Yukon

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

  • make and record connections between personal experiences, prior knowledge, and a variety of texts

  • confirm or reject inferences, predictions, or conclusions based on textual information; check and confirm understanding by rereading

  • use textual cues [such as headings and subheadings, story elements, key ideas in exposition...] 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, contractions, compound words, singular and plural words...] to construct and confirm meaning; use a junior dictionary to determine word meaning in context

    • Identify base words, prefixes and suffixes (4-T.1)
    • Determine the meaning of a word with pre-, re- or mis- (4-T.2)
    • Use the prefixes pre-, re- and mis- (4-T.3)
    • Determine the meaning of a word with -ful or -less (4-T.4)
    • Determine the meaning of a word with -ly or -ness (4-T.5)
    • Determine the meaning of a word with -able or -ment (4-T.6)
    • Determine the meaning of a word with a suffix: review (4-T.7)
    • Determine the meanings of words with prefixes and suffixes: review (4-T.8)
    • Use Greek and Latin roots as clues to the meanings of words (4-U.2)
    • Use the meanings of words as clues to the meanings of Greek and Latin roots (4-U.3)
    • Determine the meanings of Greek and Latin roots (4-U.4)
    • Determine the meanings of words with Greek and Latin roots (4-U.5)
    • Form compound words (4-V.1)
    • Form and use compound words (4-V.2)
    • Find synonyms in context (4-X.3)
    • Find antonyms in context (4-X.6)
    • Determine the meaning of idioms from context: set 1 (4-AA.1)
    • Determine the meaning of idioms from context: set 2 (4-AA.3)
    • Use guide words (4-DD.5)
    • Use dictionary entries (4-DD.6)
    • Use dictionary definitions (4-DD.7)
    • Form regular plurals with -s, -es and -ies (4-FF.5)
    • Use regular plurals with -s, -es and -ies (4-FF.6)
    • Form regular plurals with -s, -es, -ies and -ves (4-FF.7)
    • Use regular plurals with -s, -es, -ies and -ves (4-FF.8)
    • Is the noun singular or plural? (4-FF.9)
    • Form and use irregular plurals (4-FF.10)
    • Identify plurals, singular possessives and plural possessives (4-FF.11)
    • Form the singular or plural possessive (4-FF.12)
    • Identify and correct errors with plural and possessive nouns (4-FF.13)
    • Pronoun-verb contractions (4-OO.1)
    • Contractions with "not" (4-OO.2)

• 2.2 Respond to Texts

  • experience texts from a variety of genres [such as personal narratives, plays, adventure stories, mysteries...] and cultural traditions; share responses to a variety of texts

  • identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in a variety of oral, print, and other media texts

  • identify mood evoked by a variety of oral, print, and other media texts

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

• 2.3 Understand Forms and Techniques

  • distinguish similarities and differences among a variety of forms of texts [such as folk tales, poetry, bone and soapstone sculptures, news and weather reports...]

  • explain connections between events and the roles of main characters in a variety of texts, and identify how these texts may influence people's behaviours

  • expand knowledge of words and word relationships [including homonyms, antonyms, and synonyms] using a variety of sources [such as print and electronic dictionaries, thesauri, people...]

    • Choose the synonym (4-X.1)
    • Which sentence has the same meaning? (4-X.2)
    • Find synonyms in context (4-X.3)
    • Choose the antonym (4-X.4)
    • Which sentence uses an antonym? (4-X.5)
    • Find antonyms in context (4-X.6)
    • Homophones with pictures (4-Y.1)
    • Identify homophones (4-Y.2)
    • Use the correct homophone (4-Y.3)
    • Which definition matches the sentence? (4-Z.1)
    • Which sentence matches the definition? (4-Z.2)
    • Use guide words (4-DD.5)
    • Use dictionary entries (4-DD.6)
    • Use dictionary definitions (4-DD.7)
    • Use thesaurus entries (4-DD.8)

  • recognize how words and word combinations [such as word play, repetition, rhyme...] influence or convey meaning; identify ways in which exaggeration is used to convey humour

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

  • create original texts [such as murals, scripts for short plays, descriptive stories, charts...] 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

  • categorize personal knowledge of a topic to determine information needs

  • ask general and specific questions on topics using predetermined categories

  • identify relevant personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research

  • select and use a plan for gathering information

• 3.2 Select and Process

  • record, select, and share personal knowledge of a topic to focus inquiry or research

  • answer inquiry or research questions using a variety of information sources [such as classroom materials, school libraries, video programs, Dene/Inuit hunts...]

  • assess the usefulness of information for inquiry or research needs using pre-established criteria

  • use a variety of tools [such as indices, maps, atlases, charts, glossaries, typographical features, card or electronic catalogues, dictionaries...] to access information and ideas; use visual and auditory cues to identify important information

    • Use guide words (4-DD.5)
    • Use dictionary entries (4-DD.6)
    • Use dictionary definitions (4-DD.7)
    • Use thesaurus entries (4-DD.8)

  • determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and visual and auditory cues

• 3.3 Organize, Record, and Evaluate

  • organize information and ideas in logical sequences using a variety of strategies [such as clustering, webbing, charting from a model...]

  • make notes of key words, phrases, and images by subtopics; cite authors and titles of sources alphabetically

  • examine collected information to identify categories or aspects of a topic that need more information

  • use gathered information and questions to review and add to knowledge; consider new questions regarding the inquiry or research process and content

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 using a variety of strategies [such as jotting point-form notes, mind mapping, developing story frames...]

  • choose from a variety of favourite forms and experiment with modelled forms [such as narrative and descriptive stories, plays, graphs...] for various audiences and purposes

  • determine key ideas and organize appropriate supporting details in own oral, written, and visual texts

• 4.2 Enhance and Improve

  • share own stories and creations in various ways with peers; give support and offer feedback to peers using pre-established criteria when responding to own and others' creations

  • revise to create an interesting impression and check for sequence of ideas

  • write legibly, using a handwriting style that is consistent in alignment, shape, slant, and spacing, and experiment with the use of templates and familiar software when composing and revising

  • choose descriptive language and sentence patterns to clarify and enhance ideas

    • Identify similes and metaphors (4-F.1)
    • Determine the meanings of similes and metaphors (4-F.2)
    • Determine the meaning of idioms from context: set 1 (4-AA.1)
    • Identify the meaning of idioms and adages: set 1 (4-AA.2)
    • Determine the meaning of idioms from context: set 2 (4-AA.3)
    • Identify the meaning of idioms and adages: set 2 (4-AA.4)
    • Describe the difference between related words (4-BB.1)
    • Positive and negative connotation (4-BB.2)
    • Is the sentence declarative, interrogative, imperative or exclamatory? (4-EE.1)
    • Identify the complete subject of a sentence (4-EE.2)
    • Identify the complete predicate of a sentence (4-EE.3)
    • Identify the simple subject or predicate of a sentence (4-EE.4)
    • Is it a complete sentence or a fragment? (4-EE.5)
    • Is it a complete sentence or a run-on? (4-EE.6)
    • Is it a complete sentence, a fragment or a run-on? (4-EE.7)
    • Is the sentence simple or compound? (4-EE.8)
    • Does the adjective tell you what kind or how many? (4-LL.1)
    • Identify the adjective that describes the noun (4-LL.2)
    • Identify adjectives (4-LL.3)
    • Order adjectives (4-LL.4)
    • Does the adverb tell you how, when or where? (4-LL.5)
    • Identify adverbs (4-LL.6)
    • Use relative adverbs (4-LL.7)
    • Choose between adjectives and adverbs (4-LL.8)
    • Is the word an adjective or adverb? (4-LL.9)
    • Use adjectives to compare (4-LL.10)
    • Spell adjectives that compare (4-LL.11)
    • Use adjectives with more and most (4-LL.12)
    • Use adverbs to compare (4-LL.13)

  • prepare organized compositions and reports using sound effects and visuals [such as graphs, charts, diagrams...] that engage the audience

• 4.3 Attend to Conventions

  • edit for complete sentences and appropriate use of statements, questions, and exclamations

    • Is the sentence declarative, interrogative, imperative or exclamatory? (4-EE.1)
    • Identify the complete subject of a sentence (4-EE.2)
    • Identify the complete predicate of a sentence (4-EE.3)
    • Identify the simple subject or predicate of a sentence (4-EE.4)
    • Is it a complete sentence or a fragment? (4-EE.5)
    • Is it a complete sentence or a run-on? (4-EE.6)
    • Is it a complete sentence, a fragment or a run-on? (4-EE.7)
    • Is the sentence simple or compound? (4-EE.8)

  • know and apply Canadian spelling conventions using a variety of strategies and resources [such as structural analysis, syllabication, dictionaries...] and spelling patterns when editing and proofreading

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

  • know and use conventions of basic capitalization and punctuation [including commas in series and quotation marks] when editing and proofreading

    • Is the sentence declarative, interrogative, imperative or exclamatory? (4-EE.1)
    • Commas with dates (4-PP.1)
    • Commas with direct addresses and after introductory words (4-PP.2)
    • Capitalizing the names of people and pets and titles of respect (4-QQ.1)
    • Capitalizing days, months and holidays (4-QQ.2)
    • Capitalizing the names of places and geographic features (4-QQ.3)
    • Capitalizing the names of historical events, periods and documents (4-QQ.4)
    • Capitalizing proper adjectives, nationalities and languages (4-QQ.5)
    • Greetings and closings of letters (4-RR.1)
    • Capitalizing titles (4-RR.2)
    • Formatting titles (4-RR.3)
    • Formatting and capitalizing titles (4-RR.4)
    • Punctuating dialogue (4-RR.5)

• 4.4 Present and Share

  • prepare and share information on a topic using print and non-print aids to engage and inform a familiar audience

  • describe and explain information and ideas to a particular audience; select and use appropriate volume, intonation, and non-verbal cues

  • demonstrate appropriate audience behaviours [such as listening to opposing opinions, disagreeing respectfully, expressing opinions...]