| Curricular Competency |
Use writing and design processes to plan, develop, and create spoken language and other texts for a variety of purposes and audiences |
Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: writing and design processes |
Elaboration: There are various writing and/or design processes depending on context, and these may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising and/or editing, and selecting appropriate format and layout. |
| Keyword: audiences |
Elaboration: Students expand their understanding of the range of real-world audiences. These can include children, peers, community members, professionals, and local and globally connected digital conversations. |
|
| Curricular Competency |
Select and apply appropriate spoken language formats for intended purposes |
Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: speaking |
Elaboration: Strategies may include conscious use of emotion, volume, pace, pause, inflection, and emphasis. |
| Keyword: listening skills |
Elaboration: Strategies may include receptive body language, eye contact, paraphrasing and building on others’ ideas, and disagreeing respectfully. |
| Keyword: contexts |
Elaboration: may include debate, presentation, speech, small- and large-group discussion, interviewing, performance, school- and community-based forums |
| Keyword: range of purposes |
Elaboration: such as to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to problem solve, to entertain |
|
| Curricular Competency |
Respond to text in personal, creative, and critical ways |
Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking |
Spoken Language 11 |
Create and communicate (writing, speaking, representing) |
| Keyword: Respectfully exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language, paraphrasing and building on others’ ideas, disagreeing respectfully, extending thinking (e.g., shifting, changing) to broader contexts (social media, digital environments), collaborating in large and small groups |
|
| Curricular Competency |
Identify bias, contradictions, distortions, and omissions |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize an increasing range of text structures and understand how they contribute to meaning |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Evaluate how literary elements, techniques, and devices enhance and shape meaning and impact |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Construct meaningful personal connections between self, text, and world |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize and understand how language constructs personal, social, and cultural identities |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Recognize and understand how various forms, formats, structures, and features of texts enhance and shape meaning and impact |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: forms |
Elaboration: Within a type of communication, the writer, speaker, or designer chooses a form based on the purpose of the piece. Common written forms include narrative, journal, procedural, expository, explanatory, news article, e-mail, blog, advertisements, poetry, novel, and letter. |
| Keyword: formats |
Elaboration: refers to the consideration of format choices including layout, sequencing, spacing, topography, and colour |
| Keyword: structures |
Elaboration: refers to the way the author organizes text |
| Keyword: features of texts |
Elaboration: elements of the text that are not considered the main body. These may include typography (boldface, italic, underlined), font style, guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, sidebars/textboxes. |
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| Curricular Competency |
Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts, to guide inquiry, and to extend thinking |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: strategies |
Elaboration: Strategies used will depend on purpose and context. These may include making predictions, asking questions, paraphrasing, forming images, making inferences, determining importance, identifying themes, and drawing conclusions. |
| Keyword: multimodal texts |
Elaboration: texts that combine two or more systems, such as linguistic, visual, audio, gestural, and spatial, and that can be delivered via different media or technologies (e.g., spoken word/slam poetry, recitation, oral storytelling, readers’ theatre, debate, radio/podcast/social media, YouTube, interviews, voice-overs) |
|
| Curricular Competency |
Evaluate the relevance, accuracy, and reliability of texts |
Spoken Language 11 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: relevance |
Elaboration: Consider the extent to which material has credibility, currency, and significance for the purpose, and whether it resonates with personal experience. |
| Keyword: reliability |
Elaboration: Consider point of view, bias, propaganda, and voices left out, omitted, or misrepresented. |
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