Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
CC7.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Exploring Thoughts, Feelings, and Ideas), social responsibility (e.g., Taking Action), and efficacy (e.g., Building a Better World).
a Create with clarity and correctness, and appropriate to a particular audience and purpose, a variety of expressions (oral presentations, written compositions, and other representations) that represent ideas and information about identity, social responsibility, and efficacy.
b Create representations, speeches, and writing that feature the following qualities:
Maintains focus around a clear purpose; shows awareness of audience; provides relevant details, examples, and explanations; is accurate, complete, and uses own words; shows some individuality or originality in literary texts; contains ideas and images that create an impact.
Introduces the topic and purpose; may provide some context; sticks to the topic; is easy to follow with related ideas grouped together (i.e., sequence is logical); uses a variety of connecting words; creates a logical ending; includes appropriate, required text features (e.g., titles, headings, diagrams, illustrations) correctly constructed; uses paragraphs that have main ideas and supporting details.
Use clear and varied language correctly; shows a sense of audience; level of formality is appropriate for purpose and audience; contains some description and variety in diction; contains a variety of sentence lengths and some varied sentence beginnings; demonstrates the use of several different conjunctions; formulates simple, compound, and complex sentences; applies the conventions of oral and written language, including very few spelling errors, correct punctuation (including use of comma, colon, dash, and hyphen); uses syntactically complete and correct sentences (avoiding run-ons and fragments), uses legible cursive handwriting and clear representations which are visually accurate and legibly and neatly presented.
c Use own experiences to create personal or impromptu communications characterized by some insight and development including opinion and personal and critical responses to text.
d Create a variety of narrative, descriptive, expository, and persuasive oral presentations, written compositions, and other representations with some original qualities.
e Create a variety of visual, oral, written, and multimedia (including digital) texts including personal narratives, responses or reactions to texts, stories, reports, articles, instructions, explanations, opinions, letters, illustrations, diagrams, leaflets, stories, poems, storyboards, cartoons, and skits or short view scripts.
CC7.2 Create and present a teacher-guided inquiry project related to a topic, theme, or issue studied in English language arts.
a Apply inquiry process and complete an individual or group inquiry project related to the themes or issues being studied in English language arts.
b Examine personal knowledge of and experiences related to a topic to determine information needs.
c Formulate a variety of relevant questions on a topic to establish a purpose for seeking information.
d Contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes.
e Prepare and use a plan to access ideas and information from a variety of sources (including digital).
f Use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions.
g Locate information using a search engine.
h Assess the appropriateness of the amount and quality of information collected.
i Recognize and address information gaps for particular audiences and purposes.
j Organize new information to reflect the intended purpose and audience.
k Use the language of inquiry (e.g., "Where would I find information and ideas about this topic, question, problem, or issue?" "What processes or procedures could I use?" "How will I access these sources or carry out these procedures?").
CC7.3 Select and use the appropriate strategies to communicate meaning before (e.g., planning and organizing ideas to fit format), during (e.g. using transition words), and after (e.g., revising to eliminate unnecessary repetition) speaking, writing, and other representing activities.
a Progress through stages of the creating process (planning, drafting, revising, presenting) as needed.
b Use several strategies before, during, and after representing, speaking, and writing including:
consider prompt or find a topic and activate prior knowledge (e.g., look for ideas and topics in personal experiences and form questions about topic)
consider purpose and audience (e.g., plan and organize information for the intended viewer, listener, reader)
consider and generate specific ideas and information that might be included (e.g., get ideas from books and others)
consider and choose/adapt a possible form (e.g., select a form that will serve purpose; consider the underlying structures – temporal sequence, time sequence, compare and contrast, problem and solution to present different kinds of information)
collect and focus ideas and information (e.g., select details that will support the topic; create a list, graphic organizer, character map, timeline, or sketch)
plan and organize ideas for drafting (mapping and authoring) (e.g., create an outline, flow chart, map, or other organizer to plan)
consider qualities of effective communication and the language to use (e.g., consider strong verbs to use and how to match stance/role/voice to audience purpose).
reflect, clarify, self-monitor, self-correct, and use a variety of "fix-up" strategies (e.g., make corrections based on feedback of others; compare with others and talk about the differences)
acknowledge sources (e.g., cite and credit material downloaded)
experiment with communication features and techniques (e.g., experiment with different points of view).
revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., identify and select important information from the total available; ensure there is an effective introduction, clear middle, and effective conclusion)
revise for organization (e.g., move information to increase suspense or move the action; make choppy communications fluent)
confer with peers, teacher, or others (e.g., provide editing help to peers; seek feedback from peers and teacher)
polish, practise, and decide how work will be shared and published (e.g., enhance for clarity and correctness; use expression, tone, and pitch for emphasis; state what was learned from each presentation)
share final product, reflect, consider feedback, and celebrate learning (e.g., use inclusive language and a range of vocal effects to communicate meaning; consider impact of presentation).
CC7.4 Use pragmatic (e.g., use language that demonstrates respect for others), textual (e.g., use common organizational patterns within texts), syntactical (e.g., ensure agreement of subjects, verbs, and pronouns), semantic/lexical/morphological (e.g., avoid overused and misused words), graphophonic (e.g., enunciate clearly), and other cues (e.g., use appropriate gestures and facial expressions) to construct and to communicate meaning.
a Use the conventions of language and communication to deliberately convey meaning when engaging in speaking, writing, and other forms of representing.
c Use and apply language cues and conventions to communicate meaning including:
Select and use the language appropriate for specific audiences and purposes including the celebration of special events and accomplishments; use language that demonstrates respect for others; address communication to a specific audience; ensure voice/tone is appropriate to audience and text type; recognize and explain function and purpose of texts including informing, persuading, narrating, and describing; use standard Canadian English that follows accepted rules of usage; use appropriate register, tone, and usage; use standard Canadian English.
Understand and use a range of standard forms for texts including paragraphs and multi-paragraph compositions; use appropriate point of view (including third person) for purpose; use common organizational patterns within texts (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast); craft strong leads and effective conclusions; maintain focus from beginning to end; use transition words; include covering page and list of references.
Use clear sentence structures that contain a verb and its subject (average spoken sentence length – 9.5 words; written sentence length – 9.0 words).; combine closely related ideas into compound structures using conjunctions or joining words; include some subordination and modification; use phrases, clauses, and a variety of qualifiers; ensure that sentences are complete, interesting, and on topic; combine sentences to form compound and complex sentences for variety, interest, and effect; ensure that the subject, pronouns, and verbs agree; ensure that the sentences use appropriate verb tense (e.g., "I have seen…."); ensure that qualifiers are not misplaced; vary sentence beginning; avoid double subjects (e.g., "Bill, he….") and double negatives with verbs (e.g., "I don't have nothing."); use effective punctuation and capitalization including periods, commas, quotation marks, colons, dashes, and hyphens.
Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning; avoid overused and misused words (e.g., "could of"); use common homonyms (e.g., their/they're/there; its/it's; too/two/to) and commonly confused words (e.g., who/whom) correctly; use words figuratively and for imagery; spell most words correctly using Canadian spelling, use a variety of strategies and resources (e.g., dictionaries, thesauruses, spell check) to learn the correct spelling and meaning of words.
Enunciate clearly and carefully; pronounce words correctly; recognize onomatopoeia and alliteration; use basic spelling strategies, rules, and word families to spell words correctly at grade level; spell derivatives correctly by applying the spellings of bases and affixes.
Use volume and presentation techniques appropriate to audience and purpose; use appropriate gestures, physical movements, facial expressions, sounds, visuals, and multimedia aids to enhance presentation; combine print and visuals; use printing (e.g., for labels on a map) and cursive writing (e.g., for writing a report) appropriate to purpose; write legibly with appropriate speed and control; include clear representations (e.g., electronic illustration); underline and/or italicize names of books and periodicals; use quotation marks correctly in speech, songs, poems, and short stories.
CC7.5 Create and present a variety of representations including visual and multimedia presentations such as displays, illustrations, and videos, and enhance communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects.
a Explore ideas and express understanding using a variety of representations (e.g., timelines, models, videos, news items).
b Represent ideas and demonstrate understanding of forms and techniques in cartoon sequences, contextual dramas, posters, and advertisements.
c Use the appropriate strategies in the representing process including planning and focusing, scripting and layout, revising, and producing.
d Create and edit sound files.
e Create and edit video files.
f Create literary representations with some original qualities including narratives and dramatic scenes (e.g., skit or short video script).
g Enhance oral and written compositions with illustrations, charts, and other graphics when appropriate.
h Present to a specific audience (e.g., a presentation to adults) an oral, written, visual, or multimedia project using appropriate presentation software.
CC7.6 Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g., contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions, completing a variety of tasks, and contributing to group consensus building).
CC7.7 Use oral language to express effectively information and ideas of some complexity in formal and informal situations (e.g., a procedural description based on personal experience, a demonstration, a persuasive speech, a dramatization).
a Share ideas/knowledge clearly and logically, add to others' ideas, repeat points for clarification, and relate points already made for emphasis and reconsideration.
b Maintain conversations with classmates, guests, and adults.
c Demonstrate the ability to participate responsibly in discussions and team projects.
d Facilitate small group activities and short, whole-class sessions to share information on a topic.
e Contribute to group efforts to reach consensus or conclusions.
f Assume different roles in group work (e.g., leader, recorder, contributor).
g Recognize when conflicts and tensions arise in group work and negotiate a return to a productive and respectful atmosphere.
h Support key points with evidence and examples.
i Defend and/or support opinion with evidence in group work.
j Summarize personal viewpoint in clear and meaningful ways.
k Summarize ideas discussed and state own view in light of discussion.
l Present group conclusions and findings to classmates.
m Respond to questions and suggestions concisely, clearly, and appropriately.
n Speak to share and to entertain (e.g., read aloud, recite a poem, participate in an improvisation).
CC7.8 Write to describe a person; to narrate an imaginary incident or story; to explain and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text.
CC7.9 Experiment with a variety of text forms (e.g., meeting, presentation to adults, descriptive poem, opinion piece, a review, front page of a newspaper, short script) and techniques (e.g., dialogue, figurative language).
a Plan (e.g., using a chart or outline) and organize ideas to fit format and purpose (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast).
b Sustain focus in a piece of writing for several pages.
c Use transition words (e.g., first, then, next, before, after, however) to signal organizational pattern within compositions.