Grandes idées
Grandes idées
The exploration of text
“Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
and story- Oral texts include speeches, poems, plays, oral stories, and songs.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all of the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
narrative texts, whether real or imagined, that teach us about human nature, motivation, behaviour, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual and used to instruct, inspire, and entertain listeners and readers.
deepens our understanding of diverse, complex ideas about identity, others, and the world.
People understand text
“Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
differently depending on their worldviews and perspectives.
- Oral texts include speeches, poems, plays, oral stories, and songs.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all of the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Texts
“Text” and “texts” are generic terms referring to all forms of oral, written, visual, or digital communication:
are socially, culturally, geographically, and historically constructed.
- Oral texts include speeches, poems, plays, oral stories, and songs.
- Written texts include novels, articles, and short stories.
- Visual texts include posters, photographs, and other images.
- Digital texts include electronic forms of all of the above.
- Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements).
Language shapes ideas and influences others.
Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
Contenu
Learning Standards
Contenu
Text 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 narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
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)
Text features
elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes.
and structures refers to the way the author organizes text
- formWithin a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter., functionthe intended purpose of a text, and genreliterary 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)of texts
- narrative structures found in First Peoples textsfor example, circular, iterative, cyclical
- protocols related to the 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
- multimodal writing strategies
- metacognitive strategies
- thinking about one’s own thinking, and reflecting on one’s 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.
- 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
Language features, structures, and conventions
- elements of stylestylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone
- 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
- citation techniques
- literary elements and devicesTexts use various literary devices, including figurative language, according to purpose and audience.
Compétences disciplinaires
Learning Standards
Compétences disciplinaires
Comprendre et faire des liens (lire, écouter, visionner)
Read for enjoyment and to achieve personal goals
Understand and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view
Understand the diversity within and across First Peoples societies as represented in texts
Understand the influence of land/place
refers to the land and other aspects of physical environment on which people interact to learn, create memory, reflect on history, connect with culture, and establish identity
in First Peoples and other Canadian texts
Use information for diverse purposes and from a variety of sources to inform writing
Evaluate the relevance
Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience.
, accuracy, and reliability Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented.
of texts
Select and 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.
in a variety of contexts 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, closed-captioned film)
, to guide inquiry, and to transform thinking
Understand 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 narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter.
, formats refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour
, structures refers to the way the author organizes text
, and features of texts elements of the text that are not considered the main body. These may include typography (bold, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, sidebars/textboxes
reflect a variety of purposes, audiences, and messages
Think critically, creatively, and reflectively to analyze ideas within, between, and beyond texts
Identify and understand the role of personal, social, and cultural contexts, values, and perspectives in texts
Appreciate and understand how language constructs personal, social, and cultural identities
Construct meaningful personal connections between self, text, and world
Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact
Recognize an increasing range of text structures and understand how they contribute to meaning
Créer et communiquer (écrire, parler, représenter)
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and transform thinking
Respond to text in personal, creative, and critical ways
Select and apply appropriate speaking and listening skills in a variety of formal and informal contexts for a range of purposes
Use writing and design processes
There are various writing and/or design processes depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout.
to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences Students expand their understanding of the range of real-world audiences. These can include children, peers, community members, professionals, and local and globally connected digital conversations.
Express and support an opinion with evidence to achieve purpose
Evaluate and refine texts to improve clarity, effectiveness, and impact
- creatively and critically manipulating language for a desired effect
- consciously and purposefully make intentional, stylistic choices, such as using sentence fragments or inverted syntax for emphasis or impact
- 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, varying sentence types
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context
Use acknowledgements and citations
includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge
to recognize intellectual property rights
Transform ideas and information to create original texts, using various genres, forms, structures, and styles