Grade / Grade 6 / Grade 7 / Grade 8 / Grade 9
Outcome:
Cueing Systems / CC6.3 Use cues to construct and communicate meaning with clarity
§ pragmatic
§ textual
§ syntactic
§ semantic/lexical/morphological
§ graphophonic
§ other cues / CC7.4 Use cues to construct and communicate meaning with clarity and correctness
§ pragmatic
§ textual
§ syntactical
§ semantic/lexical/morphological
§ graphophonic
§ other cues / CC8.4 Use cues to construct and communicate meaning with clarity, correctness, and variety
§ pragmatic
§ textual
§ syntactical
§ semantic/lexical/morphological
§ graphophonic
§ other cues / CC9.4a, 9.4b Use cues to construct and communicate meaning with clarity, correctness and effect
§ pragmatic
§ textual
§ syntactic
§ semantic/lexical/morphological
§ graphophonic
§ other cues
Big Ideas/
Enduring Understanding / Understanding how language works allows authors and creators to communicate clearly and effectively.
Essential
Question(s) / How can I use language to help me communicate clearly and effectively? Am I using language effectively?
Know
Indicators/Do / Use the cues and conventions of language to deliberately convey meaning when engaging in speaking, writing, and other forms of representing.
Pragmatic: purpose (Gr. 6), intended audience, and register What is the context of my composition? Who is Audience? What is my Purpose?
Use inclusive language that demonstrates respect for others (Gr. 7)
§ ‘polite’ phrases / § gender / § different ages, abilities, genders and cultures / § cultures, genders, ages, and abilities
Use standard Canadian English that follows accepted rules of usage (American/Canadian)
§ or/our
e.g. favor/favour / § er/re
e.g. center/centre / § ise/ize-yze
e.g. realise/realize analyse/analyze / § licence/license and practice/practise usage
§ check/cheque
Adjust use of language to suit audiences and purposes
§ meeting and greeting guests and visitors / § celebration of special events and accomplishments / § use appropriate language to participate in public events, occasions, or traditions / § use emotional appeal or persuasive language: testimonials, emotional appeals, bandwagon effects
§ recognize the five registers of language
§ see Appendix #2 Registers of Language / § determine the register of language for a specific audience see Appendix #2 Registers of Language / § use appropriate language register
§ see Appendix #2 Registers of Language / § use formal, informal, colloquial/casual to suit audience and purpose Appendix #2 Registers of Language
§ avoid the use of slang terms / § avoid use of ‘text’ terms / § avoid the personal “I/you” in formal communication / § use slang and jargon only for effect
Textual: Understand and use a range of standard forms for texts How are texts organized?
§ Paragraphs (Gr. 6) and multi-paragraph compositions
Use appropriate point of view for purpose
§ first person / § third person / § second person / § multiple points of view
Use common organizational patterns within texts CC6.7 7,8,9.8 Organization and CC.1 Organization
§ use a logical sequence for ideas.
§ chronological / § chronological
§ enumerative
§ problem/solution / § chronological § enumerative
§ problem/solution § cause/effect
§ comparison/contrast / § chronological § enumerative
§ problem/solution § cause/effect
§ comparison/contrast § procedural
Develop ideas through effective use of universal text structures: opening, body, conclusion
§ craft strong leads / § craft strong leads and effective conclusions / § craft strong leads, coherent bodies and effective conclusions / § craft strong leads, coherent bodies, and effective conclusions
Maintain focus and ensure unity and coherence in text from beginning to end
§ use clear transition words / § use transition words that suit the text and content / § use a variety of transition words / § Use effective transition words
Use structures and features of texts
§ form/genre
§ artistic devices
§ personification
§ figurative language: similes, exaggeration
§ elements: point of view, conflict, theme, supporting arguments
§ text features: credits, headings, diagrams, columns, sidebars / § form/genre
§ artistic devices
§ personification
§ figurative language: similes and metaphors, exaggeration, alliteration, onomatopoeia
§ elements: point of view, conflict, theme, supporting arguments
§ text features: credits, headings, diagrams, columns, sidebars / § form/genre
§ artistic devices
§ personification
§ figurative language: similes and metaphors, exaggeration, symbolism
§ elements: point of view, conflict, theme, supporting arguments
§ text features: credits, headings, diagrams, columns, sidebars / § use language and techniques to create a dominant impression, mood, tone, and style.
§ avoid wordiness, mixed metaphors, or “fancy” words
Syntactical: predictable structure of a sentence and the ways words are combined to form phrases, clauses, and sentences What is the best structure for my sentence?
Use clear sentence structures that contain a verb and its subject
§ average spoken sentence length - 9.5 words
§ written sentence length - 9.0 words / § average spoken sentence length - 9.5 words
§ written sentence length - 9.0 words / § average spoken sentence length – 10.5 words
§ average length of sentences in freewriting – 10..2
§ in rewriting – 9.8 / § average spoken sentence length – 10.5 words
§ average length of sentences in freewriting – 10.2
§ in rewriting – 9.8
Combine closely related ideas into compound structures using conjunctions or joining words CC.1 Word Choice
*Coordination combines two ideas that are equally important.
*Subordination combines two ideas in a way that makes one idea more important than the other.
*Modification is a word or word group that changes the meaning of another word or word group that is more basic to the sentence
§ use complete sentences with some appropriate subordination and modification
§ make sentences more precise by reducing a main idea (clause) to a subordinate idea (clause) / § use subordination and modification
§ reduce, when appropriate, subordinate clause to a phrase or single word / § use subordination and coordination to show more precisely the relationship between ideas (e.g., because, although, when) and to avoid a string of compound sentences
§ make sentences more precise by reducing a main idea (clause) to a subordinate idea (clause)
§ reduce, when appropriate, subordinate clause to a phrase or single word / § use subordination to show more precisely
the relationship between ideas (e.g., because, although, when) and to avoid a string of compound sentences
§ make sentences more precise by reducing a main idea (clause) to a subordinate idea (clause)
§ reduce, when appropriate, a subordinate clause to a phrase or single word
§ recognize that effective co-ordination, subordination, and apposition of ideas make sentences clear and varied
§ recognize and use parallel structure or balanced sentences for parallel ideas
Use effective punctuation and capitalization including:
§ periods, commas, quotation marks, colons, dashes, and hyphens / § periods, commas, quotation marks, colons, dashes, and hyphens / § periods, commas, semi-colons, quotation marks, colons, dashes, and hyphens / § periods, commas, semi-colons, quotation marks, colons, dashes, and hyphens
§ Punctuate correctly titles of various media
Vary sentence beginnings
§ noun, pronoun, or article at beginning / § adverb and adjective at beginning / § prepositional phrase a the beginning / § dependent clause at the beginning
Ensure agreement of subject, verbs, and pronouns
§ singular pronouns agree with singular nouns / § correctly aligns the various types of plural pronouns with plural nouns / § pronouns acting as subjects and objects (e.g., “He and his brother …”) / § pronouns acting as subjects and objects (me, myself and I)
Use correct verb forms
§ simple present (I go), past (I went) future (I will go) / § continuous present (He is working) part (He was working) and future (He will be working) / § present perfect (I have eaten), past perfect ( I had eaten), and future perfect (I will have eaten) / § use active versus passive verbs
Semantic/Lexical/Morphological: all the words or vocabulary and their meaningful parts(morphemes) Do the words I use convey my intended meaning?
Use words that are appropriate for audience, purpose, and context and capture a particular aspect of intended meaning
Word Usage CC 6.3 7,8,9.4 Textual, Structure & features CC.1 Word Choice
§ avoid overused and misused words (‘really good’, ‘very good’)
§ use words figuratively and for imagery / § avoid overused and misused words( “could of’)
§ use common homonyms ( their/they’re /there; its/it’s; too/two/to)
§ use commonly confused words (who/whom) correctly
§ use words figuratively and for imagery / § use specific words and synonyms for variety
§ use common homonyms (whose/who’s)
§ use often confused words (lend/borrow) correctly
§ use words that capture a particular aspect of intended meaning / § avoid overused and misused words (irregardless, anyways, among/between)
§ use specific words and synonyms for variety
§ use common homonyms (through/threw)
§ use often confused words (affect/effect) correctly
§ avoid wordiness, mixed metaphors or ‘fancy’ words
Use reference tools (both online and hard copy) including dictionaries and thesauri, to determine meaning of words, to check spelling, and to verify usage
Vocabulary
§ ever expanding repertoire/personal lexicon
(An average student learns some 3,000 words per year, or approximately eight words per day)
§ apply new words in everyday use / § ever expanding repertoire/personal lexicon
(An average student learns some 3,000 words per year, or approximately eight words per day)
§ use new vocabulary while speaking & writing in a variety of settings / § ever expanding repertoire/personal lexicon
(An average student learns some 3,000 words per year, or approximately eight words per day)
§ use new vocabulary while speaking & writing in a variety of settings
§ / § ever expanding repertoire/personal lexicon
(An average student learns some 3,000 words per year, or approximately eight words per day)
§ demonstrate and use new vocabulary appropriately.
§ examines word usage and effectiveness to expand descriptive vocabulary considers both the denotative and connotative meaning of words
Graphophonic: relationship between the symbols and sounds; letter or sound relationships and patterns Can I use the relationships and patterns in words to ensure accuracy?
§ enunciate clearly and carefully, and correctly pronounce words / § enunciate clearly and carefully and pronounce words correctly / § enunciate clearly and carefully, and correctly pronounce words / § enunciate clearly and carefully, and correctly pronounce words with proper emphasis
Spelling
§ use basic spelling strategies, rules, and word families to spell words correctly at grade level
§ understand the structure of base words and affixes
§ correctly spell common words using Canadian spelling
§ correctly apply the rules to spelling plurals / § utilize a variety of spelling rules and strategies to correctly spell appropriate words.
§ spell derivatives correctly by applying the spellings of bases and some affixes
§ spell most words correctly using Canadian spelling / § use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, analyze, and correct spelling errors.
§ spell derivatives correctly by applying the spellings of bases and most affixes
§ spell most words correctly using Canadian spelling
§ use knowledge of spelling generalizations. / § use knowledge of a range of spelling patterns, including sound-symbol relationships and rules, to help identify, analyze, and correct spelling errors.
§ spell derivatives correctly by applying the spellings of bases and affixes
§ spell words correctly using Canadian spelling
§ use knowledge of spelling generalizations
Other Cues: graphics, layouts, colour, sounds, movement, font choices, and handwriting What features enhance my meaning?
Presentation skills CC.1 Conventions
§ use appropriate volume and intonation
§ use appropriate non-verbal cues and body language
§ use appropriate gestures, facial expressions, sounds, visuals, and multimedia aids to enhance presentation
§ choose appropriate font size and style when using technology. / § 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
§ include clear representations: electronic, illustration / § use volume and presentation techniques appropriate to audience and purpose
§ use appropriate non-verbal cues (including gestures, physical movements, facial expressions, eye contact, and body language), sound effects, visuals, and multimedia aids to enhance presentation
§ arrange and balance words and visuals as well as fonts (typefaces/print) in order to send a coherent and clear message to specific audiences
§ combine print and visuals / § use volume and presentation techniques appropriate to audience and purpose
§ use appropriate non-verbal cues (including gestures, physical movements, facial expressions, eye contact, and body language), sound effects, visuals, and multimedia aids to enhance presentation
§ arrange and balance words and visuals as well as fonts (typefaces/print) in order to send a coherent and clear message to specific audiences
§ combine print and visuals to enhance presentation
§ ensure that graphics, sound, and technology enhance representations.
Handwriting CC6.2 7,8,9.3 After; Mechanics and Appearance
§ use printing and cursive writing appropriate to purpose – labels, notes, report, poster, etc.
§ write(manual and cursive) legibly with appropriate speed and control
Evidence of Understanding
Products: / These skills are assessed in the context of other products listed in other outcomes. / The outcome must be summatively assessed only in an authentic context. Skills practiced in specific spelling and grammar programs should be formatively assessed.
Observations:
Conversations:
Sept.27, 2010
Living Sky School Division No. 202