| Content |
Punjabi phonemes |
Punjabi 6 |
No CCG |
| Keyword: phonemes |
Elaboration: consonant sounds, short and long vowel sounds, nasal sounds (e.g., ਬਿੰਦੀ, ਟਿੱਪੀ), stress sounds (e.g., ਅੱਧਖ ), conjuncts/blended sounds (e.g., ਕ੍ਰ and ਪੜ੍) |
|
| Content |
Punjabi symbols, sounds, and letter patterns |
Punjabi 6 |
No CCG |
| Keyword: symbols, sounds |
Elaboration: e.g., structure, formations, and sounds of the Gurmukhi script |
| Keyword: letter patterns |
Elaboration: e.g., rhyming words and groupings of letters that make the same sound |
|
| Curricular Competency |
Recognize First Peoples perspectives and knowledge; other ways of knowing, and local cultural knowledge |
Punjabi 6 |
Personal and social awareness |
| Keyword: ways of knowing |
Elaboration: e.g., First Nations, Métis, and Inuit; and/or gender-related, subject/discipline-specific, cultural, embodied, intuitive |
|
| Curricular Competency |
Consider personal, shared, and others’ experiences, perspectives, and worldviews through a cultural lens |
Punjabi 6 |
Personal and social awareness |
| Keyword: cultural lens |
Elaboration: e.g., values, practices, traditions, perceptions |
|
| Curricular Competency |
Share information using the presentation format best suited to their own and others’ diverse abilities |
Punjabi 6 |
Thinking and communicating |
| Keyword: presentation format |
Elaboration: e.g., digital, visual, verbal; aids such as charts, graphics, illustrations, music, photographs, videos, props, digital media |
|
| Curricular Competency |
Seek clarification of meaning using common statements and questions |
Punjabi 6 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: Request or provide repetition, word substitution, reformulation, or reiteration (e.g.,ਮੈਨੂੰ ਸਮਝ ਨਹੀ ਆਈ, ਕ੍ਰਿਪਾ ਕਰਕੇ ਇੱਕ ਵਾਰ ਫਿਰ ਦੱਸੋ, ਇਸ ਨੂੰ ਕਿਸ ਤਰਾਂ ਕਹੋਗੇ?). |
|
| Curricular Competency |
Exchange ideas and information, both orally and in writing |
Punjabi 6 |
Thinking and communicating |
| Keyword: Exchange ideas |
Elaboration: with peers, teachers, and members of the wider community; can include virtual/online conversations |
|
| Curricular Competency |
Respond to questions, simple commands, and instructions |
Punjabi 6 |
Thinking and communicating |
|
| Curricular Competency |
Interpret non-verbal cues to increase understanding |
Punjabi 6 |
Thinking and communicating |
| Keyword: non-verbal cues |
Elaboration: e.g., gestures, facial expressions, pictures, props |
|
| Curricular Competency |
Use language-learning strategies |
Punjabi 6 |
Thinking and communicating |
| Keyword: language-learning strategies |
Elaboration: e.g., interpretation of gestures, facial expressions, intonation, tone of voice, and contextual cues; use of prior knowledge, familiar words, and cognates |
|
| Curricular Competency |
Comprehend high-frequency words and patterns in slow, clear speech and other texts |
Punjabi 6 |
Thinking and communicating |
| Keyword: texts |
Elaboration: “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Comprehend stories |
Punjabi 6 |
Thinking and communicating |
|
| Curricular Competency |
Identify key information in slow, clear speech and other texts |
Punjabi 6 |
Thinking and communicating |
| Keyword: key information |
Elaboration: answers to questions such as who, what, where, when, why, and how (e.g., ਕਿਵੇਂ…?, ਕਿਥੇ…?, ਕਦੋਂ…?, ਕਿਹੜਾ…?, ਕੌਣ …?, ਕੀ…?) |
| Keyword: texts |
Elaboration: “Text” is a generic term referring to all forms of oral, written, visual, and digital communications. Oral, written, and visual elements can also be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Recognize the relationships between pronunciation, intonation, tone of voice, and meaning |
Punjabi 6 |
Thinking and communicating |
| Keyword: intonation, tone of voice |
Elaboration: For example:differentiate between a statement and a questionrecognize the emotion of the speaker and how it relates to his or her message |
|
| Big Ideas |
Creative works allow us to experience culture and appreciate cultural diversity. |
Punjabi 9 |
No CCG |
| Keyword: Creative works |
Elaboration: representing the experience of the people from whose culture they are drawn (e.g., painting, sculpture, theatre, dance, poetry and prose, filmmaking, musical composition, architecture) |
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