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Language Arts: |
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Learning Outcomes |
Learning
Activities |
Assessment |
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1)
read, listen,
and view for specific purposes 2)
use strategies,
including developing questions, rereading, reading further, and reviewing, to
clarify meaning and build understanding 3)
adjust their
reading rate according to their purpose and the difficulty of the text 4)
apply their
knowledge of context clues, structural analysis, and visual cues to predict
or identify the meaning of unfamiliar words 5)
locate
information using various text features, including headings and tables of
contents 6)
apply
dictionary skills, manually or electronically, to determine the meaning,
correct pronunciation, and accurate spelling of unknown words |
1)
Novel study 2)
Reading Groups 3)
Reading Groups 4)
Reading Groups 5)
Projects 6) Writer’s Workshop |
1)
Graphic organizers / response paragraphs 2)
3)
Reading checkouts / Reading 44 Toolkit 4)
5)
Research summary sheets 6)
Editing sheets / story |
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1)
demonstrate
understanding of the main ideas or events in print (including stories and
poetry) and in non-print media 2)
extend their
understanding of a given selection by developing related questions and
activities 3)
use a variety of
written and graphic forms, including charts, webs, and maps, to organize
details and information 4)
locate and
interpret details to answer specific questions or to complete tasks 5)
describe
information contained in simple and direct illustrations, maps, charts, or
other graphic representations 6)
identify the
literary elements, including setting, plot, climax, and conflict, in a given
selection |
1)
Reading Groups 2)
Projects 3)
Projects 4)
Reading Groups 5)
Projects 6)
Novel Study |
1)
Reading Mastery workbook / questions 2)
Project criteria sheets 3)
Project criteria sheets 4)
Reading Mastery workbook / questions 5)
Oral defense of project 6)
Graphic organizers |
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1)
demonstrate a
willingness to choose challenging materials for reading, viewing, or
listening for a variety of purposes 2)
explain their
preferences for specific types of literary and informational works 3)
read silently
for extended periods of time 4)
make explicit
connections among central ideas in works that they have read, viewed, or
heard 5)
describe how
particular works or literary features evoke personal images, memories, and
responses |
1)
Silent 2)
Silent 3)
Silent 4)
Silent 5) Silent |
1)
2)
3)
Observations 4)
5)
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1)
describe the
purpose and key features of what they read, hear, and view 2)
compare their
preferences for, opinions about, and responses to several selections 3)
categorize
roles and describe stereotypes portrayed by characters in various print and
non-print works |
1)
Silent 2)
Writer’s Workshop 3)
Novel Study |
1)
2)
Writer’s Workshop Editing Groups 3)
Graphic Organizers / Reflection Journals |
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1)
use a variety
of sentences in their written work 2)
use verb tenses
consistently and accurately when speaking and writing 3)
use register
and pacing in their verbal communications that are appropriate to the
content, purpose, and audience 4)
use correct
capitalization and basic punctuation consistently 5)
write in a
legible cursive script as required for their audiences and purposes 6)
use
conventional spelling for most words |
1)
Writer’s Workshop 2)
Writer’s Workshop/ Oral Presentations 3)
Oral presentations 4)
Writer’s Workshop 5)
Writer’s Workshop 6) Writer’s Workshop |
1)
Writing Criteria Sheets 2)
Writing Criteria Sheets / Oral Presentation Criteria Sheets 3)
Oral Presentation Criteria Sheets 4)
Writing Criteria Sheets / Performance Standards 5)
Writing Criteria Sheets / Performance Standards 6)
Writing Criteria Sheets / Performance Standards |
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1)
identify what
they know about topics selected by the class or by groups of students 2)
formulate
questions that are relevant to specific audiences and purposes 3)
identify and
use sources of information, including people, print, audio-visual media, and
electronic media 4)
select and
shape information appropriately for specific audiences and purposes 5)
apply various
strategies to generate and shape ideas |
1)
Class discussions 2)
Class discussions 3)
Computers class 4)
Projects 5)
Writer’s Workshop/ Projects |
1)
Class Checklist Sheets 2)
Class Checklist Sheets 3)
Class Checklist Sheets 4)
Project Criteria Sheets 5)
Project Oral Interview |
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1)
appraise their
own and others' work 2)
revise and edit
their own and others' work for content and clarity 3)
edit to correct
their own and others' use of grammar, spelling, and punctuation using both
electronic and manual means |
1)
Writer’s Workshop 2)
Writer’s Workshop 3)
Writer’s Workshop |
1)
Editing Group Checklist 2)
Editing Group Checklist 3)
Editing Group Checklist |
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1)
demonstrate pride
and satisfaction in using language to create and express thoughts, ideas, and
feelings in a variety of oral, written, and electronic forms 2)
create a
variety of personal and informational communications, including written and oral
stories, poems, or lyrics; explanations and descriptions; informal oral
reports and dramatics; and brief factual reports 3)
apply the basic
rules and conventions of writing or speaking for the oral, visual, and
written forms they select |
1)
Writer’s Workshop 2)
Writer’s Workshop 3)
Writer’s Workshop/ projects |
1)
Writing Criteria Sheets 2)
Writing Criteria Sheets 3)
Writing Criteria Sheets / Project Criteria Sheets |
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1)
demonstrate an
awareness of how to use language to develop and maintain friendships and relationships
in school and in the community 2)
develop
personal communication goals and plans 3)
demonstrate
confidence in their abilities to communicate effectively in various classroom
situations 4)
create various
communications for their own satisfaction, including journals and diaries |
1)
Class meetings 2)
Personal planning lessons 3)
Class discussions/ oral presentations 4)
Writer’s Workshop |
1)
Class Checklist Sheets 2)
Class Checklist Sheets 3)
Oral Presentation Criteria Sheets 4)
Writer’s Notebook Criteria Sheets |
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1)
assume a
variety of roles when interacting in groups 2)
use the
language of praise and constructive feedback when working with others 3)
listen to and
express interest in the ideas of others 4)
assess their
own communications and their contributions to the group |
1)
Classroom group work 2)
Writer’s Workshop 3)
Writer’s Workshop 4)
Classroom group work |
1)
Class Checklist Sheets 2)
Editing Group Checklist 3)
Editing Group Checklist 4)
Oral Presentation Self Evaluation |
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1)
demonstrate a willingness
to communicate with others to reach common goals within the classroom 2)
demonstrate
respect for the diverse languages, ideas, opinions, cultures, and
contributions of their peers 3)
demonstrate an
awareness of how they can use language to display empathy and make
connections with others 4)
use language to
acknowledge people, commemorate special events, and honour
accomplishments within the community |
1)
Classroom group work 2)
Classroom group work 3)
Classroom meetings / group work 4)
Class oral representatives |
1)
Class Checklist Sheets 2)
Class Checklist Sheets 3)
Journal reflections 4)
Oral Presentation Criteria Sheets |