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.

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, using non-verbal communication expressively to clarify the meaning, attending to stage presence, differentiating the storyteller’s natural voice from the characters’ voices, presenting the story efficiently, keeping the listener’s interest throughout, using an expanding repertoire of techniques to enhance audience experience

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 protocols involved in the acknowledgement of traditional First Nations territories.
• Students understand the purpose of acknowledgement of First Nations traditional territories.

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

First Peoples oral histories are valid evidence of ownership of the land within Canadian law. The Supreme Court of Canada recognizes that First Peoples oral tradition is as important as written documents in considering legal issues. See resource disputes (e.g., Delgamuukw or Xeni Gwetin), treaties and title cases (e.g., Nisga’a), and environmental impact studies (e.g., Puntledge River Dam, Berger Inquiry).

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.

literary or thematic categories (e.g., science fiction, biography, satire, memoir, poem, visual essay, personal narrative, speech, oral history)

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