reflecting ​ upon the following questions ­tourism ­explaining ­personal experience ​ ​ ​ ​ ​ and issues: ­heritage ­questions3 ­evaluation4,6,7 ​ ​ ● How do recreational sites and activities ­activity ­pragmatics4 ​ reflect Alberta’s heritage and strengthen ­communities ­­inferences4,6,7 ​ communities (e.g., festivals, fairs, ­tourism ­cause­effect5 ​ celebrations, rodeos)? (C, CC, I,ER)4 ­foster ​ ● How do physical geography and climate ­appreciation affect seasonal activities throughout ­physical geography Alberta? (ER, LPP)5 ­seasonal ​ ● To what extent do recreation and tourism ­climate foster appreciation of Alberta’s regions and ­reflect environment? (ER, LPP)6 ­interest ​ ● In what ways do interest concerning tourism ­conflict and the natural environment conflict? (ER, ­affect LPP)7 ­regions ​ ­natural environment

Grade 5

5.1 PHYSICAL GEOGRAPHY OF CANADA

General Outcome Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect the quality of life of all Canadians. Specific Outcomes:

VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills: Other Skill:

1. value Canada’s physical geography and natural ­natural resources ­cause­effect4,5,6 ­evaluation1,2,3,4,5,7 ​ ​ environment: ­national parks ­pragmatics6 ​ • appreciate the variety and abundance of ­protected areas natural resources in Canada (ER, LPP)1 ­sustenance ​ • appreciate the diversity of geographic ­vastness phenomena in Canada (LPP)2 ​ · appreciate the environment significance of national parks and protected areas in Canada (ER, LPP)3 ​ · appreciate how the land sustains communities and the diverse ways that people have of living with the land (LPP)4 ​ · appreciate the influence of the natural environment on the growth and development of Canada (LPP)5 ​ · demonstrate care and concern for the environment through their choices and actions (GC, LPP)6 ​ · appreciate the geographic vastness of Canada (LPP)7 ​

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

2. examine, critically, the physical geography of Canada by ­geographical ­text structures1 ­evaluation9 ​ ​ 1 2 3 2 exploring ​ and reflecting ​ upon the following questions regions ­explaining ​ ​ ​ ​ and issues: ­landforms ­questions3 ​ • What are the major geographical regions, ­bodies of water ­classifying4 ​ landforms and bodies of water in Canada? ­quality of life ­pragmatics5 ​ (LPP)4 ­natural disasters ­inferences5 ​ ​ • How do landforms, bodies of water and natural ­physical geography ­cause­effect5,6,8 ​ resources affect the quality of life in Canada? ­sustainability ­comparing/contrastin (LPP)5 ­natural g7 ​ ​ • How have natural disasters and severe weather environment been part of Canada’s physical geography? (LPP, TCC)6 ​ • What are the differences and similarities among the geographical regions of Canada? (LPP)7 ​ • What are the factors that determine climate in the diverse geographical regions of Canada (e.g., latitude, water, mountains)? (LPP)8 ​ • How are Canada’s national parks and protected

areas importantt​ o the sustainability of ​ Canada’s natural environment? (ER, LPP)9 ​

3. analyze how people in Canada interact with the ­natural resources ­text structures1 ­evaluation5 ​ ​ 1 2 2 environment by exploring ​ and reflecting ​ upon the ­physical geography ­explaining ​ ​ ​ 3 3 following questions ​ and issues: ­establishment ­questions ​ ​ • In what ways do natural resources and the ­natural resources ­cause­effect4 ​ physical geography of a region determine the ­conserved establishment of communities? (ER, LPP)4 ­preservation ​ • How are natural resources used, exchanged and ­national parks conserved in Canada? (ER, LPP) ­protected areas • Whose responsibility should it be to ensure the preservation of Canada’s national parks and protected areas? (C, ER, LPP)5 ​

5.2 HISTORIES AND STORIES OF WAYS OF LIFE IN CANADA

General Outcome Students will demonstrate an understanding of the people and the stories of Canada and their ways of life over time, and appreciate the diversity of Canada’s heritage.

Stories: Stories provide a vital opportunity to bring history to life. Through stories, people share ​ information, values and attitudes about history, culture and heritage. Stories are communicated through legends, myths, creation stories, narratives, oral traditions, songs, music, dance, literature, visual and dramatic arts, traditions and celebrations. They can include or be supported by biographies, autobiographies, archives, news items, novels or short stories.

In social studies, stories provide students with opportunities to understand the dynamics of peoples, cultures, places, issues and events that are integral to Canada’s history and contemporary society. Specific Outcomes:

VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills Other Skill:

1 2,6 1 1. appreciate ​ the complexity of identity in the Canadian ­oral traditions ­inferences ­evaluation ​ ​ ​ context: ­Aboriginal ­pragmatics2,4,7 ​ • recognize how an understanding of Canadian ­roots ­text structures3 ​ history and the stories of its peoples ­Francophone ­cause­effect5,7 ​ contributes to their sense of identity (I, TCC)2 ­evolution ­sequencing6 ​ ​ • acknowledge oral traditions, narratives and ­society stories as valid sources of knowledge about land and diverse Aboriginal cultures and history (CC, I, TCC)3 ​ • acknowledge the roots of Francophone identity and presence in Canada (CC, I, TCC)4 ​ • acknowledge the British influence and presence in Canada (CC, I, TCC)5 ​ • acknowledge the contributions made by diverse cultural groups to the evolution of Canada (CC, I, TCC)6 ​ • recognize how changes in society can affect identity (CC, I)7 ​

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

2. examine, critically, the ways of life of Aboriginal people ­First Nations ­text structures1 ­evaluation5,7 ​ ​ 1 2 2 in Canada by exploring ​ and reflecting ​ upon the following ­Metis ­explaining ​ ​ ​ 3 3 questions ​ and issues: ­Inuit ­questions ​ ​ • What do the stories of First Nations, Metis and ­Aboriginal ­pragmatics4,7,8 ​ Inuit peoples tell us about their beliefs ­natural ­inferences4,8 ​ environment regarding the relationship between people and ­geography ­comparing/contrastin the land? (I, CC, TCC, LPP)4 ­diversity g5 ​ ​ • How are the Aboriginal cultures and ways of life ­potlatch ­cause­effect6 ​ unique in each of the western, northern, ­anthropology central and eastern regions of Canada (I, CC, ­archaeology TCC)5 ​ • How were the natural environment and geography of each region of Canada determining factors of the diversity among Aboriginal groups (eg., languages, symbolism)? (LPP, TCC)6 ​ • What was the significance of the potlatch to the identity of the Aboriginal peoples of the Northwest Coast? (I, CC, LPP)7 ​ • In what ways do anthropology and archaeology contribute to our understanding of First Nations, Metis and Inuit peoples? (CC, LPP. TCC)8 ​

3. examine, critically, ways of life in New France by ­legends ­text structures1 ​ 1 2 3 2 exploring ​ and reflecting ​ upon the following questions ­coureurs de bois ­explaining ​ ​ ​ ​ and issues: ­voyageurs ­questions3 ​ • How do stories and legends of the coureurs de ­Francophone ­pragmatics4,5 ​ bois and voyageurs inform us about ­habitants Francophone history, culture and presence throughout Canada? (I, CC, TCC)4 ​ • What do stories about the habitants tell us about Francophone history, culture and presence in Canada? (I, CC, TCC)5 ​

3. examine, critically, ways of life of the fur traders by ­Metis ­text structures1 ​ 1 2 3 2 exploring ​ and reflecting ​ upon the following questions ­heritage ­explaining ​ ​ ​ ​ and issues: ­fur trade ­questions3 ​ • How are the stories of the Metis people, their ­fur trade forts ­inferences4,5 ​ culture and heritage rooted in the fur trade? ­fur traders ­cause­effect5 ​ (CC, I, TCC)4 ­identifying6 ​ ​ • How do stories about ways of life in fur trade forts reflect the British influence in Canada? (CC, TCC, PADM)5 ​ • What were the main languages spoken by fur traders and their families in the fur trade forts? (I, CC, TCC, ER)6 ​

4. examine, critically, ways of life of the United Empire ­United Empire ­text structures1 ​ 1 2 2 Loyalists by exploring ​ and reflecting ​ upon the following Loyalists ­explaining ​ ​ ​ 3 3 questions ​ and issues: ­diversity ­questions ​ ​ • What do stories of the United Empire Loyalists ­pragmatics4 ​ tell us about British culture and presence in ­inferences5 ​ Canada? (CC, I, TCC)4 ​ • How did the diversity of United Empire Loyalists contribute to Canadian diversity? (I, CC, TCC, LPP)5 ​

5. examine, critically, ways of life of immigrants from the ­British Isles ­text structures1 ​ 1 2 British Isles during the Great Migration by exploring ​ and ­Great Migration ­explaining ​ ​ 2 3 3 reflecting ​ upon the following questions ​ and issues: ­immigrants ­questions ​ ​ ​ • What do stories of Irish and Scottish immigrants ­heritage ­pragmatics4,5 ​ tell us about their heritage and presence in Canada? (CC, I, TCC)4 ​ • What do stories of British peoples tell us about the British history, culture and presence in Canada? (CC, I, TCC)5 ​

6. examine, critically, how the North West Mounted Police ­North West ­text structures1 ​ 1 2 2 shaped ways of life in Canada by exploring ​ and reflecting Mounted Police ­explaining ​ ​ ​ 3 3 upon the following questions ​ and issues: ­settlement ­questions ​ ​ • What do stories of the North West Mounted ­pragmatics4 ​ Police tell us about the settlement and development of western and northern Canada? (LPP, PADM) • How have stories of the North West Mounted Police shaped identity in western and northern Canada? (I, TCC, PADM)4 ​

7. examine, critically, ways of life of non­European ­ immigrants ­text structures1 ​ immigrants by exploring and reflecting upon the following ­Underground ­explaining2 ​ questions and issues: Railroad ­questions3 ​ • How do stories of Chinese immigrants (i.e. ­inferences4,5,6 ​ railway workers) contribute to an understanding of the development of Canada? (CC, I, TCC)4 ​ • What do stories of the Underground Railroad tell us about the history and presence of Black communities in Canada? (CC, I, TCC, LPP)5 ​ • How do stories of immigrants from India contribute to an understanding of diversity in Canada? (CC, I)6 ​

8. examine, critically, how European immigrants shaped ­conform ­text structures1 ​ 1 2 ways of life in western Canada by exploring ​ and ­immigrants ­explaining ​ ​ 2 3 3 reflecting ​ upon the following questions ​ and issues: ­pressures ­questions ​ ​ ​ • What do stories of immigrants from Ukraine, ­cause­effect4 ​ Poland, Russia and Germany tell us about their history and presence in western Canada? (CC, I, GC, LPP, TCC) • How were European immigrants affected by pressures to conform in western Canada? (C, CC, I, GC, LPP, TCC)4 ​

5.2 SHAPING AN IDENTITY

General Outcome Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.

Specific Outcomes:

VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2,3 1,4 1. appreciate ​ how changes impact citizenship and ­economic changes ­cause­effect ­evaluation ​ ​ ​ identity: ­political changes ­pragmatics3 ​ • recognize how economic and political changes ­citizens impact ways of life of citizens (C, ER, I, PADM)2 ­Confederation ​ • recognize the effects of Confederation on ­citizenship citizenship and identity from multiple ­official languages perspectives (C, I, PADM, TCC)3 ​ • recognize the historical significance of French and English as Canada’s official languages (C, I, PADM)4 ​

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

2. assess, critically, the changes that occurred in Canada ­Confederation ­text structures1 ​ 1 2 immediately following Confederation by exploring ​ and ­official languages ­explaining ​ ​ 2 3 3 reflecting ​ upon the following questions ​ and issues: ­negotiations ­questions ​ ​ ​ • How did John A. MacDonald and ­excluded ­inferences4,6 ​ George­Etienne Cartier contribute as partners ­Aboriginal ­cause­effect5,6 ​ of Confederation? (TCC, PADM)4 ​ • How did the circumstances surrounding Confederation eventually lead to French and English becoming Canada’s two official languages? (I, CC, PADM)5 ​ • How did the building of Canada’s national railway affect the development of Canada? (CC, ER, PADM)5 ​ • Why were Aboriginal peoples excluded from the negotiations surrounding Confederation? (TCC, PADM)6 ​

3. assess, critically, how the Famous Five brought about ­Famous Five ­text structures1 ­evaluation5 ​ ​ 1 2 2 change in Canada by exploring ​ and reflecting ​ upon the ­explaining ​ ​ ​ 3 3 following questions ​ and issues: ­questions ​ ​ • Who were the Famous Five? (LPP, TCC)4 ­identifying4 ​ ​ • How did they identify the need of change in ­cause­effect6 ​ Canadian laws? (C, I, PADM)5 ​ • How did the changes brought on by their actions affect individual rights in Canada? (C, I, PADM)6 ​

4. assess, critically, how economic booms and crashes ­First World War ­text structures1 ​ 1 2 affected ways of life in Canada by exploring ​ and ­industrialization ­explaining ​ ​ 2 3 3 reflecting ​ upon the following questions ​ and issues: ­urbanization ­questions ​ ​ ​ • How did the First World War contribute to the ­economic ­inferences4 ​ industrialization and urbanization of Canada? booms/crashes ­cause­effect4,5,6 ​ (ER, LPP)4 ­urban ​ • In what ways did the Great Depression of the ­rural 1930s affect ways of life in urban and rural ­Second World War communities? (ER, LPP, TCC)5 ​ • How did the economic boom immediately following the Second World War affect ways of life in Canada? (CC, ER, TCC)6 ​

5. assess, critically, how historical events shaped collective ­collective identity ­text structures1 ­figurative4,8 ​ ​ 1 2 identity in the Canadian context by exploring ​ and ­Statue of ­explaining ​ ​ 2 3 3 reflecting ​ upon the following questions a​ nd issues: Westminster ­questions ​ ​ ​ • How was the Statue of Westminster a ­United Nations ­pragmatics4,5,6,8 ​ recognition of Canada as a country? (C, I, TCC)4 ­peacekeeping ­cause­effect6,9 ​ ​ • How did Lester B. Pearson’s initiative within the ­patriation ­inferences5,7 ​ United Nations contribute to Canada’s identity ­nationhood as a peacekeeping country? (GC, I, PADM)5 ­Canadian Charter of ​ • How did the adoption of the Canadian flag Rights & Freedoms affect collaborative identity within Canada? (I, LPP)6 ​ • How was the patriation of the Constitution in 1982 a step toward nationhood? (GC, I, PADM)7 ​ • How is the Canadian Charter of Rights and Freedoms a symbol of Canada’s emerging identity? (I, PADM)8 ​ • What factors led to the creation of Nunavut? (I, CC, LPP, PADM)9 ​

GRADE 6

6.1 CITIZENS PARTICIPATING IN DECISION MAKING

General Outcome Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as they engage in the democratic process.

Specific Outcomes:

VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills: Other Skill:

1. recognize how individuals and governments interact ­democratic ­pragmatics1 ­evaluation2,4,5 ​ ​ and bring about changes within their local and national ­Canadian Charter of ­cause­effect3 ​ communities: Rights & Freedoms · recognize and respect the democratic rights ­individual of all citizens in Canada (C, I)1 rights/freedoms ​ · value the role of the Canadian Charter of ­collective Rights and Freedoms in protecting individual rights/freedoms and collective rights and freedoms (I, PADM)2 ­legislation ​ · recognize the influence of historical events ­elected representatives and legislation on democratic decision making in Canada (TCC, PADM)3 ​ · value citizens’ participation in a democratic society (C)4 ​ · value the contributions of elected representatives in the democratic process (PADM)5 ​

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

2. demonstrate an understanding of the fundamental ­democracy ­text structures1 ​ 1 2 2 principles of democracy by exploring ​ and reflecting ​ upon (direct/representativ ­explaining ­reflection/evaluatio ​ ​ ​ 3 3 5 the following questions ​ and issues: e) ­questions n ​ ​ ​ • What is democracy (i.e. justice, equity, ­democratic rights ­comparing/contrastin freedoms, representation)? (C, PADM) ­constitutional rights g4 ​ • What are the similarities and differences between direct and representative democracy? (C, PADM)4 ​ • What are the rights and responsibilities of citizens living in a representative democracy? (C, PADM) • How does Canada’s justice system help protect your democratic and constitutional rights? (C, PADM)5 ​

3. analyze how the democratic ideals of equity and fairness ­Canadian Charter of ­text structures1 ​ have influenced legislation in Canada over time by Rights & Freedoms ­explaining2 ​ 1 2 3 3 exploring ​ and reflecting ​ upon the following questions ­equity ­questions ​ ​ ​ ​ and issues: ­legislation ­comparing/contrastin ­collective rights g4 ​ · How does the Canadian Charter of Rights and ­Treaty of La Grande Freedoms protect the individual rights and Paix de Montreal freedoms of all Canadians? (I, PADM) ­Canadian · How does the Canadian Charter of Rights and Constitution Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? (I, PADM) · How do the Treaty of La Grande Paix de Montreal and the Canadian Charter of Rights and Freedoms compare in the way that each addresses individual and collective identity and collective rights? (PADM, TCC, I)4 ​ · Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution? (C, I, PADM)

4. analyze the structure and functions of local governments ­local government ­text structures1 ​ 1 2 2 in Alberta by exploring ​ and reflecting ​ upon the following ­rural ­explaining ​ ​ ​ 3 3 questions ​ and issues: ­urban ­questions ​ ​ · How are representatives chosen to form a local ­school board ­comparing/contrastin government (i.e., electoral process)? (PADM) g4 ​ · What are the responsibilities of local ­pragmatics5 ​ governments (i.e., bylaws, taxes, services)? (PADM) · How are local governments structured differently in rural and urban settings? (PADM)4 ​ · What role is played by school boards (i.e., public, separate, Francophone) within local communities? (PADM)5 ​

5. analyze the structure and functions of Alberta’s ­provincial ­text structures1 ​ 1 2 2 provincial governments by exploring ​ and reflecting ​ upon government ­explaining ​ ​ ​ 3 3 the following questions ​ and issues: ­Lieutenant Governor ­questions ​ ​ ­ 4 · How is the provincial government structured? ­Member of the p​ ragmatics ​ (PADM) Legislative Assembly ­comparing/contrastin · What is the role and status of the Lieutenant ­cabinet minister g5 ​ Governor within the provincial government? (GC, PADM)4 ​ · How are the representatives chosen at the provincial level of government (i.e., electoral process)? (PADM) · What are the differences between the responsibilities of a Member of the Legislative Assembly (MLA) and a cabinet minister? (PADM)5 ​

6. analyze how individuals, groups and associations within ­text structures1 ­evaluation4,5,6 ​ ​ a community impact decision making of local and ­explaining2 ​ 1 2 3 provincial governments by exploring ​ and reflecting ​ upon ­questions ​ ​ ​ 3 the following questions ​ and issues: ​ · How can individuals, groups and associations within a community participate in the decision­making process regarding current events of issues (i.e., lobbying. petitioning, organizing and attending local meetings and rallies, contacting elected representatives)? (C, PADM)4 ​ · How do associations such as the Association canadienne­francaise de l’ Alberta (ACFA), the Metis Nation of Alberta Association (MNAA) and the First Nations Authorities (FNA) provide their members with a voice, at local and provincial levels, exercising historical and constitutional rights? (C, I, PADM)5 ​ · In what ways do elected officials demonstrate their accountability to the electorate (e.g., respond to constituents, participate in local events, represent and express in government meetings the concerns of constituents)? (C, PADM)6 ​

6.2: HISTORICAL MODELS OF DEMOCRACY: ANCIENT ATHENS AND THE IROQUOIS CONFEDERACY

General Outcome Students will demonstrate an understanding and appreciation of the democratic principles exemplified by ancient Athens and the Iroquois Confederacy.

Specific Outcomes:

VALUES AND ATTITUDES

Students will: Key Vocabulary: Language Skills: Other Skill:

1 2 1 1. appreciate ​ the relationship between the values of a ­democratic ­pragmatics ­evaluation ​ ​ ​ society and the model of government adopted within a ­values society (PADM)2 ­diverse ​

2. value the role of participation by citizens in diverse ­pragmatics1 ​ democratic societies (C, PADM)1 ​

KNOWLEDGE AND UNDERSTANDING

Students will: Key Vocabulary: Language Skills: Other Skill:

3. analyze the structure and functions of the ­democratic ­text structures1 ­evaluation7 ​ ​ 1 2 democratic system in ancient Athens by exploring ​ and ­ancient Athens ­explaining ​ ​ 2 3 3 reflecting ​ upon the following questions ​ for inquiry: ­identity ­questions ​ ​ ​ • How was the government of ancient Athens ­status ­inferences4 ​ structured? (PADM) ­class/social/ ­cause­effect5,6 ​ • How did the structure of the government in political structure ancient Athens provide opportunities for ­citizenship citizens to participate in decision making? (C, ­equity PADM)4 ­opportunities ​ • How did identity, status and class structure impact citizenship in ancient Athens? (C, I)5 ​ • How did the social structure of ancient Athens impact its political structure? (CC, PADM)6 ​ • To what extent were democratic ideals of equity and fairness part of the structure government and society in ancient Athens? (I, PADM)7 ​

4. analyze the structure and functions of the Iroquois ­Confederacy ­text structures1 ­brainstorming5 ​ ​ 1 2 2 7 Confederacy by exploring ​ and reflecting ​ upon the ­explaining ­evaluation ​ ​ ​ ​ 3 3 following questions ​ for inquiry: ­questions ​ ​ ­pragmatics4 ​ • How was the Iroquois Confederacy ­cause­effect6 ​ structured? (PADM)

• What was the role and status of women within the Iroquois Confederacy? (I, PADM)4 ​

• What are the advantages and disadvantages of consensus as a decision­making model for government? (PADM)5 ​

• How did the Six Nations use the consensus­ building process? (I, PADM)

• How did the social structure of the Iroquois Confederacy impact its political structure? (CC, PADM)6 ​

• To what extent did the decision­making process within the Iroquois Confederacy reflect democratic ideals of equity and fairness? (PADM)7 ​

C. Mathematics SLP Curriculum

Grade 4

NUMBER

General Outcome: Develop number sense

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Represent and describe whole numbers to ­whole numbers ­describing 10 000, pictorially and symbolically. [C, CN, V]

2. Compare and order numbers to 10 000. [C, ­comparing/ contrasting CN, V] ­sequencing

3. Demonstrate an understanding of addition ­addition ­problem­solving of numbers with answers to 10 000 and their ­subtraction ­comprehension corresponding subtractions (limited to 3­ and ­estimating monitoring 4­digit numerals) by: ­sums ­ using personal strategies for adding and ­differences subtracting ­digit ­ estimating sums and differences ­personal strategies ­ solving problems involving addition and subtraction [C, CN, ME, PS, R]

4. Apply the properties of 0 and 1 for ­properties multiplication and the property of 1 for ­multiplication division. [C, CN, R] ­division

5. Describe and apply mental mathematics ­skip counting ­describing strategies, such as: ­doubling ­patterning ­ skip counting from a known fact ­halving ­sequencing ­ using doubling or halving ­adding ­problem­solving ­ using doubling or halving and adding or ­subtracting ­comprehension subtracting one more group ­repeated doubling monitoring ­ using patterns in the 9s facts ­patterns ­ using repeated doubling

to determine basic multiplication facts to 9 x 9 and related division facts. [C, CN, ME, R]

Understand and apply strategies for multiplication and related division facts to 9 × 9. Recall multiplication and related division facts to 7 × 7.

6. Demonstrate an understanding of ­multiplication ­problem solving multiplication (2­ or 3­digit by 1­digit) to solve ­arrays ­comprehension problems by: ­estimating monitoring ­ using personal strategies for multiplication ­products with and without concrete materials ­distributive property ­ using arrays to represent multiplication ­personal strategies ­ connecting concrete representations to symbolic representations ­ estimating products ­ applying the distributive property. [C, CN, ME, PS, R, V]

7. Demonstrate an understanding of division ­division ­comparing/ contrasting (1­digit divisor and up to 2­digit dividend) to ­estimating ­problem solving solve problems by: ­quotients ­comprehension ­ using personal strategies for dividing with ­multiplication monitoring and without concrete materials ­personal strategies ­ estimating quotients ­”relating” and “concrete” ­ relating division to multiplication if the teacher chooses to [C, CN, ME, PS, R, V] use those words

8. Demonstrate an understanding of fractions ­fractions ­identifying less than or equal to one by using concrete, ­parts of a whole ­comparing/ contrasting pictorial and symbolic representations to: ­set ­sequencing ­ name and record fractions for the parts of a ­less than ­explaining whole or a set ­equal to ­ compare and order fractions ­identical ­ model and explain that for different wholes, two identical fractions may not represent the same quantity ­ provide examples of where fractions are used [C, CN, PS, R, V]

9. Represent and describe decimals (tenths ­decimals ­describing and hundredths), concretely, pictorially and ­tenths symbolically. [C, CN, R, V] ­hundredths

10. Relate decimals to fractions and fractions ­decimals ­comparing/ contrasting to decimals (to hundredths). [C, CN, R, V] ­fractions ­hundredths

11. Demonstrate an understanding of ­addition ­problem solving addition and subtraction of decimals (limited ­subtraction ­comprehension to hundredths) by: ­decimals monitoring ­ using personal strategies to determine sums ­hundredths and differences ­sums ­ estimating sums and differences ­differences ­ using mental mathematics strategies ­estimating ­mental math strategies to solve problems. [C, ME, PS, R, V]

PATTERNS AND RELATIONS (Patterns)

General Outcome: Use patterns to describe the world and to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Identify and describe patterns found in ­patterns ­identifying tables and charts. [C, CN, PS, V] [ICT: C6­2.3] ­table ­patterning ­chart ­describing

2. Translate among different representations ­patterns ­compare/ contrast of a pattern, such as a table, a chart of ­table ­patterning concrete materials. [C, CN, V] ­chart

3. Represent, describe and extend patterns ­patterns ­describing and relationships, using charts and tables, to ­table ­patterning solve problems. [C, CN, PS, R, V] [ICT: C6­2.3] ­chart

4. Identify and explain mathematical ­relationship ­identifying relationships, using charts and diagrams, to ­chart ­explaining solve problems. [CN, PS, R, V] [ICT: C6­2.3] ­diagram

PATTERNS AND RELATIONS (Variables and Equations)

General Outcome: Represent algebraic expressions in multiple ways.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

5. Express a given problem as an equation in ­problem (in the math ­sequencing ­procedure which a symbol is used to represent an sense) unknown number. [CN, PS, R] ­equation ­symbol ­unknown

6. Solve one­step equations involving a ­problem (in the math ­procedure symbol to represent an unknown number. [C, sense) CN, PS, R, V] ­equation ­symbol ­unknown

SHAPE AND SPACE (Measurement)

General Outcome: Use direct and indirect measurement to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Read and record time, using digital and ­digital ­sequencing analog clocks, including 24­hour clocks. [C, ­analog CN, V] ­24­hour clocks

2. Read and record calendar dates in a variety ­sequencing of formats. [C, V]

3. Demonstrate an understanding of area of ­regular shapes ­identifying regular and irregular 2­D shapes by: ­irregular shapes ­explaining ­ recognizing that area is measured in square ­area ­compare/ contrast units ­2 dimensional ­problem solving ­ selecting and justifying referents for the ­squared units 2 2 units cm ​ or m ­recording ​ ​ 2 ­ estimating area, using references for cm ​ or ­constructing ​ m2 ­same/different ​ 2 2 ­ determining and recording area (cm ​ or m )​ ­estimating ​ ​ ­ constructing different rectangles for a given ­cm2 2 2 2 ​ area (cm ​ or m )​ in order to demonstrate that ­m ​ ​ ​ many different rectangles may have the same area. [C, CN, ME, PS, R, V]

SHAPE AND SPACE (3­D Objects and 2­D Shapes)

General Outcome: Describe the characteristics of 3­D objects and 2­D shapes, and analyze the relationships among them.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

4. Describe and construct right rectangular ­right angles ­describing and right triangular prisms. [C, CN, R, V] ­right triangular prisms

SHAPE AND SPACE (Transformations)

General Outcome: Describe and analyze position and motion of objects and shapes.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills: 5. Demonstrate an understanding of ­congruency congruency, concretely and pictorially. [CN, R, V]

6. Demonstrate an understanding of line ­line symmetry/ ­identifying symmetry by: symmetry/lines of ­ identifying symmetrical 2­D shapes symmetry ­ creating symmetrical 2­D shapes ­2­dimensional ­ drawing one or more lines of symmetry in a 2­D shape. [C, CN, V]

STATISTICS AND PROBABILITY (Data Analysis)

General Outcome: Collect, display and analyze data to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Demonstrate an understanding of ­many­to­one many­to­one correspondence. [C, R, T, V] [ICT: correspondence C6­2.2, C6­2.3]

2. Construct and interpret pictographs and ­pictographs ­evaluation bar graphs involving many­to­one ­bar graph correspondence to draw conclusions. [C, PS, ­many­to­one R, V] correspondence

Grade 5

NUMBER

General Outcome: Develop number sense.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Represent and describe whole numbers to ­whole numbers ­describing 1 000 000 [C, CN, V, T] [ICT: C6­2.2]

2. Use estimation strategies, such as: ­estimation strategies ­problem­solving ­ front­end rounding ­front­end rounding ­comprehension ­ compensation ­compensation monitoring ­ compatible numbers ­compatible numbers in problem­solving contexts. [C, CN, ME, PS, R, V]

3. Apply mental mathematics strategies and ­properties ­describing number properties, such as: ­skip counting ­patterning ­ skip counting from a known fact ­doubling ­sequencing ­ using doubling or halving ­halving ­problem­solving ­ using patterns in the 9s facts ­repeated doubling ­comprehension ­ using repeated doubling monitoring in order to understand and recall basic multiplication facts (multiplication tables) to 81 and related division facts. [C, CN, ME, R, V]

Understand, recall and apply multiplication and related division facts to 9 × 9.

4. Apply mental mathematics strategies for ­multiplication ­problem­solving multiplication, such as: ­annexing ­comprehension ­ annexing then adding zero ­halving monitoring ­ halving and doubling ­doubling ­ using the distributive property. ­distributive property [C, CN, ME, R, V]

5. Demonstrate, with and without concrete ­multiplication materials, an understanding of multiplication (2­digit by 2­digit) to solve problems. [C, CN, PS, V]

6. Demonstrate, with and without concrete ­division ­evaluation materials, an understanding of division ­remainders (3­digit by 1­digit), and interpret remainders to solve problems. [C, CN, ME, PS, R, V]

7. Demonstrate an understanding of fractions ­fractions ­compare/ by using concrete, pictorial and symbolic ­equivalent fractions contrast representations to: ­denominators ­ create sets of equivalent fractions ­ compare fractions with like and unlike denominators. [C, CN, PS, R, V]

8. Describe and represent decimals (tenths, ­decimals ­describe hundredths, thousandths), concretely, ­tenths pictorially and symbolically. ­hundredths [C, CN, PS, R, V] ­thousandths

9. Relate decimals to fractions and fractions ­decimals ­compare/ contrast to decimals (to thousandths). [CN, R, V] ­fractions ­thousandths

10. Compare and order decimals (to ­decimals ­compare/ contrast thousandths) by using: ­thousandths ­sequencing ­ benchmarks ­benchmarks ­ place value ­place value ­ equivalent decimals. ­equivalent [C, CN, R, V]

11. Demonstrate an understanding of ­addition addition and subtraction of decimals (limited ­subtractions to thousandths). [C, CN, PS, R, V] ­decimals ­thousandths

PATTERNS AND RELATIONS (Patterns)

General Outcome: Use patterns to describe the world and to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Determine the pattern rule to make ­pattern ­patterning predictions about subsequent elements. [C, ­predictions ­sequencing CN, PS, R, V]

PATTERNS AND RELATIONS (Variables and Equations)

General Outcome: Represent algebraic expressions in multiple ways.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

2. Express a given problem as an equation in ­problem ­sequencing ­procedure which a letter variable is used to represent an ­equation unknown number (limited to whole ­variable numbers). [C, CN, PS, R] ­unknown ­whole number

6. Solve problems involving single­variable, ­problem ­procedure one­step equations with whole number ­single­variable coefficients and whole number solutions. [C, ­one­step equations CN, PS, R] ­whole number ­coefficients ­solutions

SHAPE AND SPACE (Measurement)

General Outcome: Use direct and indirect measurement to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

O O 1. Identify 90 ​ angles. [ME, V] ­90 ​ angles ­identifying ​ ​

2. Design and construct different rectangles, ­rectangles ­problem solving given either perimeter or area, or both (whole ­perimeter numbers), and make generalizations. [C, CN, ­area PS, R, V] ­generalizations

3. Demonstrate an understanding of ­referents ­explaining measuring length (mm) by: ­length ­compare/ contrast ­ selecting and justifying referents for the unit ­mm mm ­cm ­ modelling and describing the relationship ­m between mm and cm units, and between mm and m units. [C, CN, ME, PS, R, V]

4. Demonstrate an understanding of volume ­volume ­explaining by: ­referents ­compare/ contrast 3 ­ selecting and justifying referents for cm ​ or ­estimating 3 ​ m ​ units ­right rectangular prisms ​ ­ estimating volume, using referents for cm3 ­cm3 ​ ​ or m3 ­m3 ​ 3 3 ​ ­ measuring and recording volume (cm ​ or m )​ ​ ​ ­ constructing right rectangular prisms for a given volume. [C, CN, ME, PS, R, V]

5. Demonstrate an understanding of capacity ­capacity ­explaining by: ­relationship ­compare/ contrast ­ describing the relationship between mL and ­referents L ­estimating ­ selecting and justifying referents for mL or L ­mL units ­L ­ estimating capacity, using referents for mL or L ­ measuring and recording capacity (mL or L). [C, CN, ME, PS, R, V]

SHAPE AND SPACE (3­D Objects and 2­D Shapes)

General Outcome: Describe the characteristics of 3­D objects and 2­D shapes, and analyze the relationships among them.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

6. Describe and provide examples of edges ­edges ­describe and faces of 3­D objects, and sides of 2­D ­faces ­comprehension shapes that are: ­2­D monitoring ­ parallel ­3­D ­ intersecting ­parallel ­ perpendicular ­intersecting ­ vertical ­perpendicular ­ horizontal. ­vertical [C, CN, R, T, V] [ICT: C6­2.2, P5­2.3] ­horizontal

7. Identify and sort quadrilaterals, including: ­quadrilaterals ­identifying ­ rectangles ­rectangles ­classifying ­ squares ­squares ­ trapezoids ­trapezoids ­ parallelograms ­parallelograms ­ rhombuses ­rhombuses

according to their attributes. [C, R, V]

SHAPE AND SPACE (Transformations)

General Outcome: Describe and analyze position and motion of objects and shapes.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

8. Identify and describe a single ­single transformation ­identifying transformation, including a translation, ­translation ­describing rotation and reflection of 2­D shapes. [C, T, V] ­rotation [ICT: C6­2.1] ­reflection ­2­D

9. Perform, concretely, a single ­single transformation transformation (translation, rotation or ­translation reflection) of a 2­D shape, and draw the ­rotation image. [C, CN, T, V] [ICT: C6­2.1] ­reflection ­2­D

STATISTICS AND PROBABILITY (Data Analysis)

General Outcome: Collect, display and analyze data to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Differentiate between first­hand and ­first­hand data ­compare/ contrast second­hand data. [C, R, T, V] [ICT: C1­2.2, ­second­hand data P5­2.3]

2. Construct and interpret double bar graphs ­double bar graphs ­problem­solving ­evaluation to draw conclusions. [C, PS, R, T, V] [ICT: C6­2.2, P5­2.3]

STATISTICS AND PROBABILITY (Chance and Uncertainty)

General Outcome: Use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

3. Describe the likelihood of a single outcome ­outcome ­explaining occurring, using words such as: ­impossible ­ impossible ­possible ­ possible ­certain ­ certain. [C, CN, PS, R]

4. Compare the likelihood of two possible ­outcome ­compare/ contrast outcomes occurring, using words such as: ­less likely ­ less likely ­equally likely ­ equally likely ­more likely ­ more likely. [C, CN, PS, R]

Grade 6

NUMBER

General Outcome: Develop number sense.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Demonstrate an understanding of place ­place value value, including numbers that are: ­greater than ­ greater than one million ­less than ­ less than one thousandth [C, CN, R, T]

2. Solve problems involving whole numbers ­whole number and decimal numbers. [ME, PS, T] [ICT: ­decimal C6­2.4]

3. Demonstrate an understanding of factors ­factors ­identifying and multiples by: ­multiples ­ determining multiples and factors of ­less than numbers less than 100 ­prime numbers ­ identifying prime and composite numbers ­composite numbers ­ solving problems using multiples and factors. [CN, PS, R, V]

4. Relate improper fractions to mixed ­improper fractions ­compare/ contrast numbers and mixed numbers to improper ­mixed numbers fractions. [CN, ME, R, V]

5. Demonstrate an understanding of ratio, ­ratio concretely, pictorially and symbolically. [C, CN, PS, R, V]

6. Demonstrate an understanding of percent ­percent (limited to whole numbers), concretely, pictorially and symbolically. [C, CN, PS, R, V]

7. Demonstrate an understanding of integers, ­integers concretely, pictorially and symbolically. [C, CN, R, V]

8. Demonstrate an understanding of ­multiplication multiplication and division of decimals (1­digit ­division whole number multipliers and 1­digit natural ­decimals number divisors). ­multipliers [C, CN, ME, PS, R, V] ­natural number divisors

9. Explain and apply the order of operations, ­operations ­explaining excluding exponents, with and without ­exponents ­sequencing technology (limited to whole numbers). [C, ­problem­solving CN, ME, PS, T] [ICT: C6­2.4, C6­2.7]

PATTERNS AND RELATIONS (Patterns)

General Outcome: Use patterns to describe the world and to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Represent and describe patterns and ­patterns ­describing relationships, using graphs and tables. [C, CN, ­relationships ­patterning ME, PS, R, V] [ICT: C6­2.3]

2. Demonstrate an understanding of the ­relationships ­patterning relationships within tables of values to solve ­comprehension problems. [C, CN, PS, R] [ICT: C6­2.3] monitoring

PATTERNS AND RELATIONS (Variables and Equations)

General Outcome: Represent algebraic expressions in multiple ways.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

3. Represent generalizations arising from ­relationships ­procedure number relationships, using equations with ­equation letter variables. [C, CN, PS, R, V] ­variable

4. Express a given problem as an equation in ­problem ­sequencing ­procedure which a letter variable is used to represent an ­equation unknown number. [C, CN, PS, R] ­variable ­unknown

5. Demonstrate and explain the meaning of ­preservation of equality ­explaining preservation of equality, concretely and pictorially. [C, CN, PS, R, V]

SHAPE AND SPACE (Measurement)

General Outcome: Use direct and indirect measurement to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Demonstrate an understanding of angles ­angles ­identifying by: ­degrees ­classifying ­ identifying examples of angles in the ­estimating ­comprehension environment ­45o monitoring ​ ­ classifying angles according to their measure ­90o o ​ o ­ estimating the measure of angles, using 45 ,​ ­180 o o ​ ​ 90 ​ and 180 ​ as reference angles ​ ​ ­ determining angle measures in degrees ­ drawing and labelling angles when the measure is specified. [C, CN, ME, V]

2. Demonstrate that the sum of interior ­sum ­identifying angles is: ­interior angles o ­ 180 ​ in a triangle ­triangle o​ ­ 360 ​ in a quadrilateral. ­quadrilateral ​ [C, R]

3. Develop and apply a formula for ­perimeter ­problem­solving determining the: ­area ­ perimeter of polygons ­volume ­ area of rectangles ­polygon ­ volume of right rectangular prisms. ­rectangle [C, CN, PS, R, V] ­right rectangular prism

SHAPE AND SPACE (3­D Objects and 2­D Shapes)

General Outcome: Describe the characteristics of 3­D objects and 2­D shapes, and analyze the relationships among them.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

4. Construct and compare triangles, including: ­scalene ­comparing/ contrasting ­ scalene ­isosceles ­ isosceles ­equilateral ­ equilateral ­right ­ right ­obtuse ­ obtuse ­acute ­ acute ­orientation

in different orientations. [C, PS, R, V]

5. Describe and compare the sides and angles ­angles ­describing of regular and irregular polygons. [C, PS, R, V] ­regular polygons ­comparing/ contrasting ­irregular polygons

SHAPE AND SPACE (Transformations)

General Outcome: Describe and analyze position and motion of objects and shapes.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

6. Perform a combination of translations, ­translations ­describing rotations and/ or reflections on a single 2­D ­rotations ­problem solving shape, with and without technology, and ­reflections draw and describe the image. [C, CN, PS, T, V] ­2­D

7. Perform a combination of successive ­transformations ­sequencing transformations of 2­D shapes to create a ­2­D ­problem solving design, and identify and describe the ­identifying transformations. [C, CN, T, V] ­describing

8. Identify and plot points in the first ­plot ­identifying quadrant of a Cartesian plane, using whole ­quadrant ­sequencing number ordered pairs. [C, CN, V] ­Cartesian plane ­whole number ­pairs

9. Perform and describe transformations of a ­transformations ­describing 2­D shape in the first quadrant of a Cartesian ­quadrant plane (limited to whole number vertices). [C, ­Cartesian plane CN, PS, T, V] [ICT: C6­2.1] ­whole number ­vertices ­2­D

STATISTICS AND PROBABILITY (Data Analysis)

General Outcome: Collect, display and analyze data to solve problems.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Create, label and interpret line graphs to ­line graphs ­identifying ­evaluation draw conclusions [C, CN, PS, R, V]

2. Select, justify and use appropriate methods ­questionnaire ­comprehension ­using resources of collecting data, including: ­experiment monitoring ­ questionnaires ­database ­problem solving ­ experiments ­electronic media ­ databases ­ electronic media. [C, CN, PS, R, T] [ICT: C4­2.2, C6­2.2, C7­2.1, P2­2.1, P2­2.2]

3. Graph collected data, and analyze the ­problem solving graph to solve problems. [C, CN, PS, R, T] [ICT: C6­2.5, C7­2.1, P2­2.1, P2­2.2]

STATISTICS AND PROBABILITY (Chance and Uncertainty)

General Outcome: Use experimental or theoretical probabilities to represent and solve problems involving uncertainty.

Specific Outcomes:

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

4. Demonstrate an understanding of ­probability ­identifying probability by: ­outcome ­comparing/ contrasting ­ identifying all possible outcomes of a ­experimental probability probability experiment ­theoretical probability ­ differentiating between experimental and theoretical probability ­ determining the theoretical probability of outcomes in a probability experiment ­ determining the experimental probability of outcomes in a probability experiment ­ comparing experimental results with the theoretical probability for an experiment [C, ME, PS, T] [ICT: C6­2.1, C6­2.4]

A. English Language Arts SLP Curriculum

Grade 4

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

Cluster: 1.1 Discover and Explore

Specific Outcomes:

Express Ideas and develop understanding

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

Compare new ideas, information and ­compare ­comparing/ contrasting ­personal experience experiences to prior knowledge and ­inferences experiences

Ask questions, paraphrase and discuss to ­paraphrasing ­brainstorming explore ideas and understand new concepts ­questions ­summarizing ­inferences ­pragmatics

Share personal responses to explore and ­text structure ­personal experience develop understanding of oral, print and ­describing ­reflection other media texts ­pragmatics

Experiment with language and forms

Discuss and compare the ways similar topics ­comparing/ are developed in different forms of oral, print contrasting and other media texts ­text structures ­main idea

Express preferences

Select preferred forms from a variety of oral, ­text structures ­using resources print and other media texts ­evaluation

Set goals Identify areas of personal accomplishment and ­goals ­identifying ­personal experience areas for enhancement in language learning ­accomplishment ­comprehension ­reflection and use monitoring

Cluster: 1.2 Clarify and Extend

Specific Outcomes:

Consider the ideas of others

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Identify other perspectives by exploring a ­opinion ­pragmatics ­using resources variety of ideas, opinions, responses and oral, ­identifying print and other media texts ­text structures

Combine ideas

Use talk, notes, personal writing and ­record ­describing ­reflection representing to record and reflect on ideas, ­reflect ­inferences ­personal experiences information and experiences

Extend understanding

Explore ways to find additional ideas and ­metalinguistic ­brainstorming information to extend meanings awareness (semantic) ­using resources ­text structures

General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

Cluster: 2.1 Use Strategies and Cues

Specific Outcomes:

Use prior knowledge

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills: Use ideas and concepts, developed through ­inferences ­personal experience personal interests, experiences and discussion, ­pragmatics to understand new ideas and information

Explain how the organizational structure of oral, ­inferences ­using resources print and other media texts can assist in ­explaining ­hierarchy of constructing and confirming meaning ­text structures organization

Use comprehension strategies

Preview sections of print texts to identify the ­main idea ­evaluation general nature of the information and to set ­summarizing appropriate purpose and reading rate ­identifying ­text structures ­inferences ­comprehension monitoring

Comprehend new ideas and information by ­describing ­personal experience responding personally and discussing ideas with ­pragmatics others ­inferences

Extend sight vocabulary to include words frequently used in other subject areas

Monitor understanding by confirming or ­comprehension ­evaluation revising inferences and predictions based on monitoring information in text ­inferences

Use textual cues

Use text features, such as headings, ­inferences ­hierarchy of subheadings and margin organizers, to enhance ­text structures organization understanding of ideas and information ­comprehension monitoring

Distinguish differences in the structural ­comparing/ contrasting elements of texts, such as letters and ­text structures storybooks, to access and comprehend ideas ­print concepts and information

Use phonics and structural analysis

Identify and know the meaning of some ­prefixes ­metalinguistic frequently used prefixes and suffixes ­suffixes awareness (semantic, morphological) ­identifying

Apply knowledge of root words, compound ­root word ­metalinguistic words, syllabification, contractions and complex ­compound word awareness (semantic, word families to read unfamiliar words in ­syllabification morphological) context ­contraction ­comprehension ­complex word monitoring ­word family

Integrate knowledge of phonics and sight ­metalinguistic vocabulary with knowledge of language and awareness (semantic, context cues to read unfamiliar words in context phonological) ­inferences ­comprehension monitoring

Use references

Use alphabetical order by first and second letter ­sequencing ­using resources to locate information in reference materials ­print concepts

Use junior dictionaries, spell­check functions and ­metalinguistic ­using resources electronic dictionaries to confirm the spellings or awareness locate the meanings of unfamiliar words in oral, (phonological, semantic) print and other media texts ­comprehension monitoring

Cluster 2.2: Respond to Texts

Specific Outcomes:

Experience various texts

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Experience oral, print, and other media texts ­cultural ­text structures from a variety of cultural traditions and genres ­traditions ­decontextualized such as personal narratives, plays, novels, video ­genres ­pragmatics programs, adventure stories, folk tales, ­tales informational texts, mysteries, poetry, and ­mysteries CDROM programs

Identify and discuss favorite authors, topics and ­author ­describing ­personal experience kinds of oral, print, and other media texts ­illustrator ­identifying ­reflection

Discuss a variety of oral, print or other media ­author ­describing texts by the same author, illustrator, storyteller illustrator ­comparing/contrasting or filmmaker ­storyteller ­pragmatics ­filmmaker ­text structures

Retell events of stories in another form or ­summarizing medium ­paraphrasing ­text structures ­sequencing ­print concepts

Make general evaluative statements about oral, ­evaluation print and other media texts

Construct meaning from texts Connect the thoughts and actions of characters ­inferences ­personal experiences portrayed in oral, print, and other media texts ­pragmatics to personal and classroom experiences (perspective­taking) ­text structures

Identify the main events in oral, print and other ­summarizing media texts; explain their causes, and describe ­main idea how they influence subsequent events ­cause­effect ­explaining ­text structures

Compare similar oral, print and other media ­comparing/ contrasting ­personal experience texts and express preferences, using evidence ­explaining ­reflection from personal experiences and the texts ­text structures ­evaluation

Develop own opinions based on ideas ­reflection encountered in oral, print and other media texts

Appreciate the artistry of texts

Explain how onomatopoeia and alliteration are ­onomatopoeia ­explaining used to create mental images ­alliteration ­inferences ­mental imagery ­metalinguistic awareness (semantic) ­figurative

Explain how language and visuals work together ­language ­metalinguistic to communicate meaning and enhance effect ­visuals awareness (semantic) ­meaning ­explaining ­effect ­inferences

Cluster 2.3: Understand Forms, Elements and Techniques

Specific Outcomes:

Understand forms and genres

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Describe and compare the main characteristics ­describing of a variety of oral, print and other media texts ­comparing/ contrasting ­print concepts ­text structures

Identify various ways that information can be ­record ­identifying recorded and presented visually ­present

Understand techniques and elements Identify and explain connections among ­main character ­inferences events, setting and main characters in oral, ­identifying print and other media texts ­explaining ­text structures

Identify the speaker or narrator of oral, print ­speaker ­identifying or other media texts ­narrator ­pragmatics ­text structures

Identify how specific techniques are used to ­viewer ­explaining affect viewer perceptions in media texts ­audience ­pragmatics ­perceptions

Experiment with language

Recognize how words and word ­repetition ­metalinguistic awareness combinations, such as word play, repetition ­rhyme (semantic, phonological) and rhyme, influence or convey meaning

Cluster 2.4: Create Original Text

Specific Outcomes:

Generate ideas

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Use a variety of strategies for generating and ­text structures ­brainstorming organizing ideas and experiences in oral, print ­problem­solving ­hierarchy of organization and other media texts ­comprehension ­personal experiences monitoring

Elaborate on the expression of ideas

Select and use visuals that enhance meaning of ­metalinguistic ­using resources oral, print and other media texts awareness (semantics) ­text structures

Structure texts

Produce oral, print and other media texts that ­character ­sequencing ­procedure follow a logical sequence, and demonstrate ­plot ­text structures clear relationships between character and plot ­inferences

Produce narratives that describe experiences ­text structures ­personal experience and reflect personal responses ­pragmatics (perspective­taking)

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

Cluster: 3.1 Plan and Focus

Specific Outcomes:

Focus attention

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Use organizational patterns of expository ­text structure ­hierarchy of organization texts to understand ideas and information

Focus topics appropriately for particular ­pragmatics audiences ­topic maintenance

Determine information needs

Ask relevant questions, and respond to ­topic maintenance questions related to particular topics ­questions

Plan to gather information

Develop and follow a class plan for accessing ­pragmatics ­procedure and gathering ideas and information ­using resources

Cluster 3.2: Select and Process

Specific Outcomes:

Use a variety of sources

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Locate information to answer research ­map ­questions ­using resources questions using a variety of sources, such as ­atlas maps, atlases, charts, dictionaries, school ­chart libraries, video programs, elders in the ­dictionary community and field trips

Access information

Use a variety of tools, such as indices, ­indices ­using resources legends, charts, glossaries, typographical ­legends features and dictionary guide words, to ­charts access information ­glossaries ­typographical features ­dictionary

Identify information sources that inform, ­inform ­identifying ­using resources persuade or entertain, and use such sources ­persuade ­text structure ­evaluation appropriately ­entertain

Evaluate sources

Recall important points, and make and revise ­main idea ­evaluation predictions regarding upcoming information ­inferences

Cluster 3.3: Organize, Record and Evaluate

Specific Outcomes:

Organize information

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Organize ideas and information, using ­cause­effect ­hierarchy of appropriate categories, chronological order, ­questions organization cause and effect, or posing and answering ­sequencing questions ­questions

Record ideas and information that are on ­topic maintenance topic

Organize oral, print and other media texts ­topic maintenance ­hierarchy of into sections that relate to and develop the ­main idea organization topic ­text structures

Record information

Make notes of key words, phrases and ­key word ­summarizing ­hierarchy of images by subtopics; cite titles and authors ­title ­print concepts organization of sources alphabetically ­author ­sequencing ­alphabetical

Paraphrase information from oral, print and ­paraphrase ­paraphrasing other media sources

Evaluate information

Examine gathered information to identify if ­comprehension ­evaluation more information is required; review new monitoring understanding

Cluster 3.4: Share and Review

Specific Outcomes:

Share ideas and information

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Communicate ideas and information in a ­describing variety of oral, print and other media texts, ­text structure such as short reports, talks and posters ­pragmatics

Select visuals, print and/or other media to ­pragmatics ­evaluation add interest and to engage the audience ­using resources

Review Research Process

Identify strengths and areas for improvement ­comprehension monitoring ­reflection in research process

General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication

Cluster: 4.1 Enhance and Improve

Specific Outcomes:

Appraise own and others’ work

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Identify the general impression and main idea ­main idea ­evaluation communicated by own and peers’ oral, print ­text structure and other media texts ­pragmatics (perspective­taking)

Use pre­established criteria to provide support ­feedback ­pragmatics ­providing support and and feedback to peers on their oral, print and feedback other media texts

Revise and edit

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Revise to ensure an understandable ­revise ­sequencing ­evaluation progression of ideas and information ­comprehension monitoring ­text structures

Identify and reduce fragments and run­on ­fragments ­metalinguistic sentences ­run on sentences awareness (syntactic) ­identifying

Edit for subject­verb agreement ­subject­verb agreement ­metalinguistic awareness (syntactic)

Enhance legibility

Write legibly, using a style that ­print concepts demonstrates awareness of alignment, shape and slant

Use special features of ­software ­using resources software when composing, formatting and revising texts

Expand knowledge of language

Use an increasing variety of ­will vary based on personal ­metalinguistic awareness ­personal experience words to express and extend interests (semantic) understanding of concepts related to personal interests and topics of study

Recognize English words and ­expression ­figurative expressions that come from ­metalinguistic awareness other cultures or languages (semantic)

Enhance artistry

Experiment with combining ­voice­over ­pragmatics detail, voice­over, music and ­dialogue ­sequencing dialogue with sequence of events

Cluster 4.2: Attend to Conventions

Specific Outcomes:

Attend to grammar and usage

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Identify simple and compound ­simple sentence ­metalinguistic awareness sentence structures, and use in ­compound sentence (syntactic) own writing ­identifying

Identify correct noun­pronoun ­noun­pronoun agreement ­metalinguistic awareness agreement, and use in own (syntactic) writing ­identifying

Identify past, present and ­metalinguistic awareness future action (syntactic) ­classifying ­sequencing

Attend to spelling

Use phonic knowledge and ­metalinguistic awareness skills and visual memory, (phonological) systematically, to spell ­inferences multisyllable words in own writing

Identify and apply common ­identifying spelling generalizations in own ­metalinguistic awareness writing (morphological)

Apply strategies for identifying ­comprehension monitoring and learning to spell problem ­identifying words in own writing

Attend to capitalization and punctuation

Use capitalization to designate ­print concepts ­hierarchy of organization organizations and to indicate the beginning of quotations in own writing

Use commas after introductory words in sentences and when citing addresses in own writing

Identify quotation marks in passages of dialogue, and use them to assist comprehension

Cluster 4.3: Present and Share

Specific Outcomes:

Present information

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Present to peers ideas and ­describing ­hierarchy of organization information on a topic of ­pragmatics interest, in a well­organized ­topic maintenance form

Enhance presentation

Add interest to presentations ­props ­pragmatics ­using resources through the use of props, such as pictures, overheads and artifacts

Use effective oral and visual communication

Adjust volume, tone of voice ­pragmatics and gestures appropriately, to suit a variety of social and classroom activities

Demonstrate attentive listening and viewing

Connect own ideas, opinions ­inferences ­personal experience and experiences to those ­pragmatics communicated in oral and (perspective­taking) visual presentations

Give constructive feedback, ask ­constructive feedback ­questions ­providing support and relevant questions, and ­topic maintenance feedback express related opinions in ­personal experience ­evaluation response to oral and visual presentations

General Outcome 5: Students will listen, speak, read, write, view and represent to represent to respect, support and collaborate with others.

Cluster 5.1: Respect Others and Strengthen Community

Specific Outcomes:

Appreciate Diversity

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Describe similarities and ­cultures ­comparing/ contrasting ­personal experience differences between personal ­describing experiences and the ­inferences experiences of people or characters from various cultures, portrayed in oral, print and other media texts

Appreciate that responses to ­pragmatics ­evaluation some oral, print or other media (perspective­taking) texts may be different

Relate texts to culture

Identify and discuss main ­main characters ­text structures characters, plots, settings and ­plot ­describing illustrations in oral, print and ­setting ­identifying other media texts from diverse ­illustrations ­inferences cultures and communities

Celebrate accomplishments and events

Use appropriate language to ­pragmatics acknowledge special events ­pragmatics and to honour (perspective­taking) accomplishments in and beyond the classroom

Use language to show respect

Identify and discuss differences ­metalinguistic awareness in language use in a variety of (semantic) school and community ­pragmatics contexts ­comparing/ contrasting ­describing

Cluster 5.2: Work Within a Group

Specific Outcomes:

Cooperate with others

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Take responsibility for ­pragmatics ­procedure collaborating with others to achieve group goals

Ask for and provide ­pragmatics ­providing support and information and assistance, as ­comprehension monitoring feedback appropriate, for completing ­problem solving individual and group tasks ­questions

Work in groups Share personal knowledge of a ­investigation ­classifying ­personal experience topic to develop purposes for ­questions ­brainstorming research or investigations and ­topic maintenance possible categories of questions

Use brainstorming, ­brainstorm ­summarizing ­brainstorming summarizing and reporting to ­summarize ­pragmatics ­procedure organize and carry out group projects

Evaluate group process

Assess group process, using ­pragmatics ­evaluation established criteria, and ­brainstorming determine areas for improvement

Grade 5

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

Cluster: 1.1 Discover and Explore

Specific Outcomes:

Express Ideas and develop understanding

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

Use appropriate prior ­inferences ­personal experience knowledge and experiences to make sense of new ideas and information

Read, write, represent and talk ­summarizing ­brainstorming to explore personal ­inferences understandings of new ideas ­pragmatics and information

Use own experiences as a basis ­describing ­personal experience for exploring and expressing ­pragmatics ­reflection opinions and understanding

Experiment with language and forms

Select from provided forms of ­comparing/contrasting ­hierarchy of organization oral, print and other media ­text structures ­evaluation texts those that best organize ­using resources ideas and information and develop understandings of topics

Express preferences

Select and explain preferences ­text structures ­using resources for particular forms of oral, ­explaining ­evaluation print and other media texts

Set goals

Reflect on areas of personal ­accomplishment ­identifying ­personal experience accomplishment, and set ­goals ­comprehension monitoring ­reflection personal goals to improve language learning and use

Cluster: 1.2 Clarify and Extend

Specific Outcomes:

Consider the ideas of others

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

Seek the viewpoints of others ­viewpoint ­pragmatics to build on personal responses and understanding

Combine ideas

Use talk, notes, personal ­describing ­personal experience writing and representing to ­inferences ­reflection explore relationships among ­pragmatics own ideas and experiences, those of others and those encountered in oral, print and other media texts

Extend understanding

Search for further ideas and ­metalinguistic awareness ­brainstorming information from others and (semantic) ­using resources from oral, print and other ­text structures media texts to extend ­comprehension monitoring understanding

General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

Cluster: 2.1 Use Strategies and Cues

Specific Outcomes:

Use prior knowledge

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Use knowledge of ­tables of contents ­inferences ­hierarchy of organization organizational structures, such ­indices ­text structures ­using resources as tables of contents, indices, ­topic sentences topic sentences and headings, ­headings to locate information and to construct and confirm meaning

Use comprehension strategies

Preview sections of print texts, ­text structures and apply reading rate and ­inferences strategies appropriate for the ­comprehension monitoring purpose, content and format ­identifying of the texts

Comprehend new ideas and ­describing ­personal experience information by responding ­pragmatics personally, taking notes and ­inferences discussing ideas with others

Use the meanings of familiar ­metalinguistic awareness words to predict the meanings (semantic) of unfamiliar words in context

Monitor understanding by ­comprehension monitoring ­personal experience comparing personal knowledge ­inferences and experiences with ­comparing/contrasting information on the same topic from a variety of sources

Use textual cues

Use text features, such as ­diagrams ­inferences ­hierarchy of organization maps, diagrams, special fonts ­fonts ­text structures and graphics, that highlight ­graphics ­comprehension monitoring important concepts to enhance understanding of ideas and information

Identify and use the structural ­brochures ­identifying ­using resources elements of texts, such as ­glossaries ­print concepts letters, brochures, glossaries and encyclopedias, to access and comprehend ideas and information

Use phonics and structural analysis

Identify and know by sight the ­prefixes ­identifying meaning of high frequency ­suffixes ­metalinguistic awareness prefixes and suffixes to read (semantic, morphological) unfamiliar, multisyllable words in context

Integrate and apply knowledge ­phonics ­metalinguistic awareness of phonics, sight vocabulary, (phonological, semantic, language and context clues, morphological) and structural analysis to read ­comprehension monitoring unfamiliar words in texts of increasing length and complexity

Use references

Find words in dictionaries and ­metalinguistic awareness ­using resources glossaries to confirm the (phonological, semantic) spellings or locate the ­comprehension monitoring meanings, by using knowledge of phonics and structural analysis, alphabetical order and guide words

Cluster 2.2: Respond to Texts

Specific Outcomes:

Experience various texts

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Express points of view about ­describing ­personal experience oral, print and other media texts

Make connections between ­fictional ­inferences fictional texts and historical ­historical ­text structures events

Describe and discuss new ­describing ­reflection places, times, characters and ­pragmatics events encountered in oral, ­text structures print and other media texts Write or represent the ­summarizing meaning of texts in different ­main idea forms ­print concepts

Construct meaning from texts

Compare characters and ­inferences ­personal experience situations portrayed in oral, ­pragmatics print and other media texts to (perspective­taking) those encountered in the ­text structures classroom and community

Describe characters’ qualities ­explaining ­evaluation based on what they say and do ­paraphrasing and how the are described in oral, print and other media texts

Describe and discuss the ­setting ­explaining influence of setting on the ­pragmatics characters and events ­cause­effect ­text structures

Support own interpretations of ­explaining ­personal experience oral, print and other media ­text structures ­evaluation texts, using evidence from personal experiences and the texts

Retell or represent stories from ­pragmatics the points of view of different (perspective­taking) characters ­text structures ­summarizing

Appreciate the artistry of texts

Explain how simile and ­simile ­explaining hyperbole are used to create ­hyperbole ­inferences mood and mental images ­mood ­metalinguistic awareness ­mental imagery (semantic) ­figurative

Alter sentences and word ­mood ­metalinguistic awareness choices to enhance meaning (syntactic & semantic) and to create mood and special ­inferences effects

Cluster 2.3: Understand Forms, Elements and Techniques

Specific Outcomes:

Understand forms and genres Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Identify the main ­identifying characteristics of familiar media and media texts

Understand techniques and elements

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Identify the main problem or ­conflict ­identifying conflict in oral, print and other ­explaining media texts, and explain how it ­text structures is resolved

Identify and discuss the main ­main character ­pragmatics character’s point of view and ­point of view ­text structures motivation ­motivation ­identifying

Identify examples of apt word ­imagery ­identifying choice and imagery that create ­metalinguistic awareness particular effects (semantic)

Identify sections or elements in ­identifying ­hierarchy of organization print or other media texts, ­print concepts such as shots in films or sections in magazines

Experiment with language

Experiment with words and ­word pictures ­identifying sentence patterns to create ­imagery ­figurative word pictures; identify how ­figurative ­metalinguistic (semantic) imagery and figurative ­simile language, such as simile and ­exaggeration exaggeration, convey meaning

Cluster 2.4: Create Original Text

Specific Outcomes:

Generate ideas

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Use texts from listening, ­text structures ­brainstorming reading and viewing ­personal experience experiences as models for producing own oral, print and other media texts

Elaborate on the expression of ideas

Experiment with modeled ­audience ­pragmatics ­reflection forms of oral, print and other (perspective­taking) media texts to suit particular ­text structures audiences and purposes ­problem­solving

Structure texts

Use structures encountered in ­text structures texts to organize and present ideas in own oral, print and other media texts

Use own experience as a ­text structures ­personal experience starting point and source of ­inferences information for fictional oral, print and other media texts

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

Cluster: 3.1 Plan and Focus

Specific Outcomes:

Focus attention

Summarize important ideas in ­summarizing ­evaluation oral, print and other media ­explaining texts and express opinions ­main idea about them

Combine personal knowledge ­pragmatics ­personal experience of topics with understanding of (perspective­taking) audience needs to focus topics ­inferences for investigation

Determine information needs

Identify categories of ­questions ­hierarchy of organization information related to ­classifying particular topics, and ask ­topic maintenance questions related to each category

Plan to gather information

Develop and follow own plan ­problem­solving ­personal experience for gathering and recording ­brainstorming ideas and information ­using resources

Cluster 3.2: Select and Process

Specific Outcomes:

Use a variety of sources

Locate information to answer ­newspaper ­questions ­using resources research questions using a ­encyclopedia variety of sources, such as ­CDROMS newspapers, encyclopedias, ­series CDROMS, a series by the same ­scripts writer, scripts, diaries, ­diaries autobiographies, interviews ­autobiographies and oral traditions ­interviews ­oral traditions

Access information

Use a variety of tools, such as ­headings ­using resources chapter headings, glossaries ­glossaries and encyclopedia guide words, ­encyclopedia to access information guide words

Skim, scan and listen for key ­key words ­metalinguistic awareness words and phrases ­key phrases (semantic)

Evaluate sources

Determine the usefulness and ­evaluation relevance of information for research purpose and focus, using pre­established criteria

Cluster 3.3: Organize, Record and Evaluate

Specific Outcomes:

Organize information

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Use clear organizational ­chronological order ­inferences ­hierarchy of organization structures, such as ­cause­effect chronological order, and cause ­pragmatics and effect, to link ideas and (perspective­taking) information and to assist ­sequencing audience understanding Organize ideas and information ­pragmatics ­hierarchy of organization to emphasize key points for the (perspective­taking) audience ­main idea ­paraphrasing

Add, delete or combine ideas ­pragmatics to communicate more ­paraphrasing effectively

Record information

Record information in own ­cite ­paraphrasing ­using resources words; cite titles and authors ­title ­sequencing alphabetically, and provide ­author ­print concepts publication dates of sources ­alphabetical ­ summarizing

Combine ideas and information ­paraphrasing from several sources

Record ideas and information ­categories ­classifying ­procedure in relevant categories, ­research plan according to a research plan

Evaluate information

Connect gathered information ­inferences ­personal experience to prior knowledge to reach ­describing new conclusions

Cluster 3.4: Share and Review

Specific Outcomes:

Share ideas and information

Communicate ideas and ­reports ­describing information in a variety of oral, ­charts ­text structure print and other media texts, ­graphic displays ­pragmatic such as illustrated reports, ­travelogues charts, graphic displays and travelogues

Select visuals, print and/or ­pragmatics ­evaluation other media to inform and ­using resources engage the audience

Review Research Process

Assess personal research skills, ­research skills ­comprehension monitoring ­evaluation using pre­established criteria ­providing support and feedback

General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication

Cluster: 4.1 Enhance and Improve

Specific Outcomes:

Appraise own and others’ work

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Develop criteria for evaluating ­criteria ­comprehension monitoring the effectiveness of oral, print ­evaluation ­procedure and other media texts

Use developed criteria to ­criteria ­comprehension monitoring ­evaluation provide feedback to others and ­feedback ­pragmatics ­providing support and to revise own work feedback

Revise and edit

Revise to add and organize ­revise ­sequencing ­hierarchy of organization details that support and clarify ­comprehension monitoring intended meaning ­text structures

Edit for appropriate use of ­statements ­metalinguistic awareness ­evaluation statements, questions and ­questions (syntactic) exclamations ­exclamations

Enhance legibility

Write legibly, using a style that ­print concepts is consistent in alignment, shape and slant

Apply word processing skills, ­word processor ­using resources and use publishing programs to ­publishing program organize information

Expand knowledge of language

Extend word choice through ­synonym ­metalinguistic awareness ­using resources knowledge of synonyms, ­antonym (semantic) antonyms and homonyms and ­homonym the use of a thesaurus ­thesaurus

Distinguish different meanings ­metalinguistic awareness ­evaluation for the same word, depending (semantic) on the context in which it is used

Enhance artistry

Experiment with words, ­multimedia effects ­comprehension monitoring phrases, sentences and multimedia effects to enhance meaning and emphasis

Cluster 4.2: Attend to Conventions

Specific Outcomes:

Attend to grammar and usage

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Use words and phrases to ­metalinguistic awareness ­evaluation modify and clarify ideas in own (semantic & syntactic) writing ­comprehension monitoring

Use connecting words to link ­connecting words ­metalinguistic awareness ideas in sentences and (semantic & syntactic) paragraphs ­inferences

Identify irregular verbs, and ­irregular verbs ­identifying use in own writing ­metalinguistic awareness (syntactic)

Identify past, present and ­past ­metalinguistic awareness future verb tenses, and use in ­present (syntactic) sentences ­future ­classifying ­sequencing

Attend to spelling

Use phonic knowledge and ­metalinguistic awareness skills, visual memory, the (phonological, morphological & meaning and function of words semantic) in context, and spelling ­inferences generalizations to spell with accuracy in own writing

Study and use the correct ­identifying spelling of commonly ­metalinguistic awareness misspelled words in own (semantic) writing

Know and consistently apply ­identifying spelling conventions when ­metalinguistic awareness editing and proofreading own (semantic) writing ­comprehension monitoring

Attend to capitalization and punctuation Use capital letters, ­print concepts ­hierarchy of organization appropriately, in titles, headings and subheadings in own writing

Use quotation marks and ­quotation marks ­print concepts separate paragraphs to ­dialogue indicate passages of dialogue in own writing

Recognize various uses of ­apostrophes ­print concepts apostrophes, and use them appropriately in own writing

Cluster 4.3: Present and Share

Specific Outcomes:

Present information

Organize ideas and information ­pragmatics ­hierarchy of organization in presentations to maintain a ­topic maintenance clear focus and engage the audience

Enhance presentation

Use effective openings and ­openings ­pragmatics closings that attract and ­closings (perspective­taking) sustain reader or audience interest

Use effective oral and visual communication

Adjust volume, tone of voice ­pragmatics ­hierarchy of organization and gestures to engage the audience; arrange presentation space to focus audience attention

Demonstrate attentive listening and viewing

Identify and interpret the ­verbal vs. nonverbal messages ­identify purpose of verbal and ­pragmatics nonverbal messages and the (perspective­taking) perspectives of the presenter

Show respect for the ­feedback ­providing support and presenter’s opinions by feedback listening politely and providing thoughtful feedback

General Outcome 5: Students will listen, speak, read, write, view and represent to represent to respect, support and collaborate with others.

Cluster 5.1: Respect Others and Strengthen Community

Specific Outcomes:

Appreciate Diversity

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Discuss personal ­community ­comprehension monitoring ­reflection understanding of the lives of ­culture people or characters in various ­traditions communities, cultural traditions, places and times portrayed in oral, print and other media texts

Compare own and others’ ­pragmatics ­personal experience responses to ideas and (perspective­taking) experiences related to oral, ­comparing/ contrasting print and other media texts

Relate texts to culture

Identify and discuss how ­qualities (e.g., courage, ­identifying qualities, such as courage, ambition, loyalty) ­describing ambition and loyalty, are ­culture portrayed in oral, print and ­community other media texts from diverse cultures and communities

Celebrate accomplishments and events

Select and use language ­tone ­identifying appropriate in tone and form ­pragmatics to recognize and honour ­metalinguistic awareness people and events (semantic)

Use language to show respect

Determine and use language ­identifying appropriate to the context of ­metalinguistic awareness specific situations (semantic)

Cluster 5.2: Work Within a Group

Specific Outcomes:

Cooperate with others

Accept and take responsibility ­pragmatics for fulfilling own role as a group member

Discuss and decide whether to ­collaboration ­pragmatics ­evaluation work individually or collaboratively to achieve specific goals

Work in groups

Formulate questions to guide ­research/ investigation ­questions ­brainstorming research or investigations, with question ­pragmatics attention to specific audiences (perspective­taking) and purposes

Contribute ideas to help solve ­problem­solving ­brainstorming problems, and listen and ­pragmatics respond constructively

Evaluate group process

Show appreciation for the ­appreciation ­pragmatics ­providing support and contributions of others, and feedback offer constructive feedback to group members

Grade 6

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

Cluster: 1.1 Discover and Explore

Specific Outcomes:

Express Ideas and develop understanding

Specific Learner Expectation Key Vocabulary: Language Skills: Other Skills: Use prior experiences with ­text structures ­personal experience oral, print and other media ­evaluation texts to choose new texts that meet learning needs and interests

Read, write, represent and talk ­inferences ­brainstorming to explore and explain ­explaining connections between prior knowledge and new information in oral, print and other media texts

Engage in exploratory ­interpretation ­pragmatics ­personal experience communication to share ­reflection personal responses and develop own interpretations

Experiment with language and forms

Experiment with a variety of ­exploring vs. organizing vs. ­pragmatics ­using resources forms of oral, print and other sharing ­text structures ­evaluation media texts to discover those ­hierarchy of organization best suited for exploring, organizing and sharing ideas, information and experiences

Express preferences

Assess a variety of oral, print ­text structures ­evaluation and other media texts, and ­explaining ­using resources discuss preferences for particular forms

Set goals

Assess personal language use, ­goals ­describing ­reflection and revise personal goals to ­comprehension monitoring ­personal experience enhance language learning and use

Cluster: 1.2 Clarify and Extend

Specific Outcomes:

Consider the ideas of others

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

Select from others’ ideas and ­comprehension monitoring ­personal experience observations to expand personal understanding

Combine ideas

Use talk, notes, personal ­comprehension monitoring ­personal experience writing and representing, ­reflection together with texts and the ideas of others, to clarify and shape understanding

Extend understanding

Evaluate the usefulness of new ­comprehension monitoring ­personal experience ideas, techniques and texts in ­text structures ­reflection terms of present understanding

General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

Cluster: 2.1 Use Strategies and Cues

Specific Outcomes:

Use prior knowledge

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Combine personal experiences ­comprehension monitoring ­personal experience and the knowledge and skills ­inferences gained through previous experiences with oral, print and other media texts to understand new ideas and information

Apply knowledge of ­comprehension monitoring ­hierarchy of organization organizational structures of ­inferences oral, print and other media texts to assist with constructing and confirming meaning

Use comprehension strategies

Identify, and explain in own ­identifying words, the interrelationship of ­explaining the main ideas and supporting ­inferences details ­main idea

Preview the content and ­preview ­text structures ­hierarchy of organization structure of subject area texts, ­reading rate and use this information to set ­reading strategy a purpose, rate and strategy for reading

Use definitions provided in ­metalinguistic awareness context to identify the (semantic) meanings of unfamiliar words

Monitor understanding by ­comprehension monitoring ­evaluation evaluating new ideas and ­personal experience information in relation to known ideas and information

Use textual cues

Use text features, such as ­chart ­inferences charts, graphs and dictionaries, ­graph ­text structures to enhance understanding of ­dictionary ­comprehension monitoring ideas and information

Identify and use the structural ­magazine ­identifying ­using resources elements of texts, such as ­newspaper ­print concepts magazines, newspapers, ­newscast newscasts and news features, to access and comprehend ideas and information

Use phonics and structural analysis

Use the meanings of prefixes ­prefix ­metalinguistic awareness and suffixes to predict the ­suffix (morphological & semantic) meanings of unfamiliar words in context

Integrate and apply knowledge ­phonics ­metalinguistic awareness ­hierarchy of organization of phonics, sight vocabulary, ­sight words (phonological, semantic & language and context clues, morphological) and structural analysis to read ­comprehension monitoring unfamiliar words in texts of increasing length and complexity

Use references

Choose the most appropriate ­metalinguistic awareness ­using resources reference to confirm the (semantic) spellings or locate the ­comprehension monitoring meanings of unfamiliar words in oral, print and other media texts

Cluster 2.2: Respond to Texts

Specific Outcomes:

Experience various texts

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Experience oral, print, and ­culture ­decontextualized other media texts from a ­tradition ­pragmatics variety of cultural traditions ­genre and genres such as ­autobiography autobiographies, travelogues, ­travelogue comics, short films, myths, ­comic legends and dramatic ­short film performances ­myth ­legend ­dramatic performance

Explain own point of view ­explaining ­personal experience about oral, print and other media texts

Make connections between ­inferences ­personal experience own life and characters and ideas in oral, print and other media texts

Discuss common topics or ­topic ­describing themes in a variety of oral, ­theme print and other media texts

Discuss the author’s, ­author ­describing illustrator’s, storyteller’s or ­illustrator filmmaker’s intention or ­storyteller purpose ­filmmaker ­intention/ purpose

Construct meaning from texts

Observe and discuss aspects of ­human nature ­describing human nature revealed in oral, ­community ­comparing/ contrasting print and other media texts, ­inferences and relate them to those encountered in the community

Summarize oral, print or other ­event ­summarizing media texts, indicating the ­character ­inferences connections among events, ­setting ­text structure characters and settings

Identify or infer reasons for a ­identifyig character’s actions or feelings ­inferences

Make judgements and ­event ­inferences ­evaluation inferences related to events, ­character ­main idea characters, setting and main ­setting ­text structure ideas of oral, print and other media texts

Comment on the credibility of ­credibility ­describing ­personal experiences characters and events in oral, ­character ­inferences print and other media texts, ­event ­text structure using evidence from personal experiences and the text

Appreciate the artistry of texts

Explain how metaphor, ­metaphor ­explaining personification and ­personification ­inferences synecdoche are used to create ­synecdoche ­metalinguistic awareness mood and mental images ­mood (semantic) ­mental imagery ­figurative

Experiment with sentence ­imagery ­metalinguistic awareness patterns, imagery and ­exaggeration (syntactic & semantic) exaggeration to create mood ­mood ­inferences and mental images ­mental imagery

Discuss how detail is used to ­character ­describing enhance character, setting, ­setting ­text structure action and mood in oral, print ­action and other media texts ­mood

Cluster 2.3: Understand Forms, Elements and Techniques

Specific Outcomes:

Understand forms and genres

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Identify key characteristics of a ­key characteristics ­describing variety of forms of oral, print and other media texts

Discuss the differences ­comparing/contrasting between print and other media versions of the same text

Understand techniques and elements

Discuss connections among ­inferences plot, setting and characters in ­text structures oral, print and other media texts

Identify first and third person ­first person narration ­identifying ­evaluation narration, and discuss ­third person narration ­metalinguistic awareness preferences with reference to (syntactic) familiar texts

Explore techniques, such as ­visual imagery ­using resources visual imagery, sound, ­sound flashback and voice inflection, ­flashback in oral, print and other media ­voice inflection texts Identify strategies that ­identifying ­evaluation presenters use in media texts ­cause­effect to influence audiences

Experiment with language

Alter words, forms and ­imagery ­metalinguistic awareness sentence patterns to create ­figurative language (semantic) new versions of texts for a ­personification ­metalinguistic awareness variety of purposes; explain ­alliteration (syntactic) how imagery and figurative ­metalinguistic awareness language, such as (phonological) personification and alliteration, ­print concepts clarify and enhance meaning ­comprehension­ monitoring ­explaining ­figurative

Cluster 2.4: Create Original Text

Specific Outcomes:

Generate ideas

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Choose life themes ­life themes ­decontextualized ­personal experience encountered in reading, ­inferences listening and viewing activities and in own experiences for creating oral, print and other media texts

Elaborate on the expression of ideas

Use literary devices, such as ­imagery ­figurative imagery and figurative ­figurative language ­cause­effect language, to create particular effects

Structure texts

Determine purpose and ­pragmatics ­using resources audience needs to choose (perspective­taking) ­hierarchy of organization forms, and organize ideas and details in oral, print and other media texts

Express the same ideas in ­genres ­print concepts different forms and genres; ­comparing/contrasting compare and explain the ­explaining effectiveness of each for ­pragmatics audience and purpose (perspective­taking)

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

Cluster: 3.1 Plan and Focus

Specific Outcomes:

Focus attention

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Distinguish among facts, ­facts ­comparing/contrasting supported inferences and ­supported inferences ­text structures opinions ­opinions

Use note­taking or ­comprehension­monitoring representing to assist with ­inferences understanding ideas and ­describing information, and focusing topics for investigation

Determine information needs

Decide on and select the ­pragmatics ­evaluation information needed to support (perspective­taking) a point of view ­inferences ­identifying

Plan to gather information

Develop and follow own plan ­sequencing ­procedure for accessing and gathering ­evaluation ideas and information, considering guidelines for time and length of investigation and presentation

Cluster 3.2: Select and Process

Specific Outcomes:

Use a variety of sources

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Locate information to answer ­questions ­using resources research questions using a variety of sources, such as printed texts, bulletin boards, biographies, art, music, community resource people, CDROMs and the Internet

Access information

Use a variety of tools, such as ­using resources bibliographies, thesauri, electronic searches and technology, to access information

Skim, scan and read closely to ­skim ­hierarchy of organization gather information ­scan

Evaluate sources

Evaluate the congruency ­comparing/contrasting ­evaluation between gathered information ­inferences and research purpose and focus, using pre­established criteria

Cluster 3.3: Organize, Record and Evaluate

Specific Outcomes:

Organize information

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Organize ideas and information ­comparing/contrasting ­hierarchy of organization using a variety of strategies ­classifying and techniques, such as ­sequencing comparing and contrasting, and classifying and sorting according to subtopics and sequence

Organize and develop ideas ­pragmatics ­hierarchy of organization and information into oral, print (perspective­taking) or other media texts with ­text structures introductions that interest audiences and state the topic, sections that develop the topic and conclusions

Record information

Make notes on a topic, ­inferences ­brainstorming combining information from more than one source; use reference sources appropriately

Use outlines, thought webs ­inferences ­brainstorming and summaries to show the ­comprehension­monitoring relationships among ideas and information and to clarify meaning

Quote information from oral, ­using resources print and other media sources

Evaluate information

Evaluate the appropriateness ­pragmatics ­evaluation of information for a particular (perspective­taking) audience and purpose

Recognize gaps in gathered ­comprehension­monitoring information, and suggest ­problem solving additional information needed ­pragmatics for a particular audience and (perspective­taking) purpose

Cluster 3.4: Share and Review

Specific Outcomes:

Share ideas and information

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Communicate ideas and ­using resources information in a variety of oral, print and other media texts, such as multiparagraph reports, question and answer formats and graphs

Select appropriate visuals, ­pragmatics ­evaluation print and/or other media to (perspective­taking) ­using resources inform and engage the audience

Review Research Process

Establish goals for enhancing ­identifying ­reflection research skills ­comprehension­monitoring ­inferences

General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication

Cluster: 4.1 Enhance and Improve

Specific Outcomes:

Appraise own and others’ work

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Work collaboratively to revise ­pragmatics and enhance oral, print and ­comprehension­monitoring other media texts ­text structures ­inferences

Ask for and evaluate the ­pragmatics ­evaluation usefulness of feedback and ­questions assistance from peers

Revise and edit

Revise to provide focus, ­comprehension­monitoring ­evaluation expand relevant ideas and eliminate unnecessary information

Edit for appropriate verb tense ­metalinguistic awareness and for correct pronoun (syntactic) references ­comprehension­monitoring

Use paragraph structures in ­text structures expository and narrative texts

Enhance legibility

Write legibly and at a pace ­print concepts ­evaluation appropriate to context and purpose

Experiment with a variety of ­print concepts ­hierarchy of organization software design elements, such ­evaluation as spacing, graphics, titles and headings, and font sizes and styles, to enhance the presentation of texts

Expand knowledge of language

Show the relationships among ­inferences ­brainstorming key words associated with ­main idea topics of study, using a variety ­comprehension monitoring of strategies such as thought webs, outlines and lists

Choose words that capture a ­pragmatics (perspective ­evaluation particular aspect of meaning taking) and that are appropriate for ­metalinguistic awareness context, audience and purpose (semantic)

Enhance artistry

Experiment with several ­metalinguistic awareness ­evaluation options, such as sentence (syntactic) structures, figurative language ­pragmatics and multimedia effects, to ­figurative choose the most appropriate ­cause­effect way of communicating ideas or information

Cluster 4.2: Attend to Conventions

Specific Outcomes:

Attend to grammar and usage

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Identify the use of coordinate ­coordinate conjunctions ­metalinguistic awareness and subordinate conjunctions ­subordinate conjunctions (syntactic) to express ideas ­identifying

Use complex sentence ­complex sentence structure ­metalinguistic awareness structures and a variety of (syntactic) sentence types in own writing

Identify comparative and ­comparative forms ­metalinguistic awareness superlative forms of adjectives, ­superlative forms (syntactic) and use in own writing ­identifying

Identify past, present and ­metalinguistic awareness future verb tenses, and use (syntactic) throughout a piece of writing ­identifying

Attend to spelling

Use a variety of resources and ­identifying ­using resources strategies to determine and ­metalinguistic awareness learn the correct spelling of (semantic) common exceptions to conventional spelling patterns

Explain the importance of ­explaining ­evaluation correct spellings for effective communication

Edit for and correct commonly ­identifying misspelled words in own ­metalinguistic awareness writing, using spelling (semantic) generalizations and the ­comprehension­monitoring meaning and function of words in context

Attend to capitalization and punctuation

Use colons before lists, to ­colon ­metalinguistic awareness separate hours and minutes, (syntactic) and after formal salutations in own writing

Identify parentheses and ­colon ­identifying colons when reading, and use ­parentheses ­metalinguistic awareness them to assist comprehension (syntactic) ­comprehension­monitoring

Identify ellipses that show ­ellipses ­identifying words are omitted or ­comprehension­monitoring sentences are incomplete ­metalinguistic awareness when reading, and use them to (syntactic) assist comprehension

Cluster 4.3: Present and Share

Specific Outcomes:

Present information

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Use various styles and forms of ­pragmatics ­using resources presentations, depending on (perspective­taking) content, audience and purpose

Enhance presentation

Emphasize key ideas and ­main idea ­evaluation information to enhance ­summarizing audience understanding and ­pragmatics enjoyment (perspective­taking) ­inferences ­comprehension­monitoring

Use effective oral and visual communication

Demonstrate control of voice, ­pacing ­pragmatics ­evaluation pacing, gestures and facial ­gestures ­inferences expressions; arrange props and ­facial expressions presentation space to enhance communication

Demonstrate attentive listening and viewing

Identify the tone, mood and ­tone ­pragmatics emotion conveyed in oral and ­mood ­identifying visual presentations ­emotion

Respond to the emotional ­nonverbal ­pragmatics ­providing support and aspects of presentations by feedback providing nonverbal ­evaluation encouragement and appreciative comments

General Outcome 5: Students will listen, speak, read, write, view and represent to represent to respect, support and collaborate with others.

Cluster 5.1: Respect Others and Strengthen Community

Specific Outcomes:

Appreciate Diversity

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Compare personal challenges ­comparing/contrasting ­personal experiences and situations encountered in ­sequencing daily life with those ­pragmatics experienced by people or characters in other times, places and cultures portrayed in oral, print and other media texts

Share and discuss ideas and ­pragmatics ­personal experiences experiences that contribute to ­cause­effect different responses to oral, ­inferences print and other media texts

Relate texts to culture

Identify ways in which oral, ­comparing/contrasting print and other media texts ­identifying from diverse cultures and communities explore similar ideas

Celebrate accomplishments and events

Use appropriate language to ­pragmatics participate in public events, ­metalinguistic awareness occasions or traditions (semantic)

Use language to show respect

Demonstrate respect by ­tone ­pragmatics choosing appropriate language ­metalinguistic awareness and tone in oral, print and (semantic) other media texts

Cluster 5.2: Work Within a Group

Specific Outcomes:

Cooperate with others

Specific Learner Expectation: Key Vocabulary: Language Skills: Other skills:

Assume a variety of roles, and ­pragmatics share responsibilities as a group member

Identify and participate in ­pragmatics situations and projects in ­inferences which group work enhances learning and results

Work in groups

Contribute to group knowledge ­pragmatics ­evaluation? of topics to identify and focus ­identifying information needs, sources ­inferences and purposes for research or investigations

Address specific problems in a ­pragmatics ­providing support and group by specifying goals, ­problem solving feedback devising alternative solutions and choosing the best alternative

Evaluate group process

Assess own contributions to ­identifying ­evaluation group process, and set ­reflection personal goals for working ­providing support and effectively with others feedback

­procedure

­procedure

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Recognize that eyes can be damaged by bright ­binoculars ­cause­effect lights and that one should not look at the Sun ­ ­telescope either directly or with binoculars or telescopes.

2. Identify a wide range of sources of light, ­electric ­classifying including the Sun, various forms of electric lights, ­flame ­identifying flames, and materials that glow (luminescent ­glow materials). ­luminescent

3. Distinguish objects that emit their own light from ­external ­classifying those that require an external source of light in order to be seen.

4. Demonstrate that light travels outward from a ­source ­cause­effect source and continues unless blocked by an opaque ­opaque material. ­material

5. Describe changes in the size and location of Sun ­shadow ­describing shadows during the day ­ early morning, to midday, ­sequencing to late afternoon.

6. Recognize that opaque materials cast shadows, ­opaque ­cause­effect and predict changes in the size and location of ­shadow ­inferences shadows resulting from the movement of a light source or from the movement of a shade­casting object.

7. Distinguish transparent materials from opaque ­transparent ­classifying materials by determining if light passes through ­opaque them and by examining their shadows. ­shadow

8. Classify materials as transparent, partly ­transparent ­classifying transparent (translucent) or opaque. ­translucent ­opaque

9. Recognize that light can be reflected and that ­reflect ­cause­effect shiny surfaces, such as polished metals and mirrors, ­metal are good reflectors. ­polished ­mirror

10. Recognize that light can be bent (refracted) and ­aquaria ­cause­effect that such objects as aquaria, prisms and lenses can ­prism be used to show that light beams can be bent. ­lenses ­light beam

11. Recognize that light can be broken into colours ­cause­effect and that different colours of light can be combined to form a new colour.

12. Demonstrate the ability to use a variety of ­optical ­describing ­procedure optical devices, describe how they are used, and ­lens describe their general structure. Suggested ­telescope examples include: hand lens, telescope, ­microscope microscope, pinhole camera, light­sensitive paper, ­pinhole camera camera, kaleidoscope. Students meeting this ­light­sensitive paper expectation will be able to provide practical ­kaleidoscope descriptions of the operation of such devices, but are not required to provide theoretical explanations of how the devices work.

Topic E: Plant Growth and Changes

General Learner Expectations

Students will:

4­10 Demonstrate knowledge and skills for the study, interpretation, propagation and enhancement of plant growth.

Specific Learner Expectation: Key Vocabulary: Language Skills: Other Skills:

1. Describe the importance of plants to humans ­environment ­describing ­personal experience and their importance to the natural environment. ­shelter ­classifying Students who meet this expectation should be able ­erosion ­explaining to give examples of plants being used as a source of ­oxygen food or shelter, and be aware of the role plants play in the environment; e.g., preventing erosion, maintaining oxygen.

2. Identify and describe the general purpose of ­root ­identifying plant roots, stems, leaves and flowers. ­stem ­describing ­leaf ­flower

3. Describe common plants, and classify them on ­classifying ­personal experience the basis of their characteristics and uses. ­describing

4. Recognize that plant requirements for growth; ­nutrients ­comparing/contrasting i.e., air, light energy, water, nutrients and space; ­temperature vary from plant to plant and that other conditions; ­humidity e.g., temperature and humidity; may also be important to the growth of particular plants.

5. Identify examples of plants that have special ­needs ­identifying needs.

6. Recognize that a variety of plant communities ­communities (in this ­cause­effect ­personal experience can be found within the local area and that sense) ­comparing/ differences in plant communities are related to contrasting variations in the amount of light, water and other ­classifying conditions. ­identifying

7. Recognize that plants of the same kind have a ­life cycle ­comparing/ common life cycle and produce new plants that are contrasting similar, but not identical, to the parent plants.

8. Describe ways that various flowering plants can ­propagate ­describing be propagated, including from seed, from cuttings, ­seed ­sequencing from bulbs and by runners. ­cuttings ­bulbs ­runners

9. Nurture a plant through one complete life cycle ­ ­life cycle ­problem­solving ­procedure from seed to seed. 10. Describe the care and growth of a plant that ­temperature ­describing students have nurtured, in particular: ­growing medium ­identifying • identify the light, temperature, water and ­life stages ­sequencing growing medium requirements of the plant ­reproductive structures • identify the life stages of the plant (and the specific • identify the reproductive structures of the plant vocabulary used)

11. Describe different ways that seeds are ­seed adaptations ­cause­effect distributed; e.g., by wind, by animals; and recognize ­classifying seed adaptations for different methods of ­describing distribution.

E. Language Skills Glossary

Language Area Definition

Cause­Effect One entity, action, or event impacts another (e.g., how X determines Y).

Classifying Categorizing objects or concepts into groups according to shared qualities or traits.

Comparing/ Examining similarities and differences between two or more Contrasting concepts or entities. Comprehension Comprehension monitoring requires three phases (Block, Monitoring 1992): 1. Evaluation phase: Recognize when a stimuli is not being understood and identifying the reason for the problem 2. Action phase: Reflect on own thinking process and use strategic plan to attempt to solve the problem. 3. Checking phase: Check if stimuli is now being understood and make changes as needed.

Decontextualized The ability to talk about about objects beyond the here and now.

Describing Conveying details of a concept or entity. This is a concrete task where a student is required to talk about obvious features or characteristics.

Explaining Clarify a topic/ idea/ situation by giving a detailed account as to how and why it occurred and by including relevant information. Reasoning is involved when the student is required to understand the purpose or implication of the topic/ idea/ situation.

Figurative Words that deviate from precise definitions in order to achieve a new, altered, or more complicated understanding.

Identifying Indicate or label what something is.

Inferences When something is not explicitly stated, the ability to draw conclusions from given information or data; “reading between the lines”. This skill also requires that the student make connections and links between things (e.g., how X contributes to or is a part of Y) that may not be obviously connected. Inferencing skills are further required when making predictions based on explicitly stated information.

Main Idea All passages possess a central, unifying notion which is supported by details. Students may be required to identify or state this notion.

Metalinguistic Awareness “The ability to reflect on and talk about various aspects of language, rather than simply using it. Metalinguistic awareness is exhibited by comments on or attention to the way something is said rather than on what was said” (Kamhi & Koenig, 1985 , p. 199). There are a number of different types of metalinguistic awareness. The types that are most relevant for this tool include: ● Morphological Awareness: awareness that word affixes are symbols that carry meaning (e.g., adding an “s” to the end of a word changes the concept from singular to plural) ● Syntactic Awareness: awareness of sentence structure and/or forms; “the ability to manipulate and reflect on the grammatical structure of language” (Cain, 2007, p. 3) ● Semantic Awareness: awareness of vocabulary and word meanings; “knowing the concept of word, the ability to distinguish between a word and its referent, and understanding the arbitrary nature of the relations between a word and its referent” (Tulviste, 1997, p. 64). For example, a student with poor semantic awareness may not be aware that words can have multiple meanings (e.g., the word “bat” can refer to 1) the mammal, 2) the tool, or 3) the action). ● Phonological Awareness: “Awareness of the fact that words can be broken down into smaller units, such as syllables (kit + ty = kitty), onset­rime units (d [onset] + og [rime] = dog), and phonemes (/d/ + /a/ + /g/ = dog); ability to blend, segment, and manipulate sounds within words.” (Paul, 2007, p. 445)

Patterning The ability to recognize or produce sets of repeated stimuli. For example, a student may recognize a repetitive word pattern in a children’s book (e.g., “The Very Hungry Caterpillar” by Eric Carle).

Paraphrasing The ability to restate information or ideas in one’s own words.

Pragmatics ASHA (n.d.) lists three areas related to pragmatics: 1) using language for different purposes (e.g., requesting), 2) taking others’ perspectives into account and changing language according to the needs of a listener or situation (e.g., talking differently to babies and adults), 3) following rules for conversations and storytelling (e.g., turn taking) Pragmatics underlie all language, and it is the focus of attention when curriculum objectives specify peer interactions or groups. Pragmatics also includes the ability to take identity, culture, heritage, character, and values into consideration because these are ideas that depend upon knowledge of social relationships. Print Concepts “Understanding that letters and print make up words and represent ideas; ability to talk about units of language, such as words and letters; understanding the structure of books such as left­to­right progression, orientation of pages, etc., understanding that print is read the same way on each repetition.” (Paul, 2007, p. 445). This may include different ​ mediums of text (e.g., newspaper articles, novels, ebooks), which will have different characteristics. The purpose for using them and style in which students interact with various texts may be different.

Problem Solving The process allowing one to identify or discover solutions/strategies to resolve issues or dilemmas. Critical thinking/higher level thinking (such as reflecting on and making inferences about the problem) are necessary to work through the details and arrive at the solution. Sequencing (putting things in order) and procedure (following the steps in order for purpose) require lower level thinking but are required to problem solve. Problem solving is often necessary when students are required to generate and follow through with ideas (as in instructions to ‘design’ or ‘invent’) because the students must engage in trial­and­error and discover solutions that will help them to achieve a given goal.

Questions The ability to comprehend questions posed by others and formulate one’s own questions. Question types include: Wh­ (e.g., “Who am I?”), Do/Did insertion (e.g., “Do you like that?”), Yes/No (e.g., “Can you see it?”), and Have auxiliary (e.g., “Have you seen her?”) (Paul, 2007, p. 425­426). Sequencing Related to items arranged in an appropriate order. (e.g., students order events as they occurred in a story; students say numbers in a predetermined sequence, “1, 2, 3, etc.”).

Summarizing Condensing a passage into its key information and ideas (i.e., student needs to be able to identify more and less important ideas to extract only what is key); often linked to “main idea” and “paraphrasing” language skills.

Text Structure Narratives: Paul (2007) identifies 3 types of narratives: 1) Personal narratives. Relevant personal experiences are described (e.g., “My summer vacation...”). 2) Script narratives. Sequencing a routine series of events (e.g., What happens when you go to the doctor?”). 3) Fictional narratives. Story generation or retell, with or without visual stimuli (e.g., A child writes a story about a princess in a far away land; a child retells “Little Red Riding Hood”). Effective narratives involve sequencing and cause­effect language skills; they abide by “story grammar” (i.e., story structure or outline) rules.

Expository: “Expository texts don’t tell a story. They are explanations and descriptions that usually contain [fact and detail­laden] information new to the receiver” (Paul, 2007, p. 441). “By the time children reach intermediate grades,...many textbooks are written in expository rather than narrative form...” (Paul, 2007, p. 441)

Topic Maintenance A subset of “pragmatics”; the ability to sustain the subject of a text, discourse, or conversation for a necessary and appropriate length of time

F. Other Skills Glossary

Skill Definition

Brainstorming Ability to generate multiple ideas about a given topic. This involves semantic knowledge and making links to previous knowledge. If brainstorming with others, this skill further requires pragmatics. Evaluation Use known/learned information and specified criteria to assess and make a judgement about the significance or value of something (eg. demonstrating appreciation). The judgement can occur in the form of an opinion in regards to various questions and issues.

Hierarchy of Organization Using the structure of categories to determine superordinate information (i.e. the heading) and subordinate information (i.e. information below the heading). Sorting through information and using knowledge of organizational structure (e.g. understanding headers and subheaders) to place information within various categories.

Personal Experience Use of own knowledge and experiences to elaborate and interpret (Kintsch & Rawson, 2005). The existing knowledge supports connections in memory and provides the student with a retrieval structure to activate related knowledge without much cognitive effort and time (Kintsch & Rawson, 2005). Personal experiences can support text productions, comprehension of materials and making connections.

Procedure Follow step­by­step directions in a particular order required to meet an objective. (“Problem­solving”, a higher­level skill, becomes involved when the student is required to first generate and then implement the necessary steps to achieve the objective (Huitt, 1992)).

Providing support and Clear understanding of the task is needed. The child needs to feedback be able to describe strengths and weaknesses of a project, assignment etc.. The feedback or support given to others needs to be specific, pragmatically appropriate and relevant to any given criteria. Ability for self­monitoring may be involved if the feedback is for the child’s own work (related to “comprehension monitoring”). Reflection Use own personal experiences to form an opinion in regards to various questions and issues. This may include thinking back on an experience to see what could have been changed and what worked well and using this to form a thought or opinion.

Using Resources Identify different types of multimedia resources available and then select the information source that is appropriate to the task at hand. Understand how to navigate different resources to obtain desired information. Efficient navigation requires knowledge of a variety of text structures/organizational styles (e.g. expository text).