GCO4 Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.
SCO 4.1 select texts that address their learning needs and range of special interests
SCO 4.2 read widely and experience a variety of young adult fiction and literature from different provinces and countries
SCO 4.3 demonstrate an awareness of how authors use pictorial, typographical, and organizational devices such as photos, titles, headings, and bold print to achieve certain purposes in their writing, and use those devices more regularly to construct meaning and enhance understanding
SCO 4.4 develop some independence in recognizing and using various reading and viewing strategies (predicting, questioning, etc.) and in using cueing systems (graphophonic, contextual, syntactic, etc.) to construct meaning; apply and develop these strategies and systems while reading and viewing increasingly complex print and media texts
SCO 4.5 talk and write about the various processes and strategies readers and viewers apply when constructing meaning from various texts; recognize and articulate personal processes and strategies used when reading or viewing various texts
GCO5 Students will be expected to interpret, select, and combine information, using a variety of strategies, resources, and technologies.
SCO 5.1 identify and articulate personal needs and personal learning needs with growing clarity and some independence
SCO 5.2 become increasingly aware of and use periodically the many print and non-print avenues and sources (Internet, documentaries, interviews) through which information can be accessed and selected
SCO 7.3 develop an ability to respond critically to various texts in a variety of ways such as identifying, describing, and discussing the form, structure, and content of texts and how they might contribute to meaning construction and understanding
recognize that personal knowledge, ideas, values, perceptions, and points of view influence how writers create texts
become aware of how and when personal background influences meaning construction, understanding, and textual response
recognize that there are values inherent in a text, and begin to identify those values
explore how various cultures and realities are portrayed in media texts
Writing and Other Ways of Representing
GCO8 Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imagination.
SCO 8.1 experiment with a range of strategies (brainstorming, sketching, free writing) to extend and explore learning, to reflect on their own and others' ideas, and to identify problems and consider solutions
SCO 8.2 become aware of and describe the writing strategies that help them learn; express an understanding of their personal growth as language learners and language users
SCO 8.3 understand that note making is purposeful, and has many purposes (e.g. personal use, gathering information for an assignment, recording what has happened and what others have said) and many forms, (e.g. lists, summaries, observations, and descriptions)
SCO 8.4 demonstrate an ability to integrate interesting effects in imaginative writing and other forms of representation, for example, thoughts and feelings in addition to external descriptions and activities; integrate detail that adds richness and density; identify and correct inconsistencies and avoid extraneous detail; make effective language choices relevant to style and purpose; and select more elaborate and sophisticated vocabulary and phrasing
GCO9 Students will be expected to create texts collaboratively and independently, using a variety of forms for a range of audiences and purposes.
SCO 9.1 produce a range of writing forms, for example, stories, cartoons, journals, business and personal letters, speeches, reports, interviews, messages, poems, and advertisements
SCO 9.2 recognize that a writer's choice of form is influenced by both the writing purpose (to entertain, inform, request, record, describe) and the reader for whom the text is intended (e.g. understand how and why a note to a friend differs from a letter requesting information)
SCO 9.5 ask for reader feedback while writing and use this feedback when shaping subsequent drafts; consider self-generated drafts from a reader's/viewer's/listener's point of view
GCO10 Students will be expected to use a range of strategies to develop effective writing and other ways of representing, and to enhance clarity, precision, and effectiveness.
SCO 10.1 understand and use conventions for spelling familiar words correctly; rely on knowledge of spelling conventions to attempt difficult words; check for correctness; demonstrate control over most punctuation and standard grammatical structures in writing most of the time; use a variety of sentence patterns, vocabulary, and paragraph structures to aid effective written communication
SCO 10.2 learn to recognize and begin to use more often the specific prewriting, drafting, revising, editing, proofreading, and presentation strategies that most effectively help to produce various texts