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Grade Primary English Language Arts

 

 

General Curriculum Outcomes

 

Specific Curriculum Outcomes: Students will be expected to

   
   
   

 

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

 

4.1    regard reading/viewing as sources of interest, enjoyment, and information

4.2    understand basic concepts of print including directionality, word, space, letter, and sound

4.3    select, with teacher assistance, texts appropriate to their interests and learning needs

4.4    engage in reading or reading-like behaviour as they experience a variety of literature

4.5    use, with support, the various cueing systems and a variety of strategies to construct meaning from text

   use meaning cues (personal experiences, context, picture cues) to predict, confirm/self-correct

   use knowledge of oral language patterns (syntax) tp predict, confirm/self-correct

   begin to use knowledge of sound-symbol relationships as one reading cue (e.g., initial and final consonants)

   begin to match one-to-one spoken to printed word

   begin to recognize some high-frequency sight words

 

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

 

5.1    with assistance, interact with a variety of simple texts

(e.g., pictures, computer software, videotapes, non-fiction) as well as human and community resources

 

GCO 6: Students will be expected to respond personally to a range of texts.

 

6.1    respond personally to texts in a variety of ways

6.2    express opinions about texts and the work of authors and illustrators

 

GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

 

7.1    recognize some basic types of texts (e.g., videos, poems, posters, letters, true and imaginary texts)

7.2    recognize some basic components of texts such as author, illustrator, and title

7.3    begin to ask questions of text

7.4    begin to develop an understanding and respect for diversity

   
   
   
   

 

 

 

 

 

 

This column will contain teacher password protected links to activities and resources.

 

Grade One English Language Arts

 

 

General Curriculum Outcomes

 

Specific Curriculum Outcomes: Students will be expected to

   
   
   

 

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

 

4.1    regard reading/viewing as sources of interest, enjoyment, and information

4.2    expand their understanding of concepts of print

   punctuation in text serves a purpose

   upper- and lower-case letters have specific forms and functions (first word in sentences and proper names)

4.3    select independently, and with teacher assistance, texts appropriate to their interests and learning needs

4.4    use some features of written text to determine content, locate topics, and obtain information

4.5    use a combination of cues (semantic, syntactic, graphophonic, and pragmatic) to sample, predict, and monitor/self-correct

   predict on the basis of what makes sense, what sounds right, and what the print suggests

   make meaningful substitutions

   attempt to self-correct predictions that interfere with meaning

   begin to monitor their own reading by cross-checking meaning cues with cues from beginning and last letters of the word (Did it make sense? Did it sound right? If its tiger, would it start with p?)

 

 

 

4.6    use a variety of strategies to create meaning

   identify main idea

   predict content using text information along with personal knowledge and experiences

   make inferences by drawing on their own experiences and clues in the text

   identify character traits from contextual clues

   make connections between texts, noticing similarities in characters, events, illustrations, and language

   follow written directions

4.7    consistently match one-to-one

 

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

 

5.1    engage in research process with assistance

   generate questions to guide research

   locate appropriate information with assistance (classroom, library, home, community)

   interact with the information

 

GCO 6: Students will be expected to respond personally to a range of texts.

 

6.1    make personal connections to text and share their responses in a variety of ways

6.2    express and begin to support opinions about texts and the work of authors and illustrators

 

GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

 

7.1    use their experiences with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and text characteristics

7.2    respond critically to texts

   formulate questions as well as understandings

   develop an understanding and respect for diversity

 

 

Grade Two English Language Arts

 

 

General Curriculum Outcomes

 

Specific Curriculum Outcomes: Students will be expected to

   
   
   

 

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

 

4.1    select, independently and with teacher assistance, texts appropriate to their interests and learning needs

4.2    read widely and experience a variety of childrens literature

4.3    use pictorial, typographical, and organizational features of written text to determine content, locate topics, and obtain information.

4.4    use and integrate, with support, the various cueing systems (pragmatic, semantic, syntactic, and graphophonic) and a range of strategies to construct meaning

   prediction the basis of what would make sense, what would sound right, and what the print suggests (semantics, syntax, graphophonics)

   monitor reading by cross-checking the various cues (Did that make sense? Did it sound right? If that were fire would it have a t at the end?)

4.5    use a variety of self-correcting strategies (e.g., rereading, reading on and trying to think about what would make sense, trying to find a little word in the big word)

4.6    read silently, vocalizing only when a major problem with word recognition or meaning occurs

 

 

 

4.7    visually survey the text when reading and abandon finger pointing unless a problem occurs

4.8    word solve by using analogy with known words; knowledge of affixes, roots, or compounds; an syllabication

4.9    use blending as one strategy for decoding words

4.10  recognize a wide variety of sight words

4.11  use a dictionary

4.12  identify main idea and supporting details of a text

4.13  identify principles of order in text (time, cause and effect, space)

4.14  interpret figurative language

4.15  use clues from the text and personal experiences to gain an understanding of character

4.16  recognize different emotions and empathize with literary characters

4.17  recognize the elements of a story or plot

4.18  use prereading/previewing strategies, such as

   predicting what the text will be about based on its title and pictures, as well as their personal experiences with the topic

   making connections between what they read and their own experiences and knowledge

   setting their own purposes for reading/viewing

   asking themselves questions about what they want to find out

4.19  use during reading/viewing strategies, such as

   verifying and adjusting predictions/making further predictions

   making connections between what they read and their own experiences and knowledge

   visualizing characters, settings, and situations (making pictures in their minds)

4.20  use after-reading/viewing strategies such as

   reflecting about the text

   responding to the text (through talking, writing, or some other means of representation)

   asking questions about the text

4.21  describe their own reading and viewing processes and strategies

 

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

 

5.1    answer, with assistance, their own questions and those of others by seeking information from a variety of texts

   identify their own personal and learning needs for information

   generate their own questions as a guide for research

   use a range of print and non-print materials to meet their needs

   use basic reference materials and a database of electronic search

   reflect on their own research process

 

GCO 6: Students will be expected to respond personally to a range of texts.

 

6.1    make personal connections to texts and describe, share, and discuss their reactions and emotions

6.2    express and explain opinions about texts and types of texts, and the work of authors and illustrators, demonstrating and increasing awareness of the reasons for their opinions

 

GCO 7: Students will be expected to respond critically to a range of texts, applying their knowledge of language, form, and genre.

 

7.1    question information presented in print and visual texts

   use a personal knowledge base as a frame of reference

7.2    identify some different types of print and media texts

   recognize some of their language conventions and text characteristics

   recognize that these conventions and characteristics help them understand what they read and view

7.3    respond critically to texts

   formulate questions as well as understandings

   identify the point of view in a text and demonstrate an awareness of whose voices/positions are and are not being expressed

   discuss the text from the perspective of their own realities and experiences

   identify instances of prejudice, bias, and stereotyping