p. ex. l'évolution de la perception de l'enfant au fil du temps; les convictions différentes et potentiellement opposées sur l'éducation des enfants et sur la discipline; les structures familiales des Premières Nations, des Métis et des Inuits; les expériences personnelles vécues pendant l'enfance par opposition aux valeurs adoptées à l'âge adulte, et les attentes en ce qui concerne la réussite scolaire

p. ex. la réduction des substances tératogènes qui occasionnent des anomalies congénitales, les tests de diagnostic et l'atténuation de problèmes de santé

p. ex., les parents, les grands-parents, les éducateurs de la petite enfance, les gardiens d'enfants et les travailleurs des services à la jeunesse

p. ex. l'élaboration de politiques, ou encore la création de ressources, de programmes, d'activités, de milieux particuliers, de produits physiques ou de services

intonation, enunciation, volume, pacing, expression, purpose, diction, acoustics

stylistic choices that make a specific writer distinguishable from others, including diction, vocabulary, sentence structure, and tone.

examples include figurative language, parallelism, repetition, irony, humour, exaggeration, emotional language, logic, direct address, rhetorical questions, and allusion

avoiding common usage errors (e.g., double negatives, mixed metaphors, malapropisms, and word misuse)

common practices of standard punctuation in capitalization, quoting, and spelling of Canadian and First Peoples words

Texts use various literary devices, including figurative language, according to purpose and audience.

formal acknowledgements of another person’s work, idea, or intellectual property

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.

speaking with expression; connecting to listeners, asking questions to clarify, listening for specifics, summarizing, paraphrasing

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.

attributes or elements of the text that may include typography (bold, italics, underlining, font choice), guide words, key words, titles, diagrams, captions, labels, maps, charts, illustrations, tables, photographs, and sidebars/text boxes

how text is organized

for example, circular, iterative, cyclical

the intended purpose of a text

• Protocols are rules governing behaviour or interactions.
• Protocols can be general and apply to many First Peoples cultures, or specific to individual First Nations.

Stories often have protocols for when and where they can be shared, who owns them, and who can share them.

Students understand the necessity of learning what protocols might govern interactions in First Nations communities and Aboriginal organizations.