WNCP

2 Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

• 2.1 Use Strategies and Cues

  • describe and build upon connections between previous experiences, prior knowledge, and a variety of texts

  • use a variety of comprehension strategies [such as setting a purpose, asking questions, inferring, confirming or rejecting predictions and conclusions...]; confirm understanding and self-correct when necessary

  • use textual cues [such as key ideas, sequence of major events, table of contents, glossaries...] to construct and confirm meaning

  • use syntactic, semantic, graphophonic, and pragmatic cueing systems [such as word order; context clues; structural analysis to identify roots, prefixes, suffixes...] to construct and confirm meaning; use a dictionary to determine word meaning in context

    • Words with pre- (5-U.1)
    • Words with re- (5-U.2)
    • Words with sub- (5-U.3)
    • Words with mis- (5-U.4)
    • Words with un-, dis-, in-, im- and non- (5-U.5)
    • Words with -ful (5-U.6)
    • Words with -less (5-U.7)
    • Words with -able and -ible (5-U.8)
    • Use Greek and Latin roots as clues to the meanings of words (5-V.2)
    • Use the meanings of words as clues to the meanings of Greek and Latin roots (5-V.3)
    • Use words as clues to the meanings of Greek and Latin roots (5-V.4)
    • Determine the meanings of Greek and Latin roots (5-V.5)
    • Determine the meanings of words with Greek and Latin roots (5-V.6)
    • Find synonyms in context (5-X.2)
    • Find antonyms in context (5-X.4)
    • Determine the meaning of idioms from context: set 1 (5-BB.1)
    • Determine the meaning of idioms from context: set 2 (5-BB.3)
    • Use guide words (5-EE.4)
    • Use dictionary entries (5-EE.5)
    • Use dictionary definitions (5-EE.6)

• 2.2 Respond to Texts

  • experience texts from a variety of genres [such as historical fiction, myths, biographies...] and cultural traditions; explain preferences for particular types of a variety of texts

  • compare the challenges and situations encountered in daily life with those experienced by people in other times, places, and cultures as portrayed in a variety of oral, print, and other media texts

  • identify descriptive and figurative language in a variety of oral, print, and other media texts

    • Identify similes and metaphors (5-F.1)
    • Determine the meanings of similes and metaphors (5-F.2)
    • Determine the meaning of idioms from context: set 1 (5-BB.1)
    • Identify the meaning of idioms and adages: set 1 (5-BB.2)
    • Determine the meaning of idioms from context: set 2 (5-BB.3)
    • Identify the meaning of idioms and adages: set 2 (5-BB.4)
    • Describe the difference between related words (5-CC.1)
    • Positive and negative connotation (5-CC.2)
    • Identify adjectives (5-LL.1)
    • Identify adverbs (5-LL.3)
    • Use relative adverbs (5-LL.4)
    • Choose between adjectives and adverbs (5-LL.5)
    • Is the word an adjective or adverb? (5-LL.6)
    • Use adjectives to compare (5-LL.7)
    • Spell adjectives that compare (5-LL.8)
    • Use adjectives with more and most (5-LL.9)
    • Use adverbs to compare (5-LL.10)

• 2.3 Understand Forms and Techniques

  • understand and use a variety of forms of texts [such as poetry, articles, news reports, documentaries...]

  • identify key elements [including plot, setting, and characterization] and techniques [such as colour, music, speed...] in a variety of texts, and explore their impact

  • identify how and why word structures and meaning change, and use accurate word meaning according to context

    • Identify similes and metaphors (5-F.1)
    • Determine the meanings of similes and metaphors (5-F.2)
    • Use the correct frequently confused word (5-S.1)
    • Correct errors with frequently confused words (5-S.2)
    • Words with pre- (5-U.1)
    • Words with re- (5-U.2)
    • Words with sub- (5-U.3)
    • Words with mis- (5-U.4)
    • Words with un-, dis-, in-, im- and non- (5-U.5)
    • Words with -ful (5-U.6)
    • Words with -less (5-U.7)
    • Words with -able and -ible (5-U.8)
    • Use Greek and Latin roots as clues to the meanings of words (5-V.2)
    • Use the meanings of words as clues to the meanings of Greek and Latin roots (5-V.3)
    • Use words as clues to the meanings of Greek and Latin roots (5-V.4)
    • Determine the meanings of Greek and Latin roots (5-V.5)
    • Determine the meanings of words with Greek and Latin roots (5-V.6)
    • Choose the synonym (5-X.1)
    • Find synonyms in context (5-X.2)
    • Choose the antonym (5-X.3)
    • Find antonyms in context (5-X.4)
    • Use the correct homophone (5-Z.1)
    • Which definition matches the sentence? (5-AA.1)
    • Which sentence matches the definition? (5-AA.2)
    • Determine the meaning of idioms from context: set 1 (5-BB.1)
    • Identify the meaning of idioms and adages: set 1 (5-BB.2)
    • Determine the meaning of idioms from context: set 2 (5-BB.3)
    • Identify the meaning of idioms and adages: set 2 (5-BB.4)
    • Describe the difference between related words (5-CC.1)
    • Positive and negative connotation (5-CC.2)
    • Use guide words (5-EE.4)
    • Use dictionary entries (5-EE.5)
    • Use dictionary definitions (5-EE.6)
    • Use thesaurus entries (5-EE.7)

  • experiment with words and sentence patterns to create word pictures; identify figures of speech [such as personification...] and ways in which they convey meaning

    • Identify similes and metaphors (5-F.1)
    • Determine the meanings of similes and metaphors (5-F.2)
    • Determine the meaning of idioms from context: set 1 (5-BB.1)
    • Identify the meaning of idioms and adages: set 1 (5-BB.2)
    • Determine the meaning of idioms from context: set 2 (5-BB.3)
    • Identify the meaning of idioms and adages: set 2 (5-BB.4)
    • Describe the difference between related words (5-CC.1)
    • Positive and negative connotation (5-CC.2)

  • create original texts [such as journals, posters combining print and art, dioramas, travelogues...] to communicate and demonstrate understanding of forms and techniques

3 Students will listen, speak, read, write, view, and represent to manage ideas and information.

• 3.1 Plan and Focus

  • summarize personal knowledge of a topic in categories to determine information needs

  • formulate general and specific questions to identify information needs

  • ¥ share personal knowledge of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group inquiry or research

  • gather and record ideas and information using a plan

• 3.2 Select and Process

  • record personal knowledge of a topic and collaborate to generate information for inquiry or research

  • answer inquiry or research questions using a variety of information sources [such as newspapers, series by the same writer, scripts, diaries, elders, interviews, trips, oral traditions...]

  • determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria

  • use a variety of tools [such as chapter headings, encyclopedia guide words...] to access information and ideas; use visual and auditory cues [such as graphics, voice-overs, scene changes, body language, background music...] to identify key ideas

    • Use guide words (5-EE.4)
    • Use dictionary entries (5-EE.5)
    • Use dictionary definitions (5-EE.6)
    • Use thesaurus entries (5-EE.7)

  • recognize organizational patterns [such as main ideas and supporting details, explanation, comparison and contrast, cause and effect, sequence...] of oral, print, and other media texts to construct meaning; skim, scan, and listen for key words and phrases

• 3.3 Organize, Record, and Evaluate

  • organize information and ideas into categories [such as what, who, where, why, when, how...] using a variety of strategies [such as webbing, using graphic organizers, sequencing...]

  • record information in own words; cite authors and titles alphabetically and provide publication dates of sources

  • recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose

  • assess knowledge gained through the inquiry or research process; form personal conclusions and generate new questions for further inquiry or research

4 Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

• 4.1 Generate and Focus

  • focus a topic for oral, written, and visual texts by integrating ideas from experiences and a variety of other sources

  • choose forms [such as news stories, interviews, reports, diagrams...] appropriate to a variety of audiences and purposes

  • use listening, reading, and viewing experiences as models for organizing ideas in own oral, written, and visual texts

• 4.2 Enhance and Improve

  • participate in developing criteria to respond to oral, written, and visual creations and use the criteria to suggest revisions

  • revise for content, organization, and clarity

    • Which sentence is more formal? (5-C.2)
    • Use coordinating conjunctions (5-O.2)
    • Use the correct frequently confused word (5-S.1)
    • Use the correct homophone (5-Z.1)
    • Is it a complete sentence or a fragment? (5-FF.4)
    • Is it a complete sentence or a run-on? (5-FF.5)
    • Is it a complete sentence, a fragment or a run-on? (5-FF.6)
    • Form and use plurals of nouns ending in f, fe, o and y (5-GG.4)
    • Form and use plurals: review (5-GG.6)
    • Identify and correct errors with plural and possessive nouns (5-GG.9)
    • Choose between subject and object personal pronouns (5-HH.2)
    • Replace the noun with a personal pronoun (5-HH.3)
    • Compound subjects and objects with "I" and "me" (5-HH.4)
    • Compound subjects and objects with personal pronouns (5-HH.5)
    • Use possessive pronouns (5-HH.6)
    • Choose between personal and reflexive pronouns (5-HH.7)
    • Use reflexive pronouns (5-HH.8)
    • Use relative pronouns: who and whom (5-HH.10)
    • Use relative pronouns: who, whom, whose, which and that (5-HH.11)
    • Use the correct modal verb (5-II.3)
    • Use the correct subject or verb (5-JJ.1)
    • Use the correct subject or verb – with compound subjects (5-JJ.2)
    • Form and use the regular past tense (5-KK.2)
    • Form and use the irregular past tense (5-KK.3)
    • Form and use the simple past, present and future tense (5-KK.4)
    • Correct inappropriate shifts in verb tense (5-KK.5)
    • Use the progressive verb tenses (5-KK.6)
    • Form the progressive verb tenses (5-KK.7)
    • Choose between the past tense and past participle (5-KK.8)
    • Use the perfect verb tenses (5-KK.9)
    • Form the perfect verb tenses (5-KK.10)
    • Use relative adverbs (5-LL.4)
    • Choose between adjectives and adverbs (5-LL.5)
    • Use adjectives to compare (5-LL.7)
    • Spell adjectives that compare (5-LL.8)
    • Use adjectives with more and most (5-LL.9)
    • Use adverbs to compare (5-LL.10)
    • Use the correct pair of correlative conjunctions (5-NN.3)
    • Fill in the missing correlative conjunction (5-NN.4)
    • Pronoun-verb contractions (5-OO.1)
    • Contractions with "not" (5-OO.2)
    • Commas with direct addresses, introductory words and interjections (5-PP.1)
    • Commas with compound and complex sentences (5-PP.2)
    • Correct capitalization errors (5-QQ.1)

  • write legibly and use word processing when composing and revising

  • select words for appropriate connotations and use varied sentence lengths and structures [including compound sentences]

    • Which sentence is more formal? (5-C.2)
    • Describe the difference between related words (5-CC.1)
    • Positive and negative connotation (5-CC.2)
    • Is it a complete sentence or a fragment? (5-FF.4)
    • Is it a complete sentence or a run-on? (5-FF.5)
    • Is it a complete sentence, a fragment or a run-on? (5-FF.6)
    • Is the sentence simple or compound? (5-FF.8)
    • Is the sentence simple, compound or complex? (5-FF.9)

  • prepare organized compositions, presentations, reports, and inquiry or research projects using pre-established organizers

• 4.3 Attend to Conventions

  • edit to eliminate fragments and run-on sentences

    • Is it a complete sentence or a fragment? (5-FF.4)
    • Is it a complete sentence or a run-on? (5-FF.5)
    • Is it a complete sentence, a fragment or a run-on? (5-FF.6)

  • know and apply Canadian spelling conventions using a variety of strategies [such as structural analysis, syllabication...] and spelling patterns when editing and proofreading; predict the spelling of unfamiliar words using a variety of resources to confirm correctness

    • Use guide words (5-EE.4)
    • Use dictionary entries (5-EE.5)

  • know how to capitalize and punctuate compound sentences, headings, and titles, and apply these conventions when editing and proofreading

    • Is the sentence declarative, interrogative, imperative or exclamatory? (5-FF.1)
    • Identify dependent and independent clauses (5-FF.7)
    • Is the sentence simple or compound? (5-FF.8)
    • Is the sentence simple, compound or complex? (5-FF.9)
    • Commas with direct addresses, introductory words and interjections (5-PP.1)
    • Commas with compound and complex sentences (5-PP.2)
    • Correct capitalization errors (5-QQ.1)
    • Capitalizing titles (5-QQ.2)
    • Formatting titles (5-RR.1)
    • Formatting and capitalizing titles (5-RR.2)
    • Punctuating dialogue (5-RR.3)

• 4.4 Present and Share

  • prepare and share information on a topic using print, audio-visual, and dramatic forms to engage the audience

  • use gestures and facial expression to enhance oral presentations; use emphasis and appropriate pacing; arrange presentation space to focus audience attention

  • show respect for the presenter through active listening and viewing behaviours [such as giving polite feedback, responding to the speaker's gestures, showing attentive body language...]