| Content |
Strategies and processes- reading strategies
- metacognitive strategies
- writing processes
- oral language strategies
|
Writing 10 |
No CCG |
| Keyword: reading strategies |
Elaboration: There are many strategies that readers use when making sense of text. Students consider what strategies they need to use to “unpack” text. They employ strategies with increasing independence depending on the purpose, text, and context. Strategies include but may not be limited to predicting, inferring, questioning, paraphrasing, using context clues, using text features, visualizing, making connections, summarizing, identifying big ideas, synthesizing, and reflecting. |
| Keyword: metacognitive strategies |
Elaboration: thinking about our own thinking, and reflecting on our processes and determining strengths and challengesStudents employ metacognitive strategies to gain increasing independence in learning. |
| Keyword: writing processes |
Elaboration: There are various writing processes, depending on context. These may include determining audience and purpose, generating or gathering ideas, free-writing, making notes, drafting, revising, and/or editing. Writers often have very personalized processes when writing. Writing is an iterative process. |
| Keyword: oral language strategies |
Elaboration: includes speaking with expression, connecting with listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing |
|
| Content |
Text features and structures- narrative structures, including those found in First Peoples texts
- form, function, and genre of texts
|
Writing 10 |
No CCG |
| Keyword: Text features |
Elaboration: attributes or elements of the text such as typography (bold, italics, underlining, font choice), guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes |
| Keyword: structures |
Elaboration: how text is organized |
| Keyword: in First Peoples texts |
Elaboration: for example, circular, iterative, cyclical |
| Keyword: function |
Elaboration: the intended purpose of a text |
|
| Content |
Protocols - protocols related to ownership and use of First Peoples oral texts
|
Writing 10 |
No CCG |
| Keyword: Protocols |
Elaboration: Protocols are rules governing behaviour or interactions.Protocols can be general and apply to many First Peoples cultures, or specific to individual First Nations. |
| Keyword: ownership and use of First Peoples oral texts |
Elaboration: Stories often have protocols for when and where they can be shared, who owns them, and who can share them. |
|
| Content |
First Peoples oral traditions- purposes of First Peoples oral texts
|
Writing 10 |
No CCG |
|
| Content |
Reconciliation in Canada |
Writing 10 |
No CCG |
|
| Content |
Common themes in First Peoples texts |
Writing 10 |
No CCG |
| Keyword: Common themes in First Peoples texts |
Elaboration: connection to the landthe nature and place of spirituality as an aspect of wisdomthe relationships between individual and communitythe importance of oral traditionthe experience of colonization and decolonizationloss of identity and affirmation of identitytraditionhealingrole of familyimportance of Elders |
|
| Content |
Text forms and genres |
Writing 10 |
No CCG |
| 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 narratives; journals; procedural, expository, and explanatory documents; news articles; e-mails; blogs; advertisements; poetry; novels; and letters. |
| Keyword: genres |
Elaboration: literary or thematic categories (e.g., science fiction, biography, satire, memoir, poem, visual essay, personal narrative, speech, oral history) |
|
| Curricular Competency |
Assess and refine texts to improve clarity and impact |
Writing 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: refine texts to improve clarity and impact |
Elaboration: creatively and critically manipulating language for a desired effectusing techniques such as adjusting diction and form according to audience needs and preferences, using verbs effectively, using repetition and substitution for effect, maintaining parallelism, adding modifiers, and varying sentence types |
|
| Curricular Competency |
Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences |
Writing 10 |
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, and community members, as well as technical, academic, and business audiences. |
|
| Curricular Competency |
Recognize intellectual property rights and community protocols and apply them as necessary |
Writing 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Express and support an opinion with evidence |
Writing 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Use the conventions of First Peoples and other Canadian spelling, syntax, and diction proficiently and as appropriate to the context |
Writing 10 |
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 |
Writing 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: speaking and listening skills |
Elaboration: Strategies associated with speaking skills may include the conscious use of emotion, pauses, inflection, silence, and emphasis according to context.Strategies associated with listening skills may include receptive body language, eye contact, paraphrasing building on others’ ideas, asking clarifying questions, and disagreeing respectfully. |
| Keyword: range of purposes |
Elaboration: may include to understand, to inquire, to explore, to inform, to interpret, to explain, to take a position, to evaluate, to provoke, to problem solve, and to entertain |
|
| Curricular Competency |
Respond to text in personal, creative, and critical ways |
Writing 10 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understandings and extend thinking |
Writing 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: exchange ideas and viewpoints |
Elaboration: using active listening skills and receptive body language (e.g., paraphrasing and building on others’ ideas)disagreeing respectfullyextending thinking (e.g., shifting, changing) to broader contexts (e.g., social media, digital environments)collaborating in large and small groups |
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