essential outcomes and indicators -...

Essential Outcomes and Indicators

English Language Arts Kindergarten to Grade 8

Revised June 2010

1

This page left blank intentionally.

2

Table of Contents

K-8 Language Arts Outcomes Overview page 3 Kindergarten page 4 Grade 1 page 12 Grade 2 page 20 Grade 3 page 28 Grade 4 page 36 Grade 5 page 44 Grade 6 page 52 Grade 7 page 60 Grade 8 page 68 Appendix A Sub-Strand Development Reading and Viewing

Use of Text page 77 Contextual Understanding page 79 Conventions page 81 Processes and Strategies page 83

Appendix B Sub-Strand Development Writing and Representing

Use of Text page 87 Contextual Understanding page 89 Conventions page 91 Processes and Strategies page 93

Appendix C Speaking Outcome Development page 96 Appendix D Listening Outcome Development page 98 Appendix E Holistic Rubric for Writing Assessment page 100 Appendix F Sample Conversation Starters page 101 Appendix G High Frequency Word Lists page 107

Appendix H Professional Resources page 110 Bibliography page 112

3

Overview: K-8 Language Arts Outcomes The goal of higher literacy and achievement for students requires consistency of language and focused teaching. Focused teaching necessitates a detailed map of what is expected that students will know and be able to do and is clearly stated in the outcomes and indicators. The outcomes have been arranged into four sub-strands representing the multi-dimensional nature of literacy. Each grade includes indicators that illustrate the expectation of the outcome at that specific grade level. Each grade contains:

• Overview of the outcomes and indicators • Close up of the outcomes and indicators including illustrated examples and the

major teaching emphasis (teachers will…) • Extended indicators • Overview of expected assessment practices.

Common Essential Outcomes for Kindergarten to Grade 8

Reading and Viewing Outcomes Use of Text Students read/interact and make meaning from a variety of texts Contextual

Understanding Students understand how context affects interpretation and choice of language

Conventions Students use their knowledge of structures and features of a variety of texts to facilitate reading

Processes and Strategies

Students use their knowledge and understanding of strategies to help them to read fluently and to comprehend a variety of texts

Writing and Representing Outcomes Use of Text Students compose texts to convey meaning and represent ideas Contextual

Understanding Students demonstrate knowledge of context through their writing

Conventions Students use knowledge of language structures and features to facilitate writing


Students compose texts using a variety of processes and strategies

Speaking and Listening Outcomes Speaking Outcome

Students use oral language to express ideas, share experiences and present information

Listening Outcome

Students listen to gain meaning and to respond

4

Kindergarten

Overview of Kindergarten Reading and Viewing Kindergarten readers display reading-like behaviors when interacting with texts such as picture books, traditional tales, and simple informational texts. They rely heavily on topic knowledge, pictures and memorization when reading texts previously heard. Although Kindergarteners may identify their own name and letters, they might not match spoken and written words. Key Student Resources to support literacy development Current Older • School Library Collection

• Early Bird Big Books / Little Books • Poem Posters (Wright Group)

Essential Reading and Viewing Outcomes and Indicators

Use of Texts Students read/interact and make meaning from a variety of texts • Listens and talks about significant ideas from text • Selects text primarily for enjoyment

Contextual Understanding

Students understand how context affects interpretation and choice of language • Makes links to own experience when listening or reading

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes letters of the alphabet by name and/or sound • Recognizes repetitive patterns in stories


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Relies on background knowledge of topic and text organization • Beginning to use comprehension strategies before, during and after,

with teacher guidance

Listening Outcome

Students listen to gain meaning and respond • Follows simple directions correctly and independently • Asks questions for clarification • Makes comments relevant to the topic • Listens for a variety of purposes e.g., for enjoyment, for directions

5

Closer Look: Kindergarten Reading and Viewing

Outcomes Indicators Illustrated Examples

Use of Text Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience)

• Listens and talks about significant ideas from text

• Selects text primarily for enjoyment

That story was about a cat looking for his toy. I like books about animals.

Contextual Understanding Students understand how context affects interpretation and choice of language

• Makes links to own experience when listening or reading

This reminds me of when I went to my grandma and grandpa’s house.

Conventions Students use their knowledge of language structures and features to facilitate reading

• Recognizes letters of the alphabet by name and/or sound

• Recognizes repetitive patterns in stories

Identifies letter by name and sound randomly, more than reciting the abc’s Repetitive phrases such as: run, run as fast as you can

Processes / Strategies Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts

• Relies on background knowledge of topic and text organization

• Beginning to use comprehension strategies before, during and after, with teacher guidance

Comments on pictures, asks questions, notices captions, headings Uses strategies such as, but not limited to: connects text to self

Chart Continued

6

Teachers will …

• Read and reread a variety of texts • Provide opportunities for students to respond in various ways • Model reading behaviours and reading skills Appendix A pages 77-78 First Steps Reading Map of Development Book pages 57-64 First Steps Reading Resource Book Chapter 1 • Discuss some of the decisions authors and illustrators make when creating texts • Encourage students to justify why they liked or disliked a particular book Appendix A pages 79-80 First Steps Reading Map of Development Book pages 65-70 First Steps Reading Resource Book Chapter 2 • Build students’ sight vocabulary • Build phonological awareness and graphophonic knowledge • Teach students concepts of print • Model conventions of print • Teach book terminology Appendix A pages 81-82 First Steps Reading Map of Development Book pages 71- 94 First Steps Reading Resource Book Chapter 3 • Build students’ knowledge within cueing systems • Teach comprehension and word identification strategies • Teach students how to locate and select text • Model meta-cognition of strategies used in reading Appendix A pages 83-85 First Steps Reading Map of Development Book page 95 First Steps Reading Resource Book Chapter 4

7

Extensions: Kindergarten Reading and Viewing For those students who have already met the essential indicators for their grade

Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Recognizes significant environmental print, e.g., signs, logos, labels • Knows that print carries a consistent message • Degree of text difficulty (readability or content) and / or the

sophistication of the response allow for extending breadth of outcome


Students understand how context affects interpretation and choice of language • Identifies and talks about familiar characters or people from texts

Conventions

Students use their knowledge of language structures and features to facilitate reading • Identifies and generates rhyming words, including nonsense words


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Shares thinking about text features and how they assist their

understanding of the text

Assessment Practice: Kindergarten Reading and Viewing

Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings:

Focused Observations

Analysis of Products Conversations

Formal Informal

Reading Logs Surveys Response Journal Work Samples Self-Assessments Oral Reading

Conferences Interviews

• Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book – Ch.6 First Steps Reading Resource Book – Sub-Strand Chapters First Steps Reading Map of Development Book – Ch. 3 and 4 Appendix F page 101

Common School Assessment Pre and Post Reading Assessment • Concepts of Print • Letter / Sound Awareness

8

Kindergarten

Overview of Kindergarten Writing and Representing

Kindergarten writers emulate adult writing by experimenting with marks to represent written language. Kindergarten writers are beginning to understand that writing is used to convey meaning or messages; however, as understandings about sound-symbol relationships are developing, their messages may not be readable by others. Kindergarten writers rely heavily on topic knowledge to generate text. Key Student Resources to support literacy development Current Older • School Library Collection

• Early Bird Big Books / Little Books • Poem Posters (Wright Group)

Key Student Resources to support literacy development

Essential Writing and Representing Outcomes and Indicators

Use of Texts Students compose texts to convey meaning and represent ideas • Assigns a message to written and drawn symbols


Students demonstrate understanding of context through their writing • States purpose and audience for own writing

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Writes using a combination of scribbles, pictures and approximations

of numbers and letters • Writes using known letters or approximations of letters that represent

the dominant sound


Students compose texts using a variety of processes and strategies • Relies upon personal experience as a stimulus for writing

Speaking Outcome

Students use oral language to express ideas, share experiences and present information • Talks about personal experiences, preferences and topics of interest • Uses oral language to engage in exploratory and imaginative play • Shares significant items from home e.g., show and tell

9

Closer Look: Kindergarten Writing and Representing

Essential Outcomes Indicators

Illustrated Examples

Use of Text Students compose texts to convey meaning and represent ideas

• Assigns a message to written and drawn symbols

This says I went to the farm.

Contextual Understanding Students demonstrate understanding of context through their writing

• States purpose and audience for own writing

This is a note for my mom.

Conventions Students use knowledge of language structures and features of text to facilitate writing

• Writes using a combination of scribbles, pictures and approximations of numbers and letters

• Writes using known letters or approximations of letters to represent the dominant sound

IHTBMO7 ( I went to my friends) ISEADG ( I see a dog)

Processes / Strategies Students compose texts using a variety of processes and strategies

• Relies upon personal experience as a stimulus for writing

Topics relate directly to students personal schema

Chart Continued

10

Teachers will…

• Expose students to a range of text forms • Model and encourage writing of a range of text forms • Help students understand the concept of voice • Use writing vocabulary daily with students Appendix B pages 87-88 First Steps Writing Map of Development Book pages 49-59 First Steps Writing Resource Book Ch. 1 • Discuss text in terms of purpose and audience • Explore decisions that writers make regarding writer’s craft • Discuss how characters, people and ideas are represented in a variety of texts Appendix B pages 89-90 First Steps Writing Map of Development Book pages 60-66 First Steps Writing Resource Book Ch. 2 • Build student’s oral vocabulary and bank of words students can spell independently • Build phonological awareness and graphophonic knowledge • Teach students the conventions of print • Model one-to-one correspondence between written and spoken words • Model composition of simple sentences Appendix B pages 91-92 First Steps Writing Map of Development Book pages 67-83 First Steps Writing Resource Book Ch. 3 • Build students’ cueing system knowledge • Teach writing and spelling strategies throughout the writing process • Model reflection and the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 84 First Steps Writing Resource Book Ch. 4

11

Extensions: Kindergarten Writing and Representing For those students who have already met the essential indicators for their grade

Extended Indicators

Use of Text

Students compose texts to convey meaning and represent ideas • Uses the vocabulary associated with writing e.g., word, letter,

environmental print, high frequency words


Students demonstrate understanding of context through their writing • Identifies and talks about characters from literary texts • Identifies and talks about people and ideas in informational texts

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Makes organizational decisions about writing, e.g., I’ll start here so it

will fit • Writes sentences on a continual line basis (not just one thought per

line)


Students compose texts using a variety of processes and strategies • Uses text viewed, read, or heard as a stimulus for writing in addition

to writing based on personal experiences

Assessment Practice: Kindergarten Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings:



Formal Informal

Writing Samples Surveys Writing Journal Spelling Log Self-Assessments Tests


• Additional information on assessment:

First Steps Linking Assessment, Teaching and Learning Book – Ch.6 First Steps Writing Resource Book – Sub-Strand Chapters First Steps Writing Map of Development Book – Ch. 3 and 4

Appendix F page 101 Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix 3)

• Provides data for the Conventions and Processes/Strategies sub-strand

12

Grade 1

Overview of Grade 1 Reading and Viewing Beginning grade 1 readers use memory of familiar, predictable texts and their developing sound-symbol knowledge to match spoken words with written words. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations. Grade 1 readers recognize a bank of frequently used words and use a range of strategies to comprehend texts. Key Student Resources to support literacy development Current Older • Literacy Place Kit 1 • Literacy Place Kit 2 • Go Facts Set 1 and 2 • Eagle Crest / Loon Books • School Library Collection

• Little Celebrations/ Literacy Tree (guided reading collection)

• Impressions, Grade 1 and 2 • Journeys, Levels 1-4 • McCracken Tiger Cub Readers


Use of Texts Students read/interact and make meaning from a variety of texts • Retells and identifies topic and story organization • Selects text appropriate to purpose, inquiry, interest and readability


Students understand how context affects interpretation and choice of language • Expresses opinion about a text

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes an increasing bank of known words in different contexts • Hears and articulates sound segments in words e.g., onset and rime


Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of text • Draws upon cueing systems to comprehend • Uses a range of comprehension strategies (before, during and after)

with grade level text • Uses a range of word strategies with grade level text

Listening Outcome

Students listen to gain meaning and respond • Follows two-step sequence of directions • Asks questions for clarification • Retells stories, relating the sequence of event by answering who,

what, when, where, why and how questions • Listens courteously and attentively to others in pairs, small groups

and whole class activities using appropriate body language

13

Closer Look: Grade 1 Reading and Viewing

Outcomes Indicators Kindergarten plus…


Use of Texts Students read/interact and make meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience)

• Retells and identifies topic and story organization

• Selects text appropriate to purpose, inquiry, interest and readability

First, the boy went to the store to buy a treat… I’m looking for information on spiders so I’ll look in this spider book…


• Expresses opinion about a text

I think the giant is mean.


• Recognizes an increasing bank of known words in different contexts

• Hears and articulates sound segments in words e.g., onset and rime

High frequency words, personally significant words (Appendix G) Segments words into sounds Links letters with sounds Recognizes that a letter can represent different sounds Recognizes how word parts and words work

Processes / Strategies Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of texts

• Draws upon cueing systems to comprehend

• Uses a range of comprehension strategies (before, during and after) with grade level text

• Uses a range of word strategies with grade level text

I know this is about this subject, so I think the word will be… The word starts with an ‘m’ so it could be… Comprehension strategies such as, but not limited to: predicting, connecting Word strategies such as, but not limited to: predicting using beginning letter sounds, pictures

14

Teachers will…

• Read and reread a variety of texts • Provide opportunities for students to respond in a variety of ways • Model the identification of main ideas and supporting details Appendix A pages 77-78 First Steps Reading Map of Development Book pages 105-113 First Steps Reading Resource Book Chapter 1 • Provide opportunities for students to share and justify opinions and feelings about

texts • Discuss some of the decisions authors and illustrators make when creating texts • Draw attention to the ways people or characters are represented in texts, and discuss

alternatives Appendix A pages 79-80 First Steps Reading Map of Development Book pages 114-121 First Steps Reading Resource Book Chapter 2 • Continue to build students’ sight vocabulary • Continue to build phonological awareness, graphophonic knowledge and word

knowledge • Model the use of conventions of print in fiction and non-fiction texts • Build students’ knowledge of different text forms Appendix A pages 81-82 First Steps Reading Map of Development Book pages 122-141 First Steps Reading Resource Book Chapter 3 • Continue to build students’ knowledge of cueing systems • Consolidate known comprehension and word identification strategies and teach

additional strategies • Continue to teach students how to locate, select and evaluate text for independent

practice • Model meta-cognition of strategies used in reading Appendix A pages 83-85 First Steps Reading Map of Development Book Pg. 142 First Steps Reading Resource Book Ch. 4

15

Extensions: Grade 1 Reading and Viewing For those students who have already met the essential indicators for their grade

Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Recognizes similarities and differences in works by an author or

illustrator • Degree of text difficulty (readability or content) and / or the



Students understand how context affects interpretation and choice of language • Compares self to character and events in texts • Recognizes characters, the way they might feel and the way situations

might cause them to feel

Conventions

Students use their knowledge of language structures and features to facilitate reading • Demonstrates understanding of the concepts and conventions of print,

e.g., capital letters, question mark, quotation marks, bolded words • Reads using appropriate phrasing and speed


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Reflects upon their use of cues and strategies with teacher scaffolding • Sets and monitors a goal for more effective reading experiences in

consultation with the teacher

Assessment Practice: Grade 1 Reading and Viewing




Formal Informal




Common School Assessment Oral Reading Running Records – Benchmark Books

16

Grade 1

Overview of Grade 1 Writing and Representing

Grade 1 writers are aware that speech can be written down. Grade 1 writers rely on familiar topics to generate a variety of texts, such as greeting cards, lists and letters. Grade 1 writers have a small bank of frequently used words that they spell correctly. When writing unknown words, they choose letters on the basis of sound. Key Student Resources to support literacy development Current Older • Literacy Place Kit 1 • Literacy Place Kit 2 • Go Facts Set 1 and 2 • Eagle Crest / Loon Books • School Library Collection




Use of Texts

Students compose texts to convey meaning and represent ideas • Experiments with familiar text forms that are teacher directed • Represents key ideas and feelings in different ways


Students demonstrate understanding of context through their writing • Provides reasons and purposes for why people write • Has awareness of audience for own writing

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Writes using simple language structures • Writes simple, legible sentences using correct punctuation • Spells using beginning strategies


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Experiments with a limited range of writing strategies • Experiments with writing processes

Speaking Outcome

Students use oral language to express ideas, share experiences and present information • Uses oral language to bring meaning to what is heard, observed, felt,

viewed or read • Conveys own thoughts clearly when relating own experiences or

retelling a story • Delivers brief recitations and oral presentations about familiar

experiences or interest

17

Closer Look: Grade 1 Writing and Representing

Outcomes Indicators Kindergarten plus …



• Experiments with familiar text forms that are teacher directed

• Represents key ideas and feelings in different ways

Social purposes and text forms such as: to instruct (list, procedure), to describe (caption), to recount (retell) Pictures, drama, movement, sounds, drawings


• Provides reasons and purposes for why people write

• Has awareness of audience for own writing

To say thank you, to explain, to remember I am writing this letter to my grandma.


• Writes using simple language structures

• Writes simple, legible sentences using correct punctuation

• Spells using beginning strategies

Prompts such as: I like . . . I see . . . The dog was playing with the cat. Strategies such as, but not limited to: sounding out, chunking


• Draws upon semantic, syntactic, graphophonic cueing systems

• Experiments with a limited range of writing strategies

• Experiments with writing processes

Does this word make sense for my topic? Does this look right? Strategies such as, but limited to: sounding out, chunking Planning, draft/final copy, reflection

Chart Continued

18

Teachers will …

• Expose students to a range of text forms • Model and encourage writing of a range of text forms • Foster students’ sense of voice and individual writing style • Use writing vocabulary daily with students Appendix B pages 87-88 First Steps Writing Map of Development Book pages 94-104 First Steps Writing Resource Book Ch. 1 • Discuss text in terms of purpose and audience • Explore decisions that writers make • Discuss how characters, people and ideas are represented in text • Encourage the use of simple devices that writer use Appendix B pages 89-90 First Steps Writing Map of Development Book pages 105-113 First Steps Writing Resource Book Ch. 2 • Develop oral and written vocabulary • Continue to build phonological awareness and graphophonic knowledge • Build knowledge about words and word parts • Reinforce conventions of print • Develop understanding of conventions of grammar • Build text form knowledge Appendix B pages 91-92 First Steps Writing Map of Development Book pages 114-129 First Steps Writing Resource Book Ch. 3 • Continue to build students’ cueing system knowledge • Teach writing and spelling strategies through the writing process • Model the components of the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 130 First Steps Writing Resource Book Ch. 4

19

Extensions: Grade 1 Writing and Representing For those students who have already met the essential indicators for their grade

Extended Indicators

Use of Text

Students compose texts to convey meaning and represent ideas • Uses the vocabulary associated with writing e.g., word, letter, sound, purpose, audience, sentence


Students demonstrate understanding of context through their writing • Identifies and talks about how characters and events are represented

in literary texts • Identifies and talks about how people and ideas are represented in

informational texts

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Uses knowledge of rhyme to spell (word families) • Identifies text features and purpose of familiar forms of writing


Students compose texts using a variety of processes and strategies • Begins to seek correct spelling of some familiar words, e.g. uses

environmental print • Sets and monitors a goal for more effective writing experiences in

consultation with teacher

Assessment Practice: Grade 1 Writing and Representing Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings:



Formal Informal



• Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book – Ch.6 First Steps Writing Resource Book – Sub-Strand Chapters First Steps Writing Map of Development Book – Ch. 3 and 5 Appendix F page 101

Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) • Provides data for the Conventions and Processes/Strategies sub-strand

20

Grade 2

Overview of Grade 2 Reading and Viewing Grade 2 readers have an increasing back of sight words and independently use word identification strategies. Grade 2 readers are focused on understanding and conveying meaning of the texts using a bank of comprehension strategies. They typically read texts with familiar vocabulary and supportive illustrations. Over the course of the year they graduate to longer texts and a variety of text forms. Key Student Resources to support literacy development Current Older • Literacy Place Kit 1 • Literacy Place Kit 2 • Go Facts Set 1 and 2 • Eagle Crest / Loon Books • School Library Collection



Essential Reading and Viewing Outcome and Indicators

Use of Texts Students read/interact and make meaning from a variety of texts • Retells, identifies topic, identifies action and result • Self-selects text appropriate to purpose, inquiry, interest and ability


Students understand how context affects interpretation and choice of language • Expresses opinions about a text with justification • Speculates and discusses the author’s or illustrator’s purpose in

writing the text

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes a large bank of frequently used words • Explains how known text forms vary in purpose • Uses punctuation to develop fluency


Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of texts • Draws upon cueing systems to comprehend • Uses a range of comprehension strategies (before, during and after)

with grade level text • Uses a range of word strategies with grade level text

Listening Outcome

Students listen to gain meaning and respond • Follows three-step sequence of directions • Paraphrases information that has been shared by others • Retells and elaborates the key details after listening to a grade-

appropriate story or informational text • Listens courteously to peers in pairs, small group and whole class to

obtain information, share ideas and solve problems

21


Outcomes Indicators K and 1 plus …



• Retells, identifies topic, identifies action and result

• Self-selects text appropriate to purpose, inquiry, interest and ability

Links two ideas in text (action and result) e.g., The girl was hungry so she went home for dinner. I’m inquiring about bear habitats….this will be a good fit book for me.

Contextual Understanding Students understand how context affects interpretation and choice of language .

• Expresses opinion about a text with justification

• Speculates and discusses the author’s or illustrator’s purpose in writing the text

I like this book because it made me laugh. I noticed that the illustrator has hidden a picture of a dog in each picture. I wonder why?


• Recognizes a large bank of frequently used words

• Explains how known text forms vary in purpose

• Uses punctuation to develop fluency

High frequency words, personally significant words (Appendix G) Articulates difference in purpose for known forms e.g., a procedure is written to instruct

Processes / Strategies Students use their knowledge and understandings of strategies to read fluently and to comprehend a variety of texts




That didn’t sound right. Let me try it this way. These labels are showing me what the specific parts are. Comprehension strategies such as, but not limited to: predicts, connects, visualizes Word strategies such as, but not limited to: uses schema, decodes using phonemes, onset and rime

Chart Continued

22

Teachers will …

• Read and reread a variety of texts • Provide opportunities for students to respond in various ways • Model reading behaviours such as expression and fluency Appendix A pages 77-78 First Steps Reading Map of Development Book pages 105-113 First Steps Reading Resource Book Chapter 1 • Provide opportunities for students to share and justify opinions and feelings about

texts • Discuss some of the decisions authors and illustrators make when creating texts • Draw attention to the way people or characters are represented in texts, and discuss

alternatives Appendix A pages 79-80 First Steps Reading Map of Development Book pages 114-121 First Steps Reading Resource Book Chapter 2 • Continue to build students’ sight vocabulary • Continue to build phonological awareness, graphophonic knowledge and word

knowledge • Highlight the use of conventions of print in non-fiction and fiction • Build students’ knowledge of different text forms Appendix A pages 81-82 First Steps Reading Map of Development Book pages 122-141 First Steps Reading Resource Book Chapter 3 • Continue to build students’ knowledge of cueing systems • Consolidate known comprehension and word- identification strategies and teach

additional strategies • Continue to teach students how to locate, select and evaluate text • Model meta-cognition of strategies used in reading Appendix A pages 83-85 First Steps Reading Map of Development Book page 142 First Steps Reading Resource Book Chapter 4

23


Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Compares plots, setting and characters provided by different authors

for different versions of the same story • Degree of text difficulty (readability or content) and/ or the



Students understands how context affects interpretation and choice of language • Talks about the way different people or characters are represented in

texts, e.g., The girl in this story plays football. This is not always the way football is portrayed.

• Detects similarities and differences among culture, lifestyle and experiences between texts

Conventions

Students use their knowledge of language structures and features to facilitate reading • Explains the purpose of organizational features of texts, e.g., heading,

diagrams, chapters


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Reflects on strategies used while reading and sets a personal goal for

improvement, with teacher guidance





Formal Informal




Common School Assessment Oral Reading Running Records – Benchmark Books

24

Grade 2


Grade 2 writers compose a variety of texts to share experiences, information, or feelings. They produce a range of texts that exhibit some of the conventions of writing. These writers have a bank of frequently used words that they can spell correctly and have an increasing awareness of spelling strategies. Key Student Resources to support literacy development Current Older • Literacy Place Kit 1 • Literacy Place Kit 2 • Go Facts Set 1 and 2 • Eagle Crest / Loon Books • School Library Collection




Use of Texts Students compose texts to convey meaning and represent ideas • Attempts a range of familiar text forms that are teacher directed • Represents key ideas and feelings in various ways


Students demonstrate understanding of context through their writing • Explains the purpose of a small range of familiar text forms • Justifies the ideas included in their text

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Experiments with words and language structures from a variety of

situations • Writes a string of simple sentences using correct punctuation • Spells using a range of strategies


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Experiments with a range of writing strategies • Uses writing processes

Speaking Outcome

Students use oral language to express ideas, share experiences and present information • Uses oral language to explain how new ideas and information have

added to their personal understanding • Recounts stories and experiences using some key details • Delivers brief recitations and oral presentations about familiar

experiences or interests for a familiar audience and specific purpose

25


Outcomes Indicators K and 1 plus…



• Attempts a range of familiar text forms that are teacher directed

• Represents key ideas and feelings in various ways

Social purposes and text forms such as: to explain (rules, explanation), to recount (journal), to socialize (note) Puppetry, demonstrations, drawings, drama, movement


• Explains the purpose of small range of familiar text forms

• Justifies the ideas included in their text

e.g., Jokes are to entertain, lists help us to remember Refers to story structure, main ideas, details


• Experiments with words and language structures from a variety of situations

• Writes a string of simple sentences using correct punctuation

• Spells using a range of strategies

Word choice selected from literature, media and oral language. Bank of known words, spelling patterns (word families)



• Experiments with a range of writing strategies

• Uses writing processes

Does this sound like our language? Repeating sentence to check word order? Should I put this part first to introduce the setting? Strategies such as, but not limited to: using visual memory, rereading Plan, draft, revision, editing, final draft, reflection

Chart Continued

26

Teachers will …

• Expose students to a range of text forms • Model and encourage writing of a range of text forms for authentic purposes • Foster students’ sense of voice and individual writing style • Use writing vocabulary daily with students and encourage its use Appendix B pages 87-88 First Steps Writing Map of Development Book pages 140-151 First Steps Writing Resource Book Ch.1 • Discuss text in terms of purpose and audience • Explore and imitate writer’s craft • Encourage students to make choices about how they represent characters, people and

ideas • Model and encourage the use of devices (e.g., alliteration) • Model how writing is used to influence change about social issues Appendix B pages 89-90 First Steps Writing Map of Development Book pages 152-160 First Steps Writing Resource Book Ch. 2 • Develop, refine and use new vocabulary (oral, written) • Continue to build phonological awareness and graphophonic knowledge • Continue to build knowledge about words and word parts (sorts, classifications) • Develop students’ understanding of conventions of grammar • Build text form knowledge emphasizing purpose, structure and organization Appendix B pages 91-92 First Steps Writing Map of Development Book pages 161-180 First Steps Writing Resource Book Ch.3 • Continue to build students’ cueing system knowledge • Teach writing and spelling strategies in context throughout the writing process • Model the components of the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 181 First Steps Writing Resource Book Ch. 4

27


Extended Indicators

Use of Text

Students compose texts to convey meaning and represent ideas • Student use the vocabulary associated with writing

e.g., recount, edit, plan


Students demonstrate understanding of context through their writing • Recognizes devices that authors and illustrators use to influence

readers

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Experiments with dialogue • Varies sentence beginnings, length, and use of punctuation • Forms small paragraphs to develop a complete text


Students compose texts using a variety of processes and strategies • Begins to edit, revise and proofread • Experiments with various ways to publish texts

e.g., word processor, audio, video • Reflects on the strategies used while writing and sets a personal goal

for improvement with teacher guidance




Formal Informal




Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) • Provides data for the Conventions and Processes/Strategies sub-strands

28

Grade 3

Overview of Grade 3 Reading and Viewing Grade 3 readers recognize a bank of frequently used words and use a variety of strategies to comprehend texts. They read short literary texts and structured informational texts that have familiar vocabulary that may be supported by illustrations. Key Student Resources to support literacy development Current Older • Literacy Place Kit 3 • School Library Collection

• Cornerstones • Impressions • Waves


Use of Texts

Students read/interact and make meaning from a variety of texts • Retells, extracts important details to support main idea • Locates and selects text appropriate to purpose, inquiry, interest and

readability


Students understand how context affects interpretation and choice of language • Expresses opinions or personal response about a text with

justification • Speculates and discusses the authors’ purpose in writing the text

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes an expanded bank of high frequency words • Explains how known text forms vary in purpose, structure and

organization


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Draws upon cueing systems to comprehend • Uses a range of comprehension strategies (before, during and after)

with grade level text • Uses word identification strategies with grade level text

Listening Outcome

Students listen to gain meaning and respond • Follows multi-step directions • Retells, paraphrases and explains what a speaker has said • Distinguishes between the speaker’s opinions and facts • Listens courteously to others in discussions and to guest speakers

29


Outcomes Indicators K to 2 plus …



• Retells, extracts important details to support main idea

• Locates and selects text appropriate to purpose, inquiry, interest and readability

This is about how animals move – some fly, some walk, some swim… Uses library organization system to find books of interest


• Expresses opinions or personal response about a text with justification

• Speculates and discusses the authors’ purpose in writing the text

I didn’t like this book because…. I think the author wrote this to make us think about…


• Recognizes an expanded bank of high frequency words

• Explains how known text forms vary in purpose, structure and organization

Expanded list of high frequency words (Appendix G) Purpose - to tell how Organization - procedure has a title Structure - procedures may list supplies or materials




• Uses word identification strategies with grade level text

I’m noticing words and commas, maybe this is a list I see the author has put in headings for each section. I know all of these words by sight. Comprehension strategies such as, but not limited to: adjusts reading rate for purpose, generates questions Word strategies such as, but not limited to: reading on, re-reading

Chart Continued

30

Teachers will …

• Read and reread a variety of texts • Teach students to identify explicit and implicit information • Provide opportunities for students to respond to text in various ways to show

understanding Appendix A pages 77-78 First Steps Reading Map of Development Book pages 151-164 First Steps Reading Resource Book Chapter 2 • Encourage students to listen to the opinions and justifications of others, recognizing

different points of view and interpretations • Familiarize students with the devices that authors and illustrators use to influence the

reader’s construction of meaning • Discuss the way ideas, people, characters or events are represented in texts • Discuss how texts are written for different purposes and audiences Appendix A pages 79-80 First Steps Reading Map of Development Book pages165-177 First Steps Reading Resource Book Chapter 2 • Continue to build students’ vocabulary • Continue to build phonological awareness, graphophonic knowledge and word

knowledge • Model the use of conventions of print in non-fiction and fiction • Build students’ knowledge of different text forms Appendix A pages 81-82 First Steps Reading Map of Development Book pages 178-195 First Steps Reading Resource Book Chapter 3 • Continue to build students’ knowledge within cueing systems • Consolidate known comprehension and word-identification strategies and teach

additional strategies • Continue to teach students how to locate, select and evaluate text • Model meta-cognition of strategies used in reading Appendix A pages 83-85 First Steps Reading Map of Development Book page 196 First Steps Reading Resource Book Chapter 4

31

Extensions: Grade 3 Reading and Viewing

For those students who have already met the essential indicators for their grade

Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Links explicit ideas in a text, e.g., comparing a character at different

point in the text • Degree of text difficulty (readability or content) and / or the



Students understand how context affects interpretation and choice of language • Recognizes character traits providing evidence from the text • Describe similarities between experiences and traditions encountered

in daily life and those portrayed in various texts

Conventions

Students use their knowledge of language structures and features to facilitate reading • Uses text features such as heading, glossary, index, table of contents

to locate specific information in a text


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Reflects on and assesses the strategies used while reading, sets a

personal goal to use them more effectively





Formal Informal




Common School Assessment: RAD • Provides data for the Use of Text and Processes /Strategies sub-strand • Provides a demonstration of specific cognitive processes (predicting, connecting,

inferring…)

32

Grade 3


Grade 3 writers produce a range of text forms to share thoughts, feelings, experiences and information that exhibit many conventions of writing. They are beginning to consider audience as they make critical choices in their writing. Key Student Resources to support literacy development Current Older • Literacy Place Kit 3 • School Library Collection

• Cornerstones • Impressions • Waves


Use of Texts

Students compose texts to convey meaning and represent ideas • Composes a range of familiar text forms, either teacher directed or

self-selected • Represents and communicates key ideas and information for a topic,

problem or inquiry


Students demonstrate understanding of context through their writing • Explains the purpose of a range of familiar text forms • Experiments with the use of print devices to develop impact

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Integrates correctly words and language structures from a variety of

sources • Groups together sentences with similar information in paragraphs • Uses correct punctuation with increased frequency • Spells using a range of strategies


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Composes using a range of strategies throughout the writing process

Speaking Outcome

Students use oral language to express ideas, share experiences and present information • Uses oral language to clarify and extend their personal understanding

of what they hear, read, see or experience • Shares experiences using clear and specific vocabulary; provides a

beginning, middle and an ending • Delivers oral presentations and demonstrations for different audiences

and purposes

33


Outcomes Indicators K to 2 plus…



• Composes a range of familiar text forms, either teacher directed or self-selected

• Represents and communicates key ideas, information for a topic, problem or inquiry

Social purposes and text forms such as: to persuade (letter), to entertain (narrative), to instruct (retell), to socialize (invitation) Poster, chart, diagram, drawing, drama, movement


• Explains the purpose of a range of familiar text forms

• Experiments with the use of print devices to develop impact

Purposes such as to inform, to explain, to persuade, to retell Changes: print size, text colour


• Integrates correctly words and language structures from a variety of sources

• Groups together sentences with similar information in paragraphs

• Uses correct punctuation with increased frequency using accurate punctuation

• Spells using a range of strategies

Word choice selected from literature, media and oral language Develops short paragraphs including main idea and details Bank of known words, spelling patterns based on graphophonic knowledge such as: the same sound can be represented by different letter combinations, ea, ey, e, ie



• Composes using a range of strategies throughout the writing process

Does this sentence make sense? If I use this word will my meaning be understood? How shall I present my argument? Strategies such as, but not limited to: using spelling generalizations Planning, drafting, conferring, refining, publishing, reflection

Chart Continued

34

Teachers will …

• Teach students a range of text forms, discussing the features of each • Provide opportunities to create a range of texts • Foster students’ sense of voice and individual writing style • Use writing vocabulary daily with students and encourage its use Appendix B pages 87-88 First Steps Writing Map of Development Book pages140-151 First Steps Writing Resource Book Ch.1 • Discuss text in terms of purpose and audience • Discuss the writer’s craft and provide students opportunities to experiment with the

concepts • Encourage students to make choices about how they represent characters, people and ideas • Model and encourage the use of devices to influence meaning • Model how writing is used to influence change about social issues Appendix B pages 89-90 First Steps Writing Map of Development Book pages 152-160 First Steps Writing Resource Book Ch. 2 • Develop, refine and use new vocabulary (oral, written) • Continue to build phonological awareness and graphophonic knowledge • Continue to build knowledge about words and word parts (word sorts, classification) • Develop students’ understanding of conventions of grammar • Build text form knowledge emphasizing purpose, structure, organization and language

features Appendix B pages 91-92 First Steps Writing Map of Development Book pages 161-180 First Steps Writing Resource Book Ch. 3 • Continue to build students’ cueing system knowledge • Continue to teach writing and spelling strategies in context • Model the components of the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 181 First Steps Writing Resource Book Ch. 4

35


Extended Indicators

Use of Text

Students compose texts to convey meaning and represent ideas • Student uses the vocabulary associated with writing

e.g., procedure, draft, edit, plan, proofread • Shows voice


Students demonstrate understanding of context through their writing • Explains why characters or events are represented in a particular way

when composing literary texts • Explains why people or ideas are represented in a particular way

when composing informational texts

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Includes dialogue • Discusses word construction and meaning, notices similarities and

differences


Students compose texts using a variety of processes and strategies • Edits, revises and proofreads • Experiments with various ways to publish texts

e.g., word processor, audio, video, digital storytelling • Reflects on and assesses the strategies used while writing, sets a

personal goal to use them more effectively

Assessment Practice: Grade 3 Writing and Representing

Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings:



Formal Informal




Common School Assessment Pre and Post Writing Samples - scored holistically (Appendix E) • Provides data for the Conventions and Processes/Strategies

36

Grade 4

Overview Grade 4 Reading and Viewing Grade 4 readers read longer literary texts and informational texts for a variety of purposes. They use a range of strategies to comprehend texts and are beginning to reflect on the effectiveness of these strategies. Key Student Resources to support literacy development Current Older • Literacy in Action 4 • School Library Collections

• Collections


Use of Texts

Students read/interact and make meaning from a variety of texts • Retells, identifies main idea and supporting details, and links explicit

ideas in text • Locates and selects text appropriate to purpose, inquiry, interest and

readability


Students understand how context affects interpretation and choice of language • Expresses an opinion about a text style with justification • Understands that authors and illustrators select text features to suit

audience and purpose

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes an increasing bank of subject-specific words and uses

strategies to determine meaning • Explains how known text forms vary in purpose, organization and

structure


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Draws upon cueing systems to comprehend • Uses a growing range of comprehension strategies (before, during

and after) with grade level text • Uses word identification strategies with grade level text

Listening Outcome

Students listen to gain meaning and respond • Follows multi-step directions and instructions • Identifies main ideas and supporting details • Distinguishes between fact and opinion and analyzes the message or

presentation • Responds to others by asking questions, making appropriate

comments and reflecting on the ideas presented

37





• Retells, identifies main idea and supporting details, and links explicit ideas in text


Identifies relevant details to support main idea Uses table of contents to determine the appropriateness of the book to the purpose


• Expresses an opinion about a text style with justification

• Understand that authors and illustrators select text features to suit audience and purpose

I like this author’s style because… I think the author used bold to bring our attention to the word.


• Recognizes an increasing bank of subject-specific words

• Explains how known text forms vary in purpose, organization and structure

Subject specific, less common Uses strategies such as, but not limited to: context clues Purpose – to tell how Organization - procedure has a title Structure - procedures may list supplies or materials


• Draws upon cueing systems to comprehend,

• Uses a growing range of comprehension strategies (before, during and after) with grade level text

• Uses a bank of word identification strategies with grade level text

The author has used the phrase “on the other hand” so I’m thinking that another point of view will follow. I wonder if this phrase would create the same image for someone who has never seen snow. Comprehension strategies such as, but not limited to: inferring and monitoring comprehension Word strategies such as, but not limited to: context clues, schema

Chart Continued

38

Teachers will …

• Read a variety of texts • Provide a range of resources (content and readability) for daily student use • Teach students to identify explicit and implicit information • Provide opportunities for students to respond to text in various ways to show deeper

understanding Appendix A pages 77-78 First Steps Reading Map of Development Book pages 151-164 First Steps Reading Resource Book Chapter 1 • Promote listening to the opinions and justifications of others, recognizing different

points of view and interpretations • Familiarize students with the devices that authors and illustrators use to influence the

reader’s construction of meaning • Discuss the ways ideas, people, characters or events are represented in texts • Discuss how texts are written for different purposes and audiences Appendix A pages 79-80 First Steps Reading Map of Development Book pages165-177 First Steps Reading Resource Book Chapter 2 • Continue to build students’ sight vocabulary • Continue to build phonological awareness, graphophonic knowledge and word

knowledge • Highlight the use of conventions of print in non-fiction and fiction • Build students’ knowledge of different text forms Appendix A pages 81-82 First Steps Reading Map of Development Book pages 178-195 First Steps Reading Resource Book Chapter 3 • Continue to build students’ knowledge within cueing systems • Consolidate known comprehension and word-identification strategies and teach

additional strategies • Continue to teach students how to locate, select and evaluate text • Model meta-cognition of strategies used in reading Appendix A pages 83-85 First Steps Reading Map of Development Book page 196 First Steps Reading Resource Book Ch. 4

39


Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Identifies and discusses implicit information in text • Degree of text difficulty (readability or content) and / or



Students understands how context affects interpretation and choice of language • Identifies similarities and differences between personal experience

and the experience of people from various cultures portrayed in texts

Conventions

Students use their knowledge of language structures and features to facilitate reading • Explains the purpose of text features in a variety of texts,

e.g., bullets, charts, maps, photographs • Notices when a word has multiple meanings, articulates the strategies

employed to clarify • Identifies structural patterns found in information text

e.g., compare and contrast, cause and effect


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Identifies strengths in reading and set goals for the improvement of

their skills and strategies • Accurately uses text features to support understanding

Assessment Practice: Grade 4 Reading and Viewing Planning for reading success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings:



Formal Informal





inferring…)

40

Grade 4

Overview of Grade 4 Writing and Representing Grade 4 writers consider audience and purpose when composing a range of narrative and expository texts. They show increasing control over the conventions of writing, such as punctuation, spelling and organization. Key Student Resources to support literacy development Current Older • Literacy in Action 4 • School Library Collections

• Collections


Use of Texts

Students compose texts to convey meaning and represent ideas • Composes an increasing range of texts, either teacher-directed or self-

selected • Clearly represents ideas and information relevant to the topic, purpose

and inquiry


Students demonstrate understanding of context through their writing • Selects ideas to include in own texts to suit purpose and audience • Experiments with the use of print and linguistic devises to enhance

impact and influence audiences

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Varies vocabulary to add interest • Paragraphs include a small range of appropriate conjunctions, accurate

punctuation and capitalization • Text has evidence of a good organizational plan with an adequate lead • Spells using less common letter combinations and the sounds they

represent


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Composes using a range of strategies throughout the writing process

Speaking Outcome

Uses oral language to express ideas, share experiences and present information • Speaks in a manner that guides the listener to understand important

ideas by using proper phrasing, pitch and modulation • Shares experiences, observations and personal opinions with

supporting reasons or details appropriate to the audience • Presents information in formal and informal situations for different

audiences and purposes

41





• Composes an increasing range of texts, either teacher-directed or self-selected

• Clearly represents ideas and information relevant to the topic, purpose and inquiry

Social purposes and text forms such as: to persuade (opinion, poster), to instruct (directions), to entertain (short story, readers theatre), to inquire (survey) Dramatizations, posters, short illustrated reports, visuals such as displays and drawings


• Selects ideas to include in own texts to suit purpose and audience

• Experiments with the use of print and linguistic devices to enhance impact and influence audiences

Student considers audience and purpose when making decisions of what to include in text Devices such as: repetition of words and phrases

Conventions Students use language structures and features of text to facilitate writing

• Varies vocabulary to add interest

• Paragraphs include a small range of appropriate conjunctions, accurate punctuation and capitalization

• Text has evidence of a good organizational plan with an adequate lead

• Spells using less common letter combinations and the sounds they represent

Words are selected for impact Sentences include conjunctions such as: but, because, so Uses conventional spelling, grammar and punctuation in sentences and paragraphs Letter combinations such as: rough,, election



• Composes using an range of strategies throughout the writing process

Does this word represent my intended meaning? What elements of this form do I need to include? Will all readers know what I’m describing? Strategies such as, but not limited to: uses spelling generalizations, predicting Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience

Chart Continued

42

Teachers will …

• Continue to teach students a range of text forms, discussing the features, purpose and

audience of each • Provide opportunities for students to create a range of texts • Foster students’ sense of voice and individual writing style • Continue to use writing vocabulary with students, and encourage its use Appendix B pages 87-88 First Steps Writing Map of Development Book pages 190-200 First Steps Writing Resource Book Ch. 1 • Discuss some of the reasons writers choose one particular text form over others • Encourage students to explain their decisions about the text form selected in addition to

information and ideas included or omitted • Teach students how to represent characters, events, people and ideas to create specific effects • Continue to teach the use of print and linguistic devices • Encourage students to use writing to influence change about social issues Appendix B pages 89-90 First Steps Writing Map of Development Book pages 201-210 First Steps Writing Resource Book Ch. 2 • Develop, refine and use new vocabulary (oral and written) • Continue building students’ word knowledge • Consolidate students’ graphophonic knowledge • Extend students’ knowledge of the conventions of grammar • Build knowledge of different text forms Appendix B pages 91-92 First Steps Writing Map of Development Book pages 211-224 First Steps Writing Resource Book Ch. 3 • Continue to build students’ cueing system knowledge • Continue to teach and elaborate on writing and spelling strategies in context • Model and teach the components of the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 225 First Steps Writing Resource Book Ch. 4

43


Extended Indicators

Use of Text

Students compose texts to convey meaning and represent ideas • Uses the vocabulary associated with writing e.g., parts speech (noun), punctuation, text forms (explanation) • Evidence of voice


Students demonstrate understanding of context through their writing • Includes relevant background information and details in writing to

suit the needs of the audience

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Writes effective dialogue • Writes in first person and third person • Uses appropriate subject verb agreement


Students compose texts using a variety of processes and strategies • Selects relevant information from a variety of sources to suit purpose

of writing • Identifies strengths in own writing and sets goals for the improvement

of their skills and strategies




Formal Informal





44

Grade 5

Overview of Grade 5 Reading and Viewing Grade 5 readers integrate strategies to identify unknown words and to comprehend text. These strategies combined with a expanded bank of sight words, enable readers to read texts such as novels, newspapers and web sites with familiar content with a degree of fluency and with a varied range of expression. Grade 5 readers are beginning to reflect on strategies used and begin to discuss their effectiveness. Key Student Resources to support literacy development Current Older • Literacy in Action • School Library Collection

• Collections


Use of Texts

Students read/interact and make meaning from a variety of texts • Retells, identifies main idea and supporting details, links explicit

ideas in text; sequences key events • Locates and selects text appropriate to purpose, inquiry, interest and

readability


Students understand how context affects interpretation and choice of language • Expresses an opinion about a genre/ text with justification • Recognize how characters, events are represented and offers

suggestions for alternatives; makes comparisons

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes an expanded bank of less common words and uses

strategies to determine meaning • Explains how known text forms vary in structure, organization and

language features


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Draws upon cueing systems to comprehend • Uses a range of comprehension strategies (before, during and after)

with grade level text • Uses word identification strategies with grade level text

Listening Outcome

Students listen to gain meaning and respond • Displays active listening behaviours in a variety of situations • Identifies and summarizes main ideas with supporting details • Distinguishes between fact and opinion and draws conclusions about

the message or presentation • Asks questions to seek information not already discussed

45




Use of Text Students read/interact and makes meaning from a variety of texts (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience)

• Retells, identifies main idea and supporting details, links explicit ideas in text;

• sequences key events • Locates and selects text

appropriate to purpose, inquiry, interest and readability

Beginning to draw out implicit information from text and pictures e.g. I’m thinking that the character is … based on … Is critical of the relevancy of information when selecting resources


• Expresses an opinion about a genre/ text with justification

• Recognize how characters, events are represented and offers suggestions for alternatives; makes comparisons

I think the author set the story in the … because If I had been … I would have


• Recognizes an expanded bank of less common words and uses strategies to determine meaning

• Explains how known text forms vary in structure, organization and language features

Subject specific, less common words; Uses strategies such as: context clues, reference aids Purpose – to explain Organization – headings Structure – cause/effect Language features – strong verb




• Uses word identification strategies with grade level text

I’ve noticed the author used the word “so” to identify the solution for the problem. The writer has used clear, descriptive words. Comprehension strategies such as: determines importance, skim and scan Word strategies such as: word analysis

Chart Continued

46

Teachers will …

• Read a variety of texts, both literary and informational • Provide a range of resources (content and readability) for daily student use • Teach students to identify explicit and implicit information • Provide opportunities for students to respond to text in various ways to show deeper

understanding Appendix A pages 77-78 First Steps Reading Map of Development Book pages 151-164 First Steps Reading Resource Book Chapter 1 • Encourage students to listen to the opinions and justifications of others, recognizing

different points of view and interpretations • Familiarize students with the devices that authors and illustrators use to influence

construction of meaning • Discuss and compare the ways ideas, people, characters or events are represented in

texts • Discuss and compare how texts are written for different purposes and audiences Appendix A pages 79-80 First Steps Reading Map of Development Book pages 165-177 First Steps Reading Resource Book Chapter 2 • Continue to build subject-specific vocabulary • Continue to build graphophonic knowledge and word knowledge (classifications) • Jointly analyze texts where combinations and adaptations of text structure and text

organization have been used • Teach students to identify language features in a variety of texts Appendix A pages 81-82 First Steps Reading Map of Development Book pages 231-246 First Steps Reading Resource Book Chapter 3 • Continue to build students’ knowledge within cueing systems • Consolidate known comprehension and word identification strategies and teach


47


Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Identifies discrepancies between facts and opinions in expository texts • Seeks out a variety of genres to read • Degree of text difficulty (readability or content) and / or the



Students understand how context affects interpretation and choice of language • Evaluates symbolism found in traditional narratives by reading texts

from various eras and cultures • Discusses perspectives and biases, and how visual text can be used to

persuade others

Conventions

Students use their knowledge of language structures and features to facilitate reading • Determines the essential ideas, arguments, and perspectives of a text

by using knowledge of text structure, organization and purpose


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Reflects on and assesses the cueing systems and strategies used while

reading, sets a personal goal to use them more effectively and discusses a plan for achieving them




Formal Informal



• Additional information on assessment: First Steps Linking Assessment, Teaching and Learning Book – Ch.6 First Steps Reading Resource Book – Sub-Strand Chapters First Steps Reading Map of Development Book – Ch. 3 and 7 Appendix page 101


inferring …

48

Grade 5

Overview of Grade 5 Writing and Representing Grade 5 writers compose a range of texts including both narrative and expository. They consider audience and purpose when selecting ideas and information to be included in texts. Revisions focus on the “Six Traits” and an increasing control over the conventions of writing is evident. Key Student Resources to support literacy development Current • Literacy in Action 5 • School Library Collection

Older • Collections


Use of Texts

Students compose texts to convey meaning and represent ideas • Composes an increasing range of texts but may not fully control all

conventions • Represents understandings, ideas and inquiry in a variety of ways


Students demonstrate understanding of context through their writing • Selects ideas to suit purpose and audience in a range of texts • Includes print and linguistic devices to influence the audience

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Includes subject-specific vocabulary to achieve purpose • Paragraphs include a variety of simple and compound sentences

including conjunctions, accurate punctuation and capitalization • Text has evidence of a good organizational plan with an adequate

lead and conclusion • Spells with close approximations


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Composes purposefully using a range of strategies throughout the

writing process

Speaking Outcome

Students use oral language to express ideas, share experiences and present information • Shares ideas, observations and experiences courteously during small

and large group talk • Delivers focused, coherent presentations that convey ideas clearly and

relate to the background and interests of the audience • Presents information in formal and informal situations for different

audiences and purposes

49



Illustrated Example


• Composes a range of texts but may not fully control all conventions

• Represents understandings, ideas and inquiry in a variety of ways

Social purposes and text forms such as: to persuade (advertisement, slogan), to describe (report), to entertain (fable, graphic story), to explain (explanation) Dramatizations, posters, illustrated reports, multimedia presentations


• Selects ideas to suit purpose and audience in a range of texts

• Includes print and linguistic devices to influence the audience

Student can explain decisions regarding text form selected, and why ideas are included and omitted Devices such as: flashback, illustration, size


• Includes subject-specific vocabulary to achieve purpose

• Paragraphs include a variety of simple and compound sentences including conjunctions, accurate punctuation and capitalization

• Text has evidence of a good organizational plan with an adequate lead and conclusion

• Spells with close approximations

Uses words purposefully Includes conjunctions, phrases and clauses in sentences and paragraphs Morphemic knowledge such as, plural, comparatives, prefixes, suffixes, base words, compound words



• Composes purposefully using a range of strategies throughout the writing process

Does this text form fit my purpose? Will this word create the effect I desire? Strategies such as, but not limited to: questions, creates images Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience, is selective about the content in the writing

Chart Continued

50

Teachers will …

• Continue to teach students a range of text forms, discussing the features, purpose and audience • Provide opportunities for students to create a range of texts • Foster students’ sense of voice and individual writing style • Continue to use writing vocabulary daily with students, and encourage its use Appendix B pages 87-88 First Steps Writing Map of Development Book pages 190-200 First Steps Writing Resource Book Ch. 1 • Discuss some of the reasons writers choose one particular text form over others • Encourage students to explain their decisions about the text form, information and ideas

included or omitted and language used • Teach students how to represent characters, events, people and ideas to create specific effects • Continue to teach the use of print and linguistic devices • Encourage students to use writing to influence change about social issues • Discuss how a writer’s world view influences their writing Appendix B pages 89-90 First Steps Writing Map of Development Book pages 201-210 First steps Writing Resource Book Ch. 2 • Develop, refine and expand vocabulary (oral and written) • Continue building students’ word knowledge • Continue to build students’ graphophonic knowledge • Extend students’ knowledge of the conventions of grammar • Build knowledge of different text forms Appendix B pages 91-92 First Steps Writing Map of Development Book pages 211-224 First Steps Writing Resource Book Ch. 3 • Continue to build students’ cueing system knowledge • Continue to teach and elaborate writing and spelling strategies in context • Model and teach the components of the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 225 First Steps Writing Resource Book Ch. 4

51


Extended Indicators

Use of Text

Students compose texts to convey meaning and represent ideas • Uses the vocabulary associated with writing when discussing their

text, e.g., verb, agreement, voice, word choice • Developing voice and perception of self as a writer


Students demonstrate understanding of context through their writing • Discusses alternatives about how to represent characters and events

when composing literary texts • Discusses alternatives about how to represent people and ideas when

composing informational text

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Maintains appropriate tense for text form, e.g., past tense, present

tense • Writes in first person and third person consistently


Students compose texts using a variety of processes and strategies • Selects relevant information from a variety of sources to suit purpose

of writing and audience • Reflects on and assesses own strategies used while writing, sets a

personal goal to use them more effectively and discusses a plan for achieving them




Formal Informal





52

Grade 6

Overview of Grade 6 Reading and Viewing Grade 6 readers integrate strategies to identify unknown words and to comprehend text. These strategies combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and web sites with familiar content with a degree of fluency and with expression. Grade 6 readers reflect on strategy use and discuss effectiveness. Key Student Resources to support literacy development Current Older • Literacy in Action 6 • School Library Collection

• Collection • Cornerstones


Use of Texts

Students read/interact and make meaning from a variety of texts • Identifies main idea with supporting details, and links ideas, both

explicit and implicit • Locates and selects texts for appropriate purpose, inquiry, interest and

readability


Students understand how context affects interpretation and choice of language • Recognizes their interpretation may be different from that of other

readers or the author • Identifies print and linguistic devices that authors and illustrators use

to influence the construction of meaning

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes an extensive bank of subject-specific words and uses

strategies to determine meaning • Uses knowledge of text form, structure, organization and language

features to prepare for reading


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Draws upon cueing systems to comprehend • Uses an increasing range of comprehension strategies (before, during

and after) with grade level text • Uses a range of word identification strategies with grade level text

Listening Outcome

Students listen to gain meaning and respond • Displays active listening behaviours e.g., preparing to listen, making

notes, seeking additional information • Restates or summarizes main ideas and supporting details • Identifies speaker’s viewpoint and purpose • Generates questions to clarify incomplete or unclear information

53




Use of Text Students read/interact and make meaning from a variety of text (Text is defined as any means of communication - written, oral or visual that represents information and ideas to an audience)

• Identifies main idea with supporting details, links ideas, both explicit and implicit

• Locates and selects texts for appropriate purpose, inquiry, interest and readability

Identifies main idea, synthesizing supporting details Checks publication of information when selecting relevant resources


• Recognizes that their interpretation may be different from that of other readers or the author

• Identifies print and linguistic devices that authors and illustrators use to influence the construction of meaning

That’s interesting. Luke thinks… why might Luke have interpreted the text in that way? Devices such as: visual clues and omission


• Recognizes an extensive bank of subject-specific words and uses strategies to determine meaning

• Uses knowledge of text form, structure, organization and language features to prepare for reading

Uses strategies such as: reference aids, morphemic analysis, text features and context clues May first look at heading to predict content


• Draws upon cueing systems to comprehend,

• Uses an increasing range of comprehension strategies (before, during and after) with grade level text

• Uses an range of word identification strategies with grade level text

This recount has verbs in the past tense. I know this phrase is adding clarification to this noun. Comprehension strategies such as, but not limited to: synthesizing, paraphrasing and comparing

Chart Continued

54

Teachers will …

• Provide opportunities for students to read a wide range of texts for varying purposes • Continue to teach students how to analyze texts, using both explicit and implicit

information • Provide opportunities for students to respond to text in various ways to show deeper

understanding Appendix A pages 77-78 First Steps Reading Map of Development Book pages 204-218 First Steps Reading Resource Book Chapter 1 • Discuss how readers may react to and interpret texts differently, depending on their

knowledge, experience or perspective • Discuss how authors and illustrators use devices to target specific audiences • Provide opportunities for students to challenge the author’s portrayal of the world Appendix A pages 79-80 First Steps Reading Map of Development Book pages 219- 230 First Steps Reading Resource Book Chapter 2 • Continue to build students’ subject-specific vocabulary • Continue to build graphophonic knowledge and word knowledge • Jointly analyze texts where combinations and adaptations of text structure and text

organization have been used • Teach students to identify the role of language features in a variety of texts Appendix A pages 81-82 First Steps Reading Map of Development Book pages 231-246 First Steps Reading Resource Book Chapter 3 • Continue to build students’ knowledge within cueing systems • Consolidate known comprehension and word-identification strategies and teach


55


Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Makes and supports inferences about characters’ feelings, motivations

and point of view • Views and comprehends a variety of visual and multimedia texts with

specialized features e.g., the visual components of magazines, newspapers, websites, videos

• Degree of text difficulty (readability or content) and / or the sophistication of the response allow for extending breadth of outcome


Students understand how context affects interpretation and choice of language • Questions the credibility of events in literary texts and the validity and

accuracy of information texts, e.g., discerns fact from opinion

Conventions

Students use their knowledge of language structures and features to facilitate reading • Determines the essential ideas, arguments, and perspectives of a text

by using knowledge of text structure, organization and purpose


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • States appropriate and achievable improvement goals based on self-

analysis; chooses and applies strategies appropriate to improvement goals, and reflects on progress in achieving those goals




Formal Informal





inferring …

56

Grade 6

Overview of Grade 6 Writing and Representing Grade 6 writers compose a range of texts both expository and narrative. They demonstrate control over most conventions of writing and the components of the writing process. While writing, they consider word choice and organization. They adjust their language and content to suit specific audiences. Key Student Resources to support literacy development Current Older

• Literacy in Action 6 • School Library collection

• Collections • Cornerstones


Use of Texts

Students compose texts to convey meaning and represent ideas • Composes a range of texts using different organization, structure and

language features • Represents ideas, information and inquiry in a variety of ways to

inform, persuade or entertain an audience


Students demonstrate understanding of context through their writing • Explains and compares why a particular text form may be more

appropriate to achieve a purpose for an intended audience • Experiments with a range of print and linguistic devices to influence

the reader

Conventions

Students use language structures and features of text to facilitate writing • Uses specific word choice to suit intended audience and purpose • Paragraphs include a variety of simple, compound and complex

sentences using accurate punctuation and capitalization • Text is well organized with a strong lead and an adequate conclusion • Spells using etymological (word origin) knowledge


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Composes purposefully using a range of strategies throughout the

writing process

Speaking Outcome

Students use oral language to express ideas, share experiences and present information • Contributes to structured discussion and dialogue by showing an

understanding of when to speak and when to listen • Includes appropriate beginning, middle and ending in presentations

e.g., opening with a formal introduction, concluding with a summation

• Presents information and ideas in formal and informal situations adjusting language and tone to suit audience, purpose and situation

57



Illustrated Example


• Composes a range of texts using different organization, structure and language features

• Represent ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience

Social purposes and text forms such as: to persuade (exposition), to inquire (survey, interview), to describe (research report), to explain (brochure) Illustrations, diagrams, posters, displays and cartoons


• Explains and compares why a particular text form may be more appropriate to achieve a purpose for an intended audience

• Includes a range of print and linguistic devices to influence the reader

Student can explain decisions regarding text form selected, ideas included and omitted Devices such as: imagery, metaphors


• Uses specific word choice to suit intended audience and purpose

• Paragraphs include a variety of simple, compound and complex sentences using accurate punctuation and capitalization

• Text is well organized with a strong lead and an adequate conclusion

• Spells using etymological (word origin) knowledge

Makes deliberate word choices to emphasis voice Varied sentence starts, effective punctuation and capitalization Studying the origins of words and understanding why English words are spelled the way they are e.g., bouquet – ‘ et’ – is a common letter pattern in French




Is this the precise phrase to create the image? Is my sentence in the right order, does it include all the elements? Strategies such as, but not limited to: determines importance, connects Reflects on writing and transforms, expands, reduces and rearranges sentences to achieve intended meaning

Chart Continued

58

Teachers will …

• Continue to teach students a range of text forms, discussing the features, purpose and audience • Provide opportunities for students to create a range of texts • Foster students’ sense of voice and individual writing style • Continue to use writing vocabulary daily and encourage its use Appendix B pages 87-88 First Steps Writing Map of Development Book pages 190-200 First Steps Writing Resource Book Ch. 1 • Discuss the reasons writers choose one particular text form over others • Encourage students to explain their decisions about text form, information and ideas included

or omitted and language used • Teach students how to represent characters, events, people and ideas to create specific effects • Continue to teach the use of print and linguistic devices • Encourage students to use writing to influence change about social issues • Discuss how writers’ world view influences their writing Appendix B pages 89-90 First Steps Writing Map of Development Book pages 201-210 First Steps Writing Resource Book Ch. 2 • Develop, refine and expand vocabulary (oral and written) • Continue building students’ word knowledge • Continue to build students’ graphophonic knowledge • Extend students’ knowledge of the conventions of grammar • Build knowledge of different text forms Appendix B pages 91-92 First Steps Writing Map of Development Book pages 211-224 First Steps Writing Resource Book Ch. 2 • Continue to build students’ cueing system knowledge • Continue to teach and elaborate writing and spelling strategies in context • Model and consolidate the components of the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 225 First Steps Writing Resource Book Ch. 4

59


Extended Indicators

Use of Text


writing e.g., procedure, point of view, organization • Incorporates voice; has perception of self as writer


Students demonstrate understanding of context through their writing • Considers appropriate technology to communicate or augment

representations to enhance clarity and impact of representations for intended audience

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Uses passive tense for effect, e.g., The environment was damaged by

pollution • Uses colons, dash and hyphens


Students compose texts using a variety of processes and strategies • States appropriate and achievable improvement goals based on self-

analysis; chooses and applies strategies appropriate to improvement goals, and reflects on progress in achieving those goals

• Polishes, practices and decides how work will be shared and published e.g., enhance for clarity; create illustrations and graphics for presentation; use charts for effective presentation




Formal Informal





60

Grade 7

Overview of Grade 7 Reading and Viewing Grade 7 readers integrate word identification and comprehensions strategies to comprehend text. These strategies combined with a large bank of sight words, enable readers to read texts such as novels, newspapers and web sites fluently and with expression. Grade 7 readers reflect on strategy use and discuss effectiveness. Key Student Resources to support literacy development Current Older • Literacy in Action 7 • School Library Collection

• Sightlines


Use of Texts

Students read/interact and makes meaning from a variety of texts • Identifies main idea and synthesizes relevant details, links ideas, both

explicit and implicit, and selects events from a text to suit a specific purpose

• Locates and critically selects texts for appropriate purpose


Students understand how context affects interpretation and choice of language • Explains how his/her own interpretations may be different from other

readers or the author • Identifies print and linguistic devices that authors use and how

characters and events are represented to influence the construction of meaning

Conventions

Students use their knowledge of language structures and features to facilitate reading • Identifies combinations and adaptations of text structure and text

organization in a variety of texts • Uses knowledge of text form, structure, organization and language

features to prepare for reading


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Draws upon cueing systems to comprehend • Selects and articulates appropriate strategies for comprehension (before,

during and after) and word identification with grade level text

Listening Outcome

Students listen to gain meaning and respond • Displays active listening behaviours e.g., focusing on message of speaker, making

reasonable predictions • Restates or summarizes main ideas, supporting details and organizational structure • Identifies the speaker’s perspective and what information, arguments or positions are

not included • Interacts appropriately with speaker and seeks clarification when meaning is not clear

61





• Identifies main idea and synthesizes relevant supporting details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose


The beginning of the article spoke about… and the middle section supports this point … Able to use search engines to location information and resources

Contextual Understanding Students understand how context affects interpretation and choice of language .

• Explains how his/her own interpretations may be different from other readers or the author

• Identifies print and linguistic devices that authors use and how characters and events are represented to influence the construction of meaning

I feel this way because… whereas my friend thinks this because… Devices such as: quoting statistics, figurative language


• Identifies combinations and adaptations of text structure and text organization in a variety of texts


I’ve noticed that this narrative piece has included a chronological map to help with the time sequence. May skim and scan first looking at pictures, headings and captions in order to predict


• Selects from cueing systems to comprehend,

• Selects and articulates appropriate strategies for comprehension (before, during and after) and word identification with grade level text

I wonder if everyone will have the same reaction to this story. I know that this letter combination so I’ll start with this chunk and … Has a wide range of strategies from which to select

Chart Continued

62

Teachers will…

• Provide opportunities for students to read a wide range of texts for varying purposes • Continue to teach students how to analyze texts, using both explicit and implicit

information • Provide opportunities to respond to text in various ways to show their deeper

understanding Appendix A pages 77-78 First Steps Reading Map of Development Book pages 204-218 First Steps Reading Resource Book Chapter 1 • Discuss how readers may react to and interpret texts differently, depending on their

knowledge, experience or perspective • Discuss how authors and illustrators use devices to target specific audiences • Provide opportunities for students to challenge the author’s portrayal of the world Appendix A pages 79-80 First Steps Reading Map of Development Book pages 219-230 First Steps Reading Resource Book Chapter 2 • Continue to extend students’ subject-specific vocabulary • Consolidate graphophonic knowledge and word knowledge • Jointly analyze texts where combinations and adaptations of text structure and text

organization have been used • Teach students to identify the role of language features in a variety of texts Appendix A pages 81-82 First Steps Reading Map of Development Book pages 231-246 First Steps Reading Resource Book Chapter 3 • Continue to build students’ knowledge within cuing systems • Consolidate known comprehension and word identification strategies and teach

additional strategies • Continue to teach students how to efficiently locate, select and evaluate text • Model meta-cognition of strategies used in reading Appendix A pages 83-85 First Steps Reading Map of Development Book page 247 First Steps Reading Resource Book Ch. 4

63


Extended Indicators

Use of Text

Student reads/interacts and makes meaning from a variety of text • Discusses visual and multimedia texts considering elements, techniques

and overall effect Degree of text difficulty (readability or content) and / or the sophistication of the response allow for extending breadth of outcome


Student understands how context affects interpretation and choice of language • Recognizes the author’s use of language (formal, informal) and

significant elements and techniques and how they interact to create effects

Conventions

Students use their knowledge of language structures and features to facilitate reading • Identifies and interprets figurative language and words with multiple

meanings • Articulates how they understand the meaning of related words • Identifies the different techniques used in different media works to

impact viewers


Students use their knowledge and understanding of strategies to read fluently and comprehend to make sense of text • Contributes to and uses scoring guides, rubrics and other criteria to

reflect on and analyze clarity of work • Reflects on, analyzes, and assesses reading and other viewing behaviours

and formulates goals for improvement




Formal Informal





inferring …

64

Grade 7

Overview of Grade 7 Writing and Representing Grade 7 writers craft a variety of literary and informational texts. While composing, they take responsibility for adjusting the language and content to suit specific audiences and purposes. These writers demonstrate control over the conventions of writing and the writing process. Key Student Resources to support literacy development Current Older • Literacy in Action 7 • School Library Collection

• Sightlines 7


Use of Texts

Students compose texts to convey meaning and represent ideas • Composes a range of texts using different organization, structure and

language features • Represents ideas, information and inquiry in a variety of ways to

inform, persuade or entertain an audience


Students demonstrate understanding of context through their writing • Begins to manipulate text forms to suit audience and purpose • Adjusts language and ideas to suit audience and purpose, selects

appropriate print and linguistic devices to include

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Includes specific vocabulary to enhance meaning • Paragraphs include sentences varying in length and complexity • Text is well organized and has a strong lead and an effective

conclusion • Uses and explains a full range of spelling strategies


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Selects appropriate strategies throughout the writing process in order

to enhance audience understanding

Speaking Outcome

Students use oral language to express ideas, share experiences and present information • Shares ideas/knowledge clearly and logically, adds to others’ ideas,

repeats points for clarification and relates points already made for emphasis and reconsideration

• Presents information and ideas that include key points with evidence and examples


65



Illustrated Example


• Composes a range of texts using different organization, structure and language features

• Represents ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience

Social purposes and text forms such as: to recount (news story), to persuade (opinion, advertisement), to entertain (poetry), to inquire (questionnaire) Experiments with adaptations of standard text forms Displays, timelines, illustrations, maps, charts and digital multimedia presentations


• Begins to manipulate text forms to suit audience and purpose

• Adjusts the language and ideas to suit audience and purpose, selects appropriate print and linguistic devices to include

Identifies likely audience and adjusts writing to achieve impact e.g., exposition content changed into song lyrics


• Includes specific vocabulary to enhance meaning

• Paragraphs include sentences varying in length and complexity

• Text is well organized and has a strong lead and an effective conclusion

• Uses and explains a full range of spelling strategies

Purpose and audience determine word choice The use of ‘however” to signal comparison

Can articulate and justify how spelling strategies are used to spell unknown words



• Selects appropriate strategies throughout the writing process in order to enhance audience understanding

How will my audience’s background influence their interpretation of my writing? How can I sway my reader to agree with me? Are my verbs consistent? Strategies such as, but not limited to: paraphrasing, summarizing Reflects during all phases of the writing process and works to clarify meaning before publishing

Chart Continued

66

Teachers will …

• Continue to teach students a range of text forms discussing organizational framework and language features

• Encourage students to experiment with the manipulation of elements to compose hybrid texts

• Provide opportunities for students to create a range of texts for authentic purposes and audiences

• Foster students’ sense of voice and individual writing style • Continue to use writing vocabulary and encourage its use Appendix B pages 87-88 First Steps Writing Map of Development Book pages 234-242 First Steps Writing Resource Book Ch. 1 • Encourage students to explain decisions they make as writers • Encourage students to represent characters, events, people and ideas to create specific

effects • Provide opportunities for students to write to influence social issues • Discuss how the writers’ and readers’ world view affect the composition and interpretation

of texts Appendix B pages 89-90 First Steps Writing Map of Development Book pages 243-252 First Steps Writing Resource Book Ch. 2 • Develop, refine and expand new vocabulary • Continue to build word knowledge • Extend students’ understandings of the conventions of grammar • Build text-form knowledge and adaptations or structure and organization Appendix B pages 91-92 First Steps Writing Map of Development Book pages 253-263 First Steps Writing Resource Book Ch. 3 • Continue to build students’ cueing system knowledge • Continue to consolidate strategies used throughout the writing process • Consolidate known spelling strategies • Encourage students to monitor, evaluate and articulate how they use the components of the

writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 264 First Steps Writing Resource Book Ch. 4

67


Extended Indicators

Use of Text


writing e.g., structure, function, device • Writes showing evidence of strong voice


Students demonstrate understanding of context through their writing • Uses appropriate level of language formality for purpose and audience • Selects appropriate multimedia software to prepare presentations for

intended audience

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Uses less common punctuation accurately, e.g., colon, semicolon,

ellipsis • Acknowledges sources, e.g., cite and credit material downloaded


Students compose texts using a variety of processes and strategies • Contributes to and uses scoring guides, rubrics and other criteria to

reflect on and analyze clarity of work • Reflects on, analyzes, and assesses writing and other representing

behaviours and formulate goals for improvement.

Assessment Practice: Grade 7 Writing and Representing

Planning for writing success requires teachers to find out what students know and can do. Data should be collected across a range of daily classroom events and can be grouped under the following broad headings:



Formal Informal





68

Grade 8

Overview of Grade 8 Reading and Viewing Grade 8 readers use a multi-strategy approach to identify unknown words and comprehend demanding texts, such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and complexity of the text. Key Student Resources to support literacy development Current Older • Literacy in Action 8 • School Library Collection

• Sightlines 8


Use of Texts

Students read/interact and make meaning from a variety of texts • Identifies main idea and synthesizes relevant details, links ideas, both

explicit and implicit, and selects events from a text to suit a specific purpose

• Locates and evaluates appropriateness of text for purpose and audience


Students understand how context affects interpretation and choice of language • Explains and supports personal connections, values, attitudes and beliefs

to text that impact interpretation of text • Identifies the target audience of a text and how the author has used

language, ideas and presentation to meet purpose

Conventions

Students use their knowledge of language structures and features to facilitate reading • Recognizes and analyses manipulation of text structure and text

organization • Identifies the role of language features in a variety of texts


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Selects from cueing systems to comprehend • Selects and articulates appropriate strategies for comprehension (before,

during and after) and word identification with grade level text

Listening Outcome

Students listen to gain meaning and respond • Displays active listening behaviours e.g., adapting listening and focus to

purpose and situation • Paraphrases speaker’s purpose and point of view, makes connections by

comparing features including themes, issues, styles and appeal • Evaluates the credibility of a speaker or presentation and evaluates how

the information affects impressions and opinions • Interacts appropriately with speaker and seeks clarification when

meaning is not clear

69





• Identifies main idea and synthesizes relevant details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose


Can identify the critical decisions the author made in presenting the information and details Examines the text to check for bias


• Explains and supports personal connections, values, attitudes and beliefs to text that impact interpretation of text

• Identifies the target audience of a text and how the author has used language, ideas and presentation to meet purpose

My experience with…makes me feel strongly about… Detects prejudices and bias in text


• Recognizes and analyses manipulation of text structure and text organization

• Identifies the role of language features in a variety of texts

Historical fiction written as a narrative Words that distinguish fact from opinion and bias e.g., I think, it has been reported Words that signal relationships, time …


• Selects from cueing systems to comprehend


Reflects and discusses the selection and effectiveness of a range of cueing systems and strategies used while reading

Chart Continued

70

Teachers will …

• Provide opportunities for students to read a wide range of subject-specific texts and texts for independent reading

• Continue to teach students how to analyze texts, using information to suit different purposes and audiences

• Provide opportunities to respond to text in various ways to show deeper understanding

Appendix A pages 77-78 First Steps Reading Map of Development Book pages 255-271 First Steps Reading Resource Book Chapter 2 • Provide opportunities for students to discuss how the ideologies of the reader and the

author combine to create an interpretation of the text • Provide opportunities for students to identify devices used to influence readers to

take a particular view Appendix A pages 79-80 First Steps Reading Map of Development Book pages 272-281 First Steps Reading Resource Book Chapter 2 • Continue to consolidate students’ subject-specific sight vocabulary • Teach students to analyze how authors combine language features to achieve a

purpose • Teach students to analyze how authors manipulate texts to achieve purpose Appendix A pages 81-82 Reading Map of Development Book pages 282-293 Reading Resource Book Chapter 3 • Continue to build students’ knowledge within cuing systems • Consolidate comprehension and word identification strategies • Model meta-cognition of strategies used in reading Appendix A pages 83-85 First Steps Reading Map of Development Book page 294 First Steps Reading Resource Book Ch. 4

71


Extended Indicators

Use of Text

Students read/interact and make meaning from a variety of texts • Makes logical interpretations of author’s message by providing

justification from text and own schema • Analyzes and evaluates visual and multimedia texts considering

elements, techniques and overall effect Degree of text difficulty (readability or content) and / or the sophistication of the response allow for extending breadth of outcome


Students understand how context affects interpretation and choice of language • Identifies stereotypes and bias and explains its negative impact on

individuals and society • Considers how text has contributed to understanding of self and

others

Conventions

Students use their knowledge of language structures and features to facilitate reading • Identifies creative uses of language in visual and multimedia texts

including those associated with popular culture, e.g., animation, video, computer games, manga


Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts • Uses information gathered in self-assessment and teacher’s

assessment to develop and work on goals for improving





Formal Informal





inferring…)

72

Grade 8

Overview of Grade 8 Writing and Representing Grade 8 writers understand how purpose and audience have an impact on writing and are able to craft and manipulate texts to suit purpose. They are able to convey detailed information and explore different perspectives. They are developing an extensive vocabulary and use a multi-strategy approach to spelling. Grade 8 writers demonstrate good control over components of the writing process. Key Student Resources to support literacy development Current Older • Literacy in Action 8 • School Library Collection

• Sightlines 8


Use of Texts

Students compose texts to convey meaning and represent ideas • Controls the crafting of a large variety of texts • Critiques and analyzes own texts by evaluating the information

retrieved, recorded and organized • Represents understandings and inquiry through a variety of visual and

multimedia presentations


Students demonstrate understanding of context through their writing • Manipulates text forms to suit audience and purpose • Selects print and linguistic devices designed to enhance impact or to

influence a particular audience

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Selects vocabulary precisely • Paragraphs are well organized, including effective word choice and a

variety of sentence structures • Is aware of the writers obligation to readers by spelling correctly

using a range of spelling strategies


Students compose texts using a variety of processes and strategies • Draws upon semantic, syntactic, graphophonic cueing systems • Selects appropriate strategies to use throughout the writing process • Makes critical choices about the publication of texts to suit different

purposes

Speaking Outcome

Student uses oral language to express ideas, share experiences and present information • Contributes ideas/information and poses questions in a variety of situations to gain

understanding • Delivers a focused, coherent oral presentations that includes an introduction, a

logical body, transitions and an effective conclusion • Presents information and ideas in formal and informal situations using voice

modulation, tone, gestures, facial expressions and visual aid to enhance meaning

73

Closer Look: Grade 8 Writing and Representing Outcomes Indicators

K to 7 plus… Illustrated Example


• Controls the crafting of a large variety of texts

• Critiques and analyzes own texts by evaluating the information retrieved, recorded and organized

• Represents understanding and inquiry through a variety of visual and multimedia presentations

Social purposes and text forms such as: to persuade (editorial, persuasive blog), to describe (informative report), to entertain (science fiction, satire), to explain (explanation) Illustrated report, role play with tableau, newscast, dramatizations that demonstrate text knowledge and use of literary craft


• Manipulates text forms to suit audience and purpose

• Selects print and linguistic devices designed to enhance impact or to influence a particular audience

Student has a solid understanding of text forms and their purpose Uses devices to provoke positive and negative responses through critical choices in writing


• Selects vocabulary precisely • Paragraphs are well

organized, including effective word choice and a variety of sentence structures

• Is aware of the writers obligation to readers by spelling correctly using a range of spelling strategies

Selects vocabulary for meaning and effect Organizes paragraphs logically to form a cohesive text Has accumulated a bank of known word that are spelled and used correctly.



• Selects appropriate strategies to use throughout the writing process

• Makes critical choices about the publication of texts to suit different purposes

How does my understanding of this word’s origin help me with spelling other words? Articulates and justifies the strategies used within the writing processes Reviews writing critically to ensure effectiveness

Chart Continued

74

Teachers will…

• Continue to teach students a range of text forms discussing organizational framework and language features

• Provide opportunities to craft and manipulate a range of text forms to create hybrid texts

• Foster students’ sense of voice and individual writing style • Encourage students to use writing vocabulary when discussing writing Appendix B pages 87-88 First Steps Writing Map of Development Book pages 274-281 First Steps Writing Resource Book Ch. 1 • Encourage students to explain decisions they make as writers • Provide opportunities for students to write to influence change about social issues • Discuss ideologies Appendix B pages 89-90 First Steps Writing Map of Development Book pages 282-290 First Steps Writing Resource Book Ch. 2 • Encourage students to take responsibility for extending, refining and using new

vocabulary • Consolidate understandings of the conventions of spelling and grammar • Build text-form knowledge by exploring texts where combinations and adaptations

have been made Appendix B pages 91-92 First Steps Writing Map of Development Book pages 291-300 First Steps Writing Resource Book Ch. 3 • Continue to consolidate students’ cueing system knowledge • Consolidate strategies used throughout the writing process • Encourage students to monitor, reflect and evaluate how they use the components of

the writing process Appendix B pages 93-95 First Steps Writing Map of Development Book page 301 First Steps Writing Resource Book Ch. 4

75


Extended Indicators

Use of Text

Students compose texts to convey meaning and represent ideas • Uses more that one type of media in a presentation; selects

appropriate media to fully explore and extend ideas e.g., digital, audio, graphic organizer, diagram


Students demonstrate understanding of context through their writing • Arranges and balances words and visuals creatively in order to send

a coherent and clear message to specific audiences • Demonstrates ability to view writing from a reader’s perspective

Conventions

Students use knowledge of language structures and features of text to facilitate writing • Judges the appropriate use of active or passive voice in texts


Students compose texts using a variety of processes and strategies • Uses information gathered in self, peer and teacher assessments to

develop and work on goals for improving




Formal Informal





76

This page intentionally left blank.

77

Appendix A Use of Text: Development in Reading and Viewing K-8

• The comprehension of a range of texts • A text is defined as any means of communication that can use words, graphics,

sounds, and images, in print, oral, visual or electronic form, to represent information and ideas to an audience

• Additional information: Chapter 1 First Steps Reading Resource Book

Outcome: Students read/interact and make meaning from a variety of texts Grade Indicator (build on previous grade) Illustrated Example

K • Listens and talks about significant ideas from text

• Selects text primarily for enjoyment

This story was about a cat looking for his toy. I like books about animals.

1 • Retells and identifies topic and story organization

• Selects text appropriate to purpose, inquiry, interest and readability

First, the boy went to the store to buy a treat… I’m looking for information on spiders so I’ll look in this spider book.

2 • Retells, identifies topic, identifies action and result

• Self-selects text appropriate to purpose, inquiry, interest and readability

Links two ideas in text (action and result), e.g., The girl was hungry so she went home for dinner. I’m inquiring about bear habitats … this will be a good fit book for me.

Purposes Examples of Text Forms To Describe Report, Content page, Bibliography, label, Index, Blurb, Menu,

Glossary, Description To Entertain Narrative, Poem, Song, Lyric, Fairy-tale, Fable, Word Puzzle,

Jokes, Cartoons To Explain Explanation, Rules, Timetable, Affidavit, Policy, Complaint,

Memo, Journal To Inquire Survey, Questionnaire, Interview To Instruct Directions, Manual, Experiment, Invoice, Summons, Recipe,

List, Blueprint, Procedure To Persuade Exposition, Headline, Job application, Competition entry,

Editorial, Slogan To Recount Autobiography, Review, Diary, Retelling, Journal, Minutes of

meeting To Socialize Invitation, Note, Apology, Greeting, Message, Thank you note,

Email message

78

3 • Retells, extracts important details to support main idea


This is about how animals move – some fly, some walk, some swim… Uses Library organization system to find books of interest

4 • Retells, identifies main idea and supporting details, and links explicit ideas in text


Identifies relevant details to support main idea Uses table of contents to determine the appropriateness of the book to the purpose

5 • Retells, identifies main idea and supporting details, links explicit ideas in text; sequences key events


Beginning to draw out implicit information from text and pictures e.g. I’m thinking that the character is …. based on … Is critical of the relevancy of information when selecting resources

6 • Identifies main idea with supporting details, and links ideas, both explicit and implicit

• Locates and selects texts for appropriate purpose, inquiry, interest and readability

Identifies main idea, synthesizing supporting details Checks publication of information when selecting relevant resources

7 • Identifyies main idea and synthesizes details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose


The beginning of the article spoke about… and the middle section added this point … Able to use search engines to locate information and resources

8 • Identifyies main idea and synthesizes details, links ideas, both explicit and implicit, and selects events from a text to suit a specific purpose


Can identify the critical decisions the author made in presenting the information and details Examines the text to check for bias

79

Contextual Understanding: Development in Reading and Viewing K-8

• How interpretations and the choice of language vary according to the context in which it is used

• Several factors influence the use of language: purpose of communication, subject matter, mode of communication, roles and relationships between participants and social situation

• Additional information: Chapter 2 First Steps Reading Resource Book Outcome: Students understand how context affects interpretation and choice of language Grade Indicators (build on previous grade) Illustrative Examples

K • Makes links to own experience when listening or reading

This reminds me of when I went to my grandma and grandpa’s house.

1 • Expresses opinion about a text I think the giant is mean.

2 • Expresses opinion about a text with justification

• Speculates and discusses the author’s or illustrator’s purpose in writing a text

I like this book because it makes me laugh. I noticed that the illustrator has hidden a picture of a dog in each picture. I wonder why?

3 • Expresses opinions or personal response about a text with justification

• Speculates and discusses the author’s purpose in writing a text

I didn’t like this book because… I think the author wrote this to make us think about…

4 • Expresses an opinion about text style with justification

• Understands that authors and illustrators select text features to suit audience and purpose

I like this author’s style because… I think the author used bold to bring our attention to the word

5 • Expresses an opinion about a genre/ text with justification

• Recognize how characters, events are represented and offers suggestions for alternatives

I think the author set the story in the ... because If I had been … I would have …

80

6 • Recognizes that their interpretation may be different from that of other readers or the author

• Identifies print and linguistic devices that authors and illustrators use to influence the construction of meaning

That’s interesting. Luke thinks … Why might Luke have interpreted the text in that way? Devices such as: visual clues and omission

7 • Explains how his/her own interpretations may be different from other readers or the author

• Identifies print and linguistic devices that authors use and how characters and events are represented to influence the construction of meaning

I feel this way because… whereas my friend thinks this because… Devises such as: quoting statistics, figurative language

8 • Explains and supports personal connections, values, attitudes and beliefs to text that impact interpretation of text

• Identifies the target audience for a text and how the author has used the language, ideas and presentation to meet purpose

My experience with ….makes me feel strongly about … Detects prejudices and bias in text

81

Conventions: Development in Reading and Viewing K-8 • Developing knowledge of structures and features of a variety of texts with a focus on:

o Phonological awareness – ability to hear the abstract units of sound in speech o Graphophonic knowledge – the sound-symbol relationships of a written language o Vocabulary knowledge – the list of all the words a person knows o Text-Form knowledge – the purpose, organization, structure and features

• Additional information: Chapter 3 First Steps Reading Resource Book Outcome: Students use their knowledge of structures and features of a variety of texts to facilitate reading Grade Indicators (build on previous grades) Illustrative examples

K • Recognizes letters of the alphabet by name and/or sound

• Recognizes repetitive patterns in stories

Identifies letter names and sounds randomly, more than reciting the abc’s Recognizes repetitive phrases such as: run, run as fast as you can

1 • Recognizes an increasing bank of known words in different contexts

• Hears and articulates sound segments in words e.g., onset and rime

High frequency words, personally significant words Segments words into sounds Links letters with sounds Recognizes that a letter can represent different sounds Recognizes how word parts and words work

2 • Recognizes a large bank of high frequency words

• Explains how known text forms vary in purpose

• Uses punctuation to develop fluency

High frequency words, personally significant words Articulates the difference in purpose for known forms, e.g., a procedure is written to instruct

3 • Recognizes an expanded bank of frequently used words


Expanded list of high frequency words Purpose – to tell, Organization – procedure has a title Structure – procedures may list supplies or materials

82

4 • Recognizes an increasing a bank of subject-specific words


Subject-specific words, less common words Uses strategies such as: context clues Purpose – to entertain, Organization – procedure has a title Structure – procedures may list supplies or materials

5 • Recognizes an expanded bank of less common words and uses strategies to determine meaning

• Explains how know text forms vary by using knowledge structure, organization and language features

Subject specific, less common words Uses strategies such as: context clues, reference aids Purpose – to explain Organization – headings Structure – cause/effect Language features – strong verbs

6 • Recognizes an extensive bank of subject-specific words and uses strategies to determine meaning


Uses strategies such as: reference aids, morphemic analysis, text features and context clues May skim and scan first looking at pictures, heading and captions in order to predict content

7 • Identifies combinations and adaptations of text structure and text organization in a variety of texts


I’ve noticed that this narrative piece has included a chronological map to help with the time sequence

8 • Recognizes and analyzes manipulation of text structure and text organization

• Identifies the role of language features in a variety of texts

Historical fiction written as a narrative Words that distinguish fact from opinion and bias (I think, it has been reported) Words that signal relationships, time …

83

Processes / Strategies: Development in Reading and Viewing K-8

• How students use their knowledge and understandings to comprehend texts • Cueing systems makes up the individual’s knowledge base, or prior knowledge

which comes from previous experiences; All readers draw on cueing systems to make sense of what they read;

• Strategies are the mental processes you use to do something you want to do. The

explicit teaching of strategies is vital.

• Students need time to reflect on their reading to: become aware of the reading

strategies they are using, monitor the use of their reading strategies, apply reading strategies in other contexts, improve their use of reading strategies, evaluate critically the effectiveness of their reading strategies

• Additional information: Chapter 4 First Steps Reading Resource Book Outcome: Students use their knowledge and understanding of strategies to read fluently and to comprehend a variety of texts Grade Indicators Illustrative examples K • Relies on background knowledge

of topic and text organization • Beginning to use comprehension

strategies (before, during and after) with teacher guidance

Comments on pictures, asks questions, notices caption, headings Uses strategies such as, but not limited to: connects text to personal experiences

1

• Draws upon a knowledge base to comprehend

• Uses a limited range of comprehension strategies (before, during and after) with grade level text


I know this is about this subject, so I think the word will be… The word starts with an ‘m’ so it could be … Comprehension strategies such as but not limited to: predicting, connecting with teacher support

Semantic Topic/Concept, Cultural/World, Vocabulary, Word Structure Syntactic Grammatical, Word function, Text Form Graphophonic Graphophonic, Orthographic

Comprehension Strategies Predicting Synthesizing Skimming and

Scanning Making Connections

Generating Questions

Determining Importance

Comparing Visualizing Inferring Summarizing

Monitoring and Revising Comprehension

Word Identification Strategies

Predicting using first letter sounds Decoding using phonemes, onset and rime Reading on Re-Reading

84

Word strategies such as, but not limited to: predicting using beginning letter sounds, pictures

2




That didn’t sound right. Let me try it this way. These labels are showing me what the specific parts are. Comprehension strategies such as, but not limited to: predicts and connects, visualizes Word strategies such as, but not limited to: uses schema, decodes using phonemes, onsets and rimes

3



• Uses a word identification strategies with grade level text

I’m noticing words and commas, maybe this is a list. I see the author has put in headings for each section. I know all of these words by sight. Comprehension strategies such as, but not limited to: adjusts reading rate for purpose, generates questions Word strategies such as, but not limited to: reading on and re-reading

4 • Draws upon cueing systems to comprehend

• Uses a range of comprehension

strategies (before, during and after) with grade level text

• Uses a bank of word identification strategies with grade level text

The author has used the phrase “on the other hand” so I’m thinking that another point of view will follow. I wonder if this phrase would create the same image for someone who has never seen snow. Comprehension strategies such as, but not limited to: inferring, monitoring comprehension Word strategies such as, but not limited to: context, schema


• Uses a range of comprehension strategies (before, during and

I’ve noticed the author used the word “so” to identify the solution for the problem.

85

after) with grade level text • Uses a range of word

identification strategies with grade level text

The writer has used clear, descriptive words Comprehension strategies such as, but not limited to: determines importance, skims and scans Word strategies such as, but not limited to: word analysis


• Uses an increasing range of comprehension strategies (before, during and after) with grade level text

• Uses an range of word identification strategies with grade level text

This recount has verbs in the past tense. I know this phrase is adding clarification to this noun. Comprehension strategies such as, but not limited to: synthesizing, paraphrasing and comparing



I wonder if everyone will have the same reaction to this story. I know that this letter combination makes this sound so I’ll start from the middle of the word. Has a wide range of strategies from which to select

8 • Selects from cueing systems to comprehend


Reflects and discusses the selection and effectiveness of a range of cueing systems and strategies used while reading

86

This page intentionally left blank.

87

Appendix B Use of Text: Development in Writing and Representing K-8

• The composition of a range of texts • A text is defined as any means of communication using words, graphics, sounds, and

images, in print, oral, visual or electronic form, to represent information and ideas to an audience

• Additional information: First Steps Writing Resource Book Chapter 1

Outcome: Students compose texts to convey meaning and represent ideas

Indicator (build on previous grade) Illustrated Example K • Assigns a message to written and drawn

symbols This says I went to the farm.

1 • Experiments with familiar forms that are teacher directed

• Represents key ideas and feelings in different ways

Social purposes and text forms such as: to instruct (list, procedure), to describe (caption), to recount (retell) Pictures, drama, movement, sounds, drawings

2 • Attempts a range of familiar text forms that are teacher directed

• Represents key ideas and feelings in various ways

Social purposes and text forms such as: to explain (rules, explanation), to recount (journal), to socialize (note) Puppetry, demonstrations, drawings, drama, movement

3 • Composes a range of familiar text forms, either teacher-directed or self-selected

• Represents and communicates key ideas and information for a topic, problem or inquiry

Social purposes and text forms such as: to persuade (letter), to entertain (narrative), to instruct (retell), to socialize (invitation) Poster, chart, diagram, drawing, drama, movement

Purposes Examples of Text Forms To Describe Report, Content page, Bibliography, Label, Caption, Index, Blurb, Menu,

Glossary, Description To Entertain Narrative, Poem, Song, Lyric, Fairy-tale, Fable, Short Story, Jokes,

Cartoons, Readers Theatre, Satire, Science Fiction, To Explain Explanation, Rules, Timetable, Affidavit, Policy, Complaint, Memo,

Journal, Brochure To Inquire Survey, Questionnaire, Interview To Instruct Directions, Manual, Experiment, Invoice, Summons, Recipe, List,

Blueprint, Procedure To Persuade Exposition, Headline, Job application, Competition entry, Editorial, Slogan,

Letter, Opinion, Advertisement To Recount Autobiography, Review, Diary, Retelling, Journal, Minutes of meeting To Socialize Invitation, Note, Apology, Greeting, Message, Thank You note, Email, Text

message, Letter

88

4 • Composes an increasing range of texts, either teacher-directed or self-selected

• Clearly represents ideas and information relevant to the topic, purpose and inquiry

Social purposes and text forms such as: to persuade (opinion, poster), to instruct (directions), to entertain (short story, readers theatre), to inquire (survey) Dramatizations, posters, short illustrated reports, visuals such as displays and drawings

5 • Composes an increasing range of texts but may not fully control all elements of the form

• Represents understanding, ideas and inquiry in a variety of ways

Social purposes and text forms such as: to persuade (advertisement, slogan), to describe (report), to entertain (fable, graphic story), to explain (explanation) Dramatizations, posters, illustrated reports, multimedia presentations

6 • Composes a range of texts using different organization, structure and language features

• Represents ideas, information and inquiry in a variety of ways to inform, persuade or entertain an audience

Social purposes and text forms such as: to persuade (exposition), to inquire (survey, interview), to describe (research report), to explain (brochure) Illustrations, diagrams, posters, displays and cartoons

7 • Composes a range of texts using different in organization, structure and language features

• Represents ideas, information and inquiry through a variety of ways to inform, persuade or entertain

Social purposes and text forms such as: to recount (news story), to persuade (opinion, advertisement), to entertain (poetry), to inquire (questionnaire) Experiments with adaptations of standard text forms Displays, timelines, illustrations, maps, charts and digital multimedia presentations

8 • Controls the composing of a large repertoire of texts

• Critiques and analyzes own texts by evaluating the information retrieved, recorded and organized

• Represents understanding and inquiry through a variety of visual and digital multimedia presentations

Social purposes and text forms such as: to persuade (editorial, persuasive blog), to describe (informative report), to entertain (science fiction, satire), to explain (explanation) Illustrated report, role play with tableau, newscast, dramatizations that demonstrate text knowledge and use of literary craft

89

Contextual Understanding: Development in Writing and Representing

• How interpretation and choice of language vary according to the context in which it is created and the context in which it will be used

• Several factors influence the writers choice of language and the way they shape their text: purpose of communication, subject matter, mode of communication, roles or relationship between those communicating, physical situation in which the writing takes place and the socio-cultural beliefs, values and assumptions

• Additional reading: Chapter 2 First Steps Writing Resource Book Outcome: Students demonstrate understanding of context through their writing Grade Indicator (build on previous grade) Illustrated Example K • States purpose and audience for

own writing This is a note for my mom.

1 • Provides reasons and purposes for why people write

• Has awareness of audience for own writing

To say thank you, to explain, to remember I am writing this letter to my grandma.

2 • Explains the purpose of a small range of familiar text forms

• Justifies the ideas included in their text

e.g., jokes are to entertain, lists help us to remember This letter is for my grandma so I have signed it “Love,” This letter is for my principal so I have signed it “From”

3 • Explains the purpose of a range of familiar text forms

• Experiments with the use of print devices to enhance impact

Purposes such as to inform, to explain, to persuade, to retell Devices such as, but not limited to: print size, colour

4 • Selects ideas to suit purpose and audience in a range of texts

• Experiments with the use of print and linguistic devices to enhance impact or influence audiences

Student considers audience and purpose when making decisions of what to include in text Devices such as, but not limited to: repetition of words and phrases e.g., in a dark dark house, there was a dark dark room

5 • Selects ideas to include in a range of texts to suit purpose and audience

Student can explain decisions regarding text form selected, ideas included and omitted

90

• Includes print and linguistic devices to influence the audience

Devices such as, but not limited to: flashback, illustration size, flattery

6 • Explains and compares why a particular text form may be more appropriate to achieve a purpose for an intended audience

• Experiments with a range of print and linguistic devices to influence the audience

Student can explain decision regarding text form selected, ideas included and omitted Devices such as, but no limited to: imagery, metaphors, expert opinion

7 • Begins to manipulate text forms to suit audience and purpose

• Adjusts the language and ideas to suit audience and purpose, selects appropriate print and linguistic devices to include

Identifies likely audience and adjust writing to achieve impact e.g., report content changed into song lyrics Devices such as, but no limited to: alliteration, incentives, hyperbole

8 • Manipulates text forms to suit audience and purpose

• Selects print and linguistic devices designed to enhance impact or to influence a particular audience

Student has a solid understanding of text forms and purposes of each Consciously provokes positive and negative responses through critical choices in writing

Purposes Examples of Text Forms To Describe Report, Content page, Bibliography, label, Index, Blurb,

Menu, Glossary, Description To Entertain Narrative, Poem, Song, Lyric, Fairy-tale, Fable, Word Puzzle,

Joke, Cartoon To Explain Explanation, Rules, Timetable, Affidavit, Policy, Complaint,

Memo, Journal To Inquire Survey, Questionnaire, Interview To Instruct Directions, Manual, Experiment, Invoice, Summons, Recipe,

List, Blueprint To Persuade Exposition, Headline, Job application, Competition entry,

Editorial, Slogan To Recount Autobiography, Review, Diary, Retelling, Journal, Minutes of

meeting To Socialize Invitation, Note, Apology, Greeting, Message, Thank You

note, Email

91

Conventions: Development in Writing and Representing K-8

• Student’s knowledge and use of written conventions, such as spelling, grammar, punctuation, text structure and vocabulary

• Knowledge of language structures and features enables students to make choices about the mode of communication, the type of text, the grammatical structures, the presentation style and most appropriate word choice

• Additional information: Chapter 3 First Steps Writing Resource Book Outcome: Students use knowledge of language structures and features to facilitate writing

Grade Indicator (build on previous grade) Illustrated Example K • Writes using a combination of

scribbles, pictures and approximations of numbers and letters

• Writes using known letters or approximations of letters that represent the dominant sounds

IHTBMO7 ( I went to my friends) ISEADG ( I see a dog)

1 • Writes using simple language structures

• Writes simple, legible sentences using correct punctuation

• Spells using limited strategies

Prompts such as: I like, I see …. The dog was playing with the cat. Strategies such as, but not limited to: sounding out, chunking

2 • Experiments with words and language structures from a variety of situations

• Writes a string of simple sentences using correct punctuation

• Spells using a small range of strategies

Word choice selected from literature, media and spoken language Bank of known words, spelling patterns (word families)

3 • Integrates correctly words and language structures from a variety of sources

• Groups together simple sentences with similar information in paragraphs

• Uses correct punctuation with increased fluency

• Spells using an increasing range of spelling strategies

Word choice selected from literature, media and oral language Develops short paragraphs including main idea and details Bank of known words, spelling patterns based on graphophonic knowledge such as: the same sound can be represented by different letter combinations, ea, e, ey

4 • Varies vocabulary to add interest • Paragraphs include a small range of

appropriate conjunctions, accurate

Words are selected for impact Sentences include conjunctions such as:

92

punctuation and capitalization • Text has evidence of a good

organizational plan with an adequate lead

• Spells using less common letter combinations and the sounds they represent

but, because, so Uses conventional spelling, grammar and punctuation in sentences and paragraphs Letter combinations such as: rough,, election

5 • Includes subject-specific vocabulary to achieve purpose

• Paragraphs include a variety of simple and compound sentences including conjunctions, accurate punctuation and capitalization

• Text has evidence of a good organizational plan with an adequate lead and conclusion

• Spells using close approximations

Uses words deliberately Includes conjunctions, phrases and clauses in sentences and paragraphs Morphemic knowledge such as, plural, comparatives, prefixes, suffixes, base words, compound words

6 • Uses specific word choice to suit intended audience and purpose

• Paragraphs include a variety of simple, compound and complex sentences using accurate punctuation and capitalization

• Text is well organized with an strong lead and adequate conclusion

• Spells using etymological (word origin) knowledge

Makes deliberate word choices to demonstrate voice Varied sentence starts, effective punctuation and capitalization Studying the origins of words and understanding why English words are spelled the way they are bouquet - et – is a common letter pattern in French

7 • Includes specific vocabulary to enhance meaning

• Paragraphs include sentences varying in length and complexity

• Text is well organized and has a strong lead and an effective conclusion

• Uses and explains a full range of spelling strategies

Purpose and audience impact word choice Varied sentence length and structure

Can articulate and demonstrate how spelling strategies are used to spell unknown words

8 • Selects vocabulary precisely • Paragraphs are organized, include

effective word choice and a variety of sentence structures.

• Is aware of a writers obligations to readers by spelling correctly using a range of strategies

Selects vocabulary for meaning and effect Organizes paragraphs logically to form a cohesive text Has accumulated a bank of known word that are spelled and used correctly

93

Processes and Strategies: Development in Writing and Representing

• Writing processes are the stages of writing – Planning, Drafting, Conferring, Refining, Publishing

• Writing strategies are used throughout the process of writing:

Predicting Comparing Using Memory Aids Generating Questions Rereading Using Analogy Creating Images Synthesizing Using Meaning Determining Importance Sounding out Consulting an Authority Connecting Chunking Using Visual Memory Paraphrasing/ Summarizing

Using Spelling Generalizations

• Cueing systems are used to make sense of what we write; a cueing system makes up

the individual’s knowledge base, or prior knowledge which comes from previous experience

• Additional Information: Chapter 4 First Steps Writing Resource Book Outcome: Students compose texts using a variety of processes and strategies Grade Indicator (build on previous grade) Illustrated Example

K • Relies upon personal experience as a stimulus for writing

Topics relate directly to students personal schema

1 • Draws upon semantic, syntactic, graphophonic cueing systems



Does this word make sense for my topic? Does this look right? Strategies such as, but not limited to: sounding out, chunking, connecting Brainstorming, pre-write, draft/final copy, reflection




Does this sound like our language? Repeating sentence to check word order Should I put this part first to introduce the setting? Strategies such as, but not limited to: using visual memory, rereading Brainstorming, pre-write, draft, revision, editing, final draft, reflection

94


• Composes using a small range of strategies throughout the writing process

Does this sentence make sense? If I use this word will my meaning be understood? How shall I present my argument? Strategies such as, but not limited to: using spelling generalizations Planning, drafting, conferring, refining, publishing, reflection


• Composes using a range of strategies throughout the writing process

Does this word represent my intended meaning? What elements of this form do I need to include? Will all readers know what I’m describing? Strategies such as, but not limited to: uses spelling generalizations, predicting Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience



Does this text form fit my purpose? Will this word create the effect I desire? Strategies such as, but not limited to: questions, creates images Plans, drafts, confers, reflects, refines and publishes for an intended purpose and needs of the audience, is selective about the content in the writing



Is this the precise phrase to create the image ? Is my sentence in the right order, does it include all the elements? Strategies such as, but not limited to: determines importance, connects Reflects on writing and transforms, expands, reduces and rearranges sentences to achieve intended meaning

95


• Selects appropriate strategies throughout the writing process in order to enhance audience understanding

How will my audience’s background influence their interpretation of my writing? How can I sway my reader to agree with me? Are my verbs consistent? Strategies such as, but not limited to: paraphrases, summarizes Reflects during all phases of the writing process and works to clarify meaning before publishing


• Selects appropriate strategies to use throughout the writing process

• Makes critical choices about publications of texts to suit different purposes

How does my understanding of this word’s origin help me with spelling other words? Can articulate and justifies the strategies used within the writing processes Reviews writing critically to ensure effectiveness

96

Appendix C Listening: Development Kindergarten to Grade 8

Outcome: Students listen to gain meaning and respond

Indicators

K • Follows simple directions correctly and independently e.g., please put your crayons away

• Asks questions for clarification

• Makes comments relevant to the topic

• Listens for a variety of purposes e.g., for enjoyment, for directions

1 • Follows two-step sequence of directions

• Asks questions for clarification

• Retells stories, relating the sequence of events by answering who, what, when, where, why and how questions

• Listens courteously and attentively to others in pairs, small group and whole class activities using appropriate body language

2 • Follows three-step sequence of directions

• Paraphrases information that has been shared by others

• Retells and elaborates the key details after listening to a grade-appropriate story or informational text

• Listens courteously to peers in pairs, small group and whole class to obtain information, share ideas and solve problems

3 • Follows multi-step directions

• Retells, paraphrases and explains what a speaker has said

• Distinguishes between the speaker’s opinions and facts

• Listens courteously to each other in discussions and to guest speakers

4 • Follows multi-step directions and instructions

• Identifies main ideas and supporting details

• Distinguishes between fact and opinion and analyzes the message or presentation

• Responds to others by asking questions, making appropriate comments and reflecting on the ideas presented

97

Indicators

5 • Displays active listening behaviours in a variety of situations

• Identifies and summarizes main ideas with supporting details

• Distinguishes between fact and opinion and draws conclusions about the message or presentation

• Asks questions to seek information not already discussed

6 • Displays active listening behaviors e.g., preparing to listen, making notes, seeking additional information

• Restates or summarizes main ideas and supporting details

• Identifies speaker’s viewpoint and purpose

• Generates questions to clarify incomplete or unclear information

7 • Displays active listening behaviours e.g., focusing on message of speaker, making reasonable predictions

• Restates or summarizes main ideas, supporting details and organizational structure

• Identifies the speaker’s perspective and what information, arguments or positions are not included

• Interacts appropriately with speaker and seeks clarification when meaning is not clear

8 • Displays active listening behaviours e.g., adapting listening and focus to purpose and situation

• Paraphrases speaker’s purpose and point of view, makes connections by comparing features including themes, issues, styles and appeal

• Evaluates the credibility of a speaker or presentation and evaluates how the information affects impressions and opinions

• Interacts appropriately with speaker and seeks clarification when meaning is not clear

98

Appendix D Speaking: Development from Kindergarten to Grade 8

Outcome: Students use oral language to express ideas, share experiences and present information

Indicators K • Talks about personal

experiences, preferences and topics of interest

• Uses oral language to engage in exploratory and imaginative play

• Shares significant items from home (e.g., show and tell)

1 • Uses oral language to bring meaning to what is heard, observed, felt, viewed or read

• Conveys own thoughts clearly when relating own experiences or retelling a story

• Delivers brief recitations and oral presentations about familiar experiences or interests

2 • Uses oral language to explain how new ideas and information have added to their personal understanding

• Recounts stories and experiences using some key details

• Delivers brief recitations and oral presentations about familiar experiences or interests for a familiar audience and specific purpose

3 • Uses oral language to

clarify and extend their personal understanding of what they hear, read, see or experience

• Shares experiences using clear and specific vocabulary; provides a beginning, middle and an ending

• Delivers oral presentations and demonstrations for different audiences and purposes

4 • Speaks in a manner that

guides the listener to understand important ideas by using proper phrasing, pitch and modulation

• Shares experiences, observations and personal opinions with supporting reasons or details appropriate to the audience

• Presents information in formal and informal situations for differing audiences and purposes

5 • Shares ideas, observations and experiences courteously during small and large group talk

• Delivers focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience

• Presents information in formal and informal situations for differing audiences and purposes

99

Indicators 6 • Contributes to structured

discussion and dialogue by showing an understanding of when to speak and when to listen

• Includes appropriate beginning, middle and ending in presentations (e.g., opening with a formal introduction, concluding with a summation)


7 • Shares ideas/knowledge clearly and logically, adds to others’ ideas, repeats points for clarification and relates points already made for emphasis and reconsideration

• Presents information and ideas that include key points with evidence and examples


8 • Contributes ideas/information and poses questions in a variety of situations to gain understanding

• Delivers a focused, coherent oral presentation that includes an introduction, a logical body, transitions and an effective conclusion

• Presents information and ideas in formal and informal situations using voice modulation, tone, gestures, facial expressions and visual aids to enhance meaning

100

Appendix E

HOLISTIC RUBRIC FOR SYSTEM WRITING ASSESSMENT Upper hal f papers are character ized by wel l - supported, or ig inal ideas , c l ear ev idence o f an organizat ional plan and general mastery o f the convent ions o f s tandard Engl ish, a l though even the s trongest papers may contain some deve lopmental ly appropriate errors in spe l l ing or sentence s tructure . The “6” paper contains original, sophisticated ideas, well supported by relevant details. Organization is clear and logical, with a strong lead and effective conclusion. Vivid and precise word choice, varied sentences and a clear, well-developed writer’s voice combine to create a coherent and original piece of writing. Any errors in conventions are usually the result of risk-taking. The “5” paper contains original ideas with relevant and appropriate details. It is well organized and usually has a strong lead and adequate conclusion. Clear and descriptive word choice and a developing writer’s voice are evident. There may be some variation in sentence length and complexity. Minor errors in conventions do not interfere with the meaning of the piece.

The “4” paper is likely to have somewhat mundane, but adequate ideas that are somewhat supported by details. A hint of writer’s voice may be apparent. There is evidence of a good organizational plan with an adequate lead, though the conclusion may be weak. Word choice is generally appropriate, though lacking in precision and originality, and sentences may lack variety. Some errors in conventions are common. Lower hal f papers lack or ig inal i ty or e f f e c t ive support for ideas . Vocabulary may be immature and contro l o f convent ions o f s tandard Engl ish i s inadequate . The “3” paper is likely to contain unoriginal ideas with marginal support, or irrelevant details that do not support the main idea. The organization is limited, with a weak lead and/or missing conclusion. A writer’s voice may not be evident. Word choice may be correct, but lacking maturity and sentences tend to be simple in structure. Frequent errors in conventions are common, but the piece should be readable. The “2” paper contains trivial ideas without supporting details. It is characterized by an inadequate organizational plan, immature vocabulary, short, simple sentences and frequent errors in conventions that may, at times, interfere with understanding of the piece. The “1” piece is characterized by such inadequate mastery of conventions of standard English that the piece may be barely comprehensible. Ideas are incomplete or confusing, organization appears haphazard, and vocabulary choice is very limited.

*An asterisk code is used for papers that are blank or illegible.

101

Appendix F

Examples of Conversation/Reflection Prompts and Questions for Reading/Viewing

Kindergarten: Example of Conversation/Reflection Prompts and Questions

Use of Text Why did you pick this book? What is this book about? How do you know?


What connections do you have with this book? What memories does this book remind you of?

Conventions What letters do you recognize? Can you tell me the sound the letter represents?


What do you do when you are reading?

Grade 1: Example of Conversation/Reflection Prompts and Questions Use of Text How did you know this was a good book for you? Contextual Understanding

What did you think about this poem? Story? Information?

Conventions How do you know this word says “ ….” ? Processes and Strategies

Tell me about your prediction before reading this. Tell me about your prediction now. How did making predictions help you in understanding this text?

Grade 2: Example of Conversation/Reflection Prompts and Questions Use of Text Tell me about the first event. How did this impact the following events?

How did you decide this was a good book for you, for your purpose? Contextual Understanding

What do you think the text is about? Why do you think that? Why do you think the author wrote this?

Conventions What is the difference between a recount and a procedure? Processes and Strategies

How did you figure out words you don’t recognize? What do you do before reading a book?

Grade 3: Example of Conversation/Reflection Prompts and Questions Use of Text How did you determine the main idea and supporting details? Contextual Understanding

What do you think this poem means? Why do you think the author wrote this?

Conventions How does knowing the purpose of a text form help you when reading? e.g., This is a report about beavers – How will this information help you as prepare to read?


How does knowledge of word order help you when you are reading? What strategies did you use while reading this text?

102

Grade 4: Example of Conversation/Reflection Prompts and Questions

Use of Text How do you confirm what you think are links between information, characters and events when reading?


For whom do you think the text was written? What text features did you notice? Why do you think the author included them?

Conventions How does the structure/organization of a form help you when reading? Processes and Strategies

How do you use strategies such as inferring and comparing when you are reading? Share with me how these strategies help you to understand the text?

Grade 5: Example of Conversation/Reflection Prompts and Questions Use of Text How do you know this text will provide the information you are looking

for? How do you know if it is relevant? Contextual Understanding

What and who is included or left out in this book? When do you think it was written? What time in the author’s life?

Conventions What do you notice about the language features in this piece? How do they compare to the piece we read yesterday?


Tell me about the cueing strategies you use when reading? What strategies do you use when you find an unfamiliar word?

Grade 6: Example of Conversation/Reflection Prompts and Questions Use of Text How can you tell if your inference makes sense?

What clues from the text did you use? How did you combine this with your schema to make an inference?


How do your values, experiences and beliefs impact your interpretation of the text? Why do you think the author/ illustrator included “this device”?

Conventions Show me when the author included a word or phrase to signal different points of view? How does this help you as a reader?


Explain the difference between synthesizing and paraphrasing. Which one is more helpful to you as a reader? Why?

103

Grade 7: Example of Conversation/Reflection Prompts and Questions Use of Text How do you decide what information from the text is important to answer

your question? Contextual Understanding

What is the point of view of this piece? Why do you think the author choose to write it in this way?

Conventions How do you determine the text form for the piece you are about to read? What clues do you look for? How do you know when the text includes adaptations or elements of another form?


Tell me about the comprehension strategies you used with this piece of text? Are there some that you used only before reading? Are there some that you used throughout the piece?

Grade 8: Example of Conversation/Reflection Prompts and Questions Use of Text Why do you think the author presented the main idea and supporting

details in this way? Contextual Understanding

How do your values, experiences and beliefs impact your interpretation of the text? What events and characters are given value in this piece? What events and characters are devalued? What purpose could the author have in giving value to this character and to devaluing this element?

Conventions What language features help you as a reader? Provide specific examples. Processes and Strategies

Tell me how you use both cueing systems and strategies when you are reading? When do you find yourself using multiple strategies? Why do you think that is?

104

Examples of Conversation/Reflection Prompts and Questions for Writing and Representing

Kindergarten: Examples of Conversation/Reflection Prompts and Questions

Use of Text Writers write for different purposes, for example some writers write... Contextual Understanding

Who is my audience for this text? What is my purpose?

Conventions What is the difference between numbers and alphabet letters? How do you know which letters to use?


How do you plan for writing?

Grade 1: Examples of Conversation/ Reflection Prompts and Questions Use of Text Writers write for different purposes, for example some writers write... Contextual Understanding

Who is my audience for this text? What is my purpose? What do I want to share?

Conventions How do you spell a new word? How do you know when to use punctuation?


How do your use your topic knowledge when writing? How do you plan for your writing?

Grade 2: Examples of Conversation/ Reflection Prompts and Questions Use of Text Can you tell me about the text form you are using?

What is your purpose? Who is your audience? Contextual Understanding

Why did you select this form? What message do I want to give?

Conventions How do you spell a new word? How do you know the punctuation to use? Why did you decide to use this descriptive word?


How do you use the re-reading strategy in your writing? What other strategies do you use?

Grade 3: Examples of Conversation/Reflection Prompts and Questions

Use of Text Can you explain the purpose and audience for this piece? What elements of the organizational framework do I need to include?


What is the best way to get my message across? What points do I want to make? Which devices will I use to suit my audience and purpose?

Conventions What strategies do you use to spell new words? How do you know which sentences to put in this paragraph? Why did you decide to use this phrase, or these words?


How do the cueing systems help you when writing? Share with me about the processes you are using when writing?

105


Use of Text Can you explain the purpose and audience for this piece? How is the organizational framework of this text form different from this one?


What information needs to be included or left out? What does my audience want or need to know about my topic? What devices will I use to best suit my audience and purpose?

Conventions What strategies do you use to spell new words? How did you know which sentences to put in this paragraph? Why did you decide to use this sentence for your lead?


What strategies do you use during the planning process? Which words shall I change for clarity?

Grade 5: Examples of Conversation/Reflection Prompts and Questions Use of Text Tell me why you choose this form? Who is your audience?

Can you explain why you selected specific vocabulary in this text? Contextual Understanding

What will my audience expect to read? What points do I want to make? What text features will I use?

Conventions What strategies do you use to spell new words? How do you check for sentence variety in your paragraphs? How do these “words” help your audience understand your message?


Which writing processes do you use the questioning strategy in? How does this help you when you are writing? Tell me about the changes you made from your first draft to this point? Why did you make these changes?

Grade 6: Examples of Conversation/Reflection Prompts and Questions Use of Text What language features are common and different between these pieces?

Show me two pieces of your writing with similar organizational structures? Why do you think they are organized in this way?


Which form will best suit my purpose and audience? What will I do to appeal to my audience? Will I include illustrations, photographs or diagram to support my text? Where will I include them?

Conventions What strategies do you use to spell new words? How do you check for accuracy? How do you check for sentence variety in your paragraphs? Which words did you select specifically for your audience?


Which strategies do you use during the refining process to assist you in presenting the intended message? Which processes do you use for your writing? Are they always the same? Are there some instances when you only use some of the processes?

106


Use of Text How would you change the structure and features of this text form for another purpose and audience? What language features are essential for this text form?


What is the best way to get my meaning across to my first audience? How will I adapt to provide the same message for a different audience? What devices will best suit audience 1, audience 2? What facts and ideas do I need to include in this text to support my view?

Conventions What strategies do you use to spell new words? How do you check for accuracy? How do you know your paragraphs are organized and have a variety of sentences? How did you select your lead and conclusion? How do these “words” help you achieve your purpose for this text?


Tell me how you use the cueing systems and strategies during the writing processes?

Grade 8: Examples of Conversation/Reflection Prompts and Questions Use of Text Can you explain how the purpose and audience of this piece influenced

your decision regarding information to include and exclude? How would you change the structure and framework of this form for another purpose and audience?


What do I want my audience to think or feel about this topic? From what or whose point of view shall I write? What is the best way to publish or present this information?

Conventions What strategies do you use to spell new words? How do you check for accuracy? How do you know your paragraphs are organized and have a variety of sentences? Show me an example of vocabulary you selected to clarify meaning or for effect? How did you select these words?


Which strategies and cueing systems do you use when writing informational text? How are these different for literary texts?

Appendix G Grade 1 Word List Adapted from Dolch, 1936; Fry, Kress & Fountaoukidis, 2000; Pinnell & Fountas, 1998; Sitton, 1998 Group 1A Group 1B Group 1C Group 1D a all about after and an been any are am blue because as ask by before at big come cat be came did do but day down dog can from find good for go give gave have has had how in he him here is her his into it I if left me just little long of like make many on look may more that made not now the my one over this no other play to out put said we see she some will so they there with then them two you up where three your when yes would

108

Grade 2 Word List Adapted from Dolch, 1936; Fry, Kress & Fountaoukidis, 2000; Pinnell & Fountas, 1998; Sitton, 1998 Group 2A Group 2B Group 2C Group 2D also again always around ate away another bring best can’t buy didn’t both does could end call first friend every cold found funny favourite each get goes got eat help hold jump fly kick kind knew last leave left letter live next must near never new number open off oil only own or part people please quit ran read really run ride right saw say shall should sometimes slow soon such sure tell than thank their those these think thing too time try under use very want was way well went were what while who which wish won’t write why

109

Grade 3 Word List Adapted from Dolch, 1936; Fry, Kress & Fountaoukidis, 2000; Pinnell & Fountas, 1998; Sitton, 1998 Group 3A Group 3B Group 3C Group 3D above across almost along anyone anything beautiful began being better between brought carry certain change clean close complete confusion country different doesn’t done draw early earth enough especially everybody everything except example exciting fine family figure fire full great ground grow head hurt hear keep important kind laugh light longer might money much myself notice o’clock often once order pair pick place piece pattern point problem probably question same round several since small slowly start something terrible threw thought through today town together toward turn trouble until usually warm watch vacation voice whole weather without whether yard yesterday you’ve young

110

Appendix H

Professional Resources Available Through School Libraries to Support Outcomes and Indicators

Comprehension and Collaboration: Inquiry Circles by S. Harvey and H. Daniels Comprehensive Literacy Resource for Grades 3-6 Teachers by Miriam Trehearne Craft Lessons: Teaching Writing K-8 by Ralph Fletcher and JoAnn Portalupi Early Literacy Instruction in Kindergarten by Lori Jamison Rog Guiding Readers and Writers, Grades 3-6: Teaching Comprehension by I. Fountas Guided Reading Basics by Lori Jamison Rog Guided Reading: Good First Teaching for All Children by Irene Fountas HIP Reading Assessment by Lori Jamison Rog Language Arts: Grades 1-2: Teacher’s Resource Book by Miriam Trehearne Lessons that Change Writers by Nancie Atwell Kindergarten Teacher’s Resource Book by Miriam Trehearne Marvelous Minilessons for Teaching Beginning Writing K-3 by Lori Jamison Rog National Geographic Non Fiction Reading and Writing Workshop Kits Reading with Meaning by Debbie Miller Strategies that Work by Stephanie Harvey The Revision Toolbox: Teaching Techniques that Work by Georgia Heard The Write Genre by Lori Jamsion Rog and Paul Kropp Wonder Writers Poster Set Write Traits: Classroom Kit (grades 3-8)

111

Other Professional Resources Boushey, Gail and Moser, Joan The Daily Five The Café Book Gear, Adrienne Reading Power Non-Fiction Reading Power Keene, Ellin Mosaic of Thought Seven Keys to Comprehension Miller, Debbie Teaching with Intention Routman, Regie Reading Essentials Teaching Essentials Serafini, Frank Around the Reading Workshop in 180 days Lessons in Comprehension Spandel, Vicki Creating Young Writers: Using Six Traits Stead, Tony Good Choice Is that a Fact Reality Checks Tovani, Cris Do I Really Have to Teach Reading? I Read it by I don’t Get It.

112

Bibliography The Outcomes and Indicators have been produced using the following key resources: First Steps in Literacy Canadian Edition Resources • Linking Assessment, Teaching and Learning Book (2008) • Reading Map of Development Book (2008) • Reading Resource Book (2008) • Writing Map of Development (2008) • Writing Resource Book (2008) Saskatchewan Ministry of Education, English Language Arts Curriculum Document Western and Northern Canadian Protocol English Language Arts Document (1998)

essential outcomes and indicators -...

Documents