ELA Curriculum

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ELA Curriculum Powered By Docstoc
					                                       Students will listen, speak, read, write, view and represent to
                                       clarify and enhance oral, written, and visual forms of
                                       communication, through a process.


                                       Well-organized, clear, and precise language is essential for
                                       communicating thoughts, feelings, and ideas. Well-crafted, artistic
                                       language conveys the ideas and values of a culture and can be a
                                       source of pleasure and delight.

                                        Students are expected to develop knowledge and skilled use of
                                        language. Students need instruction, encouragement, and support as
                                        they learn to use language in authentic contexts. Learning to use
language artistically provides students with a powerful means of personal and social expression.
Composing in oral, written, and visual forms requires students to focus on clarity and to use conventions
effectively. They apply the conventions of grammar, language usage, spelling, capitalization, and
punctuation as they revise and edit to clarify meaning, achieve purposes, and affect audiences.

Students use exploratory language to clarify their ideas, focus their thinking, and strengthen their
communication. Oral, print, and other media texts provide models and new perspectives that students use
when speaking, writing, and representing. Students locate, gather, and organize data to communicate ideas
and information. Communicating clearly and artistically enhances collaboration and builds community.




      *Reading and writing processes overlap and differ. Reading and writing are sufficiently different to
defeat the assumption that they are mirror images: the reader does not simply reenact the author's process.
Still, the parallels in the reading and writing processes are closely linked and the teaching of one can affect
the student's operations in the other.




       Page 4-1                                                                        Education, Culture, & Employment
                                                                                       Early Childhood & School Services
Draft
                                                 Writing process stages include: drafting, writing, revising, editing, and publishing

                                                                                                                                                           4.2.1 Appraise Own and
                                                                                                                                                             Others’ Work


                                       4.1.1 Generate Ideas
                                                                                                                                                           4.2.2 Revise Content




NWT English Language Arts Curriculum
                                                                                                   General Outcome
                                       4.1.2 Prepare to Create                   Generate                  4                      Enhance
                                         Texts: Forms, Genres,                     And            Clarify and enhance oral,         And                    4.2.3 Enhance Legibility
                                         Audience, Purpose                        Focus           written, and visual forms       Improve                    and Develop Word
                                                                                                 of communication through                                    Processing Skills
                                                                                                          a process

                                       4.1.3 Create Original Texts
                                                                                                                                                           4.2.4 Enhance Artistry


                                                                         Attend to                                                       Engage
                                                                        Conventions                                                     Audience




                                        4.3.1 Grammar and                                        4.3.3 Capitalization         4.4.1 Enhance Presentation       4.4.2 Effective Oral
                                                                     4.3.2 Spelling                and Punctuation              to Engage Audience               Presentations
                                               Usage




                                                                 Reading and Writing processes overlap and differ. Reading and writing are sufficiently
                                                                 different to defeat the assumption that they are mirror images: the reader does not simply
                                                                 reenact the author’s process. Still, the parallels in the reading and writing processes are
                                                                 closely linked and the teaching of one can affect the student’s operations in the other.




Printed December 2, 2006
               Page 4-2
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.1.1                                                              4 Specific Outcome 4.1.1
Generate and focus ideas on a topic, using a variety of strategies                    Generate and focus ideas on a topic, using a variety of strategies

*writing process stages include: drafting, writing, revising, editing, and            *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                            publishing

General Example(s)                                                                    General Example(s)
     idea generating strategies may include: brainstorming, discussing,                    idea generating strategies may include: brainstorming, discussing,
     retelling/recalling, journaling, comparing and contrasting,                           retelling/recalling, journaling, comparing and contrasting,
     connecting/linking, planning, visualizing, painting, sculpting, dancing,              connecting/linking, planning, visualizing, painting, sculpting, dancing,
     singing, illustrating, writing, exploring, questioning, viewing, graphing,            singing, illustrating, writing, exploring, questioning, viewing, graphing,
     conferencing, describing, sequencing, questioning, mapping, webbing,                  conferencing, describing, sequencing, questioning, mapping, webbing,
     clustering, interviewing, inquiring, observing, predicting, interviewing,             clustering, interviewing, inquiring, observing, predicting, interviewing,
     organizing, processing (logs), summarizing, interpreting, reflecting, note            organizing, processing (logs), summarizing, interpreting, reflecting, note
     making, comprehending, ...                                                            making, comprehending, classifying, ranking, focussing, concluding, mind
                                                                                           mapping, ...
Specific Outcome Links
       see Express Ideas (1.1.1), Consider Others' Ideas (1.1.2), Prior Knowledge     Specific Outcome Links
       (2.1.1), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and              see Express Ideas (1.1.1), Consider Others' Ideas (1.1.2), Prior Knowledge
       Sources of Information (3.2.1), Share Ideas and Information (4.4.1), and              (2.1.1), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and
       Work in Groups (5.1.2)                                                                Sources of Information (3.2.1), Share Ideas and Information (4.4.1), and
                                                                                             Work in Groups (5.1.2)
      *see Prepare to Create Texts: forms, genres, audience, purpose (4.1.2), and
      Create Original Texts (4.1.3) for types of narrative, expository, poetic, and         *see Prepare to Create Texts: forms, genres, audience, purpose (4.1.2), and
      persuasive texts, at each grade level                                                 Create Original Texts (4.1.3) for types of narrative, expository, poetic, and
                                                                                            persuasive texts, at each grade level
      *graphic organizers or organizational strategies may be used to focus the
      topic; see Organize Information (3.3.1)                                               *graphic organizers or organizational strategies may be used to focus the
                                                                                            topic; see Organize Information (3.3.1)




            Page 4-3                                                                                                            Education, Culture, & Employment
                                                                                                                                Early Childhood & School Services
                                                                   Generate and Focus
                                                                           ---
                                                                             Generate Ideas

5 Specific Outcome 4.1.1                                                              6 Specific Outcome 4.1.1
Focus ideas on a topic by integrating ideas, using a variety of strategies            Focus ideas on a topic by integrating ideas, using a variety of strategies

*writing process stages include: drafting, writing, revising, editing, and            *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                            publishing

General Example(s)                                                                    General Example(s)
     idea generating strategies may include: brainstorming, discussing,                    idea generating strategies may include: brainstorming, discussing,
     retelling/recalling, journaling, comparing and contrasting,                           retelling/recalling, journaling, comparing and contrasting,
     connecting/linking, planning, visualizing, painting, sculpting, dancing,              connecting/linking, planning, visualizing, painting, sculpting, dancing,
     singing, illustrating, writing, exploring, questioning, viewing, graphing,            singing, illustrating, writing, exploring, questioning, viewing, graphing,
     conferencing, describing, sequencing, questioning, mapping, webbing,                  conferencing, describing, sequencing, questioning, mapping, webbing,
     clustering, interviewing, inquiring, observing, predicting, interviewing,             clustering, interviewing, inquiring, observing, predicting, interviewing,
     organizing, processing (logs), summarizing, interpreting, reflecting, note            organizing, processing (logs), summarizing, interpreting, reflecting, note
     making, comprehending, classifying, ranking, focussing, concluding, mind              making, comprehending, classifying, ranking, focussing, concluding, mind
     mapping, assessing, evaluating, problem solving, hypothesizing, analyzing,            mapping, assessing, evaluating, problem solving, hypothesizing, analyzing,
     surveying, ...                                                                        surveying, inferring, synthesizing, ...

Specific Outcome Links                                                                Specific Outcome Links
       see Express Ideas (1.1.1), Consider Others' Ideas (1.1.2), Prior Knowledge            see Express Ideas (1.1.1), Consider Others' Ideas (1.1.2), Prior Knowledge
       (2.1.1), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and              (2.1.1), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and
       Sources of Information (3.2.1), Share Ideas and Information (4.4.1), and              Sources of Information (3.2.1), Share Ideas and Information (4.4.1), and
       Work in Groups (5.1.2)                                                                Work in Groups (5.1.2)

      *see Prepare to Create Texts: forms, genres, audience, purpose (4.1.2), and           *see Prepare to Create Texts: forms, genres, audience, purpose (4.1.2), and
      Create Original Texts (4.1.3) for types of narrative, expository, poetic, and         Create Original Texts (4.1.3) for types of narrative, expository, poetic, and
      persuasive texts, at each grade level                                                 persuasive texts, at each grade level

      *graphic organizers or organizational strategies may be used to focus the             *graphic organizers or organizational strategies may be used to focus the
      topic; see Organize Information (3.3.1)                                               topic; see Organize Information (3.3.1)




            NWT English Language Arts Curriculum                                                                                          Printed December 2, 2006
            Draft                                                                                                                                        Page 4-4
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.1                                                    Grade 4 Specific Outcome 4.1.1
 Generate and focus ideas on a topic, using a variety of strategies                Generate and focus ideas on a topic, using a variety of strategies


   Learning Outcomes &                                                                Learning Outcomes &
   Corresponding Illustrative Example(s)                                              Corresponding Illustrative Example(s)
       By the end of Grade 3 the student ...                                              By the end of Grade 4 the student ...
4.1.1 a. Talks and writes about personal experiences and ideas on a particular    4.1.1 a. ** Learning Outcomes that start with "Begins" indicate that the
         topic in an oral, print, or other media text                                      acquisition of the skill is not yet consistent and additional instruction
                                                                                           and practice time are needed. Students are not expected to be
         *the distinction between grade levels is in creating texts with an                accomplishing these independently yet.
         appropriate complexity of content and sophistication of style and
         using appropriate strategies
                                                                                  4.1.1 b. Begins to focus a topic (orally and in writing), by integrating multiple
         *In developing ideas for representations, other sources of information            ideas from a variety of sources, for an oral, print, or other media text
         naturally shape one's thinking
              conversations, sharing circles, centres, book talks, inquiries,               *the distinction between grade levels is in creating texts with an
              improvisations, ...                                                           appropriate complexity of content and sophistication of style and
                                                                                            using appropriate strategies
              May say: "We have been doing experiments about gravity and
              reading books about gravity on the moon and on the planets. Our
                                                                                            *In developing ideas for representations, other sources of information
              new web has a part on it that we added about mass."
                                                                                            naturally shape one's thinking.
                                                                                                conversations, sharing circles, centres, book talks, inquiries,
                                                                                                improvisations, ...

                                                                                                May say: "I got this part of my story from my conference with my
                                                                                                partner. He was talking about what happened to his family when
                                                                                                they went hunting and got lost. Then I added parts about being lost
                                                                                                all alone because of the book "Lost in the Barrens". So I kind of
                                                                                                stole some ideas to make my story more exciting."




            Page 4-5                                                                                                          Education, Culture, & Employment
                                                                                                                              Early Childhood & School Services
                                                                     Generate and Focus
                                                                             ---
                                                                                Generate Ideas

 Grade 5 Specific Outcome 4.1.1                                                      Grade 6 Specific Outcome 4.1.1
 Focus ideas on a topic by integrating ideas, using a variety of strategies          Focus ideas on a topic by integrating ideas, using a variety of strategies


    Learning Outcomes &                                                                Learning Outcomes &
    Corresponding Illustrative Example(s)                                              Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                               By the end of Grade 6 the student ...
4.1.1 a. Focus a topic (orally and in writing), by integrating multiple ideas       4.1.1 a. Focus a topic (orally and in writing), by integrating multiple ideas
         from a variety of sources, for an oral, print, or other media text                  from a variety of sources, for an oral, print, or other media text

          *the distinction between grade levels is in creating texts with an                  *the distinction between grade levels is in creating texts with an
          appropriate complexity of content and sophistication of style and                   appropriate complexity of content and sophistication of style and
          using appropriate strategies                                                        using appropriate strategies

          *In developing ideas for representations, other sources of information              *In developing ideas for representations, other sources of information
          naturally shape one's thinking.                                                     naturally shape one's thinking.
              conversations, sharing circles, centres, book talks, inquiries,                     conversations, sharing circles, centres, book talks, inquiries,
              improvisations, ...                                                                 improvisations, ...

              May say: "Our Historica presentation will be about how our                          May say: "We decided to write a letter to the city about the lack of
              Fathers, who work at airport, get the weather information. But, to                  recycling programs in Yellowknife. We have done all kinds of
              make it about our past, we are going to interview our Grand                         research already to add facts to our letter. We talked to the man,
              fathers to find out how they figured out the weather before we had                  that we read about in the newspaper, who is trying to get a
              weather stations. That way we can have some experiments and                         recycling business set up with a sponsorship from the City. We
              some data along with some stories in our presentation."                             researched different cities' recycling programs in the country. We
                                                                                                  read some books about it. We even talked to the people at
                                                                                                  renewable resources to find out about the effects on the
                                                                                                  environment if we don't do something in our city now. Then, we
                                                                                                  took pictures out at the dump and around the city, to use in our
                                                                                                  letter or powerpoint presentation if we get invited to talk to the
                                                                                                  Mayor and counselors."




             NWT English Language Arts Curriculum                                                                                         Printed December 2, 2006
             Draft                                                                                                                                       Page 4-6
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.1.2                                                            4 Specific Outcome 4.1.2
Prepare to create by exploring the connections between choice of forms,             Prepare to create by exploring the connections between choice of forms,
identified audience and purpose; organize information and ideas                     identified audience and purpose; organize information and ideas

*Reading and writing processes overlap and differ. Reading and writing are          *Reading and writing processes overlap and differ. Reading and writing are
sufficiently different to defeat the assumption that they are mirror images:        sufficiently different to defeat the assumption that they are mirror images:
the reader does not simply reenact the author's process. Still, the parallels in    the reader does not simply reenact the author's process. Still, the parallels in
the reading and writing processes are closely linked and the teaching of one        the reading and writing processes are closely linked and the teaching of one
can affect the student's operations in the other.                                   can affect the student's operations in the other.

General Example(s)                                                                  General Example(s)
     see Genre Chart in Appendix for lists of genres and forms                           see Genre Chart in Appendix for lists of genres and forms

      see Create Original Texts (4.1.3) for examples of narrative, expository,            see Create Original Texts (4.1.3) for examples of narrative, expository,
      poetic, and persuasive texts                                                        poetic, and persuasive texts

Specific Outcome Links                                                              Specific Outcome Links
       •See Express Preferences ( 1.1.3), Textual Cues (2.1.3), Experience                 •See Express Preferences ( 1.1.3), Textual Cues (2.1.3), Experience
       Various Texts (2.2.1), Forms and Genres (2.3.1), and Create Original Texts          Various Texts (2.2.1), Forms and Genres (2.3.1), and Create Original Texts
       (4.1.3)                                                                             (4.1.3)




            Page 4-7                                                                                                          Education, Culture, & Employment
                                                                                                                              Early Childhood & School Services
                                                                   Generate and Focus
                                                                           ---
                                                      Prepare to Create Texts: Forms, Genres, A

5 Specific Outcome 4.1.2                                                            6 Specific Outcome 4.1.2
Uses appropriate form (organizational structure, audience, purpose) to              Uses appropriate form (organizational structure, audience, purpose) to
organize ideas and information                                                      organize ideas and information

*Reading and writing processes overlap and differ. Reading and writing are          *Reading and writing processes overlap and differ. Reading and writing are
sufficiently different to defeat the assumption that they are mirror images:        sufficiently different to defeat the assumption that they are mirror images:
the reader does not simply reenact the author's process. Still, the parallels in    the reader does not simply reenact the author's process. Still, the parallels in
the reading and writing processes are closely linked and the teaching of one        the reading and writing processes are closely linked and the teaching of one
can affect the student's operations in the other.                                   can affect the student's operations in the other.

General Example(s)                                                                  General Example(s)
     see Genre Chart in Appendix for lists of genres and forms                           see Genre Chart in Appendix for lists of genres and forms

      see Create Original Texts (4.1.3) for examples of narrative, expository,            see Create Original Texts (4.1.3) for examples of narrative, expository,
      poetic, and persuasive texts                                                        poetic, and persuasive texts

Specific Outcome Links                                                              Specific Outcome Links
       •See Express Preferences ( 1.1.3), Textual Cues (2.1.3), Experience                 •See Express Preferences ( 1.1.3), Textual Cues (2.1.3), Experience
       Various Texts (2.2.1), Forms and Genres (2.3.1), and Create Original Texts          Various Texts (2.2.1), Forms and Genres (2.3.1), and Create Original Texts
       (4.1.3)                                                                             (4.1.3)




            NWT English Language Arts Curriculum                                                                                        Printed December 2, 2006
            Draft                                                                                                                                      Page 4-8
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.2                                                      Grade 4 Specific Outcome 4.1.2
 Prepare to create by exploring the connections between choice of forms,             Prepare to create by exploring the connections between choice of forms,
 identified audience and purpose; organize information and ideas                     identified audience and purpose; organize information and ideas


   Learning Outcomes &                                                                  Learning Outcomes &
   Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...                                               By the end of Grade 4 the student ...
4.1.2 a. Chooses form, from a selection, to create a representation for an          4.1.2 a. Organizes ideas into paragraphs
         identified audience and purpose

         **Guided practice may be required for newly introduced forms;              4.1.2 b. Identifies an audience when creating texts (oral, print, and other
         individual or group independence may be expected with familiar ones                 media) with guidance
                                                                                                  May say, "We made a power point because we are taking it to the
         *keep in mind that audience and purpose determine form                                   town council and people like to see what you are talking about."
              May say, "I am so glad that I don't have to do paragraphs this time
              because I chose comic strips instead of a story for this book         4.1.2 c. Sets a purpose when creating texts (oral, print, and other media) with
              review." "This is a map; so our information needs to be clear. We              guidance
              wanted to do a map because we thought it would be easier for the
                                                                                                  May say, "We made a power point because we are taking it to the
              others to understand, instead of just talking about it."
                                                                                                  town council and people like to see what you are talking about."

                                                                                    4.1.2 d. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                             acquisition of the skill is not yet consistent and additional instruction
                                                                                             and practice time are needed. Students are not expected to be
                                                                                             accomplishing these independently yet.



                                                                                    4.1.2 e. Chooses and begins to experiment with forms, appropriate for a
                                                                                             variety of audiences and purposes, to create a representation

                                                                                              **Guided practice may be required for newly introduced forms;
                                                                                              individual or group independence may be expected with familiar ones

                                                                                              *keep in mind that audience and purpose determine form
                                                                                                  May say, "This is a photo essay to submit to the "Up Here"
                                                                                                  magazine's annual photo contest. I want to do this because they
                                                                                                  have a great prize, but can you help me figure out if what I did is
                                                                                                  OK. A photo essay should kind of tell a story, right? Well, that's
                                                                                                  not what I did; instead I showed what happens to melting snow,
                                                                                                  just like in my science fair experiments."




            Page 4-9                                                                                                            Education, Culture, & Employment
                                                                                                                                Early Childhood & School Services
                                                                  Generate and Focus
                                                                          ---
                                                      Prepare to Create Texts: Forms, Genres, A

 Grade 5 Specific Outcome 4.1.2                                                    Grade 6 Specific Outcome 4.1.2
 Uses appropriate form (organizational structure, audience, purpose) to            Uses appropriate form (organizational structure, audience, purpose) to
 organize ideas and information                                                    organize ideas and information


   Learning Outcomes &                                                               Learning Outcomes &
   Corresponding Illustrative Example(s)                                             Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...                                             By the end of Grade 6 the student ...
4.1.2 a. Chooses and experiments with forms, appropriate for a variety of         4.1.2 a. Applies understanding of organizational structures when creating a
         audiences and purposes, to create a representation                                variety of texts (oral, print, and other media)

         **Guided practice may be required for newly introduced forms;                     *keep in mind organizational structure (1.2.3) is related to choice of
         individual or group independence may be expected with familiar ones               narrative, expository, poetic, and persuasive forms (4.1.3)

         *keep in mind that audience and purpose determine form                            *organizational structures include: beginning-middle-end
             May say, "We prepared a survey last time we did a research                    (sequence), logical order, description (main idea and supporting
             project, but what we learned from the project, were only written              details), compare and contrast, and cause and effect
             and handed in to the teacher. This time we are doing a power
             point presentation to show the town council what we found out                 *May use graphic organizers and templates
             about the recycling situation. But we are wondering if we can find
             a way to show our graphs in the power point."                                     conversations, dramatization, puppetry, book talks, think-pair-
                                                                                               sketch, lists, class-created books, making wordless picture books,
                                                                                               class books, journals, paintings, labels, predictable books, shared
                                                                                               writing, sentence strips, word cards, timelines, life cycles, poems,
                                                                                               songs, chants, journals, captions, lists, pattern books, stories,
                                                                                               directions, recipes, rebus stories, cartoons, story vines, story
                                                                                               boards, sentence frames, Information Pyramid, graphic organizers,
                                                                                               templates, ...

                                                                                               See Combine Ideas and Develop Understanding (1.2.1), Textual
                                                                                               Cues (2.1.3), Organize Information (3.3.1) for possible strategies,
                                                                                               and Create Original Texts (4.1.3)

                                                                                               graphic organizers: journals, lists, pictographs, picture maps, T-
                                                                                               charts, webs, graphs, same and different charts, maps, sequence
                                                                                               maps, character maps, charts/comparison charts, mind maps and
                                                                                               clusters, KWL (Know-Want to know-Learned), 5 Ws + H (Who-
                                                                                               What-Where-When-Why-How), BDA (Before-During-After), think
                                                                                               bubbles/alouds, bar graphs, timelines, Venn diagrams, chains,
                                                                                               cycles, sequence circles, learning logs/reflection logs, concept
                                                                                               frames, flow chart, story maps, plot diagrams, word maps,
                                                                                               pyramids, KWHLAQ (Know-Want to Know-How to find out-What I
                                                                                               learned-Applied learnings-Next questions), KWPL (Know-Want to
                                                                                               know-Predict-Learned), Prediction frames, Slim Jims, Process
                                                                                               Notes, Plus-Minus-Interesting (PMI), Jot charts, outlines,
                                                                                               information comic strips, paragraphs, think alouds, bibliographies,
                                                                                               information flip books, sequential map, sketch-a-sequence frame,
                                                                                               cause-and-effect flow chart, self-check tool, rubrics, Y-charts,
                                                                                               chapter maps, anticipation guides, Dancing boxes, continuum,
                                                                                               fishbone, matrix, spread sheets, Decision Making Graphic
                                                                                               Organizer, Problem Solving Graphic Organizer, Experimental
                                                                                               Graphic Organizer, Herringbone frame, I-search, hierarchical
                                                                                               map, continuum, ...

                                                                                               May say, "We used our report on smoking to write our key point
                                                                                               cards for our debate. We also included a power point of our facts
                                                                                               to persuade the audience."




            NWT English Language Arts Curriculum                                                                                      Printed December 2, 2006
            Draft                                                                                                                                   Page 4-10
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.2                                                        Grade 4 Specific Outcome 4.1.2
 Prepare to create by exploring the connections between choice of forms,               Prepare to create by exploring the connections between choice of forms,
 identified audience and purpose; organize information and ideas                       identified audience and purpose; organize information and ideas


   Learning Outcomes &                                                                    Learning Outcomes &
   Corresponding Illustrative Example(s)                                                  Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...                                                    By the end of Grade 4 the student ...
4.1.2 b. Sequences and / or categorizes visuals and print to represent an idea        4.1.2 f.    Begins to differentiate key ideas from supporting details when
         or a story                                                                               organizing representations of ideas or stories

         *keep in mind organizational structure (1.2.3) is related to choice of                   *keep in mind organizational structure (1.2.3) is related to choice of
         narrative, expository, poetic, and persuasive forms (4.1.3)                              narrative, expository, poetic, and persuasive forms (4.1.3)

         *organizational structures include: beginning-middle-end                                 *organizational structures include: beginning-middle-end
         (sequence), logical order, description (main idea and supporting                         (sequence), logical order, description (main idea and supporting
         details), compare and contrast, and cause and effect                                     details), compare and contrast, and cause and effect

         *May use graphic organizers: visual displays of ideas and                                *May use graphic organizers and templates
         information                                                                                  conversations, dramatization, puppetry, book talks, think-pair-
                                                                                                      sketch, lists, class-created books, making wordless picture books,
              conversations, dramatization, puppetry, book talks, think-pair-                         class books, journals, paintings, labels, predictable books, shared
              sketch, lists, class-created books, making wordless picture books,                      writing, sentence strips, word cards, timelines, life cycles, poems,
              class books, journals, paintings, labels, predictable books, shared                     songs, chants, journals, captions, lists, pattern books, stories,
              writing, sentence strips, word cards, timelines, life cycles, poems,                    directions, recipes, rebus stories, cartoons, story vines, story
              songs, chants, journals, captions, lists, pattern books, stories,                       boards, sentence frames, Information Pyramid, graphic organizers,
              directions, recipes, rebus stories, cartoons, story vines, story                        templates, ...
              boards, sentence frames, Information Pyramid, graphic
              organizers, ...                                                                         See Combine Ideas and Develop Understanding (1.2.1), Textual
                                                                                                      Cues (2.1.3), Organize Information (3.3.1) for possible strategies,
              See Combine Ideas and Develop Understanding (1.2.1), Textual                            and Create Original Texts (4.1.3)
              Cues (2.1.3), Organize Information (3.3.1) for possible strategies,
              and Create Original Texts (4.1.3)                                                       graphic organizers: journals, lists, pictographs, picture maps, T-
                                                                                                      charts, webs, graphs, same and different charts, maps, sequence
              graphic organizers: journals, lists, picture maps, T-charts, webs,                      maps, character maps, charts/comparison charts, mind maps and
              graphs, same and different charts, observation charts, maps,                            clusters, KWL (Know-Want to know-Learned), 5 Ws + H (Who-
              sequence maps, character maps, charts/comparison charts, mind                           What-Where-When-Why-How), BDA (Before-During-After), think
              maps and clusters, KWL (Know-Want to know-Learned), 5 Ws + H                            bubbles/alouds, bar graphs, timelines, Venn diagrams, chains,
              (Who-What-Where-When-Why-How), BDA (Before-During-After),                               cycles, sequence circles, learning logs/reflection logs, concept
              think bubbles/alouds, bar graphs, timelines, Venn diagrams,                             frames, flow chart, story maps, plot diagrams, word maps,
              chains, cycles, sequence circles, learning logs/reflection logs,                        pyramids, KWHLAQ (Know-Want to Know-How to find out-What I
              inquiry notebooks, concept frames, flow chart, story maps, plot                         learned-Applied learnings-Next questions), KWPL (Know-Want to
              diagrams, word maps, pyramids, KWHLAQ (Know-Want to Know-                               know-Predict-Learned), Prediction frames, Slim Jims, Process
              How to find out-What I learned-Applied learnings-Next questions),                       Notes, Plus-Minus-Interesting (PMI), Jot charts, outlines,
              KWPL (Know-Want to know-Predict-Learned), Prediction frames,                            information comic strips, paragraphs, think alouds, bibliographies,
              Slim Jims, Process Notes, Plus-Minus-Interesting (PMI), Jot                             information flip books, sequential map, sketch-a-sequence frame,
              charts, outlines, information comic strips, Two Column Notes,                           cause-and-effect flow chart, self-check tool, rubrics, Y-charts,
              paragraphs, think alouds, bibliographies, information flip books, ...                   chapter maps, anticipation guides, ...

              May say, "We started by trying to work through a timeline, but                          May say, "Our information was all over the place, so we broke it
              went back to our list of graphic organizers and think that a flow                       into all of these categories. Then when we looked at them, it was
              chart might be better to show how one change affected lots of                           kind of like the steps in a recipe or in a story." "We have a chart
              events ...."                                                                            and then a paragraph under the chart, that explains the
                                                                                                      information and ideas." "The science experiment really shows the
                                                                                                      effects of ..."




            Page 4-11                                                                                                              Education, Culture, & Employment
                                                                                                                                   Early Childhood & School Services
                                                                    Generate and Focus
                                                                            ---
                                                        Prepare to Create Texts: Forms, Genres, A

 Grade 5 Specific Outcome 4.1.2                                                       Grade 6 Specific Outcome 4.1.2
 Uses appropriate form (organizational structure, audience, purpose) to               Uses appropriate form (organizational structure, audience, purpose) to
 organize ideas and information                                                       organize ideas and information


   Learning Outcomes &                                                                   Learning Outcomes &
   Corresponding Illustrative Example(s)                                                 Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...                                                    By the end of Grade 6 the student ...
4.1.2 b. Organizes supporting details, according to sequence, categories, or         4.1.2 b. Develops topic, concluding, and supporting sentences in paragraphs
         key ideas, when representing an idea or a story

         *keep in mind organizational structure (1.2.3) is related to choice of      4.1.2 c. Identifies an audience when creating texts (oral, print, and other
         narrative, expository, poetic, and persuasive forms (4.1.3)                          media) with guidance
                                                                                                     May say, "Our group is preparing a critique of the play we all went
         *organizational structures include: beginning-middle-end                                    to yesterday. It has to be in essay format because our class is
         (sequence), logical order, description (main idea and supporting                            responsible for the school newspaper this month. We are
         details), compare and contrast, and cause and effect                                        struggling with audience though, because the paper is read by
                                                                                                     grade 5 to 12 kids and adults too. What can we do to deal with
                                                                                                     that?"
         *May use graphic organizers and templates
                                                                                     4.1.2 d. Sets a purpose when creating texts (oral, print, and other media) with
                                                                                              guidance
                                                                                                     May say, "Our group is preparing a critique of the play we all went
                                                                                                     to yesterday. It has to be in essay format because our class is
              conversations, dramatization, puppetry, book talks, think-pair-                        responsible for the school newspaper this month."
              sketch, lists, class-created books, making wordless picture books,
              class books, journals, paintings, labels, predictable books, shared    4.1.2 e. ** Learning Outcomes that start with "Begins" indicate that the
              writing, sentence strips, word cards, timelines, life cycles, poems,            acquisition of the skill is not yet consistent and additional instruction
              songs, chants, journals, captions, lists, pattern books, stories,               and practice time are needed. Students are not expected to be
              directions, recipes, rebus stories, cartoons, story vines, story
              boards, sentence frames, Information Pyramid, graphic organizers,               accomplishing these independently yet.
              templates, ...

              See Combine Ideas and Develop Understanding (1.2.1), Textual           4.1.2 f.    Begins to adapt forms, appropriate for a variety of audiences and
              Cues (2.1.3), Organize Information (3.3.1) for possible strategies,
                                                                                                 purposes, to create a representation
              and Create Original Texts (4.1.3)

              graphic organizers: journals, lists, pictographs, picture maps, T-                 **Guided practice may be required for newly introduced forms;
              charts, webs, graphs, same and different charts, maps, sequence                    individual or group independence may be expected with familiar ones
              maps, character maps, charts/comparison charts, mind maps and
              clusters, KWL (Know-Want to know-Learned), 5 Ws + H (Who-
              What-Where-When-Why-How), BDA (Before-During-After), think                         *keep in mind that audience and purpose determine form
              bubbles/alouds, bar graphs, timelines, Venn diagrams, chains,
              cycles, sequence circles, learning logs/reflection logs, concept
              frames, flow chart, story maps, plot diagrams, word maps,
              pyramids, KWHLAQ (Know-Want to Know-How to find out-What I
              learned-Applied learnings-Next questions), KWPL (Know-Want to                          May say, "We used our concept overviews of the mystery novel and
              know-Predict-Learned), Prediction frames, Slim Jims, Process                           the adventure novel. Then we decided what our short story had to
              Notes, Plus-Minus-Interesting (PMI), Jot charts, outlines,                             have in it. We think that because it is a mystery, it needs a crime,
              information comic strips, paragraphs, think alouds, bibliographies,                    some clues, a solution, some excitement, and a main character that
              information flip books, sequential map, sketch-a-sequence frame,                       solves the crime at the end. After that, we made a story board.
              cause-and-effect flow chart, self-check tool, rubrics, Y-charts,                       Now we are thinking about beginning the writing of the short
              chapter maps, anticipation guides, Dancing boxes, continuum,                           story."
              fishbone, matrix, spread sheets, Decision Making Graphic
              Organizer, Problem Solving Graphic Organizer, Experimental
              Graphic Organizer, ...

              May say, "When we hand in our project, we are supposed to
              include an outline and the report we wrote with it."




            NWT English Language Arts Curriculum                                                                                            Printed December 2, 2006
            Draft                                                                                                                                         Page 4-12
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.2                                                       Grade 4 Specific Outcome 4.1.2
 Prepare to create by exploring the connections between choice of forms,              Prepare to create by exploring the connections between choice of forms,
 identified audience and purpose; organize information and ideas                      identified audience and purpose; organize information and ideas


    Learning Outcomes &                                                                 Learning Outcomes &
    Corresponding Illustrative Example(s)                                               Corresponding Illustrative Example(s)
           By the end of Grade 3 the student ...                                            By the end of Grade 4 the student ...
4.1.2 c. Identifies an audience when creating texts (oral, print, and other          4.1.2 g. Begins to organize and reorganize same ideas and information in a
         media) with guidance                                                                 variety of forms and genres with guidance
                May say, "My report is for our celebration of learning with our
                parents." "We're practicing to read this to the elders at our
                Christmas tea." "We have to use different language because we're              **Guided practice may be required for newly introduced forms and
                writing to the Band Council."                                                 genres; individual or group independence may be expected with
                                                                                              familiar ones
4.1.2 d. Sets a purpose when creating texts (oral, print, and other media) with
         guidance
                                                                                                  Thematic study of polar bears: One group creates a poster, another
                May say, "We need to get information from the elders." "I'm                       creates a diorama of the habitat, another does a dramatization,
                presenting at the Science Fair."                                                  another writes a story, another writes a poem, ...

4.1.2 e. ** Learning Outcomes that start with "Begins" indicate that the                          May say, "One group could do up the report and another group
         acquisition of the skill is not yet consistent and additional instruction                could turn it into a radio interview." "We used your story to create
         and practice time are needed. Students are not expected to be                            a game and the other group used it to create a play."
         accomplishing these independently yet.



4.1.2 f.    Begins to organize ideas into paragraphs




               Page 4-13                                                                                                       Education, Culture, & Employment
                                                                                                                               Early Childhood & School Services
                                                                       Generate and Focus
                                                                               ---
                                                           Prepare to Create Texts: Forms, Genres, A

 Grade 5 Specific Outcome 4.1.2                                                          Grade 6 Specific Outcome 4.1.2
 Uses appropriate form (organizational structure, audience, purpose) to                  Uses appropriate form (organizational structure, audience, purpose) to
 organize ideas and information                                                          organize ideas and information


    Learning Outcomes &                                                                     Learning Outcomes &
    Corresponding Illustrative Example(s)                                                   Corresponding Illustrative Example(s)
           By the end of Grade 5 the student ...                                                  By the end of Grade 6 the student ...
4.1.2 c. Organizes and reorganizes the same information and ideas in a                  4.1.2 .    Information is on previous page(s)
         variety of forms and genres of texts with guidance

            **Guided practice may be required for newly introduced forms and
            genres; individual or group independence may be expected with
            familiar ones
                May say, "We know that reports are easier to understand if the
                information is not in one big paragraph; so we have ours in
                sections with titles and pictures with captions underneath them."

4.1.2 d. Identifies an audience when creating texts (oral, print, and other
         media) with guidance
                May say, "If I am writing an election speech, I need to know who
                will be in the audience. Will I be talking to school kids or their
                parents?"

4.1.2 e. Sets a purpose when creating texts (oral, print, and other media) with
         guidance
                May say, "This is a photo essay to submit to the "Up Here"
                magazine's annual photo contest."

4.1.2 f.    ** Learning Outcomes that start with "Begins" indicate that the
            acquisition of the skill is not yet consistent and additional instruction
            and practice time are needed. Students are not expected to be
            accomplishing these independently yet.



4.1.2 g. Begins to develop topic, concluding, and supporting sentences in
         paragraphs




               NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
               Draft                                                                                                                                    Page 4-14
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.1.3                                                           4 Specific Outcome 4.1.3
Create original texts (oral, print, and other media)                               Create original texts (oral, print, and other media)

**Guided practice may be required for newly introduced texts; individual or
group independence may be expected with familiar ones                              **Guided practice may be required for newly introduced texts; individual or
                                                                                   group independence may be expected with familiar ones
*Reading and writing processes overlap and differ. Reading and writing are
sufficiently different to defeat the assumption that they are mirror images:       *Reading and writing processes overlap and differ. Reading and writing are
the reader does not simply reenact the author's process. Still, the parallels in   sufficiently different to defeat the assumption that they are mirror images:
the reading and writing processes are closely linked and the teaching of one       the reader does not simply reenact the author's process. Still, the parallels in
can affect the student's operations in the other.                                  the reading and writing processes are closely linked and the teaching of one
                                                                                   can affect the student's operations in the other.
*writing process stages include: drafting, writing, revising, editing, and
publishing                                                                         *writing process stages include: drafting, writing, revising, editing, and
                                                                                   publishing

Specific Outcome Links
       •see Experience Various Texts (2.2.1), Forms and Genres (2.3.1),            Specific Outcome Links
       Techniques and Elements (2.3.2), and Prepare to Create Texts: forms,               •see Experience Various Texts (2.2.1), Forms and Genres (2.3.1),
       genres, audience and purpose (4.1.2)                                               Techniques and Elements (2.3.2), and Prepare to Create Texts: forms,
                                                                                          genres, audience and purpose (4.1.2)




           Page 4-15                                                                                                        Education, Culture, & Employment
                                                                                                                            Early Childhood & School Services
                                                                 Generate and Focus
                                                                         ---
                                                                       Create Original Texts

5 Specific Outcome 4.1.3                                                           6 Specific Outcome 4.1.3
Create original texts (oral, print, and other media)                               Create original texts (oral, print, and other media)

**Guided practice may be required for newly introduced texts; individual or        **Guided practice may be required for newly introduced texts; individual or
group independence may be expected with familiar ones                              group independence may be expected with familiar ones

*Reading and writing processes overlap and differ. Reading and writing are         *Reading and writing processes overlap and differ. Reading and writing are
sufficiently different to defeat the assumption that they are mirror images:       sufficiently different to defeat the assumption that they are mirror images:
the reader does not simply reenact the author's process. Still, the parallels in   the reader does not simply reenact the author's process. Still, the parallels in
the reading and writing processes are closely linked and the teaching of one       the reading and writing processes are closely linked and the teaching of one
can affect the student's operations in the other.                                  can affect the student's operations in the other.

*writing process stages include: drafting, writing, revising, editing, and         *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                         publishing


Specific Outcome Links                                                             Specific Outcome Links
       •see Experience Various Texts (2.2.1), Forms and Genres (2.3.1),                   •see Experience Various Texts (2.2.1), Forms and Genres (2.3.1),
       Techniques and Elements (2.3.2), and Prepare to Create Texts: forms,               Techniques and Elements (2.3.2), and Prepare to Create Texts: forms,
       genres, audience and purpose (4.1.2)                                               genres, audience and purpose (4.1.2)




           NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
           Draft                                                                                                                                    Page 4-16
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.3                                                           Grade 4 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                     Create original texts (oral, print, and other media)


   Learning Outcomes &
                                                                                            Learning Outcomes &
   Corresponding Illustrative Example(s)
                                                                                            Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...
                                                                                                 By the end of Grade 4 the student ...
4.1.3 a. Creates original narrative texts (oral, print, and other media) applying
         familiar narrative forms experienced in Experience Various Texts                4.1.3 a. Creates original narrative texts (oral, print, and other media) applying
         (2.2.1)                                                                                  familiar narrative forms experienced in Experience Various Texts
                                                                                                  (2.2.1)
          *The writer creates forms that are not parallel to those he/she reads
              pictures, illustrations, sculptures, dances, video representations,                  *The writer creates forms that are not parallel to those he/she reads.
              audio representations, oral tellings, dramatizations,                                    pictures, illustrations, sculptures, dances, video representations,
              improvisations, picture storybooks, journals, stories, fairy tales,                      audio representations, oral tellings, dramatizations,
              stories (adventures, fantasies, ...),comic strips or cartoon strips,                     improvisations, picture storybooks, journals, stories, fairy tales,
              folk tales, scripts / dramas (plays, puppet plays, ...), tableaux,                       stories (adventures, fantasies, ...),comic strips or cartoon strips,
              fables, legends, tall tales, traditional stories, stories (mysteries,                    folk tales, scripts / dramas (plays, puppet plays, ...), tableaux,
              fiction, ...), scripts / dramas (television programs, radio plays, ...),                 fables, legends, tall tales, traditional stories, stories (mysteries,
              slide shows (power point representations), myths, chapters, ...                          fiction, ...), scripts / dramas (television programs, radio plays, ...),
                                                                                                       slide shows (power point representations), myths, chapters, stories
              see Techniques and Elements (2.3.2)                                                      (autobiographies / memoirs, ...), sequels or serialized stories,
                                                                                                       chapter books, ...
4.1.3 b. Incorporates some elements of narrative texts when creating texts
         (oral, print, and other media)                                                                see Techniques and Elements (2.3.2)

          *elements of narrative texts typical in grade three include: beginning-        4.1.3 b. Applies understanding of elements of narrative texts when creating
          middle-end, cause and effect (problem and solution), characters                         texts (oral, print, and other media)
          (main and minor), and setting (time and place)
                                                                                                   *elements of narrative texts typical in grade four include: beginning-
              see Techniques and Elements (2.3.2)                                                  middle-end, cause and effect (problem and solution), characters
                                                                                                   (main and minor), and setting (time and place)
                                                                                                       see Techniques and Elements (2.3.2)




             Page 4-17                                                                                                                Education, Culture, & Employment
                                                                                                                                      Early Childhood & School Services
                                                                       Generate and Focus
                                                                               ---
                                                                             Create Original Texts

 Grade 5 Specific Outcome 4.1.3                                                           Grade 6 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                     Create original texts (oral, print, and other media)


   Learning Outcomes &                                                                      Learning Outcomes &
   Corresponding Illustrative Example(s)                                                    Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                                    By the end of Grade 6 the student ...
4.1.3 a. Creates original narrative texts (oral, print, and other media) applying        4.1.3 a. Creates original narrative texts (oral, print, and other media) applying
         familiar narrative forms experienced in Experience Various Texts                         familiar narrative forms experienced in Experience Various Texts
         (2.2.1)                                                                                  (2.2.1)

          *The writer creates forms that are not parallel to those he/she reads.                   *The writer creates forms that are not parallel to those he/she reads.
              pictures, illustrations, sculptures, dances, video representations,                      pictures, illustrations, sculptures, dances, video representations,
              audio representations, oral tellings, dramatizations,                                    audio representations, oral tellings, dramatizations,
              improvisations, picture storybooks, journals, stories, fairy tales,                      improvisations, picture storybooks,journals, stories, fairy tales,
              stories (adventures, fantasies, ...),comic strips or cartoon strips,                     stories (adventures, fantasies, ...),comic strips or cartoon strips,
              folk tales, scripts / dramas (plays, puppet plays, ...), tableaux,                       folk tales, scripts / dramas (plays, puppet plays, ...), tableaux,
              fables, legends, tall tales, traditional stories, stories (mysteries,                    fables, legends, tall tales, traditional stories, stories (mysteries,
              fiction, ...), scripts / dramas (television programs, radio plays, ...),                 fiction, ...), scripts / dramas (television programs, radio plays, ...),
              slide shows (power point representations), myths, chapters, stories                      slide shows (power point representations), myths, chapters, stories
              (autobiographies / memoirs, ...), sequels or serialized stories,                         (autobiographies / memoirs, ...), sequels or serialized stories,
              chapter books, stories (biographies, ...), ...                                           chapter books, stories (biographies, ...), stories (cliff
                                                                                                       hangers, ...), ...
              see Techniques and Elements (2.3.2)
                                                                                                       see Techniques and Elements (2.3.2)
4.1.3 b. Applies understanding of elements of narrative texts when creating
         texts (oral, print, and other media)                                            4.1.3 b. Applies understanding of elements of narrative texts when creating
                                                                                                  texts (oral, print, and other media)
          *elements of narrative texts typical in grade five include: beginning-
          middle-end, cause and effect (problem and solution), characters                          *elements of narrative texts typical in grade six include: beginning-
          (main and minor), and setting (time and place)                                           middle-end, cause and effect (problem and solution), characters
                                                                                                   (main and minor), and setting (time and place), and background
              see Techniques and Elements (2.3.2)
                                                                                                   knowledge
                                                                                                       see Techniques and Elements (2.3.2)




             NWT English Language Arts Curriculum                                                                                               Printed December 2, 2006
             Draft                                                                                                                                            Page 4-18
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.3                                                            Grade 4 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                      Create original texts (oral, print, and other media)


   Learning Outcomes &
                                                                                              Learning Outcomes &
   Corresponding Illustrative Example(s)
                                                                                              Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...
                                                                                                  By the end of Grade 4 the student ...
4.1.3 c. Creates original expository texts (oral, print, and other media)
         applying familiar expository forms experienced in Experience                     4.1.3 c. Creates original expository texts (oral, print, and other media)
         Various Texts (2.2.1)                                                                     applying familiar expository forms experienced in Experience
                                                                                                   Various Texts (2.2.1)
          *The writer creates forms that are not parallel to those he/she reads.
              pictures, illustrations, props (airline tickets, menus, appointment                   *The writer creates forms that are not parallel to those he/she reads.
              cards, prescriptions, ...), charts, pictographs, instructions /                           pictures, illustrations, props (airline tickets, menus, appointment
              directions (games, maps, centres, task cards, assignments, ...),                          cards, prescriptions, ...), charts, pictographs, instructions /
              recipes, lists, rules, signs, telephone book entries, learning logs,                      directions (games, maps, centres, task cards, assignments, ...),
              calendars, pictionaries, thank you notes, invitations, notes, cards,                      recipes, lists, rules, signs, telephone book entries, learning logs,
              letters (to family, to friends, ...), book reports (retellings, sketches,                 calendars, pictionaries, thank you notes, invitations, notes, cards,
              cartoons, puppet plays, role plays, conversations, sculptures, ...),                      letters (to family, to friends, ...), book reports (retellings, sketches,
              descriptions, graphs, diagrams, dictionaries, posters, reports,                           cartoons, puppet plays, role plays, conversations, sculptures, ...),
              science experiments, nonfiction books, advertisements, letters (to                        descriptions, graphs, diagrams, dictionaries, posters, reports,
              characters, to familiar people (people in the school and around the                       science experiments, nonfiction books, advertisements, letters (to
              community), ...), envelopes, book reports (learning logs, responses,                      characters, to familiar people (people in the school and around the
              summaries, ...), commercials, cookbooks, itineraries, schedules,                          community), ...), envelopes, book reports (learning logs, responses,
              agendas, television guides, tips (for bicycle, bus, fire, water                           summaries, ...), commercials, cookbooks, itineraries, schedules,
              safety, ...), research projects / reports, summaries, letters (pen pal                    agendas, television guides, tips (for bicycle, bus, fire, water
              letters, ...), book reports (dioramas, character mobiles, book                            safety, ...), research projects / reports, summaries, letters (pen pal
              jackets, improvisations, ...), classifieds ads, brochures or travel                       letters, ...), book reports (dioramas, character mobiles, book
              guides, guides, newsletters, surveys, interviews, questionnaires,                         jackets, improvisations, ...), classifieds ads, brochures or travel
              timelines, magazine / newspaper articles, slide shows (power point                        guides, guides, newsletters, surveys, interviews, questionnaires,
              representations), letters (letters of request or information, ...), book                  timelines, magazine / newspaper articles, slide shows (power point
              reports (graphic organizers, ...), ...                                                    representations), letters (letters of request or information, ...), book
                                                                                                        reports (graphic organizers, ...), book reports (games, character
              see Techniques and Elements (2.3.2)                                                       sketches, maps, book and movie reviews, ...), observations,
                                                                                                        histories, prologues, news and weather reports, letter (letter to an
4.1.3 d. Incorporates some elements of expository texts when creating texts                             official or editor, ...), autobiographies, speeches, ...
         (oral, print, and other media)
                                                                                                        see Techniques and Elements (2.3.2)
          *elements of expository texts typical in grade three include: title,
                                                                                          4.1.3 d. Applies understanding of elements of expository texts when creating
          content (topic and related information), and logical organization
                                                                                                   texts (oral, print, and other media)
          (sequential, categorical), graphics (charts, maps, diagrams),
          publication information
                                                                                                    *elements of expository texts typical in grade four include: title,
              see Techniques and Elements (2.3.2)                                                   content (topic and related information and details, related
                                                                                                    vocabulary), and logical organization (sequential, categorical,
                                                                                                    descriptive, comparison-contrast), graphics (charts, maps, diagrams),
                                                                                                    publication information
                                                                                                        see Techniques and Elements (2.3.2)




             Page 4-19                                                                                                                 Education, Culture, & Employment
                                                                                                                                       Early Childhood & School Services
                                                                        Generate and Focus
                                                                                ---
                                                                              Create Original Texts

 Grade 5 Specific Outcome 4.1.3                                                            Grade 6 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                      Create original texts (oral, print, and other media)


    Learning Outcomes &                                                                      Learning Outcomes &
    Corresponding Illustrative Example(s)                                                    Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                                     By the end of Grade 6 the student ...
4.1.3 c. Creates original expository texts (oral, print, and other media)                 4.1.3 c. Creates original expository texts (oral, print, and other media)
         applying familiar expository forms experienced in Experience                              applying familiar expository forms experienced in Experience
         Various Texts (2.2.1)                                                                     Various Texts (2.2.1)

          *The writer creates forms that are not parallel to those he/she reads.                    *The writer creates forms that are not parallel to those he/she reads.
              pictures, illustrations, props (airline tickets, menus, appointment                       pictures, illustrations, props (airline tickets, menus, appointment
              cards, prescriptions, ...), charts, pictographs, instructions /                           cards, prescriptions, ...), charts, pictographs, instructions /
              directions (games, maps, centres, task cards, assignments, ...),                          directions (games, maps, centres, task cards, assignments, ...),
              recipes, lists, rules, signs, telephone book entries, learning logs,                      recipes, lists, rules, signs, telephone book entries, learning logs,
              calendars, pictionaries, thank you notes, invitations, notes, cards,                      calendars, pictionaries, thank you notes, invitations, notes, cards,
              letters (to family, to friends, ...), book reports (retellings, sketches,                 letters (to family, to friends, ...), book reports (retellings, sketches,
              cartoons, puppet plays, role plays, conversations, sculptures, ...),                      cartoons, puppet plays, role plays, conversations, sculptures, ...),
              descriptions, graphs, diagrams, dictionaries, posters, reports,                           descriptions, graphs, diagrams, dictionaries, posters, reports,
              science experiments, nonfiction books, advertisements, letters (to                        science experiments, nonfiction books, advertisements, letters (to
              characters, to familiar people (people in the school and around the                       characters, to familiar people (people in the school and around the
              community), ...), envelopes, book reports (learning logs, responses,                      community), ...), envelopes, book reports (learning logs, responses,
              summaries, ...), commercials, cookbooks, itineraries, schedules,                          summaries, ...), commercials, cookbooks, itineraries, schedules,
              agendas, television guides, tips (for bicycle, bus, fire, water                           agendas, television guides, tips (for bicycle, bus, fire, water
              safety, ...), research projects / reports, summaries, letters (pen pal                    safety, ...), research projects / reports, summaries, letters (pen pal
              letters, ...), book reports (dioramas, character mobiles, book                            letters, ...), book reports (dioramas, character mobiles, book
              jackets, improvisations, ...), classifieds ads, brochures or travel                       jackets, improvisations, ...), classifieds ads, brochures or travel
              guides, guides, newsletters, surveys, interviews, questionnaires,                         guides, guides, newsletters, surveys, interviews, questionnaires,
              timelines, magazine / newspaper articles, slide shows (power point                        timelines, magazine / newspaper articles, slide shows (power point
              representations), letters (letters of request or information, ...), book                  representations), letters (letters of request or information, ...), book
              reports (graphic organizers, ...), book reports (games, character                         reports (graphic organizers, ...), book reports (games, character
              sketches, maps, book and movie reviews, ...), observations,                               sketches, maps, book and movie reviews, ...), observations,
              histories, prologues, news and weather reports, letter (letter to an                      histories, prologues, news and weather reports, letter (letter to an
              official or editor, ...), autobiographies, speeches, biographies,                         official or editor, ...), autobiographies, speeches, biographies,
              study notes, travelogues, letter (letter of complaint or concern, ....),                  study notes, travelogues, letter (letter of complaint or concern, ....),
              book reports (plot diagrams, author studies, compare and contrast                         book reports (plot diagrams, author studies, compare and contrast
              representations, follow-up research projects, ...), ...                                   representations, follow-up research projects, ...), essays, letter
                                                                                                        (letter of application, ...), book reports (critical responses,
              see Techniques and Elements (2.3.2)                                                       critiques, ...), debates, minutes of a meeting, ...

4.1.3 d. Applies understanding of elements of expository texts when creating                            see Techniques and Elements (2.3.2)
         texts (oral, print, and other media)
                                                                                          4.1.3 d. Applies understanding of elements of expository texts when creating
                                                                                                   texts (oral, print, and other media)
          *elements of expository texts typical in grade five include: title,
          content (topic and related information and details, related vocabulary,
                                                                                                    *elements of expository texts typical in grade six include: title,
          conclusion), and logical organization (sequential, categorical,
                                                                                                    subtitles, content (topic and related information and details,
          descriptive, comparison-contrast, problem-solution), graphics (charts,
          maps, diagrams), publication information                                                  paragraphing: topic sentence, supporting sentences or details,
                                                                                                    concluding sentence; multiple paragraph text: main idea, supporting
                                                                                                    ideas or details, conclusions; related vocabulary), and logical
                                                                                                    organization (sequential, categorical, descriptive, comparison-
              see Techniques and Elements (2.3.2)
                                                                                                    contrast, problem-solution), graphics (charts, maps, diagrams), and
                                                                                                    publication information
                                                                                                        see Techniques and Elements (2.3.2)




             NWT English Language Arts Curriculum                                                                                                Printed December 2, 2006
             Draft                                                                                                                                             Page 4-20
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.3                                                       Grade 4 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                 Create original texts (oral, print, and other media)


    Learning Outcomes &
                                                                                         Learning Outcomes &
    Corresponding Illustrative Example(s)
                                                                                         Corresponding Illustrative Example(s)
           By the end of Grade 3 the student ...
                                                                                                By the end of Grade 4 the student ...
4.1.3 e. Creates original poetic texts (oral, print, and other media) applying
         familiar expository forms experienced in Experience Various Texts           4.1.3 e. Creates original poetic texts (oral, print, and other media) applying
         (2.2.1)                                                                              familiar expository forms experienced in Experience Various Texts
                                                                                              (2.2.1)
            *The writer creates forms that are not parallel to those he/she reads.
                pictures, visual representations, tongue twisters, list poems,                   *The writer creates forms that are not parallel to those he/she reads.
                modeled patterns, modeled songs, chants, rhymes, jingles, sensory                    pictures, visual representations, tongue twisters, list poems,
                poems, comparisons (similes), alphabet poems / acrostic poems,                       modeled patterns, modeled songs, chants, rhymes, jingles, sensory
                onomatopoeia, shape / concrete poems , couplets, raps, readers'                      poems, comparisons (similes), alphabet poems / acrostic poems,
                theatre, diamantes, spoonerisms, riddles, jokes, ...                                 onomatopoeia, shape / concrete poems , couplets, raps, readers'
                                                                                                     theatre, diamantes, spoonerisms, riddles, jokes, free verse,
                see Techniques and Elements (2.3.2)                                                  limerick, ...

4.1.3 f.    Incorporates some elements of poetic texts when creating texts (oral,                    see Techniques and Elements (2.3.2)
            print, and other media)
                                                                                     4.1.3 f.    Applies understanding of elements of poetic texts when creating texts
            *elements of poetic texts typical in grade three include:description                 (oral, print, and other media)
            (senses), rhyme, repetition, similes, and
            onomatopoeia (sounds)                                                                *elements of poetic texts typical in grade four include:description
                                                                                                 (senses), rhyme, repetition, similes, and
                                                                                                 onomatopoeia (sounds)

                                                                                                     see Techniques and Elements (2.3.2)
                see Techniques and Elements (2.3.2)
                                                                                     4.1.3 g. Creates original persuasive texts (oral, print, and other media)
4.1.3 g. Creates original persuasive texts (oral, print, and other media)                     applying familiar persuasive forms experienced in Experience
         applying familiar persuasive forms experienced in Experience                         Various Texts (2.2.1)
         Various Texts (2.2.1)
                                                                                                 *The writer creates forms that are not parallel to those he/she reads.
            *The writer creates forms that are not parallel to those he/she reads.                   see Techniques and Elements (2.3.2)
                see Techniques and Elements (2.3.2)
                                                                                     4.1.3 h. Applies understanding of elements of persuasive texts when creating
4.1.3 h. Incorporates some elements of persuasive texts when creating texts                   texts (oral, print, and other media)
         (oral, print, and other media)
                                                                                                 *elements of persuasive texts typical in grade four include:
            *elements of persuasive texts typical in grade three include:                            see Techniques and Elements (2.3.2)
                see Techniques and Elements (2.3.2)
                                                                                     4.1.3 i.    Creates texts with a computer / computer program
                                                                                                     See Enhance Legibility and Improve Keyboarding Skills (4.2.3)

                                                                                                     narrative, expository, poetic, persuasive (see previous outcomes)




               Page 4-21                                                                                                          Education, Culture, & Employment
                                                                                                                                  Early Childhood & School Services
                                                                      Generate and Focus
                                                                              ---
                                                                            Create Original Texts

 Grade 5 Specific Outcome 4.1.3                                                       Grade 6 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                 Create original texts (oral, print, and other media)


    Learning Outcomes &                                                                  Learning Outcomes &
    Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
           By the end of Grade 5 the student ...                                                By the end of Grade 6 the student ...
4.1.3 e. Creates original poetic texts (oral, print, and other media) applying       4.1.3 e. Creates original poetic texts (oral, print, and other media) applying
         familiar expository forms experienced in Experience Various Texts                    familiar expository forms experienced in Experience Various Texts
         (2.2.1)                                                                              (2.2.1)

            *The writer creates forms that are not parallel to those he/she reads.               *The writer creates forms that are not parallel to those he/she reads.
                pictures, visual representations, tongue twisters, list poems,                       pictures, visual representations, tongue twisters, list poems,
                modeled patterns, modeled songs, chants, rhymes, jingles, sensory                    modeled patterns, modeled songs, chants, rhymes, jingles, sensory
                poems, comparisons (similes), alphabet poems / acrostic poems,                       poems, comparisons (similes), alphabet poems / acrostic poems,
                onomatopoeia, shape / concrete poems , couplets, raps, readers'                      onomatopoeia, shape / concrete poems , couplets, raps, readers'
                theatre, diamantes, spoonerisms, riddles, jokes, free verse,                         theatre, diamantes, spoonerisms, riddles, jokes, free verse,
                limerick, puns, epitaphs, ...                                                        limerick, cinquains, puns, epitaphs, lyrics, ballads, odes, haiku
                                                                                                     poems, ...
                see Techniques and Elements (2.3.2)
                                                                                                     see Techniques and Elements (2.3.2)
4.1.3 f.    Applies understanding of elements of poetic texts when creating texts
            (oral, print, and other media)                                           4.1.3 f.    Applies understanding of elements of poetic texts when creating texts
                                                                                                 (oral, print, and other media)
            *elements of poetic texts typical in grade five include:description
            (senses), rhyme, repetition, similes, and                                            *elements of poetic texts typical in grade six include:description
            onomatopoeia (sounds)                                                                (senses), rhyme, repetition, similes, and
                                                                                                 onomatopoeia (sounds)
                                                                                                     see Techniques and Elements (2.3.2)

                see Techniques and Elements (2.3.2)                                  4.1.3 g. Creates original persuasive texts (oral, print, and other media)
                                                                                              applying familiar persuasive forms experienced in Experience
4.1.3 g. Creates original persuasive texts (oral, print, and other media)                     Various Texts (2.2.1)
         applying familiar persuasive forms experienced in Experience
         Various Texts (2.2.1)                                                                   *The writer creates forms that are not parallel to those he/she reads.
                                                                                                     see Techniques and Elements (2.3.2)
            *The writer creates forms that are not parallel to those he/she reads.
                see Techniques and Elements (2.3.2)                                  4.1.3 h. Applies understanding of elements of persuasive texts when creating
                                                                                              texts (oral, print, and other media)
4.1.3 h. Applies understanding of elements of persuasive texts when creating
         texts (oral, print, and other media)                                                    *elements of persuasive texts typical in grade six include:
                                                                                                     see Techniques and Elements (2.3.2)
            *elements of persuasive texts typical in grade five include:
                see Techniques and Elements (2.3.2)                                  4.1.3 i.    Creates texts with a computer / computer program
                                                                                                     See Enhance Legibility and Improve Keyboarding Skills (4.2.3)

                                                                                                     narrative, expository, poetic, persuasive (see previous outcomes)




               NWT English Language Arts Curriculum                                                                                         Printed December 2, 2006
               Draft                                                                                                                                      Page 4-22
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.1.3                                                      Grade 4 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                Create original texts (oral, print, and other media)


    Learning Outcomes &
                                                                                        Learning Outcomes &
    Corresponding Illustrative Example(s)
                                                                                        Corresponding Illustrative Example(s)
           By the end of Grade 3 the student ...
                                                                                              By the end of Grade 4 the student ...
4.1.3 i.    Creates texts with a computer / computer program
                See Enhance Legibility and Improve Keyboarding Skills (4.2.3)       4.1.3 .    Information is on previous page(s)

                narrative, expository, poetic, persuasive (see previous outcomes)




               Page 4-23                                                                                                      Education, Culture, & Employment
                                                                                                                              Early Childhood & School Services
                                                                     Generate and Focus
                                                                             ---
                                                                           Create Original Texts

 Grade 5 Specific Outcome 4.1.3                                                      Grade 6 Specific Outcome 4.1.3
 Create original texts (oral, print, and other media)                                Create original texts (oral, print, and other media)


    Learning Outcomes &                                                                 Learning Outcomes &
    Corresponding Illustrative Example(s)                                               Corresponding Illustrative Example(s)
           By the end of Grade 5 the student ...                                              By the end of Grade 6 the student ...
4.1.3 i.    Creates texts with a computer / computer program                        4.1.3 .    Information is on previous page(s)
                See Enhance Legibility and Improve Keyboarding Skills (4.2.3)

                narrative, expository, poetic, persuasive (see previous outcomes)




               NWT English Language Arts Curriculum                                                                                    Printed December 2, 2006
               Draft                                                                                                                                 Page 4-24
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.2.1                                                            4 Specific Outcome 4.2.1
Participate in developing the criteria for focussed conversations about own         Participate in developing the criteria for focussed conversations about own
and others' draft and final representations                                         and others' draft and final representations

*writing process stages include: drafting, writing, revising, editing, and          *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                          publishing


Specific Outcome Links                                                              Specific Outcome Links
       Techniques and Elements: the measurable learning outcomes, that                     Techniques and Elements: the measurable learning outcomes, that
       distinguish the grade levels, are found in Techniques and Elements (2.3.2)          distinguish the grade levels, are found in Techniques and Elements (2.3.2)

      Content encompasses detail, information, topic, audience and purpose.               Content encompasses detail, information, topic, audience and purpose.
      The measurable learning outcomes are found in many Specific Outcomes.               The measurable learning outcomes are found in many Specific Outcomes.

      The measurable learning outcomes, that distinguish the grade levels,                The measurable learning outcomes, that distinguish the grade levels,

      -for details and / or information, are found in Combine Ideas and                   -for details and / or information, are found in Combine Ideas and
      Develop Understanding (1.2.1), Techniques and Elements (2.3.2), Connect             Develop Understanding (1.2.1), Techniques and Elements (2.3.2), Connect
      Self, Text, and Culture (2.2.3), Use Personal Knowledge (3.1.1), Identify           Self, Text, and Culture (2.2.3), Use Personal Knowledge (3.1.1), Identify
      Personal Knowledge and Sources of Information (3.2.1), and Record                   Personal Knowledge and Sources of Information (3.2.1), and Record
      Information (3.3.2)                                                                 Information (3.3.2)

      -for topic, are found in Textual Cues (2.1.3), Techniques and Elements              -for topic, are found in Textual Cues (2.1.3), Techniques and Elements
      (2.3.2), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and            (2.3.2), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and
      Sources of Information (3.2.1), Develop and Extend Understanding (3.3.4),           Sources of Information (3.2.1), Develop and Extend Understanding (3.3.4),
      and Record Information (3.3.2)                                                      and Record Information (3.3.2)

      -for audience and purpose, are found in Pragmatic Cues (2.1.7), Forms               -for audience and purpose, are found in Pragmatic Cues (2.1.7), Forms
      and Genres (2.3.1), Create and Follow a Plan (3.1.4), Use Language to               and Genres (2.3.1), Create and Follow a Plan (3.1.4), Use Language to
      Show Respect (5.1.2), and Celebrate Special Occasions (5.2.3)                       Show Respect (5.1.2), and Celebrate Special Occasions (5.2.3)




            Page 4-25                                                                                                         Education, Culture, & Employment
                                                                                                                              Early Childhood & School Services
                                                                 Enhance and Improve
                                                                          ---
                                                                   Appraise Own and Others' Work

5 Specific Outcome 4.2.1                                                            6 Specific Outcome 4.2.1
Use pre-established criteria to focus conversations about own and others'           Use pre-established criteria to focus conversations about own and others'
draft and final representations                                                     draft and final representations

*writing process stages include: drafting, writing, revising, editing, and          *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                          publishing


Specific Outcome Links                                                              Specific Outcome Links
       Techniques and Elements: the measurable learning outcomes, that                     Techniques and Elements: the measurable learning outcomes, that
       distinguish the grade levels, are found in Techniques and Elements (2.3.2)          distinguish the grade levels, are found in Techniques and Elements (2.3.2)

      Content encompasses detail, information, topic, audience and purpose.               Content encompasses detail, information, topic, audience and purpose.
      The measurable learning outcomes are found in many Specific Outcomes.               The measurable learning outcomes are found in many Specific Outcomes.

      The measurable learning outcomes, that distinguish the grade levels,                The measurable learning outcomes, that distinguish the grade levels,

      -for details and / or information, are found in Combine Ideas and                   -for details and / or information, are found in Combine Ideas and
      Develop Understanding (1.2.1), Techniques and Elements (2.3.2), Connect             Develop Understanding (1.2.1), Techniques and Elements (2.3.2), Connect
      Self, Text, and Culture (2.2.3), Use Personal Knowledge (3.1.1), Identify           Self, Text, and Culture (2.2.3), Use Personal Knowledge (3.1.1), Identify
      Personal Knowledge and Sources of Information (3.2.1), and Record                   Personal Knowledge and Sources of Information (3.2.1), and Record
      Information (3.3.2)                                                                 Information (3.3.2)

      -for topic, are found in Textual Cues (2.1.3), Techniques and Elements              -for topic, are found in Textual Cues (2.1.3), Techniques and Elements
      (2.3.2), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and            (2.3.2), Use Personal Knowledge (3.1.1), Identify Personal Knowledge and
      Sources of Information (3.2.1), Develop and Extend Understanding (3.3.4),           Sources of Information (3.2.1), Develop and Extend Understanding (3.3.4),
      and Record Information (3.3.2)                                                      and Record Information (3.3.2)

      -for audience and purpose, are found in Pragmatic Cues (2.1.7), Forms               -for audience and purpose, are found in Pragmatic Cues (2.1.7), Forms
      and Genres (2.3.1), Create and Follow a Plan (3.1.4), Use Language to               and Genres (2.3.1), Create and Follow a Plan (3.1.4), Use Language to
      Show Respect (5.1.2), and Celebrate Special Occasions (5.2.3)                       Show Respect (5.1.2), and Celebrate Special Occasions (5.2.3)




            NWT English Language Arts Curriculum                                                                                        Printed December 2, 2006
            Draft                                                                                                                                     Page 4-26
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.1                                                       Grade 4 Specific Outcome 4.2.1
 Participate in developing the criteria for focussed conversations about own          Participate in developing the criteria for focussed conversations about own
 and others' draft and final representations                                          and others' draft and final representations


    Learning Outcomes &                                                                  Learning Outcomes &
    Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...                                                By the end of Grade 4 the student ...
4.2.1 a. ** Learning Outcomes that start with "Begins" indicate that the             4.2.1 a. Participates in development of criteria to respond to own and others'
         acquisition of the skill is not yet consistent and additional instruction            draft or final representations or presentations (oral, print, and other
         and practice time are needed. Students are not expected to be                        media)
         accomplishing these independently yet.
                                                                                               *the criteria to guide the focussed conversations is based on
                                                                                               Techniques and Elements and / or Content
4.2.1 b. Begins to participate in development of criteria to respond to own and
         others' draft or final representations or presentations (oral, print, and                 whole group discussions, mini-lessons, small group work, think-
         other media)                                                                              pair-share, ...

                                                                                                   Content May say, "We are supposed to tell what we think and then
          *the criteria to guide the focussed conversations is based on
                                                                                                   prove it with some information from our research. So why don't we
          Techniques and Elements and / or Content                                                 have something about opinion and proof in our rubric?"

              whole group discussions, mini-lessons, small group work, think-                      Techniques and Elements May say: "If we prove our thoughts or
              pair-share, ...                                                                      opinions with stuff from our research, then we have to say where
                                                                                                   we got it from. That has to be on the rubric too."
              Content May say, "Are we making a checklist to help us talk
              together about our work?" "We should be talking to each other          4.2.1 b. Uses criteria when suggesting enhancements to own and others' draft
              about who we are writing for." "Our letters should have kind of                 or final representations or presentations (oral, print, and other media)
              like a conversation going." "The steps in our experiments should
              be clear and in order. Someone should be able to redo our                        *the criteria to guide the focussed conversations is based on
              experiment even if we are not around."
                                                                                               Techniques and Elements and / or Content
              Techniques and Elements May say: "When we use pictures, they                         conversations, peer and teacher conferences, writing process,
              should match the story." "The pictures we use should help the                        sharing circle, small group conferencing, Think-Pair-Share (TPS),
              reader to understand the steps by seeing them."                                      self-reflection activities, ...

4.2.1 c. Begins to use criteria when suggesting enhancements to own and              4.2.1 c. Uses criteria when asking for feedback about own and others' draft
         others' draft or final representations or presentations (oral, print, and            or final representations or presentations (oral, print, and other media)
         other media)
                                                                                               *the criteria to guide the focussed conversations is based on
          *the criteria to guide the focussed conversations is based on                        Techniques and Elements and / or Content
          Techniques and Elements and / or Content
                                                                                                   conversations, peer and teacher conferences, writing process,
                                                                                                   sharing circle, small group conferencing, Think-Pair-Share (TPS),
              conversations, peer and teacher conferences, writing process,                        self-reflection activities, ...
              sharing circle, small group conferencing, Think-Pair-Share (TPS),
              self-reflection activities, ...




             Page 4-27                                                                                                          Education, Culture, & Employment
                                                                                                                                Early Childhood & School Services
                                                                  Enhance and Improve
                                                                           ---
                                                                   Appraise Own and Others' Work

 Grade 5 Specific Outcome 4.2.1                                                      Grade 6 Specific Outcome 4.2.1
 Use pre-established criteria to focus conversations about own and others'           Use pre-established criteria to focus conversations about own and others'
 draft and final representations                                                     draft and final representations


   Learning Outcomes &                                                                  Learning Outcomes &
   Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                               By the end of Grade 6 the student ...
4.2.1 a. Participates in development of criteria to respond to own and others'      4.2.1 a. Participates in development of criteria to respond to own and others'
         draft or final representations or presentations (oral, print, and other             draft or final representations or presentations (oral, print, and other
         media)                                                                              media)

          *the criteria to guide the focussed conversations is based on                       *the criteria to guide the focussed conversations is based on
          Techniques and Elements and / or Content                                            Techniques and Elements and / or Content

          *the distinction between grade levels is the depth of focussed                      *the distinction between grade levels is the depth of focussed
          conversations based on the appropriate grade level Techniques and                   conversations based on the appropriate grade level Techniques and
          Elements and / or Content                                                           Elements and / or Content

                                                                                                  whole group discussions, mini-lessons, small group work, think-
              whole group discussions, mini-lessons, small group work, think-                     pair-share, ...
              pair-share, ...
                                                                                                  Content May say, "How are we going to see if someone has
              Content May say, "We are supposed to tell what we think and then                    changed his or her mind when we look at their response to a text?
              prove it with some information from our research. What should we                    We have been talking about that all year, but I don't know what
              put on our rubric ?"                                                                someone thought first."

              Techniques and Elements May say: "If we have to have more than                      Techniques and Elements May say: "Since this is a response to a
              one opinion, then I think we will have to have more than one                        text, can't we have a question to answer about what they thought
              source as our references."                                                          first, and if they changed their minds, why they did; or if they
                                                                                                  didn't, why not? It is like coming to a conclusion in an experiment
4.2.1 b. Uses criteria when suggesting enhancements to own and others' draft                      after you see what happened." "Or what about asking a question
                                                                                                  before we read or look at it. Write down our opinions. Read or
         or final representations or presentations (oral, print, and other media)
                                                                                                  look at it. And then write down if we still think the same. Then we
                                                                                                  have to explain why or why not. Doing that could show us if they
          *the criteria to guide the focussed conversations is based on                           have a new conclusion."
          Techniques and Elements and / or Content
                                                                                    4.2.1 b. Uses criteria when suggesting enhancements to own and others' draft
          *the distinction between grade levels is the depth of focussed                     or final representations or presentations (oral, print, and other media)
          conversations based on the appropriate grade level Techniques and
          Elements and / or Content                                                           *the criteria to guide the focussed conversations is based on
                                                                                              Techniques and Elements and / or Content
              conversations, peer and teacher conferences, writing process,
              sharing circle, small group conferencing, Think-Pair-Share (TPS),
              self-reflection activities, ...                                                 *the distinction between grade levels is the depth of focussed
                                                                                              conversations based on the appropriate grade level Techniques and
                                                                                              Elements and / or Content
                                                                                                  conversations, peer and teacher conferences, writing process,
                                                                                                  sharing circle, small group conferencing, Think-Pair-Share (TPS),
                                                                                                  self-reflection activities, ...




             NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
             Draft                                                                                                                                    Page 4-28
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.1                                                        Grade 4 Specific Outcome 4.2.1
 Participate in developing the criteria for focussed conversations about own           Participate in developing the criteria for focussed conversations about own
 and others' draft and final representations                                           and others' draft and final representations


   Learning Outcomes &                                                                    Learning Outcomes &
   Corresponding Illustrative Example(s)                                                  Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...                                                   By the end of Grade 4 the student ...
4.2.1 d. Begins to use criteria when asking for feedback about own draft or           4.2.1 .    Information is on previous page(s)
         final representations or presentations (oral, print, and other media)

          *the criteria to guide the focussed conversations is based on
          Techniques and Elements and / or Content
              conversations, peer and teacher conferences, writing process,
              sharing circle, small group conferencing, Think-Pair-Share (TPS),
              self-reflection activities, ...

              May say, "According to this checklist / rubric, I need to work on
              adding more details / on subtitles, who can help me?" "I still didn't
              do so well on this part of the rubric. How could I have divided my
              topic up differently?"




             Page 4-29                                                                                                          Education, Culture, & Employment
                                                                                                                                Early Childhood & School Services
                                                                  Enhance and Improve
                                                                           ---
                                                                   Appraise Own and Others' Work

 Grade 5 Specific Outcome 4.2.1                                                      Grade 6 Specific Outcome 4.2.1
 Use pre-established criteria to focus conversations about own and others'           Use pre-established criteria to focus conversations about own and others'
 draft and final representations                                                     draft and final representations


   Learning Outcomes &                                                                 Learning Outcomes &
   Corresponding Illustrative Example(s)                                               Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                               By the end of Grade 6 the student ...
4.2.1 c. Uses criteria when asking for feedback about own and others' draft         4.2.1 c. Uses criteria when asking for feedback about own and others' draft
         or final representations or presentations (oral, print, and other media)            or final representations or presentations (oral, print, and other media)

          *the criteria to guide the focussed conversations is based on                       *the criteria to guide the focussed conversations is based on
          Techniques and Elements and / or Content                                            Techniques and Elements and / or Content

          *the distinction between grade levels is the depth of focussed                      *the distinction between grade levels is the depth of focussed
          conversations based on the appropriate grade level Techniques and                   conversations based on the appropriate grade level Techniques and
          Elements and / or Content                                                           Elements and / or Content
              conversations, peer and teacher conferences, writing process,                       conversations, peer and teacher conferences, writing process,
              sharing circle, small group conferencing, Think-Pair-Share (TPS),                   sharing circle, small group conferencing, Think-Pair-Share (TPS),
              self-reflection activities, ...                                                     self-reflection activities, ...




             NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
             Draft                                                                                                                                    Page 4-30
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.2.2                                                             4 Specific Outcome 4.2.2
Clarify and extend ideas and revise organization                                     Clarify and extend ideas and revise organization to match intended purpose

*writing process stages include: drafting, writing, revising, editing, and
publishing                                                                           *writing process stages include: drafting, writing, revising, editing, and
                                                                                     publishing
General Example(s)
     Revision strategies include: A.R.R.R. (Adding, Rearranging, Removing,           General Example(s)
     Replacing), RAG (Read around the Group, ARMS (Add, Remove, Move                      Revision strategies include: A.R.R.R. (Adding, Rearranging, Removing,
     Around, Substitute), Read it Aloud, Reread, Reread and Self-Correct,                 Replacing), RAG (Read around the Group, ARMS (Add, Remove, Move
     Support it with Detail, Hearing the Voice, Proof-Read                                Around, Substitute), Read it Aloud, Reread, Reread and Self-Correct,
                                                                                          Support it with Detail, Hearing the Voice, Proof-Read
      **Guided practice (optimal learning model) may be required for newly
      introduced revision strategies and concepts                                          **Guided practice (optimal learning model) may be required for newly
                                                                                           introduced revision strategies and concepts
Specific Outcome Links
       see Vocabulary and Appreciate the Artistry of Text (2.3.3), Create Original   Specific Outcome Links
       Texts (4.1.3), Appraise Own and Others' Work (4.2.1), Enhance Artistry               see Vocabulary and Appreciate the Artistry of Text (2.3.3), Create Original
       (4.2.4)                                                                              Texts (4.1.3), Appraise Own and Others' Work (4.2.1), Enhance Artistry
                                                                                            (4.2.4)




            Page 4-31                                                                                                          Education, Culture, & Employment
                                                                                                                               Early Childhood & School Services
                                                                 Enhance and Improve
                                                                          ---
                                                                            Revise Content

5 Specific Outcome 4.2.2                                                             6 Specific Outcome 4.2.2
Revise for content and organization to match intended purpose and engage             Clarifies and extends ideas by incorporating supporting details to match
the audience                                                                         purpose and audience

*writing process stages include: drafting, writing, revising, editing, and           *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                           publishing

General Example(s)                                                                   General Example(s)
     Revision strategies include: A.R.R.R. (Adding, Rearranging, Removing,                Revision strategies include: A.R.R.R. (Adding, Rearranging, Removing,
     Replacing), RAG (Read around the Group, ARMS (Add, Remove, Move                      Replacing), RAG (Read around the Group, ARMS (Add, Remove, Move
     Around, Substitute), Read it Aloud, Reread, Reread and Self-Correct,                 Around, Substitute), Read it Aloud, Reread, Reread and Self-Correct,
     Support it with Detail, Hearing the Voice, Proof-Read                                Support it with Detail, Hearing the Voice, Proof-Read

      **Guided practice (optimal learning model) may be required for newly                 **Guided practice (optimal learning model) may be required for newly
      introduced revision strategies and concepts                                          introduced revision strategies and concepts

Specific Outcome Links                                                               Specific Outcome Links
       see Vocabulary and Appreciate the Artistry of Text (2.3.3), Create Original          see Vocabulary and Appreciate the Artistry of Text (2.3.3), Create Original
       Texts (4.1.3), Appraise Own and Others' Work (4.2.1), Enhance Artistry               Texts (4.1.3), Appraise Own and Others' Work (4.2.1), Enhance Artistry
       (4.2.4)                                                                              (4.2.4)




            NWT English Language Arts Curriculum                                                                                         Printed December 2, 2006
            Draft                                                                                                                                      Page 4-32
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.2                                                      Grade 4 Specific Outcome 4.2.2
 Clarify and extend ideas and revise organization                                    Clarify and extend ideas and revise organization to match intended purpose


   Learning Outcomes &
                                                                                        Learning Outcomes &
   Corresponding Illustrative Example(s)
                                                                                        Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...
                                                                                            By the end of Grade 4 the student ...
4.2.2 a. Clarifies and extends ideas by adding or deleting some details and / or
         information                                                                4.2.2 a. Clarifies and extends ideas by incorporating one or two supporting
                                                                                             details (from one source)
          *this learning outcome is evident through the revision processes
          identified in 4.2.2 c and 4.2.2 d                                                   *this learning outcome is evident through the revision processes
              See Vocabulary and Appreciate the Artistry (2.3.3) and Enhance                  identified in 4.2.2 c and 4.2.2 d
              Artistry (4.2.4)                                                                    See Vocabulary and Appreciate the Artistry (2.3.3) and Enhance
                                                                                                  Artistry (4.2.4)
4.2.2 b. Revises sequence or organization of ideas and information
                                                                                    4.2.2 b. Uses the pre-established criteria in a personal revision process,
          *this learning outcome is evident through the revision processes                   through conferencing
          identified in 4.2.2 c and 4.2.2 d
              See Textual Cues (2.1.3) and Prepare to Create Texts (4.1.2)                    -by adding some detail
                                                                                              -by adding some information
              class discussion, play centers, work tasks, peer and teacher                    -by adjusting sequence or organization
              conferences, writing process, ...                                               -by deleting some details
                                                                                              -by deleting some information
              "May say, "I forgot to tell the part about where my grandfather
              skinned the beaver. All of a sudden my sister got new mitts. It's a             -by incorporating one or two supporting details (from two sources)
              bit mixed up."                                                                      see Appraise Own and Others' Work (4.2.1)

4.2.2 c. Participates in a personal revision process, through conferencing                        conversations, class discussion, mini-lessons, peer and teacher
                                                                                                  conferences, writing process, sharing circles, small group
          -by adding some detail                                                                  conferencing, Think-Pair-Share (TSP), ...
          -by adding some information
                                                                                                  May say, "I think I got that idea from this book, but maybe it was
          -by adjusting sequence or organization                                                  from my Mom." "When I read this out loud, I got all mixed up. So,
          -by deleting some details                                                               cut the sentences and tried to redo my order. Now it seems to make
          -by deleting some information                                                           more sense. Can somebody check it with me?"
              conversations, class discussion, mini-lessons, peer and teacher
              conferences, writing process, sharing circles, small group
              conferencing, Think-Pair-Share (TSP), ...

              May say, "I guess I could take away all the little things we did at
              the arcade. But then it seems like I have no story left. Which part
              do I keep to make it a story?"




             Page 4-33                                                                                                         Education, Culture, & Employment
                                                                                                                               Early Childhood & School Services
                                                                  Enhance and Improve
                                                                           ---
                                                                             Revise Content

 Grade 5 Specific Outcome 4.2.2                                                      Grade 6 Specific Outcome 4.2.2
 Revise for content and organization to match intended purpose and engage            Clarifies and extends ideas by incorporating supporting details to match
 the audience                                                                        purpose and audience


    Learning Outcomes &                                                                Learning Outcomes &
    Corresponding Illustrative Example(s)                                              Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                               By the end of Grade 6 the student ...
4.2.2 a. Clarifies and extends ideas to engage intended audience
                                                                                    4.2.2 a. Clarifies and extends ideas by incorporating supporting details (from
          *this learning outcome is evident through the revision processes                   multiple sources)
          identified in 4.2.2 c and 4.2.2 d
              See Vocabulary and Appreciate the Artistry (2.3.3) and Enhance                 *this learning outcome is evident through the revision processes
              Artistry (4.2.4)                                                               identified in 4.2.2 c and 4.2.2 d
                                                                                                  See Vocabulary and Appreciate the Artistry (2.3.3) and Enhance
4.2.2 b. Experiments with the sequence or organization of ideas and                               Artistry (4.2.4)
         information to meet intended purposes
                                                                                    4.2.2 b. Chooses most effective sequence or organization of ideas and
          *this learning outcome is evident through the revision processes                   information to meet intended purposes and engage audience
          identified in 4.2.2 c and 4.2.2 d
              See Textual Cues (2.1.3) and Prepare to Create Texts (4.1.2)                   *this learning outcome is evident through the revision processes
                                                                                             identified in 4.2.2 c and 4.2.2 d
              class discussion, play centers, work tasks, peer and teacher
                                                                                                  See Textual Cues (2.1.3) and Prepare to Create Texts (4.1.2)
              conferences, writing process, ...
                                                                                                  class discussion, play centers, work tasks, peer and teacher
              "May say, "My story doesn't have an ending because I want to
                                                                                                  conferences, writing process, ...
              write another chapter to it."
                                                                                                  "May say, "We decided that if we want to convince people not to
4.2.2 c. Uses the pre-established criteria in a personal revision process,                        smoke, we are going to design our science fair project with a
         through conferencing                                                                     question and answer style on a great big bulletin board."

          -by adding some detail
          -by adding some information
          -by adjusting sequence or organization
          -by deleting some details
          -by deleting some information
          -by incorporating one or two supporting details (from one source)
          -by engaging the intended audience
          -by meeting the intended purpose

              see Appraise Own and Others' Work (4.2.1)

              conversations, class discussion, mini-lessons, peer and teacher
              conferences, writing process, sharing circles, small group
              conferencing, Think-Pair-Share (TSP), ...

              May say, "I tried to use some gross information to keep the boys in
              the class interested. Last time they laughed so much I got
              frustrated."




             NWT English Language Arts Curriculum                                                                                        Printed December 2, 2006
             Draft                                                                                                                                     Page 4-34
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.2                                                   Grade 4 Specific Outcome 4.2.2
 Clarify and extend ideas and revise organization                                 Clarify and extend ideas and revise organization to match intended purpose


   Learning Outcomes &
                                                                                     Learning Outcomes &
   Corresponding Illustrative Example(s)
                                                                                     Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...
                                                                                         By the end of Grade 4 the student ...
4.2.2 d. Participates in a revision process with others (based on feedback),
         with guidance                                                           4.2.2 c. Uses the pre-established criteria in a revision process with others
                                                                                          (based on feedback), with guidance
          -by adding some detail
          -by adding some information                                                      -by adding some detail
          -by adjusting sequence or organization                                           -by adding some information
          -by deleting some details                                                        -by adjusting sequence or organization
          -by deleting some information                                                    -by deleting some details
              •See Appraise Own and Others' Work (4.2.1), Work in Groups                   -by deleting some information
              (5.1.1), and Use Language to Show Respect (5.1.2)                            -by incorporating one or two supporting details (from one source)
                                                                                               •See Appraise Own and Others' Work (4.2.1), Work in Groups
              conversations, class discussion, mini-lessons, peer and teacher
                                                                                               (5.1.1), and Use Language to Show Respect (5.1.2)
              conferences, writing process, sharing circles, small group
              conferencing, Think-Pair-Share (TSP), ...
                                                                                               conversations, class discussion, mini-lessons, peer and teacher
                                                                                               conferences, writing process, sharing circles, small group
              May say, "Why do you want me to do that?" "I went back and
                                                                                               conferencing, Think-Pair-Share (TSP), ...
              redid the lines. Now does it look more like a poem instead of my
              story?"
                                                                                               May say, "When I read this out loud, I got all mixed up. So, cut the
                                                                                               sentences and tried to redo my order. Now it seems to make more
                                                                                               sense. Can somebody check it with me?" "My partner helped me
                                                                                               find some facts on the internet, so now I am trying to use a couple
                                                                                               of them in my presentation."

                                                                                 4.2.2 d. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                          acquisition of the skill is not yet consistent and additional instruction
                                                                                          and practice time are needed. Students are not expected to be
                                                                                          accomplishing these independently yet.



                                                                                 4.2.2 e. Begins to experiment with the sequence or organization of ideas and
                                                                                          information to match intended purposes

                                                                                           *this learning outcome is evident through the revision processes
                                                                                           identified in 4.2.2 c and 4.2.2 d
                                                                                               See Textual Cues (2.1.3) and Prepare to Create Texts (4.1.2)

                                                                                               class discussion, play centers, work tasks, peer and teacher
                                                                                               conferences, writing process, ...

                                                                                               "May say, "I chose not to write a real beginning to my story
                                                                                               because I want it to be like those movies where somebody goes
                                                                                               back in time in photo album or something."




             Page 4-35                                                                                                       Education, Culture, & Employment
                                                                                                                             Early Childhood & School Services
                                                                  Enhance and Improve
                                                                           ---
                                                                               Revise Content

 Grade 5 Specific Outcome 4.2.2                                                     Grade 6 Specific Outcome 4.2.2
 Revise for content and organization to match intended purpose and engage           Clarifies and extends ideas by incorporating supporting details to match
 the audience                                                                       purpose and audience


    Learning Outcomes &                                                               Learning Outcomes &
    Corresponding Illustrative Example(s)                                             Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                              By the end of Grade 6 the student ...
4.2.2 d. Uses the pre-established criteria in a revision process with others
         (based on feedback), through conferencing                                 4.2.2 c. Uses the pre-established criteria in a personal revision process,
                                                                                            through conferencing
          -by adding some detail
          -by adding some information                                                        Begins to participate in development of criteria to respond to own and
          -by adjusting sequence or organization                                             others' draft or final representations (oral, print, and other media)
          -by deleting some details
          -by deleting some information                                                      -by adding some detail
          --by incorporating one or two supporting details (from one source)                 -by adding some information
          -by engaging the intended audience                                                 -by adjusting sequence or organization
          -by meeting the intended purpose                                                   -by deleting some details
              •See Appraise Own and Others' Work (4.2.1), Work in Groups                     -by deleting some information
              (5.1.1), and Use Language to Show Respect (5.1.2)                              --by incorporating one or two supporting details (from one source)
                                                                                             -by engaging the intended audience
              conversations, class discussion, mini-lessons, peer and teacher                -by meeting the intended purpose
              conferences, writing process, sharing circles, small group
                                                                                             -by incorporating supporting details (from multiple sources)
              conferencing, Think-Pair-Share (TSP), ...

              May say, "My revision partner and I worked cutting out some of my                  see Appraise Own and Others' Work (4.2.1)
              information because I wasn't getting to the point. He said that a
              letter of complaint to the newspaper had to be shorter. He said I                  conversations, class discussion, mini-lessons, peer and teacher
              had way too much information it wasn't clear because of that."                     conferences, writing process, sharing circles, small group
                                                                                                 conferencing, Think-Pair-Share (TSP), ...

                                                                                                 May say, "I have so much information, I don't know what do keep
                                                                                                 and what to ignore. How do I decide?"




             NWT English Language Arts Curriculum                                                                                      Printed December 2, 2006
             Draft                                                                                                                                   Page 4-36
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.2                        Grade 4 Specific Outcome 4.2.2
 Clarify and extend ideas and revise organization      Clarify and extend ideas and revise organization to match intended purpose


    Learning Outcomes &
                                                          Learning Outcomes &
    Corresponding Illustrative Example(s)
                                                          Corresponding Illustrative Example(s)
          By the end of Grade 3 the student ...
                                                                By the end of Grade 4 the student ...
4.2.2 .    Information is on previous page(s)
                                                      4.2.2 .    Information is on previous page(s)




              Page 4-37                                                                         Education, Culture, & Employment
                                                                                                Early Childhood & School Services
                                                            Enhance and Improve
                                                                     ---
                                                                     Revise Content

 Grade 5 Specific Outcome 4.2.2                                              Grade 6 Specific Outcome 4.2.2
 Revise for content and organization to match intended purpose and engage    Clarifies and extends ideas by incorporating supporting details to match
 the audience                                                                purpose and audience


    Learning Outcomes &                                                        Learning Outcomes &
    Corresponding Illustrative Example(s)                                      Corresponding Illustrative Example(s)
          By the end of Grade 5 the student ...                                     By the end of Grade 6 the student ...
4.2.2 .    Information is on previous page(s)
                                                                            4.2.2 d. Uses the pre-established criteria in a revision process with others
                                                                                     (based on feedback), with guidance

                                                                                      -by adding some detail
                                                                                      -by adding some information
                                                                                      -by adjusting sequence or organization
                                                                                      -by deleting some details
                                                                                      -by deleting some information
                                                                                      -by incorporating supporting details (from multiple sources)
                                                                                      -by engaging the intended audience
                                                                                      -by meeting the intended purpose
                                                                                          •See Appraise Own and Others' Work (4.2.1), Work in Groups
                                                                                          (5.1.1), and Use Language to Show Respect (5.1.2)

                                                                                          conversations, class discussion, mini-lessons, peer and teacher
                                                                                          conferences, writing process, sharing circles, small group
                                                                                          conferencing, Think-Pair-Share (TSP), ...

                                                                                          May say, "In our debate, we are arguing that you should have the
                                                                                          right to smoke. But we don't know where to get any information to
                                                                                          build our argument. Saying that we should have a right to choose
                                                                                          is only one point. That's not enough, but who wants to say they
                                                                                          agree with smoking when we have lots of information that shows
                                                                                          how bad it is."




              NWT English Language Arts Curriculum                                                                              Printed December 2, 2006
              Draft                                                                                                                           Page 4-38
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.2.3                                                          4 Specific Outcome 4.2.3
Print and begin to write while continuing to develop proficiency with             Write legibly and fluently while continuing to develop proficiency with
keyboarding and word processing; uses related vocabulary                          keyboarding and word processing; uses related vocabulary

*it is recommended that following explicit instruction, the practice be           *it is recommended that following explicit instruction, the practice be
embedded in authentic writing for real purposes and audiences                     embedded in authentic writing for real purposes and audiences


Specific Outcome Links                                                            Specific Outcome Links
       see Access Information (3.2.3), Creates Original Texts (4.1.3), Spelling          see Access Information (3.2.3), Creates Original Texts (4.1.3), Spelling
       (4.3.2), and Enhance Presentation to Engage Audience (4.4.1)                      (4.3.2), and Enhance Presentation to Engage Audience (4.4.1)




            Page 4-39                                                                                                       Education, Culture, & Employment
                                                                                                                            Early Childhood & School Services
                                                                  Enhance and Improve
                                                                           ---
                                                         Enhance Legibility and Develop Word Pr

5 Specific Outcome 4.2.3                                                          6 Specific Outcome 4.2.3
Write legibly and fluently while continuing to develop proficiency with           Write legibly, fluently, and efficiently while continuing to develop proficiency
keyboarding and word processing; uses related vocabulary                          with keyboarding and word processing; uses related vocabulary

*it is recommended that following explicit instruction, the practice be           *it is recommended that following explicit instruction, the practice be
embedded in authentic writing for real purposes and audiences                     embedded in authentic writing for real purposes and audiences


Specific Outcome Links                                                            Specific Outcome Links
       see Access Information (3.2.3), Creates Original Texts (4.1.3), Spelling          see Access Information (3.2.3), Creates Original Texts (4.1.3), Spelling
       (4.3.2), and Enhance Presentation to Engage Audience (4.4.1)                      (4.3.2), and Enhance Presentation to Engage Audience (4.4.1)




            NWT English Language Arts Curriculum                                                                                      Printed December 2, 2006
            Draft                                                                                                                                   Page 4-40
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.3                                                     Grade 4 Specific Outcome 4.2.3
 Print and begin to write while continuing to develop proficiency with              Write legibly and fluently while continuing to develop proficiency with
 keyboarding and word processing; uses related vocabulary                           keyboarding and word processing; uses related vocabulary


   Learning Outcomes &                                                                Learning Outcomes &
   Corresponding Illustrative Example(s)                                              Corresponding Illustrative Example(s)
       By the end of Grade 3 the student ...                                              By the end of Grade 4 the student ...
4.2.3 a. Demonstrates consistency in size and shape of letter (upper and           4.2.3 a. Uses handwriting regularly, improving legibility and fluency
         lower) and number formations
                                                                                            *legibility refers to: shape, slant, and spacing
         *using lines on the page as a guide
                                                                                            *it is recommended that following explicit instruction, the practice be
         *it is recommended that following explicit instruction, the practice be            embedded in authentic writing for real purposes and audiences, as it
         embedded in authentic writing for real purposes and audiences, as it               is more effective than through isolated exercises, such as worksheets.
         is more effective than through isolated exercises, such as worksheets.
                                                                                            *for assessment purposes: it is the quality (content, ideas, voice,
         *for assessment purposes: it is the quality (content, ideas, voice,                organization, word choice) of the writing rather than the legibility
         organization, word choice) of the writing rather than the legibility               that is important; legibility is not one of the traits of good writing
         that is important; legibility is not one of the traits of good writing

                                                                                   4.2.3 b. Uses word boundaries (spacing) consistently on a page and on an
4.2.3 b. Uses word boundaries (spacing) consistently on a page and on an                    electronic screen
         electronic screen
                                                                                            *applicable where technology is available
         *applicable where technology is available

                                                                                   4.2.3 c. Uses the keyboard and a word processing program
4.2.3 c. Uses the keyboard and a word processing program
                                                                                            **Information and Communication Technology Outcomes are
         **Information and Communication Technology Outcomes are                            intended to be infused in all Curricula, however, the minutes of ELA
         intended to be infused in all Curricula, however, the minutes of ELA               are not increased
         are not increased
                                                                                            *applicable where technology is available
         *applicable where technology is available                                              -uses letter and numbers keys
             -uses letter and numbers keys                                                      -uses with paint tools
             -uses with paint tools                                                             -uses with drawing tools
             -uses with drawing tools                                                           -uses directional arrow keys
             -uses directional arrow keys                                                       -uses the space bar
             -uses the space bar                                                                -prints texts
             -prints texts                                                                      -uses the mouse to point, click, and drag
             -uses the mouse to point, click, and drag                                          -open, enter text, save, close, and print files
             -open, enter text, save, close, and print files                                    -spaces consistently
             -spaces consistently                                                               -highlights text
                                                                                                -backspaces
             -highlights text                                                                   -capitalizes
             -backspaces                                                                        -deletes text
             -capitalizes                                                                       -spaces sentences
             -deletes text                                                                      -uses spell check
                                                                                                -cuts and pastes
4.2.3 d. Uses vocabulary associated with keyboarding and word processing                        -varies font
         (see 4.2.3 c)                                                                          -varies type size

         *applicable where technology is available




            Page 4-41                                                                                                          Education, Culture, & Employment
                                                                                                                               Early Childhood & School Services
                                                                    Enhance and Improve
                                                                             ---
                                                                Enhance Legibility and Develop Word Pr

 Grade 5 Specific Outcome 4.2.3                                                     Grade 6 Specific Outcome 4.2.3
 Write legibly and fluently while continuing to develop proficiency with            Write legibly, fluently, and efficiently while continuing to develop proficiency
 keyboarding and word processing; uses related vocabulary                           with keyboarding and word processing; uses related vocabulary


   Learning Outcomes &                                                                 Learning Outcomes &
   Corresponding Illustrative Example(s)                                               Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                              By the end of Grade 6 the student ...
4.2.3 a. Writes legibly and fluently                                               4.2.3 a. Writes legibly, fluently, and efficiently

         *legibility refers to: shape, slant, and spacing                                    *legibility refers to: shape, slant, and spacing

         *it is recommended that following explicit instruction, the practice be             *it is recommended that following explicit instruction, the practice be
         embedded in authentic writing for real purposes and audiences, as it                embedded in authentic writing for real purposes and audiences, as it
         is more effective than through isolated exercises, such as worksheets.              is more effective than through isolated exercises, such as worksheets.

         *for assessment purposes: it is the quality (content, ideas, voice,                 *for assessment purposes: it is the quality (content, ideas, voice,
         organization, word choice) of the writing rather than the legibility                organization, word choice) of the writing rather than the legibility
         that is important; legibility is not one of the traits of good writing              that is important; legibility is not one of the traits of good writing



4.2.3 b. Develops proficiency with keyboarding and word processing when
         composing, revising, publishing, and formatting text

         **Information and Communication Technology Outcomes are
         intended to be infused in all Curricula, however, the minutes of ELA
         are not increased

         *applicable where technology is available
              -uses letter and numbers keys
              -uses with paint tools
              -uses with drawing tools
              -uses directional arrow keys
              -uses the space bar
              -prints texts
              -uses the mouse to point, click, and drag
              -open, enter text, save, close, and print files
              -spaces consistently
              -highlights text
              -backspaces
              -capitalizes
              -deletes text
              -spaces sentences
              -uses spell check
              -cuts and pastes
              -varies fonts
              -varies type size
              -uses templates
              -uses formatting tools (tab, margins)
              -develops accuracy
              -increases speed




            NWT English Language Arts Curriculum                                                                                         Printed December 2, 2006
            Draft                                                                                                                                      Page 4-42
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.3                                                       Grade 4 Specific Outcome 4.2.3
 Print and begin to write while continuing to develop proficiency with                Write legibly and fluently while continuing to develop proficiency with
 keyboarding and word processing; uses related vocabulary                             keyboarding and word processing; uses related vocabulary


    Learning Outcomes &                                                                 Learning Outcomes &
    Corresponding Illustrative Example(s)                                               Corresponding Illustrative Example(s)
           By the end of Grade 3 the student ...                                            By the end of Grade 4 the student ...
4.2.3 e. ** Learning Outcomes that start with "Begins" indicate that the             4.2.3 d. Develops an expanding repertoire of vocabulary associated with
         acquisition of the skill is not yet consistent and additional instruction            keyboarding and word processing (see 4.2.3 c)
         and practice time are needed. Students are not expected to be
         accomplishing these independently yet.                                               *applicable where technology is available



4.2.3 f.    Begins to write letters (cursive)




               Page 4-43                                                                                                      Education, Culture, & Employment
                                                                                                                              Early Childhood & School Services
                                                               Enhance and Improve
                                                                        ---
                                                       Enhance Legibility and Develop Word Pr

 Grade 5 Specific Outcome 4.2.3                                             Grade 6 Specific Outcome 4.2.3
 Write legibly and fluently while continuing to develop proficiency with    Write legibly, fluently, and efficiently while continuing to develop proficiency
 keyboarding and word processing; uses related vocabulary                   with keyboarding and word processing; uses related vocabulary


   Learning Outcomes &                                                        Learning Outcomes &
   Corresponding Illustrative Example(s)                                      Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...                                      By the end of Grade 6 the student ...
4.2.3 c. Develops an expanding repertoire of vocabulary associated with    4.2.3 b. Develops proficiency with keyboarding and word processing when
         keyboarding and word processing (see 4.2.3 c)                              composing, revising, publishing, and formatting text

         *applicable where technology is available                                  **Information and Communication Technology Outcomes are
                                                                                    intended to be infused in all Curricula, however, the minutes of ELA
                                                                                    are not increased

                                                                                    *applicable where technology is available
                                                                                         -uses letter and numbers keys
                                                                                         -uses with paint tools
                                                                                         -uses with drawing tools
                                                                                         -uses directional arrow keys
                                                                                         -uses the space bar
                                                                                         -prints texts
                                                                                         -uses the mouse to point, click, and drag
                                                                                         -open, enter text, save, close, and print files
                                                                                         -spaces consistently
                                                                                         -highlights text
                                                                                         -backspaces
                                                                                         -capitalizes
                                                                                         -deletes text
                                                                                         -spaces sentences
                                                                                         -uses spell check
                                                                                         -cuts and pastes
                                                                                         -varies fonts
                                                                                         -varies type size
                                                                                         -uses templates
                                                                                         -uses formatting tools (tab, margins)
                                                                                         -develops accuracy
                                                                                         -increases speed
                                                                                         -uses titles and headers
                                                                                         -incorporates graphics
                                                                                         -uses borders
                                                                                         -shades appropriately
                                                                                         -uses style for emphasis

                                                                           4.2.3 c. Develops an expanding repertoire of vocabulary associated with
                                                                                    keyboarding and word processing (see 4.2.3 c)

                                                                                    *applicable where technology is available




            NWT English Language Arts Curriculum                                                                                  Printed December 2, 2006
            Draft                                                                                                                               Page 4-44
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.2.4                                                           4 Specific Outcome 4.2.4
Experiment with language to create desired effect in oral, print, and other        Experiment with language to create desired effect in oral, print, and other
media text                                                                         media text

*Language acquisition begins with rich oral language experiences that              *Language acquisition begins with rich oral language experiences that
eventually transfer to other forms of text (oral, print, or other media)           eventually transfer to other forms of text (oral, print, or other media)

*Reading and writing processes overlap and differ! Reading and writing are         *Reading and writing processes overlap and differ! Reading and writing are
sufficiently different to defeat the assumption that they are mirror images:       sufficiently different to defeat the assumption that they are mirror images:
the reader does not simply reenact the author's process. Still, the parallels in   the reader does not simply reenact the author's process. Still, the parallels in
the reading and writing processes are closely linked and the teaching of one       the reading and writing processes are closely linked and the teaching of one
can affect the student's operations in the other.                                  can affect the student's operations in the other.

*writing process stages include: drafting, writing, revising, editing, and         *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                         publishing

**voice is the personality in writing and is evident through: style (grammar       **voice is the personality in writing and is evident through: style (grammar
and syntax), word choice (descriptions, details, unique expressions, dialogue,     and syntax), word choice (descriptions, details, unique expressions, dialogue,
strong leads), tone (humorous, serious, angry, cheery, sarcastic, objective,       strong leads), tone (humorous, serious, angry, cheery, sarcastic, objective,
credible, ...), topic, theme, organization, point of view, attention to the        credible, ...), topic, theme, organization, point of view, attention to the
relationship between the audience and purpose                                      relationship between the audience and purpose

General Example(s)                                                                 General Example(s)
     *it is important to note that language can be enhanced in all types of             *it is important to note that language can be enhanced in all types of
     representations: oral, print, or other media representations                       representations: oral, print, or other media representations

Specific Outcome Links                                                             Specific Outcome Links
       Experience Various Texts (2.2.1), Vocabulary & Appreciate the Artistry of          Experience Various Texts (2.2.1), Vocabulary & Appreciate the Artistry of
       Texts (2.3.3), Revise Content (4.2.2), and Enhance Artistry (4.2.4)                Texts (2.3.3), Revise Content (4.2.2), and Enhance Artistry (4.2.4)




            Page 4-45                                                                                                        Education, Culture, & Employment
                                                                                                                             Early Childhood & School Services
                                                                 Enhance and Improve
                                                                          ---
                                                                           Enhance Artistry

5 Specific Outcome 4.2.4                                                           6 Specific Outcome 4.2.4
Experiment with language to create desired effect in oral, print, and other        Experiment with language to create desired effect in oral, print, and other
media text                                                                         media text

*Language acquisition begins with rich oral language experiences that              *Language acquisition begins with rich oral language experiences that
eventually transfer to other forms of text (oral, print, or other media)           eventually transfer to other forms of text (oral, print, or other media)

*Reading and writing processes overlap and differ! Reading and writing are         *Reading and writing processes overlap and differ! Reading and writing are
sufficiently different to defeat the assumption that they are mirror images:       sufficiently different to defeat the assumption that they are mirror images:
the reader does not simply reenact the author's process. Still, the parallels in   the reader does not simply reenact the author's process. Still, the parallels in
the reading and writing processes are closely linked and the teaching of one       the reading and writing processes are closely linked and the teaching of one
can affect the student's operations in the other.                                  can affect the student's operations in the other.

*writing process stages include: drafting, writing, revising, editing, and         *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                         publishing

**voice is the personality in writing and is evident through: style (grammar       **voice is the personality in writing and is evident through: style (grammar
and syntax), word choice (descriptions, details, unique expressions, dialogue,     and syntax), word choice (descriptions, details, unique expressions, dialogue,
strong leads), tone (humorous, serious, angry, cheery, sarcastic, objective,       strong leads), tone (humorous, serious, angry, cheery, sarcastic, objective,
credible, ...), topic, theme, organization, point of view, attention to the        credible, ...), topic, theme, organization, point of view, attention to the
relationship between the audience and purpose                                      relationship between the audience and purpose

General Example(s)                                                                 General Example(s)
     *it is important to note that language can be enhanced in all types of             *it is important to note that language can be enhanced in all types of
     representations: oral, print, or other media representations                       representations: oral, print, or other media representations

Specific Outcome Links                                                             Specific Outcome Links
       Experience Various Texts (2.2.1), Vocabulary & Appreciate the Artistry of          Experience Various Texts (2.2.1), Vocabulary & Appreciate the Artistry of
       Texts (2.3.3), Revise Content (4.2.2), and Enhance Artistry (4.2.4)                Texts (2.3.3), Revise Content (4.2.2), and Enhance Artistry (4.2.4)




            NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
            Draft                                                                                                                                    Page 4-46
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.4                                                        Grade 4 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other           Experiment with language to create desired effect in oral, print, and other
 media text                                                                            media text


   Learning Outcomes &                                                                   Learning Outcomes &
   Corresponding Illustrative Example(s)                                                 Corresponding Illustrative Example(s)
       By the end of Grade 3 the student ...                                                 By the end of Grade 4 the student ...
4.2.4 a. Experiments with descriptive and figurative language in personal             4.2.4 a. Experiments with descriptive and figurative language in personal
         representations to create desired effect                                              representations to create desired effect

         *Possible purposes include: to tell, to create an image, to                           Possible purposes include: to tell, to create an image, to communicate
         communicate an idea, to explain, to direct or guide, to emphasize, to                 an idea, to explain, to direct or guide, to emphasize, to clarify, to set
         clarify, to set the mood, to persuade, to enhance meaning, to engage,                 the mood, to persuade, to enhance meaning, to engage, etc.
         etc.
                                                                                               *Keep in mind audience and purpose when discussing
         *Keep in mind audience and purpose when discussing                                    appropriateness of language
         appropriateness of language
                                                                                               -adjectives,
         -adjectives,                                                                          -adverbs,
         -adverbs,                                                                             -simile,
         -simile,                                                                              -nouns,
         -nouns,                                                                               -verbs,
         -verbs,                                                                               -dialogue,
         -dialogue,                                                                            -prepositions (prepositional phrases)
         -prepositions (prepositional phrases),                                                -conjunctions,
         -conjunctions,                                                                        -synonyms,
         -synonyms                                                                             -pronouns

         *the intent of this learning outcome is to talk about the parts of                    *the intent of this learning outcome is to talk about the parts of
         speech, not necessarily to know them by name                                          speech, not necessarily to know them by name

         *the distinction between grade levels is the sophistication of                        *the distinction between grade levels is the sophistication of
         vocabulary                                                                            vocabulary
             See Experience Various Texts (2.2.1), Techniques and Elements                         See Experience Various Texts (2.2.1), Techniques and Elements
             (2.3.2), Vocabulary & Appreciate the Artistry of Texts (2.3.3), and                   (2.3.2), Vocabulary & Appreciate the Artistry of Texts (2.3.3), and
             Revise Content (4.2.2)                                                                Revise Content (4.2.2)

             May say, "I don't know if I should describe my experiment as                          May say, "Can somebody help me with the thesaurus; I need to find
             successful or as if I should just say that it worked like I thought it                another word for rock." "If I say that the actor is as cool as a
             would." "I had two short sentences and my partner showed me                           cucumber, is that a put down?"
             how to put them together; now my one sentence is: The needles on
             a pine tree are the leaves and they do not fall."                        4.2.4 b. Uses new and accurate vocabulary in personal representations
                                                                                               (related to personal interests or topics of study)
4.2.4 b. Uses new and accurate vocabulary in personal representations
         (related to personal interests or topics of study)                                    *the distinction between grade levels is the sophistication of
                                                                                               vocabulary
         *the distinction between grade levels is the sophistication of
         vocabulary                                                                                May say, "He was more than mad; he was furious."

             May say, "I wanted to use the word 'hamlet", but somebody in my
             group says that there is a difference between a hamlet and a town.
             What is the difference? And then we see "village" and "city" in the
             reading we do about communities in Canada. This is confusing."




            Page 4-47                                                                                                           Education, Culture, & Employment
                                                                                                                                Early Childhood & School Services
                                                                  Enhance and Improve
                                                                           ---
                                                                              Enhance Artistry

 Grade 5 Specific Outcome 4.2.4                                                       Grade 6 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other          Experiment with language to create desired effect in oral, print, and other
 media text                                                                           media text


   Learning Outcomes &                                                                  Learning Outcomes &
   Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...                                                By the end of Grade 6 the student ...
4.2.4 a. Experiments with descriptive and figurative language in personal
         representations to create desired effect                                    4.2.4 a. Chooses descriptive and figurative language in personal
                                                                                              representations to create desired effect
         Possible purposes include: to tell, to create an image, to communicate
         an idea, to explain, to direct or guide, to emphasize, to clarify, to set            Possible purposes include: to tell, to create an image, to communicate
         the mood, to persuade, to enhance meaning, to engage, etc.                           an idea, to explain, to direct or guide, to emphasize, to clarify, to set
                                                                                              the mood, to persuade, to enhance meaning, to engage, etc.
         *Keep in mind audience and purpose when discussing
         appropriateness of language                                                          *Keep in mind audience and purpose when discussing
                                                                                              appropriateness of language
         -adjectives,
         -adverbs,                                                                            -adjectives, (includes: comparative and superlative),
         -simile,                                                                             -adverbs, (includes: comparative and superlative),
         -nouns,                                                                              -simile,
         -verbs,                                                                              -nouns,
         -dialogue,                                                                           -verbs,
         -prepositions,                                                                       -dialogue,
         -conjunctions,                                                                       -prepositions (prepositional phrases)
         -synonyms / connotations,                                                            -transitional devices
         -pronouns                                                                            -conjunctions,
                                                                                              -synonyms / connotations
         *the intent of this learning outcome is to talk about the parts of                   -pronouns
         speech, not necessarily to know them by name

         *the distinction between grade levels is the sophistication of                       *the intent of this learning outcome is to talk about the parts of
         vocabulary                                                                           speech, not necessarily to know them by name
             See Experience Various Texts (2.2.1), Techniques and Elements
             (2.3.2), Vocabulary & Appreciate the Artistry of Texts (2.3.3), and              *the distinction between grade levels is the sophistication of
             Revise Content (4.2.2)                                                           vocabulary

             May say, "I keep getting the there, they're and their mixed up. How                  See Experience Various Texts (2.2.1), Techniques and Elements
             am I supposed to keep them straight?" "In my poem, I don't want                      (2.3.2), Vocabulary & Appreciate the Artistry of Texts (2.3.3), and
             to say that I am describing water; so I used all kinds of sound                      Revise Content (4.2.2)
             words and other words for water, like stream, puddle, drip, splash.
             Can you read it and see if it makes sense and if you can tell what I                 May say, "My partner and I decided that we could get the
             am talking about?"                                                                   audience's attention if we used a funny story to start our speech.
                                                                                                  We are doing our project on airplanes; so we're going to tell what
                                                                                                  happened to my Mom on her flight last week when ..." "In the play
4.2.4 b. Uses new and accurate vocabulary in personal representations
                                                                                                  we are writing, you can see the mood in the word "eery". We don't
         (related to personal interests or topics of study)                                       have a character saying that, but we do have that written in the
                                                                                                  notes that come with the play. The director will have to figure out
         *the distinction between grade levels is the sophistication of                           how to show that when he chooses his lights and his music."
         vocabulary
                                                                                     4.2.4 b. Uses new and accurate vocabulary in personal representations
             May say, "Why can't I use kicker in my letter to the newspaper. It               (related to personal interests or topics of study)
             am writing to News North and that only goes to people in the
             North; won't they understand what I mean?"
                                                                                              *the distinction between grade levels is the sophistication of
                                                                                              vocabulary




            NWT English Language Arts Curriculum                                                                                         Printed December 2, 2006
            Draft                                                                                                                                      Page 4-48
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.4                                                     Grade 4 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other        Experiment with language to create desired effect in oral, print, and other
 media text                                                                         media text


   Learning Outcomes &                                                                Learning Outcomes &
   Corresponding Illustrative Example(s)                                              Corresponding Illustrative Example(s)
       By the end of Grade 3 the student ...                                              By the end of Grade 4 the student ...
4.2.4 c. Experiments with simple and compound sentence patterns                    4.2.4 c. Uses simple and compound sentence patterns

         definition: a compound sentence has two independent clauses and                    definition: a compound sentence has two independent clauses and
         balances the ideas in one sentence against the other.                              balances the ideas in one sentence against the other.
             typical sentence patterns / word order might include: subject/verb;
             subject/verb/object; subject/verb/complement; or
             complement/subject/verb/object;                                                    typical sentence patterns / word order might include: subject/verb;
             subject/verb/complement/conjunction/subject/verb/complement;                       subject/verb/object; subject/verb/complement; or
             subject/verb/object/conjunction/subject/verb/compliment; etc.                      complement/subject/verb/object;
                                                                                                subject/verb/complement/conjunction/subject/verb/complement;
                                                                                                subject/verb/object/conjunction/subject/verb/compliment; etc.




            Page 4-49                                                                                                       Education, Culture, & Employment
                                                                                                                            Early Childhood & School Services
                                                                Enhance and Improve
                                                                         ---
                                                                          Enhance Artistry

 Grade 5 Specific Outcome 4.2.4                                                     Grade 6 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other        Experiment with language to create desired effect in oral, print, and other
 media text                                                                         media text


   Learning Outcomes &                                                                Learning Outcomes &
   Corresponding Illustrative Example(s)                                              Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...                                              By the end of Grade 6 the student ...
4.2.4 c. Uses varied sentence lengths and structures including: simple,
         compound, complex                                                         4.2.4 c. Uses varied sentence lengths and structures including: simple,
                                                                                            compound, complex, compound-complex
         definition: a compound sentence has two independent clauses and
         balances the ideas in one sentence against the other.                              definition: a compound sentence has two independent clauses and
                                                                                            balances the ideas in one sentence against the other.
         definition: a complex sentence contains one main clause and one or
         more dependent clauses.                                                            definition: a complex sentence contains one main clause and one or
             typical sentence patterns / word order might include: subject/verb;            more dependent clauses.
             subject/verb/object; subject/verb/complement; or
             complement/subject/verb/object;                                                definition: a compound-complex sentence has two or more
             subject/verb/complement/conjunction/subject/verb/complement;                   independent clauses and one or more dependent clauses.
             subject/verb/object/conjunction/subject/verb/compliment;
             subject/verb/compliment/subordinate clause

4.2.4 d. Uses a thesaurus                                                                       typical sentence patterns / word order might include: subject/verb;
                                                                                                subject/verb/object; subject/verb/complement; or
                                                                                                complement/subject/verb/object;
                                                                                                subject/verb/complement/conjunction/subject/verb/complement;
                                                                                                subject/verb/object/conjunction/subject/verb/compliment;
                                                                                                subject/verb/compliment/subordinate clause;
                                                                                                subject/verb/complement/conjunction/subject/verb/compliment/sub
                                                                                                ordinate clause

                                                                                   4.2.4 d. Uses a thesaurus




            NWT English Language Arts Curriculum                                                                                      Printed December 2, 2006
            Draft                                                                                                                                   Page 4-50
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.4                                                    Grade 4 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other       Experiment with language to create desired effect in oral, print, and other
 media text                                                                        media text


   Learning Outcomes &                                                               Learning Outcomes &
   Corresponding Illustrative Example(s)                                             Corresponding Illustrative Example(s)
       By the end of Grade 3 the student ...                                             By the end of Grade 4 the student ...
4.2.4 d. Uses a voice that is individual, expressive, and engaging with an        4.2.4 d. Uses a voice that is individual, expressive, and engaging with an
         awareness of and respect for the audience and intended purpose (in                awareness of and respect for the audience and intended purpose (in
         oral, print, and other media text)                                                oral, print, and other media text)

         **In developing an awareness of voice the writer must ask:                        **In developing an awareness of voice the writer must ask:
         1. How do I speak directly to my audience on an emotional level?                  1. How do I speak directly to my audience on an emotional level?
         2. How do I experiment with style to match the purpose and intended               2. How do I experiment with style to match the purpose and intended
         audience?                                                                         audience?
         3. How do I take risks to reveal myself to my audience?                           3. How do I take risks to reveal myself to my audience?

         in grade three developing an awareness of voice in text typically                 in grade four developing an awareness of voice in text typically
         involves:                                                                         involves:

         - writing that is individual, expressive, and somewhat engaging                   - writing that is individual, expressive, and engaging
         - using punctuation to show emphasis (exclamation points and                      - writing that elicits emotional response from the audience
         question marks)                                                                   - creating a tone that is easy to describe (funny, joyful, sarcastic,
         - incorporating dialogue                                                          angry, ...)
         - using some unique expressions                                                   - using simple and compound sentence patterns
         - choosing specific words to reflect the main characters' feelings and            - using new and accurate vocabulary
         age                                                                               - repeating words only for emphasis
         - choosing words to add clarity and detail                                        - using writing / phrases / expressions that "sounds" like the
         - using vivid, expressive language                                                character
                                                                                           - directing "comments" to the intended audience
                                                                                           - choosing appropriate vocabulary for the intended audience and
             maintained from previous grades:                                              purpose
                                                                                               maintained from previous grades:
             - communicates feeling with bold lines and colours
             - expresses voice in dictation
                                                                                               - communicates feeling with bold lines and colours
             - taking on characters in improvisations / puppet plays
                                                                                               - expresses voice in dictation
             - using simple adjectives
                                                                                               - taking on characters in improvisations / puppet plays
             - using simple adverbs
                                                                                               - using simple adjectives
             - using a variety of simple sentence patterns
                                                                                               - using simple adverbs
             - using new vocabulary
                                                                                               - using a variety of simple sentence patterns
             - using big letters or underlining to show strong feelings or
                                                                                               - using new vocabulary
             emphasis
                                                                                               - using big letters or underlining to show strong feelings or
             - chooses and uses expressive words or phrases from previously
                                                                                               emphasis
             experienced texts
                                                                                               - chooses and uses expressive words or phrases from previously
             - adding titles to text
                                                                                               experienced texts
             - creating tone that reflects feelings / emotions
                                                                                               - adding titles to text
             - using some strong verbs
                                                                                               - creating tone that reflects feelings / emotions
             - selecting more specific nouns
                                                                                               - using some strong verbs
                                                                                               - selecting more specific nouns
                                                                                               - using punctuation to show emphasis (exclamation points and
                                                                                               question marks)
                                                                                               - incorporating dialogue
                                                                                               - using some unique expressions
                                                                                               - choosing specific words to reflect the main characters' feelings
                                                                                               and age
                                                                                               - choosing words to add clarity and detail
                                                                                               - using vivid, expressive language




            Page 4-51                                                                                                        Education, Culture, & Employment
                                                                                                                             Early Childhood & School Services
                                                                    Enhance and Improve
                                                                             ---
                                                                              Enhance Artistry

 Grade 5 Specific Outcome 4.2.4                                                       Grade 6 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other          Experiment with language to create desired effect in oral, print, and other
 media text                                                                           media text


   Learning Outcomes &                                                                  Learning Outcomes &
   Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...                                                By the end of Grade 6 the student ...
4.2.4 e. Uses a voice that is individual, expressive, and engaging with an
         awareness of and respect for the audience and intended purpose (in          4.2.4 e. Uses a voice that is individual, expressive, and engaging with an
         oral, print, and other media text)                                                   awareness of and respect for the audience and intended purpose (in
                                                                                              oral, print, and other media text)
         **In developing an awareness of voice the writer must ask:
         1. How do I speak directly to my audience on an emotional level?                     **In developing an awareness of voice the writer must ask:
         2. How do I experiment with style to match the purpose and intended                  1. How do I speak directly to my audience on an emotional level?
         audience?                                                                            2. How do I experiment with style to match the purpose and intended
         3. How do I take risks to reveal myself to my audience?                              audience?
                                                                                              3. How do I take risks to reveal myself to my audience?
         in grade five developing an awareness of voice in text typically
         involves:                                                                            in grade six developing an awareness of voice in text typically
                                                                                              involves:
         - writing that is individual, expressive, and engaging
         - using varied sentence lengths and structures including: simple,                    - writing that is individual, expressive, and engaging
         compound, complex                                                                    - using writing / phrases / expressions that portrays the character's
         - varying sentence beginnings (strong leads)                                         personality
         - using figurative language                                                          - taking risk to include personal details that reveal the author
         - using language that is honest: point of view is evident                            - showing strong commitment to the topic
         - writing that is clear and focused                                                      maintained from previous grades:
             maintained from previous grades:
                                                                                                  - communicates feeling with bold lines and colours
             - communicates feeling with bold lines and colours                                   - expresses voice in dictation
             - expresses voice in dictation                                                       - taking on characters in improvisations / puppet plays
             - taking on characters in improvisations / puppet plays                              - using simple adjectives
             - using simple adjectives                                                            - using simple adverbs
             - using simple adverbs                                                               - using a variety of simple sentence patterns
             - using a variety of simple sentence patterns                                        - using new vocabulary
             - using new vocabulary                                                               - using big letters or underlining to show strong feelings or
             - using big letters or underlining to show strong feelings or                        emphasis
             emphasis                                                                             - chooses and uses expressive words or phrases from previously
             - chooses and uses expressive words or phrases from previously                       experienced texts
             experienced texts                                                                    - adding titles to text
             - adding titles to text                                                              - creating tone that reflects feelings / emotions
             - creating tone that reflects feelings / emotions                                    - using some strong verbs
             - using some strong verbs                                                            - selecting more specific nouns
             - selecting more specific nouns                                                      - using punctuation to show emphasis (exclamation points and
             - using punctuation to show emphasis (exclamation points and                         question marks)
             question marks)                                                                      - incorporating dialogue
             - incorporating dialogue                                                             - using some unique expressions
             - using some unique expressions                                                      - choosing specific words to reflect the main characters' feelings
             - choosing specific words to reflect the main characters' feelings                   and age
             and age                                                                              - choosing words to add clarity and detail
             - choosing words to add clarity and detail                                           - using vivid, expressive language
             - using vivid, expressive language                                                   - writing that elicits emotional response from the audience
             - writing that elicits emotional response from the audience                          - creating a tone that is easy to describe (funny, joyful, sarcastic,
             - creating a tone that is easy to describe (funny, joyful, sarcastic,                angry, ...)
             angry, ...)                                                                          - using simple and compound sentence patterns
             - using simple and compound sentence patterns                                        - using new and accurate vocabulary
             - using new and accurate vocabulary                                                  - 7 lines removed to fit page
             - 4 lines removed to fit page




            NWT English Language Arts Curriculum                                                                                           Printed December 2, 2006
            Draft                                                                                                                                        Page 4-52
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.2.4                                                 Grade 4 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other    Experiment with language to create desired effect in oral, print, and other
 media text                                                                     media text


    Learning Outcomes &                                                            Learning Outcomes &
    Corresponding Illustrative Example(s)                                          Corresponding Illustrative Example(s)
          By the end of Grade 3 the student ...                                           By the end of Grade 4 the student ...

4.2.4 .    Information is on previous page(s)                                  4.2.4 e. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                        acquisition of the skill is not yet consistent and additional instruction
                                                                                        and practice time are needed. Students are not expected to be
                                                                                        accomplishing these independently yet.



                                                                               4.2.4 f.    Begins to use a thesaurus




              Page 4-53                                                                                                    Education, Culture, & Employment
                                                                                                                           Early Childhood & School Services
                                                               Enhance and Improve
                                                                        ---
                                                                        Enhance Artistry

 Grade 5 Specific Outcome 4.2.4                                                 Grade 6 Specific Outcome 4.2.4
 Experiment with language to create desired effect in oral, print, and other    Experiment with language to create desired effect in oral, print, and other
 media text                                                                     media text


    Learning Outcomes &                                                            Learning Outcomes &
    Corresponding Illustrative Example(s)                                          Corresponding Illustrative Example(s)
          By the end of Grade 5 the student ...                                          By the end of Grade 6 the student ...
4.2.4 .    Information is on previous page(s)
                                                                               4.2.4 .    Information is on previous page(s)




              NWT English Language Arts Curriculum                                                                               Printed December 2, 2006
              Draft                                                                                                                            Page 4-54
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.3.1                                                            4 Specific Outcome 4.3.1
Use an editing process to check for beginning, middle, and end                      Use an editing process to check types of sentences

Dictionaries usually label the part of speech for each word, it is not always       Dictionaries usually label the part of speech for each word, it is not always
that simple. In English the part of speech is not clearly identifiable: words       that simple. In English the part of speech is not clearly identifiable: words
have a habit of being used in various ways (i.e. shade can be a noun, a verb,       have a habit of being used in various ways (i.e. shade can be a noun, a verb,
or an adjective). Rather than thinking of parts of speech as properties of          or an adjective). Rather than thinking of parts of speech as properties of
specific words, it is better to think of them as functions within a sentence;       specific words, it is better to think of them as functions within a sentence;
these functions can be played by single words or groups of words.                   these functions can be played by single words or groups of words.

*Language acquisition and growth in meaningful contexts is natural and              *Language acquisition and growth in meaningful contexts is natural and
more effective than through isolated exercises, such as worksheets.                 more effective than through isolated exercises, such as worksheets.

The "content and ideas" and "organization" play more of a role than the             The "content and ideas" and "organization" play more of a role than the
"conventions of writing" or "vocabulary and sentence structure". However            "conventions of writing" or "vocabulary and sentence structure". However
in first draft writing situations, the "conventions of writing" are occasionally    in first draft writing situations, the "conventions of writing" are occasionally
disregarded altogether because of the nature of the writing process.                disregarded altogether because of the nature of the writing process.

*writing process stages include: drafting, writing, revising, editing, and          *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                          publishing

General Example(s)                                                                  General Example(s)
     *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,           *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,
     Reread and Self-Correct, read backwards (sentence by sentence),                     Reread and Self-Correct, read backwards (sentence by sentence),
     mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a              mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a
     dictionary, use a grade appropriate handbook, proof reading, personalized           dictionary, use a grade appropriate handbook, proof reading, personalized
     proof reading (search for errors you typically make), read for trouble (read        proof reading (search for errors you typically make), read for trouble (read
     for errors, read for understanding, read for common errors), start with             for errors, read for understanding, read for common errors), start with
     sentences-consider words-check for spelling-grammar-punctuation, ...                sentences-consider words-check for spelling-grammar-punctuation, ...

Specific Outcome Links                                                              Specific Outcome Links
       •See Appraise Own and Others' Work (4.2.1), Revise Content (4.2.2),                 •See Appraise Own and Others' Work (4.2.1), Revise Content (4.2.2),
       Enhance Artistry (4.2.4), Spelling (4.3.2), and Capitalization and                  Enhance Artistry (4.2.4), Spelling (4.3.2), and Capitalization and
       Punctuation (4.3.3)                                                                 Punctuation (4.3.3)




            Page 4-55                                                                                                         Education, Culture, & Employment
                                                                                                                              Early Childhood & School Services
                                                                Attend to Conventions
                                                                          ---
                                                                        Grammar and Usage

5 Specific Outcome 4.3.1                                                            6 Specific Outcome 4.3.1
Use an editing process to eliminate run-on sentences                                Use an editing process to check for appropriate verb tense and subject-verb
                                                                                    agreement
Dictionaries usually label the part of speech for each word, it is not always
that simple. In English the part of speech is not clearly identifiable: words       Dictionaries usually label the part of speech for each word, it is not always
have a habit of being used in various ways (i.e. shade can be a noun, a verb,       that simple. In English the part of speech is not clearly identifiable: words
or an adjective). Rather than thinking of parts of speech as properties of          have a habit of being used in various ways (i.e. shade can be a noun, a verb,
specific words, it is better to think of them as functions within a sentence;       or an adjective). Rather than thinking of parts of speech as properties of
these functions can be played by single words or groups of words.                   specific words, it is better to think of them as functions within a sentence;
                                                                                    these functions can be played by single words or groups of words.
*Language acquisition and growth in meaningful contexts is natural and
more effective than through isolated exercises, such as worksheets.                 *Language acquisition and growth in meaningful contexts is natural and
                                                                                    more effective than through isolated exercises, such as worksheets.
The "content and ideas" and "organization" play more of a role than the
"conventions of writing" or "vocabulary and sentence structure". However            The "content and ideas" and "organization" play more of a role than the
in first draft writing situations, the "conventions of writing" are occasionally    "conventions of writing" or "vocabulary and sentence structure". However
disregarded altogether because of the nature of the writing process.                in first draft writing situations, the "conventions of writing" are occasionally
                                                                                    disregarded altogether because of the nature of the writing process.
*writing process stages include: drafting, writing, revising, editing, and
publishing                                                                          *writing process stages include: drafting, writing, revising, editing, and
                                                                                    publishing
General Example(s)
     *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,      General Example(s)
     Reread and Self-Correct, read backwards (sentence by sentence),                     *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,
     mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a              Reread and Self-Correct, read backwards (sentence by sentence),
     dictionary, use a grade appropriate handbook, proof reading, personalized           mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a
     proof reading (search for errors you typically make), read for trouble (read        dictionary, use a grade appropriate handbook, proof reading, personalized
     for errors, read for understanding, read for common errors), start with             proof reading (search for errors you typically make), read for trouble (read
     sentences-consider words-check for spelling-grammar-punctuation, ...                for errors, read for understanding, read for common errors), start with
                                                                                         sentences-consider words-check for spelling-grammar-punctuation, ...
Specific Outcome Links
       •See Appraise Own and Others' Work (4.2.1), Revise Content (4.2.2),          Specific Outcome Links
       Enhance Artistry (4.2.4), Spelling (4.3.2), and Capitalization and                  •See Appraise Own and Others' Work (4.2.1), Revise Content (4.2.2),
       Punctuation (4.3.3)                                                                 Enhance Artistry (4.2.4), Spelling (4.3.2), and Capitalization and
                                                                                           Punctuation (4.3.3)




            NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
            Draft                                                                                                                                    Page 4-56
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.3.1                                                          Grade 4 Specific Outcome 4.3.1
 Use an editing process to check for beginning, middle, and end                          Use an editing process to check types of sentences


   Learning Outcomes &                                                                      Learning Outcomes &
   Corresponding Illustrative Example(s)                                                    Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...                                                   By the end of Grade 4 the student ...
4.3.1 a. Writes declarative and exclamatory, interrogative and imperative               4.3.1 a. Writes declarative and exclamatory, interrogative and imperative
         sentences                                                                               sentences



4.3.1 b. Uses an editing process, with guidance                                         4.3.1 b. Uses an editing process, with guidance

          - to check for completeness of an idea within a sentence                                - to check for completeness of an idea within a sentence
          - to combine short sentences (conjunctions include: and, but,                           - to combine short sentences (conjunctions include: and, but,
          because, or, so)                                                                        because, or, so, ...)
          - to check for beginning, middle, and end of personal text                              - to check for beginning, middle, and end of personal text

          *Language acquisition and growth in meaningful contexts is natural                      *Language acquisition and growth in meaningful contexts is natural
          and more effective than through isolated exercises, such as                             and more effective than through isolated exercises, such as
          worksheets.                                                                             worksheets.
                mini-lessons, editing checklists, self-editing, teacher and / or peer                   mini-lessons, editing checklists, self-editing, teacher and / or peer
                conferences, rereading of personal writing (typically out loud),                        conferences, rereading of personal writing (typically out loud),
                editing with mnemonic devices (SLURP, COPS, etc.), ...                                  editing with mnemonic devices (SLURP, COPS, etc.), ...

                May ask, "Sometimes we just said that something happened, but we        4.3.1 c. Discusses the function of the parts of speech in a sentence
                didn't say to who or where. Our story is missing pieces."
                                                                                                  -   noun,
                May say: "I wrote, 'It was a cold and stormy day'."
                                                                                                  -   verb,
                May ask, "This newspaper article didn't finish telling us what                    -   adjective,
                happened at the bank. I guess your group has to do something                      -   adverb,
                about that." "I have to fix my letter because it doesn't really have              -   conjunction,
                an ending. Maybe I could write that I want my friend to write back
                soon. Is that a good idea?"                                                       -   pronoun, and
                                                                                                  -    preposition (new)
4.3.1 c. Discusses the function of the parts of speech in a sentence
                                                                                                  *Language acquisition and growth in meaningful contexts is natural
          -   noun,                                                                               and more effective than through isolated exercises, such as
          -   verb,                                                                               worksheets.
          -   adjective,
          -   adverb,                                                                             *the intent of this learning outcome is to talk about the parts of
          -   conjunction, and                                                                    speech, not necessarily to know them by name
          -   pronoun (new)                                                                             May say, "I think you are not using the right word when you use
                                                                                                        'you should of made a poster'. I think you have to say, 'you should
          *Language acquisition and growth in meaningful contexts is natural                            have made a poster'."
          and more effective than through isolated exercises, such as
          worksheets.                                                                   4.3.1 d. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                                 acquisition of the skill is not yet consistent and additional instruction
          *the intent of this learning outcome is to talk about the parts of                     and practice time are needed. Students are not expected to be
                                                                                                 accomplishing these independently yet.
          speech, not necessarily to know them by name
                May say, "So, I and He and She replace a person's name?"




              Page 4-57                                                                                                               Education, Culture, & Employment
                                                                                                                                      Early Childhood & School Services
                                                                      Attend to Conventions
                                                                                ---
                                                                              Grammar and Usage

 Grade 5 Specific Outcome 4.3.1                                                          Grade 6 Specific Outcome 4.3.1
 Use an editing process to eliminate run-on sentences                                    Use an editing process to check for appropriate verb tense and subject-verb
                                                                                         agreement

    Learning Outcomes &
                                                                                           Learning Outcomes &
    Corresponding Illustrative Example(s)
                                                                                           Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...
                                                                                                By the end of Grade 6 the student ...
4.3.1 a. Uses an editing process, with guidance
                                                                                        4.3.1 a. Uses an editing process, with guidance
          - to check for completeness of an idea within a sentence (fragments)
          - to combine short sentences (conjunctions include: and, but,                           - to check for completeness of an idea within a sentence (fragments)
          because, or, so, ...)                                                                   - to combine short sentences (conjunctions include: and, but,
          - to check for beginning, middle, and end of personal text                              because, or, so, ...)
          - to check for appropriate use of types of sentences (declarative,                      - to check for beginning, middle, and end of personal text
          interrogative, exclamatory, imperative)                                                 - to check for appropriate use of types of sentences (declarative,
          - to check for appropriate prepositions (prepositions include: on,                      interrogative, exclamatory, imperative)
          under, in, over, beside, between, near, after, by, ...)                                 - to check for appropriate prepositions (prepositions include: on,
                                                                                                  under, in, over, beside, between, near, after, by, ...)
          *Language acquisition and growth in meaningful contexts is natural                      - to eliminate run-on sentences
          and more effective than through isolated exercises.                                     - to check for appropriate noun-pronoun agreement
                mini-lessons, editing checklists, self-editing, teacher and / or peer
                conferences, rereading of personal writing (typically out loud),                  *Language acquisition and growth in meaningful contexts is natural
                editing with mnemonic devices (SLURP, COPS, etc.), ...                            and more effective than through isolated exercises, such as
                                                                                                  worksheets.
4.3.1 b. Discusses the function of the parts of speech in a sentence
                                                                                                        mini-lessons, editing checklists, self-editing, teacher and / or peer
                                                                                                        conferences, rereading of personal writing (typically out loud),
          -   noun,                                                                                     editing with mnemonic devices (SLURP, COPS, etc.), ...
          -   verb,
          -   adjective, (includes determiners or articles),                            4.3.1 b. Discusses the function of the parts of speech in a sentence
          -   adverb,
          -   conjunction,                                                                        -   noun,
          -   pronoun,                                                                            -   verb,
          -   preposition, and                                                                    -   adjective, (includes determiners or articles),
          -   interjection (new)                                                                  -   adverb,
                                                                                                  -   conjunction,
          *Language acquisition and growth in meaningful contexts is natural                      -   pronoun,
          and more effective than through isolated exercises, such as                             -   preposition, and
          worksheets.                                                                             -   interjection

          *the intent of this learning outcome is to talk about the parts of                      *Language acquisition and growth in meaningful contexts is natural
          speech, not necessarily to know them by name                                            and more effective than through isolated exercises, such as
                May say, "Why don't we add words like, 'Wow' or 'Cool' or                         worksheets.
                'Awesome' to show that our characters like what is happening?"
                                                                                                  *the intent of this learning outcome is to talk about the parts of
4.3.1 c. ** Learning Outcomes that start with "Begins" indicate that the                          speech, not necessarily to know them by name
         acquisition of the skill is not yet consistent and additional instruction
                                                                                                        May say, "What is the difference between 'an apple' and 'the
         and practice time are needed. Students are not expected to be                                  apple'. This keeps getting edited in my peer editing and I don't
         accomplishing these independently yet.                                                         know why they aren't both correct."




               NWT English Language Arts Curriculum                                                                                             Printed December 2, 2006
               Draft                                                                                                                                          Page 4-58
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.3.1                                    Grade 4 Specific Outcome 4.3.1
 Use an editing process to check for beginning, middle, and end    Use an editing process to check types of sentences


    Learning Outcomes &                                              Learning Outcomes &
    Corresponding Illustrative Example(s)                            Corresponding Illustrative Example(s)
          By the end of Grade 3 the student ...                          By the end of Grade 4 the student ...
4.3.1 .    Information is on previous page(s)                     4.3.1 e. Begins to use an editing process, with guidance

                                                                           - to check for appropriate use of types of sentences (sentence types
                                                                           include: declarative, interrogative, exclamatory, imperative)
                                                                           - to check for appropriate prepositions (prepositions include: on,
                                                                           under, in, over, beside, between, near, after, by, ...)
                                                                               May ask, "This sounds like a question, but it doesn't start with a W-
                                                                               word. Is that OK?" "I think my poem should end with an
                                                                               exclamation mark because I want to show lots of feeling." "You
                                                                               would have more power in your play, when the Mother tells the
                                                                               kids what to do, if you made a command. She would be stronger."
                                                                               "Oh, this would be more interesting if I just said, 'Go to your
                                                                               room!'

                                                                               May ask, ""Do you write, 'the meeting will be on the beach or at
                                                                               the beach'?"




              Page 4-59                                                                                     Education, Culture, & Employment
                                                                                                            Early Childhood & School Services
                                                                 Attend to Conventions
                                                                           ---
                                                                         Grammar and Usage

 Grade 5 Specific Outcome 4.3.1                                                     Grade 6 Specific Outcome 4.3.1
 Use an editing process to eliminate run-on sentences                               Use an editing process to check for appropriate verb tense and subject-verb
                                                                                    agreement

   Learning Outcomes &
                                                                                       Learning Outcomes &
   Corresponding Illustrative Example(s)
                                                                                       Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...
                                                                                           By the end of Grade 6 the student ...
4.3.1 d. Begins to use an editing process, with guidance
                                                                                   4.3.1 c. ** Learning Outcomes that start with "Begins" indicate that the
         - to eliminate run-on sentences                                                    acquisition of the skill is not yet consistent and additional instruction
         - to check for appropriate noun-pronoun agreement                                  and practice time are needed. Students are not expected to be
             May ask, "When I read your paragraph, I don't know when to take                accomplishing these independently yet.
             a breath. You might want to add some punctuation, it is one
             sentence and it is just too long."
                                                                                   4.3.1 d. Begins to use an editing process, with guidance
             May ask, "This whole letter is talking to the Mayor, so we have to
             be careful not to use 'you' referring to the whole council. We have
             to make sure it is the 'you' that talks right to him."                          - to use appropriate verb tense (past, present, future) in sentences
                                                                                             - to check for appropriate subject-verb agreement
                                                                                                 May ask, "When I read this to my partner, he got all mixed up. I
                                                                                                 could tell by his questions. He wasn't sure if my hockey games
                                                                                                 were going to be played next weekend or if they had already been
                                                                                                 played. I think I have to go through this with him to help me."

                                                                                                 May ask, "This doesn't sound right, 'My pants is in the dryer'. I
                                                                                                 don't get it: it is one pair of pants, but I have to use 'are' and that
                                                                                                 is for more than one."




            NWT English Language Arts Curriculum                                                                                          Printed December 2, 2006
            Draft                                                                                                                                       Page 4-60
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.3.2                                                           4 Specific Outcome 4.3.2
Decrease approximated spelling and increase conventional spelling when             Apply knowledge of spelling generalizations, rules, and structural analysis to
writing; participate in an editing process using a variety of strategies and       spell when writing; participate in an editing process using a variety of
resources                                                                          strategies and resources

*Explicit instruction in the context of meaningful writing is the                  *Explicit instruction in the context of meaningful writing is the
recommended practice rather than isolated exercises in spelling.                   recommended practice rather than isolated exercises in spelling.

*Speaking vocabulary is ahead of the knowledge of conventional spelling. It        *Speaking vocabulary is ahead of the knowledge of conventional spelling. It
is important to accept spelling approximations during the prewriting and           is important to accept spelling approximations during the prewriting and
writing stages so that words from one's speaking vocabulary be used instead        writing stages so that words from one's speaking vocabulary be used instead
of words that one can spell correctly. Therefore it is necessary to encourage      of words that one can spell correctly. Therefore it is necessary to encourage
the use of conventional spelling for final drafts and published work.              the use of conventional spelling for final drafts and published work.

Phonetic Stage: vowels appear -- not necessarily always the right vowels but       Transitional Stage: all sounds are represented and the spelling is usually a
vowels are used and most sounds are represented by at least one letter. Most       possible English spelling, just not always the correct spelling. There is a
of what is written in this stage is readable.                                      move away from the reliance on phonics by using visual and memory based
                                                                                   strategies. Determining if words looks 'right' may still be difficult.
Transitional Stage: all sounds are represented and the spelling is usually a
possible English spelling, just not always the correct spelling. There is a        *keep in mind Canadian spelling conventions
move away from the reliance on phonics by using visual and memory based
strategies. Determining if words looks 'right' may still be difficult.             The "content and ideas" and "organization" play more of a role than the
                                                                                   "conventions of writing" or "vocabulary and sentence structure". However
*keep in mind Canadian spelling conventions                                        in first draft writing situations, the "conventions of writing" are occasionally
                                                                                   disregarded altogether because of the nature of the writing process.
The "content and ideas" and "organization" play more of a role than the
"conventions of writing" or "vocabulary and sentence structure". However           General Example(s)
in first draft writing situations, the "conventions of writing" are occasionally        *some of the most common words spelled differently in Canadian English
disregarded altogether because of the nature of the writing process.                    include:
                                                                                        - acknowledgment
                                                                                        - aging
General Example(s)
     *some of the most common words spelled differently in Canadian English             - analyze
                                                                                        - burned, learned
     include:
                                                                                        - cancelled
     - acknowledgment
     - aging                                                                            - catalogue
                                                                                        - centre, centred
     - analyze
                                                                                        - cheque
     - burned, learned
     - cancelled                                                                        - civilization
                                                                                        - colour, labour
     - catalogue
                                                                                        - criticize
     - centre, centred
     - cheque                                                                           - fulfill
                                                                                        - licence (n), license (v)
     - civilization
     - colour, labour                                                              Specific Outcome Links
     - criticize                                                                          •see Cueing Systems (Graphophonic) (2.1.4), Cueing Systems (Semantic)
     - fulfill                                                                            (2.1.5), Grammar and Usage (4.3.1)
     - licence (n), license (v)

Specific Outcome Links
       •see Cueing Systems (Graphophonic) (2.1.4), Cueing Systems (Semantic)
       (2.1.5), Grammar and Usage (4.3.1)




           Page 4-61                                                                                                        Education, Culture, & Employment
                                                                                                                            Early Childhood & School Services
                                                               Attend to Conventions
                                                                         ---
                                                                             Spelling

5 Specific Outcome 4.3.2                                                           6 Specific Outcome 4.3.2
Applies knowledge of spelling generalizations, rules, and structural analysis      Applies knowledge of spelling generalizations, rules, and structural analysis
to spell when writing; participate in an editing process using a variety of        to spell most words conventionally when writing; participate in an editing
strategies and resources                                                           process using a variety of strategies and resources

*Explicit instruction in the context of meaningful writing is the                  *Explicit instruction in the context of meaningful writing is the
recommended practice rather than isolated exercises in spelling.                   recommended practice rather than isolated exercises in spelling.

*Speaking vocabulary is ahead of the knowledge of conventional spelling. It        *Speaking vocabulary is ahead of the knowledge of conventional spelling. It
is important to accept spelling approximations during the prewriting and           is important to accept spelling approximations during the prewriting and
writing stages so that words from one's speaking vocabulary be used instead        writing stages so that words from one's speaking vocabulary be used instead
of words that one can spell correctly. Therefore it is necessary to encourage      of words that one can spell correctly. Therefore it is necessary to encourage
the use of conventional spelling for final drafts and published work.              the use of conventional spelling for final drafts and published work.

Transitional Stage: all sounds are represented and the spelling is usually a       Transitional Stage: all sounds are represented and the spelling is usually a
possible English spelling, just not always the correct spelling. There is a        possible English spelling, just not always the correct spelling. There is a
move away from the reliance on phonics by using visual and memory based            move away from the reliance on phonics by using visual and memory based
strategies. Determining if words looks 'right' may still be difficult.             strategies. Determining if words looks 'right' may still be difficult.

*keep in mind Canadian spelling conventions                                        Conventional Stage: most words which a child at that grade level could be
                                                                                   expected to spell correctly are spelled correctly.
The "content and ideas" and "organization" play more of a role than the
"conventions of writing" or "vocabulary and sentence structure". However           *keep in mind Canadian spelling conventions
in first draft writing situations, the "conventions of writing" are occasionally
disregarded altogether because of the nature of the writing process.               The "content and ideas" and "organization" play more of a role than the
                                                                                   "conventions of writing" or "vocabulary and sentence structure". However
General Example(s)                                                                 in first draft writing situations, the "conventions of writing" are occasionally
     *some of the most common words spelled differently in Canadian English        disregarded altogether because of the nature of the writing process.
     include:
     - acknowledgment                                                              General Example(s)
     - aging                                                                            *some of the most common words spelled differently in Canadian English
     - analyze                                                                          include:
     - burned, learned                                                                  - acknowledgment
     - cancelled                                                                        - aging
     - catalogue                                                                        - analyze
     - centre, centred                                                                  - burned, learned
     - cheque                                                                           - cancelled
     - civilization                                                                     - catalogue
     - colour, labour                                                                   - centre, centred
     - criticize                                                                        - cheque
     - fulfill                                                                          - civilization
     - licence (n), license (v)                                                         - colour, labour
Specific Outcome Links                                                                  - criticize
       •see Cueing Systems (Graphophonic) (2.1.4), Cueing Systems (Semantic)            - fulfill
       (2.1.5), Grammar and Usage (4.3.1)                                               - licence (n), license (v)

                                                                                   Specific Outcome Links
                                                                                          •see Cueing Systems (Graphophonic) (2.1.4), Cueing Systems (Semantic)
                                                                                          (2.1.5), Grammar and Usage (4.3.1)




           NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
           Draft                                                                                                                                    Page 4-62
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.3.2                                                         Grade 4 Specific Outcome 4.3.2
 Decrease approximated spelling and increase conventional spelling when                 Apply knowledge of spelling generalizations, rules, and structural analysis to
 writing; participate in an editing process using a variety of strategies and           spell when writing; participate in an editing process using a variety of
 resources                                                                              strategies and resources


   Learning Outcomes &                                                                    Learning Outcomes &
   Corresponding Illustrative Example(s)                                                  Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...                                                  By the end of Grade 4 the student ...

4.3.2 a. Decreases reliance on approximated spelling and increases reliance            4.3.2 a. Continues to decrease reliance on approximated spelling and
         on conventional spelling                                                               increases reliance on conventional spelling

          *students represent all essential sounds with letters and                              *students represent all essential sounds with letters and
          often develop their own spelling patterns for particular sounds                        often develop their own spelling patterns for particular sounds

          *uses visual memory to spell sight words                                               *uses visual memory to spell sight words
              familiar and / or high frequency words

4.3.2 b. Applies knowledge of spelling generalizations, rules, and structural          4.3.2 b. Applies knowledge of spelling generalizations, rules, and structural
         analysis to spell familiar and unfamiliar words                                        analysis to spell familiar and unfamiliar words
                                                                                                     patterns may include: common letter combinations (list of words
          *uses visual memory to attempt spelling of words                                           with 'br', 'ight'), word families, words ending in 'ing', silent 'e',
                                                                                                     word within a word, add 's' to make a plural noun and other
              patterns may include: common letter combinations (list of words                        internal plural markers (man-men), change 'y' to 'i' and add 'es' or
              with 'br', 'ight'), word families, words ending in 'ing', silent 'e',                  'ed', compound words, contractions, tense markers (ed, s, ing),
              word within a word, add 's' to make a plural noun and other                            suffixes, prefixes, syllabication, homonyms, ...
              internal plural markers (man-men), change 'y' to 'i' and add 'es' or
              'ed', compound words, contractions, tense markers (ed, s, ing), ...      4.3.2 c. Uses spelling references
                                                                                                     references may include: number line, word walls, learning
4.3.2 c. Uses spelling references                                                                    centers, dictionaries, personal dictionaries, informational texts,
              references may include: number line, word walls, learning                              atlases, maps, spell check function, time lines, charts, graphs,
              centers, dictionaries, personal dictionaries, informational texts,                     titles, junior thesaurus, dictionary and thesaurus in computer
              atlases, maps, spell check function, time lines, charts, graphs,                       writing programs, Internet, ...
              titles, junior thesaurus, ...
                                                                                       4.3.2 d. Uses spelling strategies
4.3.2 d. Uses spelling strategies                                                                    spelling strategies may include: Interactive Writing, references
              spelling strategies may include: Interactive Writing, references                       (alphabet, number line, labels, familiar environmental print, word
              (alphabet, number line, labels, familiar environmental print, word                     walls, pictionaries, dictionaries, personal dictionaries,
              walls, pictionaries, dictionaries, personal dictionaries,                              dictionaries, informational texts, atlases, maps, Internet), Give it a
              dictionaries, informational texts, atlases, maps, Internet), Give it a                 Go, Guess and Check, Ask Someone, Words That Sound the Same,
              Go, Guess and Check, Ask Someone, Words That Sound the Same,                           visual memory, Picture the Word, Different Spellings (which one
              visual memory, Picture the Word, Different Spellings (which one                        looks right?), Word in a Word, Read Backwards, Word
              looks right?), Word in a Word, Read Backwards, ...                                     Relationships (crime/criminal, act, action, activity), Exploding
                                                                                                     Words (prefixes and suffixes), Spelling Doozers, Break it Up
                                                                                                     (syllabication), Mnemonic devices, Canadian spelling
4.3.2 e. Participates in an editing process to check spelling, with guidance                         conventions, ...
              *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,
              Reread, Reread and Self-Correct, read backwards (sentence by             4.3.2 e. Participates in an editing process to check spelling, with guidance
              sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),
              editing checklists, use a dictionary, use a grade appropriate                          *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,
              handbook, ...                                                                          Reread, Reread and Self-Correct, read backwards (sentence by
                                                                                                     sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),
                                                                                                     editing checklists, use a dictionary, use a grade appropriate
                                                                                                     handbook, proof reading, personalized proof reading (search for
                                                                                                     errors you typically make), ...




             Page 4-63                                                                                                             Education, Culture, & Employment
                                                                                                                                   Early Childhood & School Services
                                                                    Attend to Conventions
                                                                              ---
                                                                                   Spelling

 Grade 5 Specific Outcome 4.3.2                                                         Grade 6 Specific Outcome 4.3.2
 Applies knowledge of spelling generalizations, rules, and structural analysis          Applies knowledge of spelling generalizations, rules, and structural analysis
 to spell when writing; participate in an editing process using a variety of            to spell most words conventionally when writing; participate in an editing
 strategies and resources                                                               process using a variety of strategies and resources


   Learning Outcomes &                                                                    Learning Outcomes &
   Corresponding Illustrative Example(s)                                                  Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                                  By the end of Grade 6 the student ...
4.3.2 a. Continues to decrease reliance on approximated spelling and
         increases reliance on conventional spelling                                   4.3.2 a. Spells most words conventionally

         *students represent all essential sounds with letters and                               *approximations are close to the correct spelling and errors do not
         often develop their own spelling patterns for particular sounds                         interfere with communication

         *uses visual memory to spell sight words
                                                                                       4.3.2 b. Applies knowledge of spelling generalizations, rules, and structural
         *approximations are close to the correct spelling and errors do not                    analysis to spell familiar and unfamiliar words
         interfere with communication                                                                patterns may include: common letter combinations (list of words
                                                                                                     with 'br', 'ight'), word families, words ending in 'ing', silent 'e',
                                                                                                     word within a word, add 's' to make a plural noun and other
4.3.2 b. Applies knowledge of spelling generalizations, rules, and structural                        internal plural markers (man-men), change 'y' to 'i' and add 'es' or
                                                                                                     'ed', compound words, contractions, tense markers (ed, s, ing),
         analysis to spell familiar and unfamiliar words
                                                                                                     suffixes, prefixes, syllabication, homonyms, word origins, ...
              patterns may include: common letter combinations (list of words
              with 'br', 'ight'), word families, words ending in 'ing', silent 'e',    4.3.2 c. Uses spelling references
              word within a word, add 's' to make a plural noun and other
              internal plural markers (man-men), change 'y' to 'i' and add 'es' or                   references may include: number line, word walls, learning
              'ed', compound words, contractions, tense markers (ed, s, ing),                        centers, dictionaries, personal dictionaries, informational texts,
              suffixes, prefixes, syllabication, homonyms, ...                                       atlases, maps, spell check function, time lines, charts, graphs,
                                                                                                     titles, thesaurus, dictionary and thesaurus in computer writing
                                                                                                     programs, Internet, ...
4.3.2 c. Uses spelling references
              references may include: number line, word walls, learning                4.3.2 d. Uses spelling strategies
              centers, dictionaries, personal dictionaries, informational texts,
              atlases, maps, spell check function, time lines, charts, graphs,                       spelling strategies may include: Interactive Writing, references
              titles, thesaurus, dictionary and thesaurus in computer writing                        (alphabet, number line, labels, familiar environmental print, word
              programs, Internet, ...                                                                walls, pictionaries, dictionaries, personal dictionaries,
                                                                                                     dictionaries, informational texts, atlases, maps, Internet), Give it a
                                                                                                     Go, Guess and Check, Ask Someone, Words That Sound the Same,
4.3.2 d. Uses spelling strategies                                                                    visual memory, Picture the Word, Different Spellings (which one
              spelling strategies may include: Interactive Writing, references                       looks right?), Word in a Word, Read Backwards, Word
              (alphabet, number line, labels, familiar environmental print, word                     Relationships (crime/criminal, act, action, activity), Exploding
              walls, pictionaries, dictionaries, personal dictionaries,                              Words (prefixes and suffixes), Spelling Doozers, Break it Up
              dictionaries, informational texts, atlases, maps, Internet), Give it a                 (syllabication), Mnemonic devices, Canadian spelling conventions,
              Go, Guess and Check, Ask Someone, Words That Sound the Same,                           Choose a Different Word, Word Origins, ...
              visual memory, Picture the Word, Different Spellings (which one
              looks right?), Word in a Word, Read Backwards, Word                      4.3.2 e. Participates in an editing process to check spelling, with guidance
              Relationships (crime/criminal, act, action, activity), Exploding
              Words (prefixes and suffixes), Spelling Doozers, Break it Up                           *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,
              (syllabication), Mnemonic devices, Canadian spelling conventions,                      Reread, Reread and Self-Correct, read backwards (sentence by
              Choose a Different Word, ...                                                           sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),
                                                                                                     editing checklists, use a dictionary, use a grade appropriate
                                                                                                     handbook, proof reading, personalized proof reading (search for
                                                                                                     errors you typically make), read for trouble (read for errors, read
                                                                                                     for understanding, read for common errors), start with sentences-
                                                                                                     consider words-check for spelling-grammar-punctuation, ...




            NWT English Language Arts Curriculum                                                                                             Printed December 2, 2006
            Draft                                                                                                                                          Page 4-64
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.3.2                                                  Grade 4 Specific Outcome 4.3.2
 Decrease approximated spelling and increase conventional spelling when          Apply knowledge of spelling generalizations, rules, and structural analysis to
 writing; participate in an editing process using a variety of strategies and    spell when writing; participate in an editing process using a variety of
 resources                                                                       strategies and resources


    Learning Outcomes &                                                             Learning Outcomes &
    Corresponding Illustrative Example(s)                                           Corresponding Illustrative Example(s)
           By the end of Grade 3 the student ...                                           By the end of Grade 4 the student ...

4.3.2 f.    Uses spell check on the computer                                    4.3.2 f.    Uses spell check, dictionaries, or thesauri on the computer

            *applicable where technology is available                                       *applicable where technology is available

                                                                                            *keep in mind Canadian spelling options in computer writing
                                                                                            programs




               Page 4-65                                                                                                    Education, Culture, & Employment
                                                                                                                            Early Childhood & School Services
                                                                    Attend to Conventions
                                                                              ---
                                                                                  Spelling

 Grade 5 Specific Outcome 4.3.2                                                        Grade 6 Specific Outcome 4.3.2
 Applies knowledge of spelling generalizations, rules, and structural analysis         Applies knowledge of spelling generalizations, rules, and structural analysis
 to spell when writing; participate in an editing process using a variety of           to spell most words conventionally when writing; participate in an editing
 strategies and resources                                                              process using a variety of strategies and resources


    Learning Outcomes &                                                                   Learning Outcomes &
    Corresponding Illustrative Example(s)                                                 Corresponding Illustrative Example(s)
           By the end of Grade 5 the student ...                                                 By the end of Grade 6 the student ...
4.3.2 e. Participates in an editing process to check spelling, with guidance
                *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,     4.3.2 f.    Uses spell check, dictionaries, or thesauri on the computer
                Reread, Reread and Self-Correct, read backwards (sentence by
                sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),                           *applicable where technology is available
                editing checklists, use a dictionary, use a grade appropriate
                handbook, proof reading, personalized proof reading (search for
                                                                                                  *keep in mind Canadian spelling options in computer writing
                errors you typically make), read for trouble (read for errors, read
                for understanding, read for common errors), start with sentences-                 programs
                consider words-check for spelling-grammar-punctuation, ...

4.3.2 f.    Uses spell check, dictionaries, or thesauri on the computer

            *applicable where technology is available

            *keep in mind Canadian spelling options in computer writing
            programs




               NWT English Language Arts Curriculum                                                                                           Printed December 2, 2006
               Draft                                                                                                                                        Page 4-66
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.3.3                                                            4 Specific Outcome 4.3.3
Use an editing process to check for punctuation and capitalization                  Use an editing process to check for punctuation and capitalization

The "content and ideas" and "organization" play more of a role than the             The "content and ideas" and "organization" play more of a role than the
"conventions of writing" or "vocabulary and sentence structure". However            "conventions of writing" or "vocabulary and sentence structure". However
in first draft writing situations, the "conventions of writing" are occasionally    in first draft writing situations, the "conventions of writing" are occasionally
disregarded altogether because of the nature of the writing process.                disregarded altogether because of the nature of the writing process.

*writing process stages include: drafting, writing, revising, editing, and          *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                          publishing

General Example(s)                                                                  General Example(s)
     *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,           *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,
     Reread and Self-Correct, read backwards (sentence by sentence),                     Reread and Self-Correct, read backwards (sentence by sentence),
     mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a              mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a
     dictionary, use a grade appropriate handbook, proof reading, personalized           dictionary, use a grade appropriate handbook, proof reading, personalized
     proof reading (search for errors you typically make), read for trouble (read        proof reading (search for errors you typically make), read for trouble (read
     for errors, read for understanding, read for common errors), start with             for errors, read for understanding, read for common errors), start with
     sentences-consider words-check for spelling-grammar-punctuation, ...                sentences-consider words-check for spelling-grammar-punctuation, ...

Specific Outcome Links                                                              Specific Outcome Links
       •See Textual Cues (2.1.3) and Cueing Systems (Semantic 2.1.5, Syntactic             •See Textual Cues (2.1.3) and Cueing Systems (Semantic 2.1.5, Syntactic
       2.1.6)                                                                              2.1.6)




            Page 4-67                                                                                                         Education, Culture, & Employment
                                                                                                                              Early Childhood & School Services
                                                                Attend to Conventions
                                                                          ---
                                                                   Capitalization and Punctuation

5 Specific Outcome 4.3.3                                                            6 Specific Outcome 4.3.3
Use an editing process to check for punctuation and capitalization                  Use an editing process to check for punctuation and capitalization

The "content and ideas" and "organization" play more of a role than the             The "content and ideas" and "organization" play more of a role than the
"conventions of writing" or "vocabulary and sentence structure". However            "conventions of writing" or "vocabulary and sentence structure". However
in first draft writing situations, the "conventions of writing" are occasionally    in first draft writing situations, the "conventions of writing" are occasionally
disregarded altogether because of the nature of the writing process.                disregarded altogether because of the nature of the writing process.

*writing process stages include: drafting, writing, revising, editing, and          *writing process stages include: drafting, writing, revising, editing, and
publishing                                                                          publishing

General Example(s)                                                                  General Example(s)
     *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,           *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud, Reread,
     Reread and Self-Correct, read backwards (sentence by sentence),                     Reread and Self-Correct, read backwards (sentence by sentence),
     mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a              mnemonic devices (SLURP, COPS, CROPS, etc.), editing checklists, use a
     dictionary, use a grade appropriate handbook, proof reading, personalized           dictionary, use a grade appropriate handbook, proof reading, personalized
     proof reading (search for errors you typically make), read for trouble (read        proof reading (search for errors you typically make), read for trouble (read
     for errors, read for understanding, read for common errors), start with             for errors, read for understanding, read for common errors), start with
     sentences-consider words-check for spelling-grammar-punctuation, ...                sentences-consider words-check for spelling-grammar-punctuation, ...

Specific Outcome Links                                                              Specific Outcome Links
       •See Textual Cues (2.1.3) and Cueing Systems (Semantic 2.1.5, Syntactic             •See Textual Cues (2.1.3) and Cueing Systems (Semantic 2.1.5, Syntactic
       2.1.6)                                                                              2.1.6)




            NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
            Draft                                                                                                                                    Page 4-68
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.3.3                                                        Grade 4 Specific Outcome 4.3.3
 Use an editing process to check for punctuation and capitalization                    Use an editing process to check for punctuation and capitalization


   Learning Outcomes &                                                                   Learning Outcomes &
   Corresponding Illustrative Example(s)                                                 Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...                                                 By the end of Grade 4 the student ...
4.3.3 a. Applies rules of capitalization in personal representations                  4.3.3 a. Applies rules of capitalization in personal representations

          -   proper nouns (names, places)                                                      -   proper nouns (names, places)
          -   pronoun "I"                                                                       -   pronoun "I"
          -   months of the year                                                                -   months of the year
          -   days of the week                                                                  -   days of the week
          -   holidays (Christmas, Thanksgiving)                                                -   holidays (Christmas, Thanksgiving)
          -   titles (books, stories, poems, films, magazines, television programs)             -   titles (books, stories, poems, films, magazines, television programs)
          -   beginnings of sentences                                                           -   beginnings of sentences
          -   personal titles (Ms., Mr., Mrs., Dr.)                                             -   personal titles (Ms., Mr., Mrs., Dr.)
                                                                                                -   first word within quotation marks

4.3.3 b. Applies rules for punctuation in personal representations
                                                                                      4.3.3 b. Applies rules for punctuation in personal representations
          - periods at the end of simple sentences
          - periods at the end of compound sentences                                            - periods at the end of simple sentences
          - question marks                                                                      - periods at the end of compound sentences
          - exclamation marks                                                                   - question marks
          - period after an abbreviation                                                        - exclamation marks
                                                                                                - period after an abbreviation
                                                                                                - quotation marks
4.3.3 c. Participates in an editing process to edit for punctuation and                         - commas (in a series, dates, addresses, before quotation marks, after
         capitalization, with guidance                                                          salutations in personal letters, after closings in letters)
                                                                                                - apostrophes (possessives, contractions)
          *the measurables of Capitalization and Punctuation are itemized in
          the above Learning Outcomes
                writing process, personal editing, peer editing, teacher editing,     4.3.3 c. Participates in an editing process to edit for punctuation and
                conferencing, interactive writing, teacher modelling, mini-                    capitalization, with guidance
                lessons, ...
                                                                                                *the measurables of Capitalization and Punctuation are itemized in
                *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,
                                                                                                the above Learning Outcomes
                Reread, Reread and Self-Correct, read backwards (sentence by
                sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),                               writing process, personal editing, peer editing, teacher editing,
                editing checklists, use a dictionary, use a grade appropriate                         conferencing, interactive writing, teacher modelling, mini-
                handbook, ...                                                                         lessons, ...

4.3.3 d. Edits for punctuation and capitalization with computer                                       *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,
                                                                                                      Reread, Reread and Self-Correct, read backwards (sentence by
          *applicable where technology is available                                                   sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),
                                                                                                      editing checklists, use a dictionary, use a grade appropriate
                                                                                                      handbook, proof reading, personalized proof reading (search for
          *the measurables of Capitalization and Punctuation are itemized in                          errors you typically make), ...
          the above Learning Outcomes




               Page 4-69                                                                                                           Education, Culture, & Employment
                                                                                                                                   Early Childhood & School Services
                                                                   Attend to Conventions
                                                                             ---
                                                                       Capitalization and Punctuation

 Grade 5 Specific Outcome 4.3.3                                                      Grade 6 Specific Outcome 4.3.3
 Use an editing process to check for punctuation and capitalization                  Use an editing process to check for punctuation and capitalization


   Learning Outcomes &                                                                 Learning Outcomes &
   Corresponding Illustrative Example(s)                                               Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                               By the end of Grade 6 the student ...
4.3.3 a. Applies rules of capitalization in personal representations                4.3.3 a. Applies rules of capitalization in personal representations

          - proper nouns (names, places)                                                      - proper nouns (names, places)
          - pronoun "I"                                                                       - pronoun "I"
          - months of the year                                                                - months of the year
          - days of the week                                                                  - days of the week
          - holidays (Christmas, Thanksgiving)                                                - holidays (Christmas, Thanksgiving)
          - titles (books, stories, poems, films, magazines, television programs,             - titles (books, stories, poems, films, magazines, television programs,
          subtitles)                                                                          subtitles)
          - beginnings of sentences                                                           - beginnings of sentences
          - personal titles (Ms., Mr., Mrs., Dr.)                                             - personal titles (Ms., Mr., Mrs., Dr.)
          - first word within quotation marks                                                 - first word within quotation marks



4.3.3 b. Applies rules for punctuation in personal representations
                                                                                    4.3.3 b. Applies rules for punctuation in personal representations
          - periods at the end of simple sentences
          - periods at the end of compound sentences                                          - periods at the end of simple sentences
          - question marks                                                                    - periods at the end of compound sentences
          - exclamation marks                                                                 - question marks
          - period after an abbreviation                                                      - exclamation marks
          - quotation marks                                                                   - period after an abbreviation
          - commas (in a series, dates, addresses, before quotation marks, after              - quotation marks
          salutations in personal letters, after closings in letters)                         - commas (in a series, dates, addresses, before quotation marks, after
          - apostrophes (possessives, contractions)                                           salutations in personal letters, after closings in letters)
          - commas to signal subordinate clauses (pauses)                                     - apostrophes (possessives, contractions)
                                                                                              - commas to signal subordinate clauses (pauses)
                                                                                              - commas and semicolons: internal punctuation in complex
4.3.3 c. Participates in an editing process to edit for punctuation and                       sentences (comma when coordinating conjunction is used to join two
         capitalization, with guidance                                                        independent clauses; semicolon to join two or more independent
                                                                                              clauses that are not connected by a coordinating conjunction)
          *the measurables of Capitalization and Punctuation are itemized in
          the above Learning Outcomes
              writing process, personal editing, peer editing, teacher editing,
              conferencing, interactive writing, teacher modelling, mini-
              lessons, ...

              *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,
              Reread, Reread and Self-Correct, read backwards (sentence by
              sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),
              editing checklists, use a dictionary, use a grade appropriate
              handbook, proof reading, personalized proof reading (search for
              errors you typically make), read for trouble (read for errors, read
              for understanding, read for common errors), start with sentences-
              consider words-check for spelling-grammar-punctuation, ...




             NWT English Language Arts Curriculum                                                                                        Printed December 2, 2006
             Draft                                                                                                                                     Page 4-70
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.3.3                                                       Grade 4 Specific Outcome 4.3.3
 Use an editing process to check for punctuation and capitalization                   Use an editing process to check for punctuation and capitalization


    Learning Outcomes &                                                                  Learning Outcomes &
    Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
           By the end of Grade 3 the student ...                                                By the end of Grade 4 the student ...

4.3.3 e. ** Learning Outcomes that start with "Begins" indicate that the             4.3.3 d. Edits for punctuation and capitalization with computer
         acquisition of the skill is not yet consistent and additional instruction
         and practice time are needed. Students are not expected to be                           *applicable where technology is available
         accomplishing these independently yet.
                                                                                                 *the measurables of Capitalization and Punctuation are itemized in
                                                                                                 the above Learning Outcomes
4.3.3 f.    Begins to apply rules for capitalization in personal representations

            - first word within quotation marks                                      4.3.3 e. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                              acquisition of the skill is not yet consistent and additional instruction
                                                                                              and practice time are needed. Students are not expected to be
4.3.3 g. Begins to apply rules for punctuation in personal representations                    accomplishing these independently yet.

            - quotation marks
            - commas (in a series, dates, addresses, before quotation marks, after   4.3.3 f.    Begins to apply rules for punctuation in personal representations
            salutations in personal letters, after closings in letters)
            - apostrophes (possessives, contractions)                                            - commas to signal pauses
                                                                                                 - use appropriate end punctuation to signal inflection, intonation,
                                                                                                 excitement




               Page 4-71                                                                                                         Education, Culture, & Employment
                                                                                                                                 Early Childhood & School Services
                                                                   Attend to Conventions
                                                                             ---
                                                                      Capitalization and Punctuation

 Grade 5 Specific Outcome 4.3.3                                                       Grade 6 Specific Outcome 4.3.3
 Use an editing process to check for punctuation and capitalization                   Use an editing process to check for punctuation and capitalization


    Learning Outcomes &                                                                  Learning Outcomes &
    Corresponding Illustrative Example(s)                                                Corresponding Illustrative Example(s)
           By the end of Grade 5 the student ...                                                By the end of Grade 6 the student ...
4.3.3 d. Edits for punctuation and capitalization with computer                      4.3.3 c. Participates in an editing process to edit for punctuation and
                                                                                              capitalization, with guidance
            *applicable where technology is available
                                                                                                 *the measurables of Capitalization and Punctuation are itemized in
            *the measurables of Capitalization and Punctuation are itemized in                   the above Learning Outcomes
            the above Learning Outcomes                                                              writing process, personal editing, peer editing, teacher editing,
                                                                                                     conferencing, interactive writing, teacher modelling, mini-
                                                                                                     lessons, ...
4.3.3 e. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                                     *Editing strategies include: Self-Edit, Peer-Edit, Read it Aloud,
         acquisition of the skill is not yet consistent and additional instruction
                                                                                                     Reread, Reread and Self-Correct, read backwards (sentence by
         and practice time are needed. Students are not expected to be                               sentence), mnemonic devices (SLURP, COPS, CROPS, etc.),
         accomplishing these independently yet.                                                      editing checklists, use a dictionary, use a grade appropriate
                                                                                                     handbook, proof reading, personalized proof reading (search for
                                                                                                     errors you typically make), read for trouble (read for errors, read
                                                                                                     for understanding, read for common errors), start with sentences-
4.3.3 f.    Begins to apply rules for punctuation in personal representations                        consider words-check for spelling-grammar-punctuation, ...

            - commas and semicolons: internal punctuation in compound                4.3.3 d. Edits for punctuation and capitalization with computer
            sentences (comma when coordinating conjunction is used to join two
            independent clauses; semicolon to join two or more independent                       *applicable where technology is available
            clauses that are not connected by a coordinating conjunction)
                                                                                                 *the measurables of Capitalization and Punctuation are itemized in
                                                                                                 the above Learning Outcomes



                                                                                     4.3.3 e. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                              acquisition of the skill is not yet consistent and additional instruction
                                                                                              and practice time are needed. Students are not expected to be
                                                                                              accomplishing these independently yet.



                                                                                     4.3.3 f.    Begins to apply rules for punctuation in personal representations

                                                                                                 - colons: internal punctuation in compound, complex, or compound-
                                                                                                 complex sentences (before lists, to separate hours and minutes, after
                                                                                                 formal salutations in letters, and to draw attention to information
                                                                                                 that follows)




               NWT English Language Arts Curriculum                                                                                          Printed December 2, 2006
               Draft                                                                                                                                       Page 4-72
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.4.1                                                          4 Specific Outcome 4.4.1
Use techniques to enhance presentations                                           Begin to experiment with techniques and talk about how multiple media can
                                                                                  enhance texts
*keep in mind, the purpose of enhancement is to better engage the audience
(attract and sustain)                                                             *keep in mind, the purpose of enhancement is to better engage the audience
                                                                                  (attract and sustain)

Specific Outcome Links
       •See Techniques and Elements (2.3.2), Vocabulary and Appreciate the        Specific Outcome Links
       Artistry of Texts (2.3.3), Appraise Own and Others' Work (4.2.1), Revise          •See Techniques and Elements (2.3.2), Vocabulary and Appreciate the
       Content (4.2.2), and Enhance Artistry (4.2.4)                                     Artistry of Texts (2.3.3), Appraise Own and Others' Work (4.2.1), Revise
                                                                                         Content (4.2.2), and Enhance Artistry (4.2.4)




            Page 4-73                                                                                                      Education, Culture, & Employment
                                                                                                                           Early Childhood & School Services
                                                                    Engage Audience
                                                                          ---
                                                              Enhance Presentation to Engage Audi

5 Specific Outcome 4.4.1                                                          6 Specific Outcome 4.4.1
Experiment with and evaluate the effectiveness of chosen enhancements             Experiment with and evaluate the effectiveness of chosen enhancements

*keep in mind, the purpose of enhancement is to better engage the audience        *keep in mind, the purpose of enhancement is to better engage the audience
(attract and sustain)                                                             (attract and sustain)


Specific Outcome Links                                                            Specific Outcome Links
       •See Techniques and Elements (2.3.2), Vocabulary and Appreciate the               •See Techniques and Elements (2.3.2), Vocabulary and Appreciate the
       Artistry of Texts (2.3.3), Appraise Own and Others' Work (4.2.1), Revise          Artistry of Texts (2.3.3), Appraise Own and Others' Work (4.2.1), Revise
       Content (4.2.2), and Enhance Artistry (4.2.4)                                     Content (4.2.2), and Enhance Artistry (4.2.4)




            NWT English Language Arts Curriculum                                                                                     Printed December 2, 2006
            Draft                                                                                                                                  Page 4-74
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.4.1                                                       Grade 4 Specific Outcome 4.4.1
 Use techniques to enhance presentations                                              Begin to experiment with techniques and talk about how multiple media can
                                                                                      enhance texts

    Learning Outcomes &
                                                                                         Learning Outcomes &
    Corresponding Illustrative Example(s)
                                                                                         Corresponding Illustrative Example(s)
        By the end of Grade 3 the student ...
                                                                                             By the end of Grade 4 the student ...
4.4.1 a. Uses techniques used to enhance presentations, with guidance
                                                                                     4.4.1 a. Talks about how multiple media can enhance presentations, with
          -   titles,                                                                         guidance
          -   illustrations,
          -   photographs,                                                                     *where technology is available, the students may begin to experiment
          -   colour,                                                                          with multiple media to enhance personal texts
          -   sounds,                                                                                videos, CD Roms, visuals, bulletin boards, Power Points, maps,
          -   printed texts,                                                                         graphs, digital cameras, ...
          -   type size,
          -   volume,                                                                                May say, "With a power point presentation, we could show the
                                                                                                     different climatic zones on the planet. There are pictures on the
          -   simple graphics: diagrams, charts, graphs,
                                                                                                     Internet for us to use."
          -   costumes, and
          -   props (overheads, artifacts, pictures, etc.)                           4.4.1 b. ** Learning Outcomes that start with "Begins" indicate that the
                for list of ways to engage audience, see Effective Presentations              acquisition of the skill is not yet consistent and additional instruction
                (4.4.2)                                                                       and practice time are needed. Students are not expected to be
                                                                                              accomplishing these independently yet.

                May say: "Maybe we need to colour the graph for our science fair
                because it is a bit hard to understand." "Our dance won't be very
                clear, unless we put costumes on to show that we are supposed to     4.4.1 c. Begins to experiment with techniques used to enhance presentations,
                be showing the story of long ago. In our own clothes, the story is            with guidance
                all mixed up."
                                                                                               -   titles,
4.4.1 b. ** Learning Outcomes that start with "Begins" indicate that the
                                                                                               -   illustrations,
         acquisition of the skill is not yet consistent and additional instruction
                                                                                               -   colour,
         and practice time are needed. Students are not expected to be
                                                                                               -   sounds,
         accomplishing these independently yet.
                                                                                               -   printed texts,
                                                                                               -   type size,
                                                                                               -   volume,
4.4.1 c. Begins to talk about how multiple media can enhance presentations,
                                                                                               -   simple graphics: diagrams, charts, graphs, tables, timelines,
         with guidance
                                                                                               -   costumes, and
                                                                                               -   props (overheads, artifacts, pictures, etc.)
          *where technology is available, the students may begin to experiment
          with multiple media to enhance personal texts                                              for list of ways to engage audience, see Effective Presentations
                                                                                                     (4.4.2)
                videos, CD Roms, visuals, bulletin boards, Power Points, maps,
                graphs, digital cameras, ...
                                                                                                     May say: "If we included a timeline in our report, we could show
                May say, "Wouldn't this be neat if we could do a slide show of our                   when the Fur Traders came because we have the dates for when
                trip to the Bush Camp?" "Our newspaper would be way better if                        the Hudson's Bay Company and the Northwest Company were
                we had pictures in it."                                                              setting up in the Territories."

                                                                                     4.4.1 d. Begins to evaluate the effectiveness of chosen enhancements on
                                                                                              personal representations, with guidance
                                                                                                     May say, "The key information in our report shows up in our titles
                                                                                                     and we put those in big bold letters." "I liked the story I wrote with
                                                                                                     pictures more than the one with words."




               Page 4-75                                                                                                           Education, Culture, & Employment
                                                                                                                                   Early Childhood & School Services
                                                                        Engage Audience
                                                                              ---
                                                                  Enhance Presentation to Engage Audi

 Grade 5 Specific Outcome 4.4.1                                                       Grade 6 Specific Outcome 4.4.1
 Experiment with and evaluate the effectiveness of chosen enhancements                Experiment with and evaluate the effectiveness of chosen enhancements


    Learning Outcomes &                                                                 Learning Outcomes &
    Corresponding Illustrative Example(s)                                               Corresponding Illustrative Example(s)
        By the end of Grade 5 the student ...                                               By the end of Grade 6 the student ...
4.4.1 a. Experiments with techniques used to enhance presentations                   4.4.1 a. Experiments with techniques used to enhance presentations

          -   titles, subtitles,                                                              -   titles, subtitles,
          -   illustrations,                                                                  -   illustrations,
          -   colour,                                                                         -   colour,
          -   sounds,                                                                         -   sounds,
          -   printed texts,                                                                  -   printed texts,
          -   type size,                                                                      -   type size,
          -   volume,                                                                         -   font,
          -   simple graphics: diagrams, charts, graphs, tables, timelines, maps,             -   volume
          -   costumes,                                                                       -   simple graphics: diagrams, charts, graphs, tables, timelines, maps,
          -   props (overheads, artifacts, pictures, etc.), and                               -   costumes,
          -   expression                                                                      -   props (overheads, artifacts, pictures, etc.),
          -   openings, and                                                                   -   expression,
          -   closings                                                                        -   openings,
                for list of ways to engage audience, see Effective Presentations              -   closings,
                (4.4.2)                                                                       -   tone,
                                                                                              -   mood, and
                                                                                              -   key ideas (emphasizing)
                May say: "When you read that, make sure you look real serious
                and talk really clearly. If you don't we won't persuade them that                   for list of ways to engage audience, see Effective Presentations
                smoking is not healthy."                                                            (4.4.2)

4.4.1 b. Evaluates the effectiveness of chosen enhancements on personal
         representations, with guidance                                                             May say: "We could set the mood with our music or with the
                                                                                                    lights. What do you think would be best for a grade 2 audience?"
                May say, "We think this presentation will be remembered because                     "We repeated our most important points at the end of our debate to
                we used music to get their attention." "That picture we put in is                   make sure our audience got it. It is kind of like at the end of a trial,
                cartoon and it makes our report on endangered species seem funny                    the lawyers repeat the things they want to jury to remember."
                or silly. I think we should be more serious."
                                                                                     4.4.1 b. Experiments with media to enhance presentations
4.4.1 c. ** Learning Outcomes that start with "Begins" indicate that the
         acquisition of the skill is not yet consistent and additional instruction            *where technology is available
         and practice time are needed. Students are not expected to be
                                                                                                    videos, CD Roms, visuals, bulletin boards, Power Points, maps,
         accomplishing these independently yet.                                                     graphs, digital cameras, ...

                                                                                                    May say, "What if we did play on video. Then we could put in
4.4.1 d. Begins to experiment with media to enhance presentations                                   sound effects, music, and play with the lights. If we do it all in
                                                                                                    front of our audience we'll be running around and it'll be very
                                                                                                    confusing or we'll have to get more people to help."
          *where technology is available
                videos, CD Roms, visuals, bulletin boards, Power Points, maps,       4.4.1 c. Evaluates the effectiveness of chosen enhancements on personal
                graphs, digital cameras, ...                                                  representations, with guidance

                May say, "My Dad showed us how to scan a photograph into our                        May say, "We had all kinds of fonts in our first magazine page and
                project. Now we want to search the Internet to find other pictures                  we took most of them out. It was just too busy and would distract
                to add."                                                                            our readers."




               NWT English Language Arts Curriculum                                                                                          Printed December 2, 2006
               Draft                                                                                                                                       Page 4-76
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

3 Specific Outcome 4.4.2                                                        4 Specific Outcome 4.4.2
Present information and ideas orally to a familiar audience; use a pre-         Present information and ideas orally to a particular audience; introduce
established plan                                                                presentation purposefully

*Presentations are not always done orally. When a student chooses print or      *Presentations are not always done orally. When a student chooses print or
other media options for presentations, it is recommended that the Learning      other media options for presentations, it is recommended that the Learning
Outcomes be adjusted to fit the context.                                        Outcomes be adjusted to fit the context.

General Example(s)                                                              General Example(s)
     *presentations occur in a variety of forms: artistic, dramatic, musical,        *presentations occur in a variety of forms: artistic, dramatic, musical,
     numeric, scientific, historic, etc.                                             numeric, scientific, historic, etc.

Specific Outcome Links                                                          Specific Outcome Links
       •See Vocabulary and Appreciate the Artistry of Text (2.3.3), Enhance            •See Vocabulary and Appreciate the Artistry of Text (2.3.3), Enhance
       Artistry (4.2.4) and Enhance Presentation to Engage Audience (4.4.1)            Artistry (4.2.4) and Enhance Presentation to Engage Audience (4.4.1)




            Page 4-77                                                                                                     Education, Culture, & Employment
                                                                                                                          Early Childhood & School Services
                                                                     Engage Audience
                                                                           ---
                                                                      Effective Oral Presentations

5 Specific Outcome 4.4.2                                                        6 Specific Outcome 4.4.2
Present information and ideas orally to a particular audience; choose or        Present information and ideas orally to a particular audience; conclude with
adapt form of presentation to match audience                                    summary

*Presentations are not always done orally. When a student chooses print or      *Presentations are not always done orally. When a student chooses print or
other media options for presentations, it is recommended that the Learning      other media options for presentations, it is recommended that the Learning
Outcomes be adjusted to fit the context.                                        Outcomes be adjusted to fit the context.

General Example(s)                                                              General Example(s)
     *presentations occur in a variety of forms: artistic, dramatic, musical,        *presentations occur in a variety of forms: artistic, dramatic, musical,
     numeric, scientific, historic, etc.                                             numeric, scientific, historic, etc.

Specific Outcome Links                                                          Specific Outcome Links
       •See Vocabulary and Appreciate the Artistry of Text (2.3.3), Enhance            •See Vocabulary and Appreciate the Artistry of Text (2.3.3), Enhance
       Artistry (4.2.4) and Enhance Presentation to Engage Audience (4.4.1)            Artistry (4.2.4) and Enhance Presentation to Engage Audience (4.4.1)




            NWT English Language Arts Curriculum                                                                                    Printed December 2, 2006
            Draft                                                                                                                                 Page 4-78
General Outcome:
   Students will listen, speak, read, write, view and represent to clarify and enhance oral, written,
   and visual forms of communication, through a process.

 Grade 3 Specific Outcome 4.4.2                                                    Grade 4 Specific Outcome 4.4.2
 Present information and ideas orally to a familiar audience; use a pre-           Present information and ideas orally to a particular audience; introduce
 established plan                                                                  presentation purposefully


   Learning Outcomes &                                                               Learning Outcomes &
   Corresponding Illustrative Example(s)                                             Corresponding Illustrative Example(s)
       By the end of Grade 3 the student ...                                             By the end of Grade 4 the student ...
4.4.2 a. Engages (attracts and sustains) the audience when making an oral         4.4.2 a. Engages (attracts and sustains) the audience when making an oral
         presentation                                                                      presentation

         *form of presentation determines which audience engagement                        *form of presentation determines which audience engagement
         techniques are appropriate                                                        techniques are

         *required in grade three:                                                         *required in grade four:

         - varies voice (intonation and expression) appropriately for emphasis,            - introduces presentation purposefully to capture audience attention
         (some situations require conversational voice, some situations or                 (background information, clear topic, issues, relevant anecdotes or
         phrases require more / less volume, ...)                                          jokes, dramatic gestures, ...)
         - follows a logical sequence for the topic (based on pre-established                  to maintain from previous grades:
         plan)
                                                                                               - understands the purpose for the presentation
             to maintain from previous grades:
                                                                                               - speaks with a clear voice
                                                                                               - faces the audience
             - understands the purpose for the presentation
                                                                                               - makes eye contact (culturally appropriate)
             - speaks with a clear voice
                                                                                               - uses appropriate body language (posture and gestures)
             - faces the audience
                                                                                               - introduces self
             - makes eye contact (culturally appropriate)
                                                                                               - uses varied supports (props, artifacts, diagrams, illustrations,
             - uses appropriate body language (posture and gestures)
                                                                                               photographs, overheads, music, sound effects, resources, facts,
             - introduces self
                                                                                               lighting, guests, font, print size, ...)
             - uses varied supports (props, artifacts, diagrams, illustrations,
                                                                                               - maintains topic
             photographs, overheads, music, sound effects, resources, facts,
                                                                                               - uses complete sentences
             lighting, guests, font, print size, ...)
                                                                                               - uses specific vocabulary (theme / content related)
             - maintains topic
                                                                                               - responds to audience questions
             - uses complete sentences
                                                                                               - speaks fluently (pacing, phrasing)
             - uses specific vocabulary (theme / content related)
                                                                                               - varies voice (intonation and expression) appropriately for
             - responds to audience questions
                                                                                               emphasis, (some situations require conversational voice, some
             - speaks fluently (pacing, phrasing)
                                                                                               situations or phrases require more / less volume, ...)
                                                                                               - follows a logical sequence for the topic (based on pre-established
                                                                                               plan)




            Page 4-79                                                                                                       Education, Culture, & Employment
                                                                                                                            Early Childhood & School Services
                                                                       Engage Audience
                                                                             ---
                                                                       Effective Oral Presentations

 Grade 5 Specific Outcome 4.4.2                                                        Grade 6 Specific Outcome 4.4.2
 Present information and ideas orally to a particular audience; choose or              Present information and ideas orally to a particular audience; conclude with
 adapt form of presentation to match audience                                          summary


   Learning Outcomes &                                                                   Learning Outcomes &
   Corresponding Illustrative Example(s)                                                 Corresponding Illustrative Example(s)
       By the end of Grade 5 the student ...                                                 By the end of Grade 6 the student ...
4.4.2 a. Engages (attracts and sustains) the audience when making an oral             4.4.2 a. Engages (attracts and sustains) the audience when making an oral
         presentation                                                                          presentation

         *form of presentation determines which audience engagement                            *form of presentation determines which audience engagement
         techniques are appropriate                                                            techniques are appropriate

         *required in grade five:                                                              *required in grade six:

         -   choose / adapt form of presentation to match audience                             - asks questions
         -   arranges presentation space to focus audience                                     - leaves time for questions or comments
         -   displays enthusiasm for topic                                                     - draws attention to important information or facts
         -   varies facial expression appropriately                                            - concludes with summary of main ideas, points, strong statement,
               to maintain from previous grades:                                               arguments, ...

               - understands the purpose for the presentation                                      to maintain from previous grades:
               - speaks with a clear voice
               - faces the audience                                                                - understands the purpose for the presentation
               - makes eye contact (culturally appropriate)                                        - speaks with a clear voice
               - uses appropriate body language (posture and gestures)                             - faces the audience
               - introduces self                                                                   - makes eye contact (culturally appropriate)
               - uses varied supports (props, artifacts, diagrams, illustrations,                  - uses appropriate body language (posture and gestures)
               photographs, overheads, music, sound effects, resources, facts,                     - introduces self
               lighting, guests, font, print size, ...)                                            - uses varied supports (props, artifacts, diagrams, illustrations,
               - maintains topic                                                                   photographs, overheads, music, sound effects, resources, facts,
               - uses complete sentences                                                           lighting, guests, font, print size, ...)
               - uses specific vocabulary (theme / content related)                                - maintains topic
               - responds to audience questions                                                    - uses complete sentences
               - speaks fluently (pacing, phrasing)                                                - uses specific vocabulary (theme / content related)
               - varies voice (intonation and expression) appropriately for                        - responds to audience questions
               emphasis, (some situations require conversational voice, some                       - speaks fluently (pacing, phrasing)
               situations or phrases require more / less volume, ...)                              - varies voice (intonation and expression) appropriately for
               - follows a logical sequence for the topic (based on pre-established                emphasis, (some situations require conversational voice, some
               plan)                                                                               situations or phrases require more / less volume, ...)
               - introduces presentation purposefully to capture audience                          - follows a logical sequence for the topic (based on pre-established
               attention (background information, clear topic, issues, relevant                    plan)
               anecdotes or jokes, dramatic gestures, ...)                                         - introduces presentation purposefully to capture audience
                                                                                                   attention (background information, clear topic, issues, relevant
                                                                                                   anecdotes or jokes, dramatic gestures, ...)
                                                                                                   - brings closure to presentation
                                                                                                   - arranges presentation space to focus audience
                                                                                                   - displays enthusiasm for topic
                                                                                                   - varies facial expression appropriately
                                                                                                   - choose / adapt form of presentation to match audience




              NWT English Language Arts Curriculum                                                                                       Printed December 2, 2006
              Draft                                                                                                                                    Page 4-80

				
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