Manitoba

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Skills available for Manitoba grade 9 English language arts curriculum

Objectives are in black and IXL English language arts skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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WNCP Common Curriculum Frameworks WNCP Common Curriculum Frameworks
Manitoba Curriculum Manitoba Curriculum

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2 Comprehend and respond personally and critically to oral, print, and other media texts

2.1 Use Strategies and Cues
- 2.1.1 Prior Knowledge: analyze and explain connections between previous experiences, prior knowledge, and a variety of texts [including books]
  - Interpret the meaning of an allusion from its source (9-C.2)
  - Recall the source of an allusion (9-C.3)
- 2.1.2 Comprehension Strategies: use comprehension strategies [including recognizing main ideas and significant supporting details, and paraphrasing ideas] appropriate to the type of text and purpose; enhance understanding by rereading and discussing relevant passages
- 2.1.3 Textual Cues: use textual cues [such as common literary, expository, and media text structures...] and prominent organizational patterns [such as chronology, cause and effect, comparison and contrast, problem and solution...] within texts to construct and confirm meaning and interpret texts
- 2.1.4 Cueing Systems: use syntactic, semantic, and graphophonic cueing systems [including context clues; structural analysis to identify foreign roots, prefixes, and suffixes] to construct and confirm meaning and interpret texts [including meaning of specialized and technical vocabulary
2.2 Respond to Texts
- 2.2.1 Experience Various Texts: experience texts from a variety of forms and genres [such as essays, broadcast advertisements, romantic literature...] and cultural traditions; explain various interpretations of the same text
- 2.2.2 Connect Self, Texts, and Culture: examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media texts
- 2.2.3 Appreciate the Artistry of Texts: discuss how word choice and supporting details in oral, literary, and media texts [including books, drama, and oral presentations] affect purpose and audience
2.3 Understand Forms and Techniques
- 2.3.1 Forms and Genres: explain preferences for particular forms and genres of oral, literary, and media texts
- 2.3.2 Techniques and Elements: examine the use of a variety of techniques [including establishing setting, characterization, and stereotyping] to portray gender, cultures, and socioeconomic groups in oral, literary [including books], and media texts
- 2.3.3 Vocabulary: appreciate variations in language, accent, and dialect in Canadian communities and regions; recognize the derivation and use of words, phrases, and jargon
  - Use etymologies to determine the meanings of words (9-R.1)
  - Use the correct foreign expression (9-R.3)
- 2.3.4 Experiment with Language: examine creative uses of language in popular culture [including advertisements, magazines, and music]; recognize how figurative language and techniques create a dominant impression, mood, tone, and style
- 2.3.5 Create Original Texts: create original texts [such as video scripts, debates, editorials, audiotapes with voice and music, speeches, readers' theatre, formal essays, letters, advertisements...] to communicate and demonstrate understanding of forms and techniques

3 Manage ideas and information

3.1 Plan and Focus
- 3.1.1 Use Personal Knowledge: determine depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research
- 3.1.2 Ask Questions: develop focused questions to establish a purpose for reading, listening, and viewing information sources
- 3.1.3 Participate in Group Inquiry: generate and access ideas in a group and use a variety of methods to focus and clarify inquiry or research topic
  - Order topics from broadest to narrowest (9-F.1)
  - Organize information by main idea (9-F.2)
- 3.1.4 Create and Follow a Plan: prepare and use a plan to access, gather, and evaluate information and ideas from a variety of human, print, and electronic sources
3.2 Select and Process
- 3.2.1 Identify Personal and Peer Knowledge: access, record, and appraise personal and peer knowledge of a topic and evaluate it for breadth and depth to establish an information base for inquiry or research
- 3.2.2 Identify Sources: obtain information and varied perspectives when inquiring or researching using a range of information sources [such as expository essays, books, radio and television transcripts, charts, tables, graphs, diagrams...]
- 3.2.3 Assess Sources: evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan
- 3.2.4 Access Information: expand and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources [including books, on-line catalogues, periodical indices, broadcast guides, film libraries, and electronic databases]
- 3.2.5 Make Sense of Information: identify a variety of factors [such as organizational patterns of text, page layouts, font styles, colour, voice-over, camera angle...] that affect meaning; scan to locate specific information quickly; summarize, report, and record main ideas of extended oral, visual, and written texts [including books]
  - Organize information by main idea (9-F.2)
  - Choose the topic sentence that best captures the main idea (9-G.1)
3.3 Organize, Record, and Evaluate
- 3.3.1 Organize Information: organize information and ideas by developing and selecting appropriate categories and organizational structures
  - Order topics from broadest to narrowest (9-F.1)
  - Organize information by main idea (9-F.2)
- 3.3.2 Record Information: summarize and record information in a variety of forms in own words, paraphrasing and/or quoting relevant facts and opinions; reference sources
- 3.3.3 Evaluate Information: distinguish between fact and theory and between main and supporting information to evaluate usefulness, relevance, and completeness; address information gaps for particular forms, audiences, and purposes
- 3.3.4 Develop New Understanding: reflect on new knowledge and its value to self and the wider community; determine personal inquiry and research strengths and learning goals

4 Enhance the clarity and artistry of communication

4.1 Generate and Focus
- 4.1.1 Generate Ideas: use a variety of techniques to generate and select ideas for oral, written, and visual texts
  - Order topics from broadest to narrowest (9-F.1)
  - Organize information by main idea (9-F.2)
- 4.1.2 Choose Forms: adapt specific forms [such as book and film reviews, editorials, multimedia presentations, newscasts, letters, essays, poetry, myths, prose...] to match content, audience, and purpose
- 4.1.3 Organize Ideas: identify and use a variety of organizational patterns [such as flashbacks, cause and effect, comparison and contrast, problem and solution...] in own oral, written, and visual texts; use effective transitions
  - Transition logically between claims, evidence, analysis and counterclaims (9-H.7)
  - Transitions with conjunctive adverbs (9-K.1)
4.2 Enhance and Improve
- 4.2.1 Appraise Own and Others' Work: share and discuss particular qualities of samples from own collection of work; accept and provide constructive suggestions for revising own and others' work and presentations
  - Suggest appropriate revisions (9-M.7)
- 4.2.2 Revise Content: review previous draft and revise to refine communication and enhance self-expression
- 4.2.3 Enhance Legibility: format for legibility and use word processing effectively and efficiently when composing and revising; use electronic design elements to combine print and visuals
- 4.2.4 Enhance Artistry: experiment with a variety of sentence patterns and figurative language; use supporting details when revising to enhance clarity and artistry
- 4.2.5 Enhance Presentation: prepare compositions, presentations, reports, essays, and inquiry or research projects in a meaningful order and with adequate detail for audience understanding
4.3 Attend to Conventions
- 4.3.1 Grammar and Usage: edit for parallel structure, use of transitional devices, and clarity
- 4.3.2 Spelling: know and apply a repertoire of spelling conventions when editing and proofreading; use a variety of resources when editing and proofreading
- 4.3.3 Punctuation and Capitalization: know and apply capitalization and punctuation conventions in dialogues, quotations, footnotes, endnotes, and references when editing and proofreading
4.4 Present and Share
- 4.4.1 Share Ideas and Information: plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic
- 4.4.2 Effective Oral Communication: choose vocabulary, voice production factors, and non-verbal cues to communicate effectively to a variety of audiences; use a variety of media and display techniques to enhance the effectiveness of oral presentations
- 4.4.3 Attentive Listening and Viewing: demonstrate critical listening and viewing skills and strategies [such as following the train of thought, noting main points and details, evaluating presentation techniques...] and show respect for presenter(s)

Manitoba

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2 Comprehend and respond personally and critically to oral, print, and other media texts

2.1 Use Strategies and Cues

2.1.1 Prior Knowledge: analyze and explain connections between previous experiences, prior knowledge, and a variety of texts [including books]

2.1.2 Comprehension Strategies: use comprehension strategies [including recognizing main ideas and significant supporting details, and paraphrasing ideas] appropriate to the type of text and purpose; enhance understanding by rereading and discussing relevant passages

2.1.3 Textual Cues: use textual cues [such as common literary, expository, and media text structures...] and prominent organizational patterns [such as chronology, cause and effect, comparison and contrast, problem and solution...] within texts to construct and confirm meaning and interpret texts

2.1.4 Cueing Systems: use syntactic, semantic, and graphophonic cueing systems [including context clues; structural analysis to identify foreign roots, prefixes, and suffixes] to construct and confirm meaning and interpret texts [including meaning of specialized and technical vocabulary

2.2 Respond to Texts

2.2.1 Experience Various Texts: experience texts from a variety of forms and genres [such as essays, broadcast advertisements, romantic literature...] and cultural traditions; explain various interpretations of the same text

2.2.2 Connect Self, Texts, and Culture: examine how personal experiences, community traditions, and Canadian perspectives are presented in oral, literary, and media texts

2.2.3 Appreciate the Artistry of Texts: discuss how word choice and supporting details in oral, literary, and media texts [including books, drama, and oral presentations] affect purpose and audience

2.3 Understand Forms and Techniques

2.3.1 Forms and Genres: explain preferences for particular forms and genres of oral, literary, and media texts

2.3.2 Techniques and Elements: examine the use of a variety of techniques [including establishing setting, characterization, and stereotyping] to portray gender, cultures, and socioeconomic groups in oral, literary [including books], and media texts

2.3.3 Vocabulary: appreciate variations in language, accent, and dialect in Canadian communities and regions; recognize the derivation and use of words, phrases, and jargon

2.3.4 Experiment with Language: examine creative uses of language in popular culture [including advertisements, magazines, and music]; recognize how figurative language and techniques create a dominant impression, mood, tone, and style

2.3.5 Create Original Texts: create original texts [such as video scripts, debates, editorials, audiotapes with voice and music, speeches, readers' theatre, formal essays, letters, advertisements...] to communicate and demonstrate understanding of forms and techniques

3 Manage ideas and information

3.1 Plan and Focus

3.1.1 Use Personal Knowledge: determine depth and breadth of personal knowledge of a topic to identify possible areas of inquiry or research

3.1.2 Ask Questions: develop focused questions to establish a purpose for reading, listening, and viewing information sources

3.1.3 Participate in Group Inquiry: generate and access ideas in a group and use a variety of methods to focus and clarify inquiry or research topic

3.1.4 Create and Follow a Plan: prepare and use a plan to access, gather, and evaluate information and ideas from a variety of human, print, and electronic sources

3.2 Select and Process

3.2.1 Identify Personal and Peer Knowledge: access, record, and appraise personal and peer knowledge of a topic and evaluate it for breadth and depth to establish an information base for inquiry or research

3.2.2 Identify Sources: obtain information and varied perspectives when inquiring or researching using a range of information sources [such as expository essays, books, radio and television transcripts, charts, tables, graphs, diagrams...]

3.2.3 Assess Sources: evaluate information sources for possible bias using criteria designed for a particular inquiry or research plan

3.2.4 Access Information: expand and use a variety of skills [including visual and auditory] to access information and ideas from a variety of sources [including books, on-line catalogues, periodical indices, broadcast guides, film libraries, and electronic databases]

3.3 Organize, Record, and Evaluate

3.3.1 Organize Information: organize information and ideas by developing and selecting appropriate categories and organizational structures

3.3.2 Record Information: summarize and record information in a variety of forms in own words, paraphrasing and/or quoting relevant facts and opinions; reference sources

3.3.3 Evaluate Information: distinguish between fact and theory and between main and supporting information to evaluate usefulness, relevance, and completeness; address information gaps for particular forms, audiences, and purposes

3.3.4 Develop New Understanding: reflect on new knowledge and its value to self and the wider community; determine personal inquiry and research strengths and learning goals

4 Enhance the clarity and artistry of communication

4.1 Generate and Focus

4.1.1 Generate Ideas: use a variety of techniques to generate and select ideas for oral, written, and visual texts

4.1.2 Choose Forms: adapt specific forms [such as book and film reviews, editorials, multimedia presentations, newscasts, letters, essays, poetry, myths, prose...] to match content, audience, and purpose

4.1.3 Organize Ideas: identify and use a variety of organizational patterns [such as flashbacks, cause and effect, comparison and contrast, problem and solution...] in own oral, written, and visual texts; use effective transitions

4.2 Enhance and Improve

4.2.1 Appraise Own and Others' Work: share and discuss particular qualities of samples from own collection of work; accept and provide constructive suggestions for revising own and others' work and presentations

4.2.2 Revise Content: review previous draft and revise to refine communication and enhance self-expression

4.2.3 Enhance Legibility: format for legibility and use word processing effectively and efficiently when composing and revising; use electronic design elements to combine print and visuals

4.2.4 Enhance Artistry: experiment with a variety of sentence patterns and figurative language; use supporting details when revising to enhance clarity and artistry

4.2.5 Enhance Presentation: prepare compositions, presentations, reports, essays, and inquiry or research projects in a meaningful order and with adequate detail for audience understanding

4.3 Attend to Conventions

4.3.1 Grammar and Usage: edit for parallel structure, use of transitional devices, and clarity

4.3.2 Spelling: know and apply a repertoire of spelling conventions when editing and proofreading; use a variety of resources when editing and proofreading

4.3.3 Punctuation and Capitalization: know and apply capitalization and punctuation conventions in dialogues, quotations, footnotes, endnotes, and references when editing and proofreading

4.4 Present and Share

4.4.1 Share Ideas and Information: plan and conduct peer-involved class activities to share individual inquiry or research and understanding on a topic

4.4.2 Effective Oral Communication: choose vocabulary, voice production factors, and non-verbal cues to communicate effectively to a variety of audiences; use a variety of media and display techniques to enhance the effectiveness of oral presentations

4.4.3 Attentive Listening and Viewing: demonstrate critical listening and viewing skills and strategies [such as following the train of thought, noting main points and details, evaluating presentation techniques...] and show respect for presenter(s)