| Curricular Competency |
Transform ideas and information to create original texts |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Use acknowledgements and citations to recognize intellectual property rights |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: acknowledgements and citations |
Elaboration: includes citing sources in appropriate ways to understand and avoid plagiarism and understanding protocols that guide use of First Peoples oral texts and other knowledge |
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| Curricular Competency |
Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Express and support an opinion with evidence |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
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| 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 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, community members, professionals, and local and globally connected digital conversations. |
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| Curricular Competency |
Explore appropriate spoken language formats for intended purposes |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
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| Curricular Competency |
Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: speaking and listening |
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 |
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| Curricular Competency |
Assess and refine texts to improve clarity and impact |
Spoken Language 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 |
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| Curricular Competency |
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking |
Spoken Language 10 |
Create and communicate (writing, speaking, representing) |
| Keyword: build shared understanding and extend thinking |
Elaboration: listening to and receptively responding to feedbackresponding to others’ work with constructive feedbackbeing open-minded to divergent viewpoints and perspectivesasking questions to promote discussioninviting others to share their ideasbeing willing to support personal perspectivesbeing willing to shift perspective |
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| Curricular Competency |
Identify bias, contradictions, and distortions |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Construct meaningful personal connections between self, text, and world |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Explore how language constructs personal and cultural identities |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
|
| Curricular Competency |
Explore the role of personal and social contexts, values, and perspectives in texts |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts |
Spoken Language 10 |
Comprehend and connect (reading, listening, viewing) |
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| Curricular Competency |
Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact |
Spoken Language 10 |
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 narratives; journals; procedural, expository, and explanatory documents; news articles; e-mails; blogs; advertisements; poetry; novels; and letters. |
| 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 (e.g., cause/effect, compare/contrast, order of importance, chronological sequence, problem/solution, circular or cyclical) |
| Keyword: features of texts |
Elaboration: elements of the text that are not considered the main body, including: navigational aids (e.g., table of contents, index, glossary, bibliography, hyperlinks, titles, headings and subheadings, prologue and epilogue, preface or foreword, captions, footnotes and endnotes)illustrations (e.g., inlays, sidebars, photographs, graphs, charts, timelines, maps) |
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