Yukon

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Skills available for Yukon grade 6 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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Print curriculum

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
- seek connections between previous experiences, prior knowledge, and a variety of texts context
- use comprehension strategies [such as asking questions, making notes, adjusting reading rate...] appropriate to the type of text and purpose [such as summarizing, outlining, remembering ideas, responding personally...]
- use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries...] to construct and confirm meaning
- use syntactic, semantic, graphophonic, and pragmatic cueing systems [such as word order; context clues and multiple meanings of words; structural analysis to identify roots, prefixes, suffixes...] to construct and confirm meaning; use a dictionary to determine word meaning in
2.2 Respond to Texts
- seek opportunities to experience texts from a variety of genres [such as autobiographies, travelogues, comics] and cultural traditions; explain preferences for a variety of texts
- discuss own and others' understanding of various community and cultural traditions in various times and places 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 and discuss how it enhances understanding of people, places, and actions
2.3 Understand Forms and Techniques
- recognize key characteristics of a variety of genres of oral, print, and other media texts [such as novels, biographies, autobiographies, myths, poetry, drawings and prints...]
- identify significant elements and techniques in a variety of texts, and examine how they interact to create effects
- experiment with ambiguity in language [such as puns, jokes based on multiple meanings, poetry...]
- alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning
- create original texts [such as short stories, news broadcasts, poems, video presentations, readers' theatre...] 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 and focus personal knowledge of a topic to determine information needs
- formulate relevant questions to focus information needs
- contribute to group knowledge of topics to help identify and focus information needs, sources, and purposes for group inquiry or research
- create and follow a plan to collect and record information within a pre-established time frame
3.2 Select and Process
- recall, record, and organize personal and peer knowledge of a topic for inquiry or research
- answer inquiry and research questions using a variety of information sources [such as bulletin boards, art, music, skilled community people, CD-ROMs, Internet...]
- recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre-established criteria
- use a variety of tools [such as bibliographies, thesauri, technology...] to access information and ideas; use visual and auditory cues [such as captions, intonation, staging...] to identify relevant information
- use 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 read closely to gather information
3.3 Organize, Record, and Evaluate
- organize information and ideas using a variety of strategies and techniques [such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...]
- make notes on a topic, combining information from more than one source; reference sources appropriately
- evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information
- relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills

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 integrating ideas from experiences and a variety of other sources
- select specific forms [such as diaries, narratives, speeches, letters, poetry, mime...] that serve particular audiences and purposes
- adapt models from listening, reading, and viewing experiences to enhance own oral, written, and visual texts using organizational patterns [such as stanzas, chronological order, paragraphs...]
4.2 Enhance and Improve
- share own stories and creations at appropriate times during revision and use criteria to provide feedback for others and revise own work
- revise to eliminate unnecessary information
- write legibly and at a pace appropriate to context and purpose when composing and revising; select and use a variety of software design elements [such as spacing, graphics, titles and headings, variety of font sizes and styles...] when appropriate
- choose language [including transitional devices] to enhance meaning and emphasis
- prepare detailed and organized compositions, presentations, reports, and inquiry or research projects using templates or pre-established organizers
4.3 Attend to Conventions
- edit for subject-verb agreement, appropriate verb tense, and correct pronoun references
- know and apply Canadian spelling conventions using appropriate strategies [including structural analysis and syllabication] and spelling patterns when editing and proofreading; use a variety of resources to determine the spelling of common exceptions to conventional spelling patterns
- know and apply capitalization and punctuation conventions in compound sentences, titles, headings, salutations, and addresses when editing and proofreading
4.4 Present and Share
- share information on a topic with class members in a planned and focused group session using a variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio-visual and artistic representations...]
- use appropriate volume, phrasing, intonation, non-verbal cues [such as body language, facial expression...], and presentation space to enhance communication
- demonstrate critical listening and viewing behaviours [such as recognizing main idea and details, identifying inference...] and show respect for the presenter [such as giving nonverbal encouragement, responding to emotional aspects of the presentation...]

Yukon

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Actions

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

seek connections between previous experiences, prior knowledge, and a variety of texts context

use comprehension strategies [such as asking questions, making notes, adjusting reading rate...] appropriate to the type of text and purpose [such as summarizing, outlining, remembering ideas, responding personally...]

use textual cues [such as organizational structures of narrative and expository texts, headings, glossaries...] to construct and confirm meaning

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

2.2 Respond to Texts

seek opportunities to experience texts from a variety of genres [such as autobiographies, travelogues, comics] and cultural traditions; explain preferences for a variety of texts

discuss own and others' understanding of various community and cultural traditions in various times and places 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 and discuss how it enhances understanding of people, places, and actions

2.3 Understand Forms and Techniques

recognize key characteristics of a variety of genres of oral, print, and other media texts [such as novels, biographies, autobiographies, myths, poetry, drawings and prints...]

identify significant elements and techniques in a variety of texts, and examine how they interact to create effects

experiment with ambiguity in language [such as puns, jokes based on multiple meanings, poetry...]

alter words, forms, and sentence patterns to create new versions of texts for a variety of purposes [such as humour...]; explain ways in which figures of speech [such as similes, metaphors...] clarify and enhance meaning

create original texts [such as short stories, news broadcasts, poems, video presentations, readers' theatre...] 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 and focus personal knowledge of a topic to determine information needs

formulate relevant questions to focus information needs

contribute to group knowledge of topics to help identify and focus information needs, sources, and purposes for group inquiry or research

create and follow a plan to collect and record information within a pre-established time frame

3.2 Select and Process

recall, record, and organize personal and peer knowledge of a topic for inquiry or research

answer inquiry and research questions using a variety of information sources [such as bulletin boards, art, music, skilled community people, CD-ROMs, Internet...]

recognize that information serves different purposes and determine its usefulness for inquiry or research focus using pre-established criteria

use a variety of tools [such as bibliographies, thesauri, technology...] to access information and ideas; use visual and auditory cues [such as captions, intonation, staging...] to identify relevant information

use 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 read closely to gather information

3.3 Organize, Record, and Evaluate

organize information and ideas using a variety of strategies and techniques [such as comparing and contrasting, classifying and sorting according to subtopics, sequences, order of priority or importance...]

make notes on a topic, combining information from more than one source; reference sources appropriately

evaluate the appropriateness of information for a particular form, audience, and purpose; identify gaps in information collected and gather additional information

relate gathered information to prior knowledge to reach conclusions or develop points of view; establish goals for developing further inquiry or research skills

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 integrating ideas from experiences and a variety of other sources

select specific forms [such as diaries, narratives, speeches, letters, poetry, mime...] that serve particular audiences and purposes

adapt models from listening, reading, and viewing experiences to enhance own oral, written, and visual texts using organizational patterns [such as stanzas, chronological order, paragraphs...]

4.2 Enhance and Improve

share own stories and creations at appropriate times during revision and use criteria to provide feedback for others and revise own work

revise to eliminate unnecessary information

write legibly and at a pace appropriate to context and purpose when composing and revising; select and use a variety of software design elements [such as spacing, graphics, titles and headings, variety of font sizes and styles...] when appropriate

choose language [including transitional devices] to enhance meaning and emphasis

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

4.3 Attend to Conventions

edit for subject-verb agreement, appropriate verb tense, and correct pronoun references

know and apply Canadian spelling conventions using appropriate strategies [including structural analysis and syllabication] and spelling patterns when editing and proofreading; use a variety of resources to determine the spelling of common exceptions to conventional spelling patterns

know and apply capitalization and punctuation conventions in compound sentences, titles, headings, salutations, and addresses when editing and proofreading

4.4 Present and Share

share information on a topic with class members in a planned and focused group session using a variety of strategies [such as interactive dialogues, demonstrations, dramatizations, audio-visual and artistic representations...]

use appropriate volume, phrasing, intonation, non-verbal cues [such as body language, facial expression...], and presentation space to enhance communication

demonstrate critical listening and viewing behaviours [such as recognizing main idea and details, identifying inference...] and show respect for the presenter [such as giving nonverbal encouragement, responding to emotional aspects of the presentation...]