Grandes idées
Grandes idées
The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
Texts are socially, culturally, geographically, and historically constructed.
Language shapes ideas and influences others.
Engagement with writing processes can support creativity and enhance clarity of expression.
Contenu
Learning Standards
Contenu
Text forms and genres
literary or thematic categories (e.g., adventure, fable, fairy tale, fantasy, folklore, historical, horror, legend, mystery, mythology, picture book, science fiction, biography, essay, journalism, manual, memoir, personal narrative, speech) and narrative structures: circular, iterative, cyclical
Text features
elements of the text that are not considered the main body. These may include typography (bold, italics, underlined font), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes.
and structures- narrative structures found in First Peoples texts(e.g., circular, iterative, cyclical)
- protocols related to ownership of First Peoples oral textsFirst Peoples stories often have protocols for when and where they can be shared, who owns them, and who can share them.
Strategies and processes
- reading strategiesThere are many strategies that readers use when making sense of text. Students consider what strategies they need to use to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting.
- oral language strategiesincludes speaking with expression, connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing
- metacognitive strategies
- thinking about our own thinking, and reflecting on our processes and determining strengths and challenges
- Students employ metacognitive strategies to gain increasing independence in learning.
- writing processesThere are various writing processes depending on context. These may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process.
Language features, structures, and conventions
- language features
- elements of stylestylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone.
- exploration of voice
- point of view
- humour, irony, satire, wit
- perspective (e.g., persona)
- usageavoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)and conventionscommon practices of standard punctuation, capitalization, quoting, and Canadian spelling
- literary elements and devicesTexts use various literary devices, including figurative language, according to purpose and audience.
- citation techniques
Compétences disciplinaires
Learning Standards
Compétences disciplinaires
Comprendre et faire des liens (lire, écouter, visionner)
Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
Recognize and appreciate the diversity within and across First Peoples societies as represented in texts
Access information for diverse purposes and from a variety of sources to inform writing
Explore the relevance, accuracy, and reliability of texts
Apply appropriate strategies
Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions.
to comprehend written, oral, visual, and multimodal texts texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via a variety of media or technologies (e.g., music video, graphic novel, postmodern picture book, close-captioned film)
Recognize and appreciate how different forms
Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narratives; journals; procedural, expository, and explanatory documents; news articles; e-mails; blogs; advertisements; poetry; novels; and letters.
, formats refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour
, structures refers to the way the author organizes text (e.g., cause/effect, compare/contrast, order of importance, chronological sequence, problem/solution, circular or cyclical)
, and features of texts elements of the text that are not considered the main body, including:
enhance and shape meaning and impact
- navigational aids (e.g., table of contents, index, glossary, bibliography, hyperlinks, titles, headings and subheadings, prologue and epilogue, preface or foreword, captions, footnotes and endnotes)
- illustrations (e.g., inlays, sidebars, photographs, graphs, charts, timelines, maps)
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
Explore how language constructs personal and cultural identities
Construct meaningful personal connections between self, text, and world
Identify bias, contradictions, and distortions
Créer et communiquer (écrire, parler, représenter)
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
Respond to text in personal, creative, and critical ways
Assess and refine texts to improve clarity and impact
- creatively and critically manipulating language for a desired effect
- using techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, and varying sentence types
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
- Strategies associated with speaking skills may include the conscious use of emotion, pauses, inflection, silence, and emphasis according to context.
- Strategies associated with listening skills may include receptive body language, eye contact, paraphrasing building on others’ ideas, asking clarifying questions, and disagreeing respectfully.
may include to understand, to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to provoke, to problem solve, and to entertain
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences
Express and support an opinion with evidence
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context
Use acknowledgements and citations to recognize intellectual property rights