| Big Ideas |
Stories and other texts can be shared through pictures and words. |
English Language Arts 1 |
No CCG |
| Keyword: Stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, or digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Big Ideas |
Stories and other texts
help us learn about ourselves
and our families. |
English Language Arts 1 |
No CCG |
| Keyword: Stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring to all forms of oral, written, visual, or digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Big Ideas |
Language and story can be a source of creativity and joy. |
English Language Arts 1 |
No CCG |
| Keyword: story |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers. |
|
| Content |
Language features, structures, and conventions- concepts of print
- print awareness
- phonemic and phonological awareness
- letter formation
- sentence structure
- conventions
|
English Language Arts 1 |
No CCG |
| Keyword: concepts of print |
Elaboration: the conventional features of written English, such as:the symbolic nature of writingthe correspondence of spoken words to printed words (one-to-one matching)the association of letters and soundsthe distinctive features of letters and wordsthe correspondence between uppercase and lowercase lettersleft-to-right directionalitythe use of space to mark word boundariesthe use of specific signs and symbols for punctuation (e.g., period, exclamation point, question mark) |
| Keyword: print awareness |
Elaboration: understanding the nature and uses of print, including letters and print symbols; children’s print awareness is closely associated with their word awareness (the ability to recognize words as distinct elements of oral and written communication) and is an important precursor to literacy development and early reading achievement; includes awareness of the differences between letters, words, and sentences |
| Keyword: phonemic and phonological awareness |
Elaboration: Phonological refers to the sounds of words (as opposed to their meanings):Phonemic awareness is a specific aspect of a learner’s phonological awareness: a child’s ability to segment spoken words into phonemes (e.g., c / a / t) and to blend phonemes into words indicates a developing phonemic awareness.Phonological awareness involves the abilities to hear and create rhyming words, segment the flow of speech into separate words, and hear syllables as “chunks” in spoken words. |
| Keyword: letter formation |
Elaboration: legible printing with spacing between letters and words |
| Keyword: sentence structure |
Elaboration: the structure of simple sentences |
| Keyword: conventions |
Elaboration: common practices in punctuation (e.g., the use of a period or question mark at end of sentence) and in capitalization (e.g., capitalizing the first letter of the first word at the start of a sentence, people’s names, and the pronoun I) |
|
| Content |
Strategies and processes- reading strategies
- oral language strategies
- metacognitive strategies
- writing processes
|
English Language Arts 1 |
No CCG |
| Keyword: reading strategies |
Elaboration: using illustrations and prior knowledge to predict meaning; rereading; retelling in own words; locating the main idea and details; using knowledge of language patterns and phonics to decode words; identifying familiar and “sight” words; monitoring (asking: Does it look right? Sound right? Make sense?); self-correcting errors consistently using three cueing systems: meaning, structure, and visual |
| Keyword: oral language strategies |
Elaboration: adjusting volume, pace, tone, and articulation; focusing on the speaker; taking turns; asking questions related to the topic; making personal connections; and making relevant contributions to discussion |
| Keyword: metacognitive strategies |
Elaboration: talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop awareness of self as a reader and as a writer |
| Keyword: writing processes |
Elaboration: may include revising, editing, considering audience |
|
| Content |
Story/text- elements of story
- literary elements and devices
- vocabulary to talk about texts
|
English Language Arts 1 |
No CCG |
| Keyword: elements of story |
Elaboration: setting, character, events (few details) |
| Keyword: literary elements and devices |
Elaboration: poetic language, figurative language, sound play, images, colour, symbols |
| Keyword: vocabulary to talk about texts |
Elaboration: book, page, chapter, author, title, illustrator, pictures, web page, website, and search box |
|
| Curricular Competency |
Explore oral storytelling processes |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
| Keyword: oral storytelling processes |
Elaboration: creating an original story or finding an existing story (with permission), sharing the story from memory with others, using vocal expression to clarify the meaning of the text |
|
| Curricular Competency |
Communicate using letters and words and applying some conventions of Canadian spelling, grammar, and punctuation |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
| Keyword: conventions of Canadian spelling, grammar, and punctuation |
Elaboration: common practices in writing, such as capitals and small letters printed legibly; familiar words spelled correctly; and correct use of periods, question marks, and capitals (including capitalized I); introduction to Canadian spelling |
|
| Curricular Competency |
Plan and create a variety of communication forms for different purposes and audiences |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
| Keyword: communication forms |
Elaboration: examples include lists, journals, notes, simple stories, digital presentations, oral presentations, pictures, drama (e.g., puppet shows, dance, plays, storyboards) used to communicate ideas and information |
|
| Curricular Competency |
Create stories and other texts to deepen awareness of self, family, and community |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
| Keyword: stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|
| Curricular Competency |
Identify, organize, and present ideas in a variety of forms |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
|
| Curricular Competency |
Exchange ideas and perspectives to build shared understanding |
English Language Arts 1 |
Create and communicate (writing, speaking, representing) |
| Keyword: Exchange ideas and perspectives |
Elaboration: involves taking turns in offering ideas related to the topic at hand, focusing on the speaker without interrupting, and generally contributing to the discussion |
|
| Curricular Competency |
Show awareness of how story in First Peoples cultures connects people to family and community |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: story in First Peoples cultures |
Elaboration: Traditional and contemporary First Peoples stories take many forms (e.g., prose, song, dance, poetry, theatre, carvings, pictures) and are told for several purposes:teaching (e.g., life lessons, community responsibilities, rites of passage)sharing creation storiesrecording personal, family, and community histories“mapping” the geography and resources of an areaensuring cultural continuity (e.g., knowledge of ancestors, language)healingentertainment(from In Our Own Words: Bringing Authentic First Peoples Content to the K–3 Classroom, FNESC/FNSA, 2012) |
|
| Curricular Competency |
Recognize the structure and elements of story |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: structure and elements of story |
Elaboration: Students can use the vocabulary needed to talk about a story, such as beginning, middle, end, and main character; and can follow events in sequence. |
|
| Curricular Competency |
Use personal experience and knowledge to connect to stories and other texts to make meaning |
English Language Arts 1 |
Comprehend and connect (reading, listening, viewing) |
| Keyword: stories |
Elaboration: narrative texts, whether real or imagined, that teach us about human nature, motivation, and experience, and often reflect a personal journey or strengthen a sense of identity. They may also be considered the embodiment of collective wisdom. Stories can be oral, written, or visual, and used to instruct, inspire, and entertain listeners and readers |
| Keyword: texts |
Elaboration: Text and texts are generic terms referring all forms of oral, written, visual, and digital communication:Oral texts include speeches, poems, plays, and oral stories.Written texts include novels, articles, and short stories.Visual texts include posters, photographs, and other images.Digital texts include electronic forms of all the above.Oral, written, and visual elements can be combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements). |
|