High School ELA Ontario Curriculum Standards

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of a variety of listening tasks and set goals for specific tasks (e.g., listen to a teacher read a prose selection aloud in order to identify how the rhythm of the sentences enhances the mood; clarify and extend the ideas of others in a class discussion;1 synthesize information from a guest speaker's presentation)

select and use appropriate active listening strategies when participating in a variety of classroom interactions (e.g., ask questions and respond to the ideas of others during a class discussion about a short story;2 maintain attentiveness and focus during a guest speaker's presentation)

select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex texts (e.g., make jot notes during a class discussion about character development; discuss, in a small group, other classmates' ideas about a controversial issue in order to understand divergent opinions 3 )

identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways (e.g., listen to a read-aloud of a scene from a Shakespeare play and summarize the content; use a graphic organizer to compile the main ideas and supporting details from several television newscasts about a current event/issue 4 )

develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., explain how the narrator's tone in the voice-over influenced their interpretation of the visuals in a movie trailer; explain similarities and differences between the deliveries of a monologue in the stage and film productions of a play)

extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare their own delivery of a Shakespearean monologue with deliveries by their classmates or in professional productions; use role play and drama to explore ideas, emotions, and issues presented in oral texts; listen to a professionally recorded play and then explain how a character's struggle resonated with a personal experience)

analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response (e.g., explain how a fellow student has used a combination of personal anecdotes and research to support his or her opinion in a presentation; review a radio news broadcast and examine the effective use of “sound bites”to inform and engage the audience)

identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., listen to and then discuss mock interviews for a variety of job types; assess “testimonial”commercials; analyse the language used in role plays)

evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex texts, and suggest other strategies that could be used effectively (e.g., examine how body language and vocal inflection enhance the delivery of a dramatic monologue; detect the use of emotionally laden language to persuade the audience to accept a point of view, and assess its effectiveness; evaluate the balance between the use of multimedia slides and the performance of the speaker in order to assess the effectiveness of the delivery of the message 5 )

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for a variety of purposes, using language appropriate for the intended audience (e.g., prepare a group read-aloud of a short story for a school-wide literary festival; prepare a "Speakers" Corner-message about a contemporary issue;6 create and present a skit involving characters who hold opposing views on a topic; make a class presentation on the issues affecting Aboriginal communities)

demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., adapt speech according to the role/ responsibility assumed in a reading-circle discussion; negotiate consensus, when appropriate, by identifying the commonalities among the various points of view; use language and forms of address that are appropriate for the level of formality of the situation7 )

communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience (e.g., identify and use specific references from a text to strengthen arguments in a presentation;8 present an argument that has a clearly stated purpose, point-by-point development, and relevant supporting details)

use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., use examples of idioms from diverse cultures to illustrate a concept during a presentation; use emotive language in a persuasive appeal to a large group; use contemporary English to adapt a Shakespearean soliloquy)

identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences (e.g., enunciate clearly, while varying tone, pace, and volume, to ensure that all members of a diverse audience will understand the message;9 adjust volume, pace, and pitch to suit the purpose of speaking and the size and type of audience;10 adapt voice to role-play the subject of a biography for a mock interview)

identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., use a variety of non-verbal cues to enhance a dramatic reading; assume a posture that maintains an engagement with the audience when giving a presentation;11 play charades in a small group12)

use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience (e.g., use graphic organizers on an overhead projector to compare the elements of two short stories; use costumes and props to enhance a dramatic presentation)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills (e.g., explain how they used visual and audio aids to clarify ideas in a small-group presentation; discuss what they find most difficult about presenting orally in class, and list strategies that might make it easier)

identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., identify and explain narrative techniques that they could incorporate into a group oral presentation; explain how reading a humorous short story improves their ability to tell amusing anecdotes of their own)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading (e.g., compare the diction and imagery used in a contemporary poem and a poem on the same theme from a different historical period; develop a character sketch based on a brief biography of a historical figure they admire to prepare for a short role-play presentation; 1 use an electronic database to locate information from various sources about religious or cultural practices of an ethnic group different from their own)

select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts (e.g., make jot notes based on teacher prompts during a read-aloud; 2 pose questions about a character's motivation or actions in a fictional text; role-play alternative solutions to a conflict presented in a text; activate prior knowledge about a topic using an anticipation guide) Teacher prompt: "How does asking questions help you develop your understanding of character?"

identify the most important ideas and supporting details in texts, including increasingly complex texts (e.g., flag key passages that reveal character in a text; highlight or make notes about ideas or details that support the author's thesis; 3 prepare a series of tableaux to represent key events in a story; determine what essential information is conveyed by the captions in a graphic text)

make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the dialogue in the story indirectly or implicitly reveals about a character; make inferences about the target audience for two different newspapers based on the stories the papers feature most prominently and cover in most detail)

extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., recall similar structures of texts previously read to help in analysing a new text; with a partner, role-play a mock interview about a public personality's reaction to a recent profile in a print or online source; explain how something in your own experience or background has influenced your understanding of a character's behaviour)

analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how figures of speech in a text highlight the theme and help create a mood; determine how the setting in two short stories helps clarify each story's main theme)

evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions (e.g., explain why the plot of a novel is believable or not; explain why one online information source is more useful than another; explain some of the ways in which a particular novel engages the reader; explain why the wording of the text in an advertisement succeeds in capturing the attention of its teen audience)

identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., determine the fairness of depictions of comic characters in a Shakespeare play, of the antagonist or villain in a novel, of poverty and poor people in a newspaper article)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning (e.g., explain the function of setting in a short story; explain the function of rhyme in a sonnet; explain the role of a refrain or repeated phrase in a ballad or story; explain the function of transition words in an opinion piece or argument; explain the role of a comparison and contrast structure in a persuasive essay or a book review; explain why some characters in a Shakespeare play speak mainly in verse and others mainly or only in prose)

identify a variety of text features and explain how they help communicate meaning (e.g., "explanatory"titles or epigraphs for individual chapters in a novel; logo size, illustrations, font sizes, and colour in an advertisement)

identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., determine the differences in meaning or effect when the same symbol, such as the sun or water, is used in two different poems; compare the images, symbols, and literary devices used in an Aboriginal myth and a Greek myth; explain how a mythical allusion in a piece of literature or an advertisement enhances the theme or message; determine what effects are achieved in works by two different authors, one of whom uses a variety of sentence types while the other does not)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in a variety of reading contexts (e.g., idioms, euphemisms, and slang expressions in literary texts; academic and technical terms in reports and essays; the different meanings of a familiar word in different contexts)

use appropriate decoding strategies to read and understand unfamiliar words (e.g., use a dictionary of foreign words and expressions to find the meaning of foreign words and phrases in dialogue in a novel; use knowledge of prefixes, suffixes, and roots to predict meaning; make personal lists of common prefixes and suffixes for easy reference; read beyond an unfamiliar word or phrase to infer meaning from the overall sense of the passage)

identify and use a variety of strategies to expand vocabulary (e.g., identify examples of idioms, euphemisms, slang, dialect, acronyms, academic language, and technical terminology and use a variety of resources to check their meaning; review the etymology of unfamiliar words in an etymological dictionary)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify detailed steps they can take to improve as readers (e.g., describe the strategies they used in reading a short story and explain how the strategies were helpful; use a Venn diagram to identify which strategies are useful at a particular stage of the reading process and which are useful at more than one stage - or at all stages)

identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., describe in a double-entry journal how viewing pictures of a historical period contributes to their understanding of fiction set in that period)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for a variety of writing tasks (e.g., an academic essay examining a theme in one of Shakespeare's plays for the teacher; a speech about an Aboriginal leader or role model for peers; a rite-of-passage narrative relating the experience of a fictional character for peers and adults; a narrative about a significant personal moment in their own Grade 9 experience for new Grade 9 students; an article on a local issue for a community newspaper 1 )

generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., free write or consult a writing journal to evolve or focus a topic for a narrative; identify and rank focus questions for further investigation; 2 brainstorm in a small group to create a list of potential topics and questions for enquiry; conduct an electronic search for information on an author for a class project; summarize and paraphrase information and ideas in point-form notes; use formal debate strategies to explore ideas prior to research)

locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a research portfolio; identify a range of sources in school or public libraries and on the Internet that will provide the most appropriate information for an assignment; interview family and community members, experts, or witnesses to events; use key word searches and other browsing strategies to locate a range of periodical and e-book information in online databases; accurately record page references for information from primary sources; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a detailed template to evaluate sources and information for reliability, accuracy, currency, and relevance to the topic; discuss the information selected, the progress of their research to date, and new sources to consider with the teacher or teacher-librarian)

identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., use a clear statement of their topic or thesis to highlight the main points they plan to cover in a persuasive magazine article; 3 identify appropriate classification categories and use them to itemize the characteristics of a protagonist in a story or play; use a cause-and-effect chart to organize an argument for an essay;4 develop an extended metaphor as a prompt for writing a poem; use a web diagram to show how quotations from a text support their argument in an opinion piece; classify images from song lyrics for a music review; use a timeline to trace the development of a tragic hero for an in-class essay)

determine whether the ideas and information gathered are relevant to the topic, accurate, and complete and appropriately meet the requirements of the writing task (e.g., verify information in another source; review supporting quotations to ensure that they accurately illustrate the intended point; use a checklist to ensure that all main points are adequately supported)

Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing (e.g., rewrite a story by a favourite author, adopting the point of view and voice of a character other than the original narrator, or of an entirely new character; use a formal, impersonal voice in an essay to communicate their intention to maintain objectivity; use imagery that reveals or reflects their mood or attitude in a lyrical free verse poem)

use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience (e.g., identify concrete, specific words they can use to depict objects and events vividly and with exactness; identify long-winded expressions they can replace with more concise language5 )

write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use a variety of sentence structures, including compoundcomplex sentences; use prepositional and participial phrases and adjectival and adverbial clauses to add details and/or qualifying information; insert rhetorical questions for emphasis in an argumentative essay; insert a sentence fragment to interrupt the flow in a paragraph for effect; 6 use subject-verb inversion to vary sentence rhythm)

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., compare their writing on a topic with a piece written from a different viewpoint and identify and explain the differences; write in-role to support an opinion with which they personally disagree and use feedback from a partner to assess whether they have represented the position fairly)

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., reinforce a mood or feeling by sharpening the focus of the imagery and other rhetorical devices in a poem or short story; identify and remove redundancies and clarify or expand supporting details; rearrange ideas to improve parallel structure in a comparison and contrast essay 7 )

produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others' spelling errors (e.g., spell correctly specific historical, academic, and literary terms used in course materials; relate spelling patterns to word origin and meaning by examining the linguistic roots of words;8 maintain a list of words with "trick"spellings; use print and electronic spelling resources and knowledge of some international spelling variations to check accuracy and select preferred "Canadian"spellings where appropriate;9 use understanding of sound-symbol relationships, word structures, word meanings, and generalizations about spelling to identify and correct misspellings10)

build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., find specialized or academic vocabulary in reference resource materials to replace vague or inaccurately used words;11 maintain a list of examples of technical terms and media phrases with their uses in various contexts; 12 maintain a list of homonyms, with their different meanings and uses in context; use a dictionary to find the etymology of unfamiliar words in a history or science article)

use punctuation correctly and appropriately to communicate their intended meaning (e.g., use the semicolon to separate independent clauses and items in a list that contain sublists separated by commas; use underlining or italics to indicate book titles; use quotation marks to indicate titles of shorter works)

use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently (e.g., construct a variety of phrases and clauses and arrange them appropriately to write complete and correct simple, compound, complex, and compound-complex sentences; select verb tenses appropriate to the particular context; make subjects and verbs agree; make pronouns agree with their antecedents)

proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., consult print and electronic resources to ensure that words with more than one connotation are used appropriately in the context; discuss with a partner how to correct identified problems 13)

use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience (e.g., format written work to meet the requirements of a particular publication; use an engaging design and layout for an anthology of their poetry; choose appropriate fonts and design an eye-catching layout for the front and back covers of a teen magazine)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify appropriate steps they can take to improve as writers (e.g., explain the benefits of sharing their brainstorming list with a partner; identify the graphic organizers they find most useful for organizing their writing ideas and the characteristics that make them useful; identify the proofreading technique or tip they found most helpful)

identify a variety of skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., explain how selecting graphics and designing a layout for a poster strengthened the visualizing skills they need to set the scene for a poem or story)

select a variety of examples of different types of writing that they think reflect significant advances in their growth and competence as writers and explain the reasons for their choice (e.g., identify work in which they deliberately tried to include strong verbs and concrete diction; explain how they used real-life examples to add depth to their essay about a societal issue)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences (e.g., magazines include content and advertisements to appeal to specific demographic groups; trailers or posters for actionadventure movies feature scenes and artefacts that appeal to a predominantly male audience1 )

interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey (e.g., the use of talking animals as characters in a TV program or on a website often signals an intention to appeal to children; in a fashion feature, models' facial expressions and body language, as well as the setting and lighting of the photographs, create a mood or attitude that is associated with the fashions themselves2 )

evaluate how effectively information, ideas, issues, and opinions, are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose (e.g., determine whether they get more information about a news story from a TV clip or a newspaper report; determine how accurately an animated children's film featuring animal "characters"depicts aspects of human societies)

explain why the same media text might prompt different responses from different audiences (e.g., explain why seniors and teens might respond differently to a political speech; suggest reasons why not all their peers like the same type of music3 )

identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., explain the perspectives evident in the covers of a selection of novels featured in the school's English program; comment on the point of view evident in a television news story, identifying other possible points of view; analyse the text and images in a major department store's website to identify groups and occupations that are represented and those that are nowhere evident)

explain how a variety of production, marketing, and distribution factors influence the media industry (e.g., suggest reasons why a film company is using the marketing strategies revealed on its website to market a specific new release; suggest reasons why particular products are advertised in a specific magazine)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning (e.g., identify the features offered in an online version of a newspaper that are not provided in the print version, and vice versa;4 suggest what type of content is appropriate for a podcast and explain why)

identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience (e.g., the use of visual irony in political cartoons;5 the use of symbols as well as words to convey health and safety warnings on a range of product packages)

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a web page presenting a personal anthology of poetry to their peers), and identify significant challenges they may face in achieving their purpose

select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., explain why a posting on a videosharing website would be the best way to promote a new song)

identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning (e.g., product packaging conventions/ techniques: illustrations and familiar or easy-tointerpret symbols and icons to assist in product identification)

produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a sports magazine cover for a teenage audience; posters promoting their independent reading selections for display in the school library; a commercial promoting the contributions of Aboriginal people6 )

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify appropriate steps they can take to improve as media interpreters and producers (e.g., explain how a checklist helped them focus their efforts during production of a media text; use a checklist to assess their strengths as media creators and to identify areas for improvement; identify alternative production strategies they might find useful in the future)

identify a variety of their skills in listening, speaking, reading, and writing and explain how the skills help them interpret and produce media texts (e.g., the ability to understand how rhyme and symbols enhance meaning in a poem can help them create a powerful song lyric)

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of several different listening tasks and set goals for specific tasks (e.g., listen to an oral presentation to determine the main ideas and relevant supporting details; understand others' points of view during a conversation;1 identify and understand two sides of a news story about an Aboriginal issue or event)

identify and use several different active listening strategies when participating in a variety of classroom interactions (e.g., ask clarifying questions during a guest speaker's presentation, when appropriate; acknowledge others' ideas using appropriate body language and facial expressions2 )

identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts (e.g., prepare a note-taking template before listening to a guest speaker; make notes to identify main ideas while listening; summarize an oral text for a partner after listening 3 )

identify the important information and ideas in both simple and complex oral texts in several different ways (e.g., tell the class about the main ideas in a partner's reflections after a Think/Pair/ Share;4 use a poster or map to represent the important ideas in an oral text; use a graphic organizer to summarize the contents of a podcast 5 )

develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., listen to songs from a movie soundtrack and explain their interpretations of a major theme in it to the class; listen to the dialogue in a radio commercial to identify the product, setting, and main idea)

extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., discuss their memories of a recent news item in a small group and then review the story online to check the accuracy of their memories; compare the ideas in an oral text to those found in a book, film, or song on the same topic;7 after listening to a movie review, discuss similarities or differences between the reviewer's opinion and their own opinions8 )

analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener's/viewer's response (e.g., compare the tone and the ideas emphasized in speeches by opposing candidates in student council elections and suggest how each approach would influence an audience; identify the techniques that are used in a general assembly to engage students, and explain which ones are most effective and why; compare the techniques used in various online audio clips to entertain the audience9 )

identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, identity, and power (e.g., listen for generalizations about groups of people in historic political speeches; do a mock interview with a character from a story to determine how his/her background has influenced his/her behaviour and attitudes;10 identify which words or phrases in a news broadcast signal generalizations or stereotypes about race, gender, culture, ability, or age)

explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain (e.g., assess how an actor changes his/her voice to convey different characters in a segment of a novel on audio tape; examine the use of sound effects in a one-act play to determine how they help the listener interpret the story)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for several different purposes, using language suitable for the intended audience (e.g., request funding for a field trip from the principal;11 make a commercial for the local radio station to promote a school function;12 recite an entertaining poem to the class; participate in a small-group discussion about a current issue13)

demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., use phrases such as “In my opinion…”,“I believe…”,“I think…”, to soften their opinion during small-group and class discussions;14 respond receptively to suggestions in a student-teacher conference)

communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience (e.g., determine the most effective means of organizing a presentation: chronological, least important to most important, comparative; prepare a presentation that outlines a procedure)

use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., describe special school programs to members of the community; roleplay advising a younger sibling on how to handle a problem with a friend; use literary terminology in a book club discussion15)

identify several different vocal strategies and use them selectively and with sensitivity to audience needs (e.g., use changes in voice to read different characters' lines in a scene from a multicultural play; adjust the pace of speaking for effect and to hold the audience's attention in a readers' theatre presentation;16 use variations in volume and tone to create mood while making a speech)

identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning (e.g., capture the essence of a story from a non-Western culture in tableaux; use facial expressions to capture the emotions of a rap poem or song during a class presentation; practise eye contact to reflect the difference between interaction with a friend and interaction with a stranger17)

use several different audio-visual aids to support and enhance oral presentations (e.g., use sound effects to enhance a presentation; use artefacts to illustrate ideas; use a story map when telling a story to a small group)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations

describe several different strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills (e.g., compare the effectiveness of several listening comprehension strategies they used; identify audience cues that prompt them to adapt their presentation strategies, such as pacing, tone, and volume, during the presentation)

identify several of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., explain how viewing various media texts helps them create culturally sensitive presentations; explain how writing an outline for an oral presentation makes the presentation more effective)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;

read several different short, contemporary, student- and teacher-selected texts from diverse cultures, identifying specific purposes for reading (e.g., identify information from a recycling brochure or from the website of an environmental organization to use in an assignment about protecting the environment; identify their most favourite and least favourite characters or scenes from a short story for a double-entry journal response; read the Official Driver's Handbook in preparation for the driver's licence test; summarize information from online sources about options for completing their community involvement hours; note the text forms and features used in various charts and tables1 )

use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts (e.g., skim and scan, noting bold or highlighted words to gain an overview of key topics or ideas; 2 make predictions about characters' actions before starting a new chapter; reread words and sentences to check the accuracy of their reading; use a graphic organizer to summarize a short story 3 )

identify the important ideas and supporting details in both simple and complex texts (e.g., imagine and describe a photograph that captures the main idea in a newspaper article; use a web organizer to record details about a character; describe a favourite team's success during the past season to a peer after tracking the team's performance using sports statistics; explain the key ideas in a graphic text to a partner)

make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts (e.g., use evidence from the front cover or advertisements of two magazines to identify the magazines’ target audience; infer the values of a character based on words and actions; make inferences about the nature of a job and/or the type of employee preferred from information in a “help wanted”advertisement 4 )

extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., relate the information in a brochure about nutrition to their own food choices; identify information about a topic in a class text that is not provided in a media text on the same topic, or vice versa; create a concrete poem or a found poem about a theme treated by a favourite author)

analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how the visuals in a magazine article draw attention to the main ideas in the article; compare elements that are used to help convey key ideas in a history textbook and those used in a science textbook, and suggest reasons for the differences)

evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions (e.g., determine which source gives a more reliable depiction of a movie they have seen – a movie review or the lead actor’s description in an interview – and explain why; compare the owner’s manuals for two similar software packages and explain why they prefer one manual over the other)

identify perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, identity, and power (e.g., describe how the portrayal of a group by a non–group member differs from a portrayal by a member of the group; compare articles from a mainstream newspaper and an Aboriginal newspaper on a particular Aboriginal issue or event)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify several different characteristics of informational, literary, and graphic text forms and explain how they help communicate meaning (e.g., a “Frequently Asked Questions” [FAQ] section in an information pamphlet helps highlight the information that is of greatest interest to readers; captions and speech bubbles in a graphic novel or comic book help explain the pictures; dialogue in a novel gives concrete expression to character traits and conflicts; a refrain in a poem focuses the reader’s attention on a key idea)

identify several different text features and explain how they help communicate meaning (e.g., font changes are used to indicate emphasis; maps are used to clarify news reports about events in other parts of the world)

identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., rhymes in a song or poem can add interest and an element of surprise; repetition can be used to highlight the theme, and rhyme and repetition together can help make lyrics “catchy”and memorable; very short sentences can add drama and/or emphasis to a text; an extended metaphor in a poem provides the reader with a familiar concrete image that helps clarify an abstract idea or a complex emotion)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in several different reading contexts (e.g., words from grade-level texts; words used in personal and peer compositions; terminology in workplace documents and driver's manuals)

use appropriate decoding strategies to read and understand unfamiliar words (e.g., use print and electronic dictionaries; note similarities of spelling between unfamiliar words and known words; infer a word meaning from the overall sense of a sentence)

identify and use several different strategies to expand vocabulary (e.g., keep vocabulary lists that distinguish between formal and informal or slang words, idioms, euphemisms, acronyms, academic language, and technical terminology; use a dictionary to review the etymology of an unfamiliar word)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

describe several different strategies they used before, during, and after reading; explain which ones they found most helpful; and identify specific steps they can take to improve as readers (e.g., identify strategies they use regularly and automatically and strategies they seldom use; identify a reading situation in which a seldomused strategy might be helpful)

identify several of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., describe in a journal entry or to a peer how they used writing or representing skills to enhance their understanding of a text)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for several different types of writing tasks (e.g., a dialogue demonstrating the conflict between two characters to be acted out in class; a series of instructions for making or doing something for fellow students; a letter about a topic of local interest/concern for a community newspaper; an article for the school newspaper on a cultural event such as National Aboriginal Solidarity Day)

generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate (e.g., identify key words and electronic search terms to narrow a search about a topic; brainstorm to connect possible topics to likely sources of information; 1 create and rank focusing questions for a topic, individually and in small groups; use a K-W-L chart to identify subtopics for further exploration; search an electronic library catalogue for information and ideas; discuss or debate ideas with a partner to identify possible new angles on a topic)

locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a print template; identify several types of sources – such as newspaper articles, multimedia resources, and diverse community resources – that are most likely to provide relevant information for the assignment; use key word searches and other browsing strategies to locate a variety of relevant information from periodicals and e-books in online databases; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources, in recognition of the need to credit original authors and promote academic honesty; use a template to evaluate sources and information for reliability, currency, and relevance to the topic; use criteria developed in small groups to select appropriate information; use index cards to record sources of information, and graphic organizers to summarize information)

identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and the purpose for writing (e.g., in small groups, use a storyboard to sequence information for a collaborative narrative; use a web or flowchart to organize information for a report on a famous disaster; 2 create a pie chart or bar graph to represent information from a survey in preparation for writing a report

determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task (e.g., share their research with a partner to identify omissions or unnecessary information; compare their list of sources with a teacher's guideline to check for adequate breadth and depth of coverage of the topic)

Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences using several different informational, literary, and graphic forms (e.g., a journal entry to explore a personal opinion about an issue; a letter to the editor expressing a personal opinion about an event; a children’s story for a primary class)

establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing (e.g., use a humorous tone to describe an embarrassing moment; use a formal tone to write a letter requesting information about something from an organization or a company; use an intimate, thoughtful tone in a journal entry about a personal choice)

3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience (e.g., visualize the setting for a story they plan to write and develop a list of words and phrases they can use to help the reader “see”it clearly; brainstorm a list of synonyms for key words that describe the mood they want to convey in a poem)

write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making logical transitions between ideas (e.g., use some linking words and phrases and different types of clauses to combine sentences and ideas )

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., identify words and phrases in their writing that signal their own positive or negative attitude towards an idea, event, or issue; explain who or what influenced their thinking in an opinion piece)

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., change the order of sentences for a more logical development of the argument; use a checklist to ensure that all the important information is included in a poster advertising an event; identify a weak or inappropriate image in their poem and substitute a stronger or more appropriate image; identify and replace overused words and trite expressions3 )

produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly (e.g., use word walls and reference lists to check spelling; 4 use knowledge of root words, prefixes, and suffixes to spell longer words; 5 use understanding of sound-symbol relationships, word structures, word meanings, and generalizations about spelling to identify and correct misspellings 6 )

build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose (e.g., refer to classroom word walls; 7 confirm or adjust meaning by relating words to their context; check word choice by locating entry words, pronunciation keys, prefixes, and information about word origins in online and print dictionaries, including thematic dictionaries such as a science dictionary or a dictionary of synonyms, antonyms, and homonyms;8 use bilingual or first-language dictionaries to find new words to express an idea9 )

use punctuation correctly to communicate their intended meaning (e.g., use commas to separate introductory phrases from the main part of a sentence and to separate words, phrases, and clauses in a series; use appropriate punctuation to indicate abbreviations and acronyms)

use grammar conventions correctly to communicate their intended meaning clearly (e.g., write complete and correct simple, compound, complex, and compound-complex sentences; 10 consistently make verbs agree with subjects, and pronouns agree with antecedents )

proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., use a highlighter to identify questionable words or phrases that need to be checked for correct usage; 11 review drafts using an editing checklist specific to the writing task)

use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience (e.g., select appropriate visuals, graphics, and typefaces for an advertisement; format a letter to the editor of a newspaper; create a new book cover for a text)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers (e.g., compare the process used in different types of writing and discuss which they found easier and why; share what they have learned about one form of writing that they could transfer to another form)

identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., explain how talking through their thinking on a topic with a partner or in a small group has helped them organize their ideas for writing)

select several examples of different types of writing that they think most clearly reflect their growth and competence as writers and explain the reasons for their choice (e.g., identify work that tested their writing skills in new ways and explain how they successfully met the challenge)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how both simple and complex media texts are created to suit particular purposes and audiences (e.g., a public service announcement on television may combine informational text, a voice-over narrative, and serious background music to convey a message of social concern; country-and-western music videos use outdoor settings and characters dressed in western gear to reinforce their themes; martial arts films use quick cuts and special effects to emphasize the speed and athleticism of the action and to satisfy their target audience's expectations1 )

interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey (e.g., a cell phone commercial implies a connection between owning the phone and social success; an actionadventure film implies a connection between athleticism/physical stamina and heroism)

evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose (e.g., determine which of two competing firms' advertisements for a similar product is more persuasive, and explain why;2 assess the importance of a catchy jingle or a memorable mascot to the success of a television commercial)

identify and explain different audience responses to selected media texts (e.g., parents’ versus teens’ reactions to a running-shoe ad featuring a sports star; 3 male versus female responses to a historical “costume drama”movie)

identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify beliefs or values revealed in examples of graffiti; explain how the cover of a magazine might be changed to attract a wider audience of readers;4 identify examples in media texts of Aboriginal images that have become stereotyped)

explain how several different production, marketing, and distribution factors influence the media industry (e.g., explain why books are reissued to tie in with film releases; explain why some artists allow their music to be downloaded from the Internet for free)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify some general characteristics of several different media forms and explain how they shape content and create meaning (e.g., tabloids use negative images of celebrities to sell copies, whereas advertisements use positive images of celebrities to sell a product;5 "talk radio" programs rely on phone-in questions to generate content, whereas on morning news radio programs the newscaster reads a prepared script conveying information)

identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience (e.g., feature articles in a community newspaper reinforce readers' awareness of the local businesses represented in the ads; the order of stories in a news broadcast indicates the relative importance of each story; emoticons in text messaging convey the type of information communicated by body language, facial expression, and tone of voice in live conversation6 )

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create, and identify specific challenges they may face in achieving their purpose (e.g., a collage or a cartoon strip to communicate a health message to teens; two book covers for the same novel, one for the teen market and one for the adult market, with the rationale for each design)

select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., explain why a computer presentation with a musical soundtrack would be the best way to present their interpretation of a poem to the class; explain why a series of stamps would be an appropriate way to celebrate people who have made significant contributions to Canada7 )

identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate meaning (e.g., brochure conventions/techniques: a list of frequently asked questions [FAQs]; contact details for related resource persons and organizations)

produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a brochure for students outlining how to be successful on the Ontario Secondary School Literacy Test [OSSLT])

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

describe several different strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify several specific steps they can take to improve as media interpreters and producers (e.g., explain how the ability to identify various kinds of stereotypes in ads � of families, teenagers, Aboriginal people, religious groups - helped them to create their own ads without stereotypes)

explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., the ability to write up a procedure can help them organize and present information clearly in a public service announcement)

English

Reading Skills

Reading for Meaning: read and demonstrate an understanding of a variety of contemporary literary, informational, and graphic texts, using a range of strategies to construct meaning;

read a variety of self-selected and teacherassigned literary, graphic, and informational texts representing a variety of cultures and perspectives (e.g., literary: short stories, multicultural poetry, song lyrics, narratives, Aboriginal stories; graphic: graphic novels, comic books, student agendas, cellphone bills; informational: newspaper and magazine articles, pamphlets, brochures, flyers, owner's manuals)

identify a variety of purposes for reading texts commonly used in everyday life (e.g., a magazine article, to gather information on a topic; the telephone book, to locate a local business; a map, to locate different local attractions; a cover letter, to use as a model for writing a similar type of letter)

identify and use appropriate reading comprehension strategies before, during, and after reading to understand teacher-assigned and self-selected texts (e.g., preview text to make predictions about the content; skim for main ideas and scan for specific words; highlight or make margin notes to interact with the text; reread sections to clarify meaning and check understanding)

identify and record important ideas and supporting details in literary, graphic, and informational texts (e.g., use highlighting or sticky notes to identify the main ideas in a magazine article; create bookmarks to track character development in a novel; use a chart to track the nutritional information on food labels)

interpret texts, identifying and explaining the overt and implied ideas and information they convey (e.g., chart explicit information about a character in a short story; differentiate between fact and opinion in a magazine article or report; explain what details in the biography of a celebrity led them to like or admire the person)

extend understanding of texts by connecting and comparing the ideas in them to their own knowledge, experience, and insights; to other texts; and to the world around them (e.g., compare their own preferences for particular authors, genres, and topics with those of peers and suggest some reasons for the similarities and differences; in a small group, explain how their personal values and perspectives influence their responses to and interpretations of texts; compare various print and online resources to determine how different authors treat the same topic)

analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how the conflict encountered by the main character in a short play contributes to the theme of the play; explain the use of buzz words, slogans, and incomplete comparisons in various print and online advertisements; identify descriptive words, actions, and dialogue that helped them get a clear picture of the characters in a short story and explain why; identify the elements that helped them understand an explanation in a science, geography, or business text)

evaluate the effectiveness of texts using evidence taken from the text to support the evaluation (e.g., explain why a newspaper report does or does not help them understand a local community issue)

identify the perspectives and/or biases evident in texts and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify the narrator's attitude towards his or her topic or characters and the language that conveys that attitude; identify perspectives that are missing from a story and suggest reasons for the omission)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate an understanding of how they help communicate meaning;

identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning (e.g., the arrangement of elements on the front page of a newspaper; the positioning of ads in relation to the articles in a magazine; the use of setting and dialogue in a short story or novel; the use of stanza breaks and rhyme in a song or poem; the use of the 5 W’s plus “How” in a news article; the use of chronological order in a biography or autobiography; the use of ascending or descending order of importance in a persuasive argument; the use of tables to convey information in a textbook)

identify a variety of text features and explain how they help communicate meaning (e.g., diagrams, charts, maps, and illustrations help to clarify ideas in informational texts; text boxes, bullets, and sidebars highlight or extend ideas in magazine articles and textbooks; changes in font size and weight help the reader locate information when skimming or scanning the text; italics are used to indicate titles of books and works of art; titles, subtitles, and graphics identify topics and clarify information in manuals)

identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., identify descriptive language in an editorial and explain how it helps create a mood; identify connecting words and explain how they clarify the sequence in a set of instructions; explain how precise technical words strengthen the message in an article about health or safety; identify the explicit comparison being made in a simile and explain how it adds to meaning)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

read and automatically understand most words in a variety of reading contexts (e.g., words from grade-level texts; words used in personal and peer writing; words used regularly in discussion and posted on word walls; words in shared, guided, and independent-reading texts; terminology and phrases used in school-related documents)

predict and/or determine the meaning of unfamiliar words using different types of decoding strategies, including context cues, visual aids, and reference materials (e.g., read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook; use print and electronic dictionaries, thesauri, and reference texts to clarify the meaning and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words)

read aloud, with expression and confidence, a variety of teacher-assigned and self-selected texts, adjusting reading strategies and reading rate to match the form and purpose for reading (e.g., use changes in intonation, dramatic pauses, and variations in pace to heighten suspense when reading a horror story; rehearse and read,“in role”, a fictional character’s monologue or a famous person’s memorable speech; participate in choral reading with appropriate emphasis and reading rate)

Reflecting on Reading Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

identify a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify steps they can take to improve as readers (e.g., identify familiar and new strategies to revisit or explore in the future)

explain how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read (e.g., explain how seeing a video or TV demonstration of a procedure can help them follow instructions in a manual)

Writing skills

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, audience, and appropriate writing form for specific writing tasks (e.g., a poster to promote a favourite musical artist to the class; a letter to the editor expressing a point of view about a current issue in the community; a study sheet summarizing the information on traffic signs in a driver's manual)

generate and focus ideas for potential writing tasks, using a variety of strategies and resources (e.g., watch a short video clip related to a topic before reading a news article about the topic; in a small group, brainstorm and discuss possible approaches to a topic; identify key words to narrow a topic for an Internet search; use graphic organizers such as a fishbone diagram or T-chart to explore and connect ideas)

locate and select information to support ideas for writing, using a variety of strategies and print and electronic sources (e.g., use an electronic catalogue in the library or an Internet search engine to locate information from textbooks, encyclopaedias, magazines, CD-ROMs, and websites; use highlighting, note making, paraphrasing, and summarizing to gather and record relevant information; record sources used and information gathered in a form that makes it easy to understand and retrieve)

sort and classify ideas and information for their writing in a variety of ways that allow them to manipulate information and view their data from different perspectives (e.g., use cue cards for each of the 5W’s to classify information for a biography; use a graphic organizer to show relationships between and among different types of information on a topic; in a small group, use headings to group data collected from an online source)

identify and order main ideas and supporting details and group them into units that could be used to develop a multi-paragraph piece of writing, using a variety of strategies and organizational patterns (e.g., organize information by topic and subtopic using teacher-and-studentgenerated headings; use index cards to organize information from a documentary in chronological order; complete a Venn diagram to show similarities and differences between two cultural perspectives on a topic)

determine whether the ideas and information gathered are relevant to the topic and sufficient for the purpose, and do more planning and research if necessary (e.g., assess the accuracy of information by comparing it with information from another source; use a graphic organizer to explain their material in a teacher conference, and ask for feedback to identify gaps; use a set of teacher-and-student-generated guiding questions to assess the breadth and depth of the information gathered)

Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

write texts of different lengths and for different purposes and audiences using a variety of forms (e.g., a summary of a magazine article for a class report; a short narrative about a celebrity or superhero for the school magazine; a supported opinion piece presenting their point of view on a community or global issue for a class assignment)

establish an identifiable voice in their writing, adapting language and tone to suit the form, audience, and purpose for writing (e.g., use formal language in a short essay describing the theme of a graphic novel; use informal language and the first person in a letter to a friend; use colloquial language in an e-mail to a friend describing an incident at work)

use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and engaging for the reader (e.g., use a variety of adjectives and adverbs to create a detailed, specific impression; use concrete images to create a vivid picture of a setting; use inclusive, bias-free language to show respect for readers)

write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making logical transitions between ideas (e.g., vary the word order in sentences for emphasis and interest; use transition words to link paragraphs in a letter; combine sentences to eliminate wordiness and sharpen the focus)

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., identify words and phrases in their writing that reveal their own mood or attitude; explain why they have included or omitted references to a particular point of view in their writing)

identify the strengths of their writing and elements that need improvement, selectively using feedback from the teacher and peers, with a focus on teacher-specified criteria (e.g., use feedback from a partner to identify missing ideas or details and unnecessary information; respond to teacher questioning to identify ideas that do not follow logically or that are awkwardly sequenced)

make revisions to improve the content, clarity, and interest of their written work, using a variety of teacher-modelled strategies (e.g., insert additional information and/or remove unnecessary words or phrases to clearly link ideas in a supported opinion piece or report; insert appropriate transition words to signal time changes in a report on a contemporary issue; add descriptive language to help the audience visualize a scene; complete a student-and-teacher-generated checklist to ensure that all assigned criteria have been met)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling patterns and rules, a variety of resources, and appropriate strategies to spell familiar words correctly (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors; use spelling and abbreviation forms appropriate to different media and audiences, such as texting language)

use available print and electronic resources and a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling to spell unfamiliar words correctly (e.g., recognize and look up specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns; check an electronic dictionary and other online resources for the correct spelling of abbreviations and technical terms; highlight keywords to be checked to improve spelling accuracy)

build vocabulary for writing by confirming word meanings and reviewing word choice using a variety of resources and strategies, as appropriate for the purpose (e.g., use peer- and self-assessment to confirm whether or not words look and sound right in the context; use bilingual or first-language dictionaries to confirm the meaning and correct usage of new vocabulary; use various print and online resources such as word walls, glossaries, technical dictionaries, and thesauri to check and refine word choices)

use punctuation correctly and appropriately to communicate their intended meaning (e.g., use commas to separate items in a list; insert quotation marks to indicate dialogue or use of sourced materials; use semi-colons to separate two or more principal clauses in a sentence; use apostrophes to show possession or contraction; use colons to introduce a list; use appropriate end punctuation to express moods such as inquiry, surprise, hesitation)

observe accepted grammar conventions, using parts of speech and word order correctly to communicate their meaning clearly (e.g., make subjects agree with verbs, and pronouns agree with antecedents; use pronouns in the objective case after prepositions: “John gave it to him and me”; “To whom it may concern”)

proofread and correct their writing using guidelines developed with peers and the teacher (e.g., use student-and-teacher-generated questions to self-edit throughout the writing process; during a student-teacher conference, show evidence of multiple and continuous revision)

use a wide range of appropriate presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience (e.g., ensure that written information is legible and reasonably neat; word-process the final copy of a short narrative; add appropriate graphics such as charts, pie graphs, or tables to a report to expand on key ideas in the text; use appropriate fonts to indicate titles, headings, and subheadings)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriateness of form and style, appropriate use of conventions)

Reflecting on Writing Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify specific steps they can take to improve as writers (e.g., identify strategies that helped them improve their writing; identify skills that were particularly important for completing a specific writing project)

identify skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., explain how brainstorming and conferencing help them develop and structure their writing; explain how reading has familiarized them with a range of models to use in writing

select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice (e.g., writing that meets teacher-identified criteria as well as personal criteria)

English

Canadian Literature

Understanding Texts: read and demonstrate an understanding of a variety of Canadian literary texts from different cultures, regions, and historical periods;

read a variety of types of Canadian literary texts by authors from different backgrounds, regions, and time periods (e.g., create a regional bibliography of Canadian texts to show a timeline of major works of the twentieth and twenty-first centuries; compare how several authors treat the immigrant experience; keep a list of unfamiliar and/or distinctive Canadian words and expressions while reading a play; generate a list of awardwinning Canadian stage, film, and television dramas, and identify elements those works have in common)

identify the purpose (or purposes) for reading particular Canadian literary texts (e.g., an essay by a Canadian author, to identify the author’s perspective or bias; a literary reference text, for information about Canadian motifs, archetypes, and themes; a website, for information about contemporary Canadian authors)

identify a variety of reading comprehension strategies and use them before, during, and after reading to enhance their understanding of Canadian literary texts (e.g., develop a series of questions while reading a text; use margin notes to show the structural relationship between the beginning, middle, and end of a poem; use graphic organizers to show the plot structure of a novel and to track the relationships between characters)

Analysing Texts: respond to and analyse Canadian literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness;

respond to Canadian literary texts in a variety of ways, before, during, and after reading, to extend their understanding of the ideas, themes, and issues explored in the texts (e.g., write an additional scene for a Canadian play to provide new insight into its theme; write a poem reflecting the view about a regional or cultural identity expressed in a Canadian text; use visual means, such as a scrapbook, to represent personal connections they have made to Canadian texts; write a letter to a Canadian author expressing respect and admiration for the author’s work or asking questions about it; create a CD cover and a playlist of songs by Canadian artists that reflect the ideas, themes, or issues explored in a Canadian text; use readers’ theatre to dramatize a text passage that highlights some aspect of Canadian identity; debate opposing views about the societal impact of the First World War presented in texts by two Canadian authors; create a concept map to trace the evolving use and significance of a motif in a Canadian text)

use information from secondary sources to understand how historical, political, regional, and cultural contexts influence the presentation of ideas, issues, and themes in Canadian literary texts (e.g., research the social and economic context of works that depict the Aboriginal or immigrant experience; create a web page linking excerpts from a text to historical photographs; research cultural beliefs, such as ideas about gender roles or religion, that significantly influence the actions of characters in a novel)

analyse Canadian literary texts in terms of the information, ideas, issues, and themes they explore, providing evidence from the texts to support their analysis (e.g., in a graphic organizer, record inferences made about a character based on the speech and actions of the character; outline the principal conflicts in a text and explain the themes that emerge as those conflicts are resolved; identify an object, phrase, or action associated with a character, incident, or theme in a text and explain the connection)

explain how the characteristics of different literary text forms help communicate meaning in a variety of Canadian literary texts (e.g., use a multimedia presentation to illustrate how changes in narrative point of view create multiple layers of meaning in a novel by one of Canada’s Aboriginal writers; adapt a scene from one form of text – such as a short story – to suit a different form – such as a film script; compare the treatment of the same theme or issue in a play and a poem to explore how form affects meaning)

identify various elements of style used in Canadian literary texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., identify figurative devices used in a poem and explain how they express or clarify the theme; explain how the use of regional or cultural dialects in a text contributes to the depiction of character and amplifies the theme; explain the effect of the use of multiple narrators in a novel; identify and demonstrate an understanding of the role of rhetorical devices used in a Canadian text by incorporating them into a written appreciation of the text)

Critical Literacy: demonstrate an understanding that Canadian authors, readers, and texts have particular perspectives that influence the reading experience;

demonstrate an understanding of how a Canadian author’s writing has been influenced by factors such as gender, time period, cultural background, and social and political conditions and events (e.g., relate themes and events in a text to biographical information about the author; use materials from a variety of online and print sources to create a collage illustrating relevant aspects of the period when a novel was written; relate the work of selected Canadian women writers to movements for social change in Canada; relate the work of selected Aboriginal authors to historical, political, or social developments that affected the lives of Aboriginal peoples in Canada)

analyse Canadian literary texts in terms of how social, cultural, and regional contexts and different readers’ perspectives may influence readers’ interpretations of the texts (e.g., predict responses in different regions of Canada to texts that focus on the theme of “two solitudes”; predict the responses of people from different social, cultural, and political backgrounds to texts that focus on the immigrant experience; compare the treatment of a theme in a Canadian text to the treatment of the same theme in texts from other countries and suggest reasons for the similarities and differences; explain why they think a particular text does or does not have the ability to “resonate with”a broad spectrum of diverse groups in Canada)

analyse Canadian literary texts to identify particular perspectives presented in them and the stylistic and/or structural means used to communicate those perspectives (e.g., identify whose perspective(s) or psychology is/are foregrounded in a text – those of characters from “mainstream”society or those of characters in a “marginal”position in society; identify the regional or cultural positions, voices, and interests represented in a text and explain how language, imagery, and structure are used to communicate information about them)

Literary Criticism: use literary criticism to enhance their understanding of Canadian literature;

demonstrate an understanding of key concepts and specialized terms that are used in literary criticism focusing on Canadian literary texts (e.g., consult a dictionary or glossary of literary terms, or specialized reference sources, to determine the meaning of unfamiliar terminology and allusions, and keep a record of their findings; explain concepts and specialized language used in critical interpretations of drama, fiction, or poetry; use relevant literary concepts and terms to identify and describe the conventions employed in texts in various genres, consulting appropriate references and works of criticism for clarification when necessary)

use key concepts or approaches of literary criticism to help them analyse and interpret Canadian literary texts (e.g., in a classroom discussion, explain how the theory of archetypes helps in the interpretation of a short story; in a seminar presentation, interpret a text in the light of a particular critical approach or literary theory; use a Marxist or feminist critical perspective to determine which characters in a novel hold power)

assess critical interpretations found in print and electronic sources to extend their understanding of specific works of Canadian literature (e.g., write a brief synopsis of a critical articleand assess the degree to which it increases their understanding of a Canadian play; use a graphic organizer to summarize the key points in two book reviews; using an appropriate example as a model, write a critical review of a Canadian text; write a short report identifying the strengths and weaknesses of several different critiques of a familiar Canadian text; critique a postmodern analysis of a contemporary Canadian text; write an evaluation of a critical work that analyses a dominant theme in Canadian literature)

analyse peers’ critical responses to Canadian literary texts to clarify and extend their own understanding of those texts (e.g., record, reflect on, and respond to group members’ interpretations of a section of a Canadian novel; write a commentary on a peer’s analysis of a text, noting the most useful insights and challenging possible misinterpretations)

The Role of Literature in Society: assess the importance of Canadian literature as a social and cultural force.

explain how Canadian literary texts raise awareness about a variety of regional issues, ideas, cultures, events, and people (e.g., identify overt or implied positions on issues taken in texts; explain how the work of a favourite Canadian author has influenced their thinking about a social issue; identify works that have fuelled debate on a national level about a social, cultural, or political issue; explain the role of Canadian literary works in building understanding of the diversity of the population, and identify specific works that have contributed to such understanding

identify ways in which Canadian literary texts can promote readers’ intellectual and imaginative growth (e.g., reflect in a journal about how the futuristic vision presented in a text might influence a reader’s thinking and behaviour; explain, orally or in writing, why they want to follow a particular character’s journey beyond the last page of the text; write a personal essay exploring how depictions of characters in a community in a text have expanded their mental horizons; write a letter to a friend sharing how reading a particular text has helped them cope with a difficult situation)

identify ways in which Canadian literary texts might promote social and personal change (e.g., use a graphic organizer to relate a conflict depicted in a text to the changing social or cultural values of its time; write and deliver a speech that a character from a contemporary text might make to spur an audience to social action; write an editorial recommending corrective action to remedy an abuse depicted in a text; use a graphic organizer to compare opposing depictions of a cultural group in texts from two different historical periods and suggest reasons for the differences; identify a text that depicts social or economic inequity and do research to determine whether the situation it describes has improved, and if so, in what way)

explain how Canadian literary texts have contributed to their understanding of a Canadian identity (e.g., predict how the lives of the characters in a story might change if the story were set in a different part of the country, or a country other than Canada; compare book reviews of a novel by Canadian and international reviewers and suggest reasons for the differences; prepare an oral presentation about “survival”as a dominant theme in Canadian literature; write an essay discussing how particular texts reveal diverse facets of the Canadian “character”or identity)

explain how their study of Canadian literature has enhanced their understanding of themselves as readers and as individuals (e.g., explain in a journal entry how their ideas about an issue or theme have been influenced by their reading in the course; in a small group seminar, model a reading strategy that helped them understand and interpret a passage in a course text)

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of a variety of listening tasks and set goals for specific tasks (e.g., understand course selection procedures after listening to a guidance presentation; gather information on a topic of personal interest by conducting an interview; understand a presentation that includes business or technical language; listen to a writing partner’s read-aloud of an essay in order to express an opinion or offer constructive advice)

select and use appropriate active listening strategies when participating in a variety of classroom interactions (e.g., stay on topic during a class discussion;1 respond to a guest speaker with appropriate empathy and interest; ask questions during a student-teacher conference to clarify the teacher’s suggestions for essay revisions)

select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex texts (e.g., underline unfamiliar words in a text during a shared reading; read the lyrics of a song before listening to it; make jot notes while listening to an oral presentation; complete a “What I Heard/What I Think” T-chart after listening to a speaker

identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways (e.g., write a summary of the main ideas in an oral text;2 cite examples from an oral text to support personal opinions in a small-group discussion; create a poster about workplace safety after listening to a presentation on the topic)

develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., describe and explain the comic techniques used by a favourite stand-up comedian; view two news broadcasts from different networks and compare the effectiveness of each speaker’s use of visual cues 3 )

extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., assess other speakers’ ideas in relation to their own and consider modifying their own ideas in response;4 share observations on thematic connections between oral texts during a small-group “Place Mat”activity5 )

analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response (e.g., explain the techniques a radio commercial uses to spark the listener’s interest in the product; explain the techniques that the host of an open-line call-in radio show uses to inform and entertain his audience)

identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., listen for bias in radio broadcasts or in television comedy shows; explain how an oral presentation on a controversial topic helped change their perspective on the topic; identify points that are relevant to a speaker’s argument but have not been included)

evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex texts, and suggest other strategies that could be used effectively (e.g., listen to an actor’s reading of a novel on audiotape to examine how she uses tone to reveal character; compare an audiotape or CD and a videotape of a comic monologue and explain how the performer adjusts the material to suit the format)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for a variety of purposes, using language appropriate for the intended audience (e.g., role-play a job interview; present a monologue from the point of view of a character from a work of prose fiction; explain how an object from a career of their choice is used; interview a Grade 8 student for a research project on how their high school is perceived by the community)

demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., speak at appropriate cue points, such as pauses; stay polite in public or formal situations;6 ensure that each member of their group has an opportunity to speak during small-group discussions; recognize and adhere to time limits and other constraints7

communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience (e.g., use a formal structure that includes an opening statement, a point-by-point argument, and a summary/conclusion; restate the main facts from a graphic text in the correct sequence 8 )

use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., differentiate diction to explain the same job task to an employer and a new employee; 9 use stylistic devices, such as personal anecdotes, to engage the audience’s interest)

identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences (e.g., compare the effectiveness of the same oral text when it is read in a monotone versus when it is read in an animated voice;10 use appropriate vocal effects to record a commercial aimed at children)

identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., rehearse and use facial expressions to express different emotions during a presentation; role-play and demonstrate appropriate body language in informal situations, such as dating, having lunch with co-workers, making introductions)

use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience (e.g., use a collage to express a literary theme discussed in their presentation; use a series of images to demonstrate a particular movement used in a sport; create a slide show to accompany an oral report)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify appropriate steps they can take to improve their oral communication skills (e.g., describe the strategies they use to monitor their understanding of an oral text, and explain which ones they use the most and why; identify the body language they use to communicate interest while speaking and listening; identify a presentation strategy they can incorporate to improve their presentation skills)

identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., explain how a specific writing skill can be used to create an effective audio-visual presentation; explain how understanding their needs as a reader can help them improve their skills as a listener)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;

read a variety of short, contemporary studentand teacher-selected texts from diverse cultures, identifying specific purposes for reading (e.g., examine workout programs provided on a fitness website to develop a personal fitness plan; review sports and fashion magazines to prepare for a debate on gender stereotyping; note text forms and features in textbook excerpts;1 prepare a “timed retell”of a non-fiction text 2 )

select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts (e.g., preview vocabulary to become familiar with new words; use a graphic organizer to illustrate the organizational pattern of a text, such as problem/solution, comparison/ contrast, cause and effect, and order of importance;3 sketch while reading to help visualize the information described in the text)

identify the most important ideas and supporting details in texts, including increasingly complex texts (e.g., describe to a peer the main events in a novel; explain how a scatter graph in a math textbook illustrates the main idea in the accompanying text;4 compare two newspaper articles on the same current event, listing the main ideas in each and the details provided to support them)

make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., draw inferences about a magazine from its cover, or about a newspaper from its front page; make inferences based on the details in an editorial cartoon about the subject being satirized in the cartoon; explain what motivates a character in a short story, on the basis of his or her words and actions)

extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., relate Statistics Canada data on employment rates to what they know about unemployment in their own community; read other texts on a similar topic or theme to extend their understanding of a fact, idea, or issue treated in a literary work)

analyse texts in terms of the information, ideas, issues, and themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how the choice of narrator determines the perspective from which the events of the story are revealed; analyse how the main character’s decision at the story’s climax was influenced by preceding events; analyse how graphs are used to present information in an annual report)

evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions (e.g., compare two reviews of a CD and explain what makes one seem more or less reliable than the other; explain how a biography of a well-known figure has deepened their understanding of its subject)

identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify the viewpoint of an editorial cartoon and propose alternative viewpoints; examine several issues of an automotive, lifestyle, or travel magazine to identify social and ethnocultural groups that are under-represented; analyse the lyrics of a popular song for messages about power)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify a variety of characteristics of informational, literary, and graphic text forms and explain how they help communicate meaning (e.g., graphic novels and conventional novels both have the elements of plot, setting, and character development, but graphic novels use images and text in a series of frames to tell the story;5 images and text are combined to deliver information on a website; the “lead”, or introductory sentence, of a review signals whether the review is positive or negative; information can be organized in a question-andanswer, problem-solution, or cause-and-effect pattern in an article, brochure, or other informational text form)

identify a variety of text features and explain how they help communicate meaning (e.g., tables of contents and headings guide the reader through the content of a textbook; graphics support the ideas or information in a text; the layout of the front page of a newspaper draws the reader’s attention to main features)

identify a variety of elements of style in texts, including increasingly complex texts, and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., the choice of words in a letter to the editor can reveal the attitude of the author; the behaviour of a character in the early scenes of a drama can foreshadow the ending of the play; rhetorical questions can help to engage the reader’s interest when used to introduce the topic or thesis of a report or essay; similes and metaphors can add layers of meaning to descriptions of setting or of characters in a short story)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in a variety of reading contexts (e.g., words in grade-level texts and independent reading texts and resources; terms associated with cooperative education courses and placements; terms used in workplace literature and Revenue Canada forms)

use appropriate decoding strategies to read and understand unfamiliar words (e.g., use knowledge of word order and of the relationships between words to guess the meaning of a new word; look for familiar words within unfamiliar words; use knowledge of roots, prefixes, and suffixes to predict meaning)

identify and use a variety of strategies to expand vocabulary (e.g., use a thesaurus to find synonyms for new words encountered while reading, and record them in a reading log; use an etymological dictionary to identify the original and evolving meaning of words)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify appropriate steps they can take to improve as readers (e.g., create a mind map of strategies, using colours, symbols, or different fonts to illustrate the usefulness of the strategies and their mastery of them; select one strategy that they found helpful when reading challenging texts and describe how they used it)

identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., write a journal entry directed to the writer of a novel they have read, explaining how they put all of these skills to use to help them understand the work)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for a variety of writing tasks (e.g., a speech to a youth group in support of a charity; a single organized paragraph outlining a procedure to someone who is not familiar with it – for example, explaining to a new computer user how to create a backup file; an investigative report on a local issue for a community newspaper;1 a review of several websites that provide similar kinds of information of interest to teenagers; a small anthology of poems for a friend)

generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., consult print and online sources to find information for a short report about a subject of personal interest; develop and use a step-by-step plan to research different points of view about a current social issue; 2 in small groups, use a concept map to generate research questions for a report; interview a classmate with a different cultural background from their own for the context for a story or film script; use a personal journal to record their insights about a book in preparation for a book club discussion about it; use index cards to record their research notes and sources; search online databases to identify potential sources of information)

locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a research portfolio; identify a range of sources in school or public libraries and on the Internet, such as books, documentary programs, periodicals, newspapers, databases, and websites, that will provide the most appropriate information for their assignment; use key word searches and other browsing strategies when using search engines and Internet directories to locate information relevant to their topic; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a template to evaluate sources and information for reliability, objectivity, and comprehensiveness; before completing their research, conduct a conference with their teacher or the teacher-librarian to help them determine whether the sources they have consulted to date are adequate and the information they have gathered complete and representative of a range of views)

identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., organize ideas and information for a personal essay into an introduction, a body, and a conclusion; use a concept map to organize the ideas, information, images, and graphics to be used in creating an advertisement; use a Venn diagram to compare the organization of two poems in preparation for writing their own poem3 )

determine whether the ideas and information gathered are relevant to the topic, accurate, complete, and appropriately meet the requirements of the writing task (e.g., review the information gathered from all sources to determine whether any important information is missing)

Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences using a variety of informational, literary, and graphic forms (e.g., a magazine article on a topic of personal interest for a teenage audience; an information piece explaining a technical procedure for a technical magazine; a short essay proposing a solution to an environmental problem for publication in your school newspaper; an information booklet highlighting the contributions of Aboriginal people to Canadian society; a small anthology of poetry on a topic of interest to teenagers; a letter requesting information about a college program)

establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing (e.g., write a journal entry summarizing an incident at work and a memo informing their boss about the same incident; write a free-verse poem that conveys their response to a photograph, either from what they perceive to be the perspective of the subject of the photograph or from their own perspective as observers)

use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience (e.g., engage in a rapid writing exercise, and then choose from it the words that will be the most effective in their specific writing task; while reviewing their work, underline ineffective words and look for more precise or powerful synonyms for them; adjust their level of language for their specific audience)

write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., combine short sentences to add variety to a paragraph or to express the ideas in a more sophisticated way; use a variety of transitional words and phrases to connect sentences within paragraphs)

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and non-discriminatory; explain how their description of an object or a place in their narrative reveals their cultural values; ask themselves whether someone from a different background would be able to understand their attachment to an object or a place described in their narrative, and adjust their text to help others better understand4 )

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., delete irrelevant arguments to enhance the impact of a persuasive essay; add details to reveal more about the motivation of a character in a short narrative; reorganize information to heighten the impact of a news report 5 )

produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors (e.g., apply their knowledge of spelling rules and patterns correctly, such as when adding a suffix to words ending in y or a silent e and when considering whether to double the final consonant before a suffix; maintain a list showing the correct spelling of words they frequently misspell, and consult it when writing; use their knowledge of root words, prefixes, and suffixes to spell unfamiliar words correctly6 )

build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., consult a variety of appropriate print and electronic resources to confirm meanings of words; use a thesaurus to find a more precise word to suit the context; maintain their own lists of subjectspecific and technical language, and consult these lists to enhance their writing 7

use punctuation correctly and appropriately to communicate their intended meaning (e.g., use the semicolon in compound sentences before certain transitional words such as however; use the colon to introduce a list)

use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently (e.g., use a variety of sentence types correctly in their writing; 8 use prepositions and conjunctions appropriately)

proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., review drafts using an editing checklist based on the task rubric; read drafts aloud to listen for and correct errors)

use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal for their audience (e.g., select an appropriate title and appropriate fonts and graphics for the cover of a “book”they are publishing; use appropriate design features to enhance the text in a fact sheet about a social issue)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify appropriate steps they can take to improve as writers (e.g., describe how they used graphic organizers to order their ideas at the drafting stage; describe how informally conferring with the teacher or peers at various stages of the writing process allowed them to see and correct specific problems; describe two specific areas in which they think their writing skills are weak, and set specific, time-limited goals for improving them)

identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., describe specific ways in which listening to the work of peers has improved their own writing)

select a variety of types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select a finished piece of their writing for a class project on a specific topic, and explain why they think it is a good example of their work; explain why they feel more comfortable using certain text forms than others)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences (e.g., reality television shows use ordinary people from different walks of life to appeal to different demographic groups; an infomercial uses techniques associated with public service announcements to persuade people to buy a product “for their own good”

interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey (e.g., determine which book covers or movie posters are aimed at females and which at males; determine what model of happiness a popular teenage television show promotes1 )

evaluate how effectively information, ideas, issues, and opinions are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose (e.g., determine how well the name and logo of a sports team communicate messages about the team and promote loyalty among its fans; explain the purposes that text messaging serves effectively and those for which it is not a useful medium)

explain why the same media text might prompt different responses from different audiences (e.g., explain why a public service announcement about gambling addiction might prompt different reactions from consumers and people in the casino business; explain why some audiences might respond positively and others negatively to celebrity endorsements of social justice causes 2 )

identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., describe messages inherent in depictions of women on the covers of massmarket romance novels; explain what is implied by the presence or absence and/or the portrayal of particular professions or socio-economic and ethnocultural groups in a popular television show)

explain how a variety of production, marketing, and distribution factors influence the media industry (e.g., explain how “product placement”works and how it benefits both the product manufacturer and the media producer; suggest reasons why colleges supplement course information with promotional materials about the college “culture”and extra-curricular programs; suggest reasons why manufacturers wrap CDs and some books and magazines in plastic and how this packaging affects the consumer 3 )

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning (e.g., cartoons on television use animation and sound to convey detailed stories and characters, whereas cartoon strips or editorial cartoons in newspapers and magazines are restricted to brief messages conveyed using text and visual representations; dolls/action figures are more interactive than their animated cartoon versions)

identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience (e.g., TV sitcoms use the simulated audience response of a laugh-track to influence viewers to share the “audience’s”amusement)

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a television news story to raise community awareness about a local health or safety issue; a logo and/or slogan for a line of T-shirts to support and raise funds for a joint school-community project), and identify significant challenges they may face in achieving their purpose

select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., explain why a calendar highlighting recycling information and collection dates is an appropriate way to promote recycling in the community4 )

identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning (e.g., conventions/techniques for a storyboard for a video game commercial: descriptions of the camera angles, types of shots, music, and special effects to be used, and their purpose; conventions/techniques for a televised interview: positioning of the interviewer’s and subject’s chairs, flattering lighting, shots of the interviewer nodding or smiling in response to the subject’s comments 5 )

produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques (e.g., an infomercial about a line of fitness equipment, using the conventions of the genre and techniques of persuasion effective for an adult male audience; a video about effective and ineffective interview skills for students)

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify appropriate steps they can take to improve as media interpreters and producers (e.g., explain how the repeated viewing of a media text gave them a deeper understanding of its structure and meaning)

explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., researching and writing an outline of the advantages and drawbacks of a product can help them produce an effective infomercial for the product)

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

identify the purpose of several different listening tasks and set goals for specific tasks (e.g., listen to the ideas of others in order to clarify their own opinion;1 ask questions appropriately during discussions to acquire new knowledge; listen to a customer’s complaints in a role play in order to be able to respond appropriately; listen to a presentation about a co-op placement in order to understand what would be expected of them during the placement)

identify and use several different active listening strategies when participating in a variety of classroom interactions (e.g., respond to a speaker’s opinion while showing respect for diversity of ideas, language, and culture; 2 demonstrate understanding of when to speak, when to listen, and how much to say; use verbal or non-verbal responses to indicate interest or an opinion3 )

identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts (e.g., skim an article before a teacher read-aloud; make jot notes using a graphic organizer; 4 use a summary chart to record a discussion; 5 use teacher-and-student-generated headings to organize note-taking; use appropriate strategies when recording instructions or directions)

identify the important information and ideas in both simple and complex oral texts in several different ways (e.g., compile a list of strategies for success after listening to three motivational speakers; paraphrase a character’s speech from a dramatic presentation; summarize a speech after comparing their jot notes with those of a partner 6 )

develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., compare live recordings of songs with studio versions to determine the strengths and weaknesses of each format; select or create a visual to accompany a monologue)

extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., listen to a classmate’s presentation about a co-op placement and then share their own co-op experience; respond in role as a character from an oral text while being interviewed by another student; compare and contrast their own and their classmates’ reactions to a celebrity interview on a television talk show)

analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response (e.g., examine and compare the strategies that candidates running for school council use in their speeches to promote themselves; examine the techniques used in radio infomercials to entertain and inform7 )

identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, identity, and power (e.g., compare the use of stereotypes in two comedy routines; compare recordings of the same song by a male and a female artist)

explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain (e.g., listen to the opening music of several different news programs to identify and compare the ways in which they appeal to a specific audience; critique a mock job interview to identify effective and ineffective verbal and non-verbal language)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for several different purposes, using language appropriate for the intended audience (e.g., participate in a smallgroup discussion in order to reach a consensus;8 explain evacuation procedures to a new student; participate in a choral reading performed for another class; give specific and relevant examples from a recent field trip to inform fellow students who were absent; support and defend personal opinions in a class debate;9 present an oral report summarizing the main ideas from a jigsaw activity10)

demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., use direct, strong, yet polite language and tone when registering a complaint with customer service about a faulty product; 11 acknowledge others’ ideas before challenging their views; 12 avoid the use of personal, defamatory, and prejudicial comments; recognize and adhere to time limits and other constraints13)

communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience (e.g., present an argument that has a clearly stated purpose, point-by-point development, and relevant supporting details; plan and produce a radio broadcast; 14 rehearse appropriate responses to possible interview questions with a peer, and clarify responses after listening to the peer’s constructive criticism)

use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., use workplace terminology and specific details to report an accident to their manager in a role play; use appropriate language to tell a story about a personal experience on vacation15)

identify several different vocal strategies and use them selectively and with sensitivity to audience needs (e.g., adjust tone and volume when presenting the “for”and “against”positions on using animals in research; use changes of pitch and pace to differentiate between characters in a story16)

identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning (e.g., make eye contact with the audience during a questionand-answer session or while sharing information; 17 use role play to demonstrate appropriate body language for particular workplace situations, such as being interviewed for a job or dealing with an irate customer; use appropriate non-verbal cues to ask for assistance from the teacher)

use several different audio-visual aids to support and enhance oral presentations (e.g., use a video clip to support a discussion about images of gender; select three props or costume pieces to enhance a monologue; create an overhead to outline important ideas in an oral report; create a compilation of music to accompany a presentation)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations

describe several different strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify several specific steps they can take to improve their oral communication skills (e.g., explain how varying their speaking strategies in the future will improve their delivery; describe the preparation strategies they used before making an oral presentation and comment on the effectiveness of these strategies)

identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., explain how creating media texts helps them organize an oral presentation; explain how viewing a film on workplace safety helps them prepare for an oral report on the topic)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning;

read several different short, contemporary, student- and teacher-selected texts that come from diverse cultures and reflect a variety of perspectives on current issues, identifying specific purposes for reading (e.g., summarize the events in a narrative; research a product in a selection of fashion or automotive publications;1 identify significant events in the life of a person from a country that you would like to learn more about, based on an online biography; summarize a range of opinions on a contemporary issue after reading three short texts of different forms that present differing perspectives on the issue2 )

use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts (e.g., skim an article to identify key points; collaborate with classmates to predict the conclusion of a short story; visualize and sketch the characters in a novel, then use a mind map to represent and track their relationships; make connections between the text and their own experiences, using a Rapid Writing strategy3 )

identify the important ideas and supporting details in both simple and complex texts (e.g., summarize the key ideas from a newspaper article, using a “5 W’s and How”graphic organizer; summarize the events of the plot of a novel, using a fishbone organizer;4 compare opposing opinions in two letters to the editor, using a Venn diagram)

make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts (e.g., make a hypothesis about a company’s safety practices based on evidence in a workplace incident report; identify the target market for a product based on evidence in a print advertisement 5 )

extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare the experience of a teen in a story with their own experience; compare the values promoted in an advertisement with their own values; compare the ideas in other texts they have read on the same topic or theme)

analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how the theme of a short story becomes apparent as the plot of the story unfolds; explain how details, anecdotes, and examples are used to support the author’s thesis in an article; explain how the detailed sequencing of steps helps to clarify a procedure; explain how the repetition of a phrase in a song reinforces the message of the song)

evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions (e.g., sort and classify information from a report to determine whether the evidence effectively supports the conclusions; determine whether they find the argument in an opinion piece effective, based on the facts and ideas presented in the piece and the way in which they are presented)

identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity (e.g., describe the attitudes or values revealed in texts found on their favourite website; comment on the reliability of the narrator in a short story; review a workplace brochure, a promotional booklet from a local department store, or a mail-order catalogue for inclusivity)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify several different characteristics of informational, graphic, and literary text forms and explain how they help communicate meaning (e.g., a supported opinion contains an opening, stated opinions, transitional words or phrases, supporting details, and a conclusion; an explanation of procedure outlines the sequence of steps or events and describes the goal of the procedure and the materials and methods used; television listings and bus schedules are organized in ways that communicate information most efficiently for the purpose)

identify several different text features and explain how they help communicate meaning (e.g., explain the function of columns, sidebars, and diagrams in newspaper and magazine articles; explain how navigational aids, such as drop-down menus, links, and icons, help a reader to find information on a website; explain how visual elements, such as borders, shading, italics, bullets, and numbered lists, improve the readability of a report)

identify several different elements of style in both simple and complex texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., repetition may be used to create emphasis in a persuasive article; the choice of words can create a serious tone and a sense of urgency in a fire safety pamphlet; contrast and reversal may create tension or humour in a poem; colloquial language can convey important information about a character in a play, novel, or short story )

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in several different reading contexts (e.g., words from grade-level texts; words from texts chosen for shared, guided, and independent reading; terminology associated with contracts, reports, and workplace documents)

use appropriate decoding strategies to read and understand unfamiliar words (e.g., check the sidebars for clues to the meaning of the word; locate the word in the glossary; find previous uses of the word in the text and try to grasp its meaning from the context; create a career-specific vocabulary list)

identify and use several different strategies to expand vocabulary, with an emphasis on recognizing synonyms and antonyms, and homophones and homonyms (e.g., keep a personal list of new words and phrases encountered in texts; use a dictionary and/or thesaurus to find more appropriate words for a specific context; identify familiar prefixes, suffixes, and root words in unfamiliar technical terminology; think of words and phrases to describe a friend and then use a thesaurus to locate synonyms)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

describe several different strategies they used before, during, and after reading; explain which ones they found most helpful; and identify several specific steps they can take to improve as readers (e.g., use a Likert scale to rate their understanding and use of specific strategies;6 create a rough pie chart to show the relative frequency with which they use various strategies; describe the similarities and differences in the way they read an incident report and a short story)

identify several of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., write a journal entry explaining how viewing a film adapted from a novel affected their understanding of that novel)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for several different types of writing tasks (e.g., an opinion piece about an Aboriginal issue for a school or community newsletter; a brochure describing activities offered by their school for a student audience;1 a letter of application for a job in a local company; a narrative about a personal experience for a class publication)

generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate (e.g., ask themselves questions to identify their prior knowledge about the topic and the information they need; in small groups, use a graphic organizer to record and focus the ideas they generate for their topic; 2 conduct a class survey to gather opinions about a local issue they are considering as a topic, and record the opinions in a table or a chart for later review; search online library catalogues to identify potential sources of information; keep records of sources used and information gathered in a form that makes them easy to understand and retrieve, such as a T-chart)

locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a print template; identify several types of sources that are most likely to provide relevant information for their assignment, such as newspaper articles, multimedia resources, or interviews with community, neigbourhood, or family members; use key word searches and other browsing strategies when using search engines and Internet directories to locate specific information relevant to their topic; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a checklist to evaluate sources and information for reliability, objectivity, and comprehensiveness)

identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and the purpose for writing (e.g., in small groups, cluster key ideas to develop an agenda for a meeting of the yearbook committee; use a storyboard to order elements chronologically for a comic strip;3 use a form such as a T-chart to list and to compare and contrast the qualities of two products, in preparation for writing a report recommending one of the products over the other)

determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task (e.g., skim their notes to pinpoint the ideas and information most relevant to their topic, marking them with sticky notes, and then determine if any important information is missing)

Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences, using several different informational, graphic, and literary forms (e.g., a magazine article about a human interest story; a poem, based on the model of a poem studied in class; a supported opinion, in the form of a letter to the editor, about gender stereotyping in the media; an illustrated short story or poem for preschool children)

establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing (e.g., use the appropriate level of language, including slang or jargon, to create a rap; use vivid descriptive language to create a particular mood or tone in a poem; use a businesslike tone and an appropriate level of language in a memo to staff about emergency evacuation procedures in case of a fire)

use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience (e.g., describe a location in some detail; make a list of active verbs that could depict a character’s way of walking or talking, and choose the most evocative ones to use in a descriptive paragraph4 )

write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas (e.g., combine short sentences, where appropriate, to clarify meaning and improve flow; use transitional words to show the relationship between the ideas in two or more sentences5 )

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and non-discriminatory; 6 write a script in which two characters hold different positions on a current issue in the news; explain in a personal essay their response to cultural expectations they have encountered in their work experiences)

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., identify wording in their work that indicates a gender bias, and substitute gender-neutral language; identify sentences in a piece of writing that are out of place and reorganize to improve the flow of ideas; determine whether the repetition of a key word or phrase for emphasis would reinforce their argument and/or enhance the effectiveness of their text 7 )

produce revised draft pieces of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly (e.g., apply spelling patterns such as “i before e except after c”appropriately; maintain lists of words learned from shared, guided, and independent reading texts to help them spell words correctly; check their spellings in available print and electronic resources; apply their knowledge of root words, prefixes, and suffixes to spell technical words correctly8

build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose (e.g., refer to classroom word walls; 9 consult a variety of print and online resources that are appropriate to their purpose, including glossaries, word banks, and technical dictionaries, to confirm meanings of words; maintain lists of technical words encountered in trade or professional publications, and determine how these words are formed from root words, prefixes, and suffixes10

use punctuation correctly to communicate their intended meaning (e.g., use quotation marks to set off words and phrases taken from sources; use punctuation that is appropriate to their purpose and to the form of their writing, including forms such as letters, memos, and notes)

use grammar conventions correctly to communicate their meaning clearly (e.g., write complete and correct simple, compound, complex, and compound-complex sentences;11 consistently make verbs agree with subjects and pronouns agree with antecedents)

proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., review drafts using an editing checklist specific to the writing task; use a highlighter to identify questionable words or phrases that they need to check for correct usage12)

use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience (e.g., select the most appropriate fonts, graphics, and layout for a brochure, keeping their purpose and audience in mind; make the appropriate changes to adapt an electronic template for a facsimile to one for a memo)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers (e.g., describe how brainstorming in a small group helped them generate ideas for writing; describe specific ways in which reading a piece of writing aloud to a partner for feedback helped them to improve it)

identify several different skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., describe how listening to the lyrics of a particular song has improved their ability to write and/or enriched their writing

select several examples of different types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select a piece of writing for a class anthology and explain why they think it is a good example of their work; choose several pieces for a literacy portfolio that reflect their growth over time, explaining how each one demonstrates an improvement in their writing skills)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how both simple and complex media texts are created to suit particular purposes and audiences (e.g., documentaries are made for an audience that expects them to be factual and accurate, and they use on-location footage and interviews with experts to support their authenticity1 )

interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey (e.g., images of models and uncrowded beaches in travel brochures create specific impressions of the destinations;2 the use of a “movie trailer”format in advertisements for video games encourages players to expect excitement and drama from the games)

evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose (e.g., determine how well a television sitcom communicates messages about accepting or accommodating diversity; determine how appropriate an endorsement by a specific celebrity is for a particular product 3 )

identify and explain different audience responses to selected media texts (e.g., suggest reasons why feature films are rated acceptable for different audiences by the Ontario Film Review Board; suggest reasons why an adult and a teenager might respond differently to a video game)

identify the perspectives and/or biases evident in both simple and complex media texts, and comment on any questions they may raise about beliefs, values, and identity (e.g., identify the values suggested by depictions of destinations in travel brochures and on websites; describe common features of portrayals of Aboriginal peoples in Canadian media and the impression they create)

explain how several different production, marketing, and distribution factors influence the media industry (e.g., identify and explain factors that influence decisions about which movies will be made, including factors such as the potential for product placements and/or profitable “spin-offs”like toys or fashions)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general characteristics of several different media forms and explain how they shape content and create meaning (e.g., radio dramas use sound effects to create mental pictures for listeners; photographs of food in advertising use visual signals – of steam rising, cheese melting, and so on – to suggest taste sensations to viewers; 4 music videos use images and various film and editing techniques to present visual interpretations of popular songs)

identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience (e.g., movie ads in newspapers and DVD covers cite reviewers’ quotes, star ratings, and Oscar nominations to convince potential customers a movie is worth seeing; framing, camera angle, lighting, and editing are techniques used in filmmaking to convey meaning and create mood)

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a poster to caution workers about the need for safe storage and handling of hazardous materials), and identify specific challenges they may face in achieving their purpose

select a media form to suit the topic, purpose, and audience for a media text they plan to create and explain why it is an appropriate choice (e.g., explain why a poster would be a good way to inform students about safety procedures to be followed in the science lab; explain why an e-zine is a good way to publicize and celebrate the work of student writers, photographers, and illustrators)

identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate meaning (e.g., conventions/techniques for a music CD cover: a photo featuring the musician(s) that evokes a mood or shows a setting related to the title piece or theme of the CD)

produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a short workplace video on a technical topic 5 )

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

describe several different strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify several specific steps they can take to improve as media interpreters and producers (e.g., explain how the ability to identify and interpret implicit messages in media texts helps them detect media manipulation in everyday situations)

explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., the ability to vary their tone and pace in an oral presentation to hold the attention of the audience can help them produce a compelling podcast)

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of a range of listening tasks and set goals for specific tasks (e.g., generate mental images during a dramatic reading in order to describe the events; understand suggestions for improvement during a student-teacher conference; understand and extend others' ideas in a small-group discussion;1 take effective jot notes while listening to a short lecture)

select and use the most appropriate active listening strategies when participating in a range of situations (e.g., formulate questions to ask a presenter at the conclusion of a lecture; affirm and build on the ideas of others in a book-club discussion;2 respond to a speaker's point of view while showing respect for diversity of ideas, language, and culture3 )

select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex or difficult texts (e.g., use knowledge of the structure of oral texts to make predictions about content; replay an oral text and prepare specific questions or commentary to extend the discussion4

identify the important information and ideas in oral texts, including increasingly complex or difficult texts, in a variety of ways (e.g., identify the evidence in an oral text that substantiates the text's central claim; create a musical compilation to accompany a dramatic reading of a soliloquy from a play)

develop and explain interpretations of oral texts, including increasingly complex or difficult texts, using evidence from the text and the oral and visual cues used in it to effectively support their interpretations (e.g., compare the central ideas of two seminars and assess the presenters' levels of knowledge of their subject; explain how the interviews with survivors in the documentary affected their interpretation of the film)

extend understanding of oral texts, including increasingly complex or difficult texts, by making effective connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare and contrast the values expressed in speeches by two different historical figures; connect the issues discussed in a public forum they attended with their own and their peers' experiences)

analyse oral texts, including increasingly complex or difficult texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener's/viewer's response (e.g., explain how a speaker uses statistics and expert opinions to influence an audience; analyse the use of figurative language to establish tone and mood in an audiobook excerpt; compare the tones and ideas evident in the investiture speeches of the current Governor General and a previous one)

identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex or difficult texts, and comment with growing understanding on any questions they may raise about beliefs, values, identity, and power (e.g., track the opinions of one character in a play and comment on any change that occurs; explain the point of view of a speaker on a controversial topic)

evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex or difficult texts, and suggest other strategies that could be used effectively (e.g., explain the effect on the audience of the repetition of words and phrases and the use of intonation in a radio commercial;5 evaluate the use of tone and emphasis in a soliloquy in a play and assess their function in developing the comedic or dramatic quality of the text; explain how the use of costumes and/or props engages an audience)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for a range of purposes, using language appropriate for the intended audience (e.g., deliver a parody of a soliloquy in a play; deliver a presentation on an independent study topic, using presentation software; lead a seminar on a literary analysis of a satirical play; lead a panel discussion on media influence;6 introduce or thank a guest speaker)

demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., contribute to and lead productive discussions;7 use language that all participants will understand; move from delivering a lecture to audience-participation activities based on audience cues; recognize and adhere to time limits and other constraints8 )

communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience (e.g., select and use relevant and significant information from research to strengthen arguments;9 rehearse a speech to refine the order of arguments and the transitions between them; use a variety of techniques to respond to audience needs)

use appropriate words, phrases, and terminology, and a variety of stylistic devices, to effectively communicate their meaning and engage their intended audience (e.g., use metaphors and analogies to enhance meaning in a speech; use rhetorical questions to engage the audience and to spark small- or large-group discussions;10 use standard Canadian English appropriately in a mock interview with the author of a novel)

identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences (e.g., incorporate deliberate pauses to enhance the impact of the message;11 increase volume to emphasize important facts in a speech; enunciate technical language to ensure that the audience understands)

identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., use culturally acceptable body language, physical proximity, and gestures when addressing a culturally diverse audience; track a television news anchor's use of non-verbal cues to determine their effectiveness and applicability; rehearse conveying impartiality through facial expressions when presented with controversial or surprising information12)

use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience (e.g., create a presentation, using presentation software, to highlight the key points of a seminar; create a summary brochure as a handout to accompany an oral presentation on a Romantic poet)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

explain which of a variety of strategies they found most helpful before, during, and after listening and speaking, then evaluate their strengths and weaknesses in oral communication to help identify the steps they can take to improve their skills (e.g., explain how audience response to their presentation influenced their delivery; explain how they adjust their participation strategies in culturally diverse groups; create a long-term strategy for raising their current oral communication knowledge and skills to the level needed for their choice of occupations or postsecondary programs)

identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., view a muted video of a political debate to develop understanding of how they can use body language and facial expressions when speaking; explain how viewing a television interview can help them develop their skills in speaking and listening

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading (e.g., compare their own perspective on a topic with the perspective of the main character in a narrative from an earlier historical period; compare treatments of similar themes in stories from different cultures, including First Nation, Inuit, or Métis cultures; study literary essays, noting thesis statements and structural elements, as models for their own writing;1 research a topic of interest to develop an annotated bibliography for an independent study)

select and use the most appropriate reading comprehension strategies to understand texts, including increasingly complex or difficult texts (e.g., identify organizational patterns when reading poems;2 use a graphic organizer to record responses to an essay on a controversial topic;3 record reactions to the choices and behaviours of characters in a novel, using a semantic differential scale4 )

identify the most important ideas and supporting details in texts, including increasingly complex or difficult texts (e.g., create a mind map to illustrate character relationships in a novel; explain how the graphics in the text enhance the reader's understanding of an article; create a concept map to represent the key ideas and supporting details in a persuasive essay5 )

make and explain inferences of increasing subtlety about texts, including increasingly complex or difficult texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain how the novel's introduction foreshadows what will happen in the story; explain what the table of contents of a magazine suggests about the magazine's target audience; explain what the organization and structure of a self-help book reveal about the writer's approach to solving personal problems)

extend understanding of texts, including increasingly complex or difficult texts, by making appropriate and increasingly rich connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare the thinking and responses of a fictional character in a crisis with their own probable reactions in similar circumstances; explain how their understanding of literary theory helped them interpret a theme in a work of fiction; compare the perspective on a current social issue expressed in an editorial with the perspectives expressed in at least two other texts on the same issue; explain how the portrayal of a particular human experience in a novel compares with the depiction of a similar experience in a popular film)

analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., explain how the theme of a poem is reinforced through repetition, diction, and choice of images; explain how the organization of a personal essay strengthens the argument; trace the evolving moral or spiritual values of a character at different points in the development of a story)

evaluate the effectiveness of texts, including increasingly complex or difficult texts, using evidence from the text to support their opinions (e.g., evaluate the effectiveness of a film adaptation of a text on the basis of specific criteria, such as evocation of setting, dramatization of character relationships, pacing of action, and visual representation of ideas and themes; evaluate how effectively the graphic elements in a text contribute to its satirical intent; evaluate the historical accuracy of a biography given on a website by researching reliable sources; compare the treatment of a similar theme in a selection of short stories and explain why they consider one treatment to be more effective than the others)

identify and analyse the perspectives and/or biases evident in texts, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power (e.g., explain, on the basis of research, how the historical and/or cultural context of a novel accounts for the social attitudes expressed by its characters; compare the perspectives on current events or social or environmental issues expressed in the editorials or feature articles of different newspapers or magazines)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning (e.g., the choice of narrator affects the tone and content of a narrative text; the comic or satiric meaning of a parody is achieved through imitation of the style of a serious text; conflict and characterization are used in short stories to convey ideas and themes; the organization of an essay can increase the persuasiveness of the arguments it presents; a narrative text may be structured to reflect the stages of the heroic archetypal journey)

identify a variety of text features and explain how they help communicate meaning (e.g., captions can be used to provide the context for or explain an illustration, or they can be used for comic or satiric effect; the layout, font style, punctuation, and spacing used to present a poem can add to the meaning or effect of the poem)

identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., describe how the symbols used in a poem enrich its meaning; analyse the function of hyperbole in a satirical essay; analyse how diction is used to establish voice in the introduction of an essay; analyse how variations in sentence structure are used to engage an audience; explain how a pattern of images is used to develop a theme in an extended narrative)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in a variety of reading contexts (e.g., understand vocabulary used in grade-level texts in various subjects, words used figuratively in literary texts, slang words used in fiction and non-fiction texts; identify the origin and trace the evolution of a common word to develop an understanding of the dynamic nature of language)

use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty (e.g., use a glossary of literary terms to understand new words encountered in literary criticism; use an etymological dictionary to identify the original and evolving meanings of new words)

use a variety of strategies, with increasing regularity, to explore and expand vocabulary, focusing on the precision with which words are used in the texts they are reading (e.g., consider how meaning is affected when synonyms are substituted for selected words in a poem or a passage from a novel)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

explain which of a variety of strategies they found most helpful before, during, and after reading, then evaluate their strengths and weaknesses as readers to help identify the steps they can take to improve their skills (e.g., record their reflections about how often and how proficiently they use various strategies; set targets for improving their use of particular strategies; confer with the teacher to develop new strategies for understanding more challenging texts)

identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., prepare notes for a formal discussion about literacy in the twenty-first century, commenting on how their own use of new technologies has contributed to their skills as readers)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for a variety of writing tasks (e.g., an expository essay comparing the themes of two short stories or poems; an opinion piece for a local magazine about teenagers' perceptions of portrayals of body image in advertising, television sitcoms, and fashion layouts; an adaptation of a children's story into a script, including stage directions, for a one-act play)

generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., work in pairs to brainstorm ideas for an opinion piece;1 use a graphic organizer to group ideas and to help them determine the focus of or the key concepts to be used in an essay; take notes during classroom presentations on a topic for later use in preparing a report on the topic; use a graphic organizer to create a pattern of imagery for writing a poem on a specific topic or theme; consult print, electronic, and other sources, including online catalogues and CD-ROMs, to identify potential sources of information for use in an essay; consult bibliographies and reference lists in books and periodicals, including e-books and e-journals, to identify additional sources that would help them expand their research; record all sources used to gather ideas and information, so that if they use the ideas and information, they can credit the original author, avoid plagiarism, and provide a complete bibliography or reference list)

locate and select information to effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress; identify a range of sources that could provide appropriate information relevant to their assignment, such as books, journals, community-based newspapers and television programs, online databases, and websites; develop and use a detailed template to evaluate sources for reliability, objectivity, and comprehensiveness; use key word searches and other browsing strategies when using search engines and Internet directories to locate information relevant to their topic; record all sources of information in a bibliography or reference list, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty)

identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing (e.g., reorganize the plot outline for a story to include a series of flashbacks; identify a pattern to guide their use of imagery in writing a poem;2 work in groups to sort and organize their ideas for creating a rap, focusing on categories such as voice, power, and the depiction and/or exclusion of certain groups;3 use a graphic organizer to refine their ideas about a thesis or topic in preparation for writing a literary essay; determine the organizational pattern, such as chronological order, climactic order, or cause and effect, best suited to presenting ideas and information in an essay on a specific topic)

determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task (e.g., review the information gathered for a literary essay, eliminating general and irrelevant material, and assessing the remaining specific and relevant details to ensure that they effectively meet the information requirements of the writing task)

Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences using a variety of literary, informational, and graphic forms (e.g., a report comparing the responses of classmates by gender or ethnocultural background to a novel studied in class; a narrative poem for peers, based on a short story; a critique of a film for a community newspaper; texts that will form part of a public relations campaign to change the image of a villain; the text of a speech for a student running for student council president;4 an opinion piece about the use of racist, sexist, or homophobic language and its effects on readers)

establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing (e.g., use colloquialisms or dialects in writing dialogue for a story, to give a character authenticity; use a confident, authoritative tone in a persuasive essay; use repetition, rhythm, and other rhetorical devices effectively to establish a distinctive tone and style in writing a poem; write the script for a monologue in which a character communicates his or her distress about a false accusation)

use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interesting for their intended audience (e.g., use a variety of literary devices appropriately in creating a poem; use evocative words and phrases accurately and effectively in describing their response to a text, object, or person; use precise words and clear, straightforward sentences to present information and to answer questions in informational texts)

write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use coordination and subordination, as appropriate, to emphasize ideas in sentences and to enhance readability; repeat sentences of the same type or structure to achieve desired effects5 )

explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and non-discriminatory; explain how their description of a specific event reveals their values, even if these values are not stated explicitly6 )

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., add precise and appropriate transitional words and phrases to more clearly show the logical relationship between ideas in an argument or position paper; change the order in which images are presented in a poem to enhance the poem's effect on the reader's emotions7 )

produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others' spelling errors (e.g., use print and electronic spelling resources judiciously, demonstrating awareness of variant spellings, such as U.S. spellings, and homonyms; use irregular spellings for effect in an advertisement aimed at a teenage audience;8 use print and electronic dictionaries to check spelling regularly and without prompting; identify words that they regularly misspell and implement appropriate strategies to avoid repeating the errors)

build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., use an etymological dictionary to identify the original meaning of a word and meanings it has acquired over time;9 incorporate specialized academic language associated with the study of English into their formal writing; keep a list of new words encountered in classroom and independent reading, and check off the ones they use in their own writing)

use punctuation correctly and effectively to communicate their intended meaning (e.g., use commas correctly to separate words, phrases, and clauses; correctly introduce and punctuate both short and long quotations in the body of an essay, properly setting off block quotations; use semi-colons where appropriate to create balance and parallelism in sentences with two or more clauses)

use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively (e.g., use a variety of sentence structures correctly to communicate complex ideas; use coordination and subordination correctly and appropriately; use parallelism and balance to aid clarity; use pronoun case, number, and person correctly; use verb tenses correctly for reported dialogue; use active and passive voice appropriately for the purpose and audience; use unconventional grammar for effect 10)

regularly proofread and correct their writing (e.g., ask peers to check their drafts for errors in spelling, vocabulary, punctuation, and grammar, consult print and electronic resources to confirm the accuracy of the feedback they receive, and make corrections where necessary; use the Track Changes function in their word-processing program when entering proofreading changes, and keep a file of these corrections for future reference)

use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience (e.g., select an appropriate format for a letter they are writing to the editor of a specific newspaper; choose design features that will appeal to an audience of their peers in creating a zine)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions11)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

explain which of a variety of strategies they found most helpful before, during, and after writing, then evaluate their strengths and weaknesses as writers to help identify the steps they can take to improve their skills (e.g., evaluate different ways of organizing research; share with peers a strategy or technique that they have found helpful in writing effective introductions and conclusions; assess their approach to editing and proofreading their work, and make changes where necessary

identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., explain how reading widely can help them discover new possibilities for their writing; explain how listening to speeches and oral tales has helped them improve their essay writing and narrative writing)

select a variety of types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select a finished piece of writing for a class anthology of creative writing, and explain why they think it is a good example of their work; select a finished piece of writing that caused them the most frustration to produce, and explain the problems they encountered and how they attempted to resolve them, and another finished piece that shows their growth as a writer, and explain how and where it shows improvement)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how media texts, including increasingly complex or difficult texts, are created to suit particular purposes and audiences (e.g., a website uses fonts, graphics,"wallpaper", and content to establish its brand identity for an audience and the advertisers who wish to reach that audience; public service announcements use shocking images to grab viewers' attention1 )

interpret media texts, including increasingly complex or difficult texts, identifying and explaining the overt and implied messages they convey (e.g., explain how the perspective and audience of a newspaper or magazine are revealed in the type of advertising it attracts; explain the overt and implied messages about violence conveyed by a children's cartoon featuring conflict between animal characters)

evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including increasingly complex or difficult texts, and decide whether the texts achieve their intended purpose (e.g., determine whether the use of multiple perspectives in a documentary about a historical event clarifies or blurs the focus of the film; comment on the effectiveness of the use of flashbacks in a movie to provide the background needed to understand character development and plot)

explain why the same media text might prompt different responses from different audiences (e.g., explain why a war veteran and a student might have different reactions to their country's flag; explain why a parent and a teen might respond differently to a Young Adult novel depicting teen issues and behaviour in a realistic way)

identify the perspectives and/or biases evident in media texts, including increasingly complex or difficult texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., assess the way a television sitcom or drama depicts characters from cultural or social groups that are under-represented in mainstream television; explain how the representation of body types in the advertising2 and editorial content of most popular sports and fashion magazines can affect audiences; explain how a film manipulates familiar archetypes and/or stereotypes to confirm or contradict the audience's expectations about plot or character)

explain how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry (e.g., explain some effects on prime-time television programming of the Canadian-content regulations of the Canadian Radio-television and Telecommunications Commission [CRTC]; identify some effects of new media technologies on copyright protection for artists)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning (e.g., TV news channels can use satellite transmissions to show events as they are happening; tabloids present celebrity gossip as news in brief articles accompanied by numerous photographs; travel brochures emphasize visual rather than written information about destinations and facilities 3

identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience (e.g., the use of play-by-play commentary and slow-motion replays in television sports broadcasts to clarify the action and bridge pauses in play; the use of maps, graphics, live coverage, and announcers/commentators in television weather reports to add interest to numeric data)

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a documentary about the fast-food industry to raise awareness about nutrition in a teen audience), and identify significant challenges they may face in achieving their purpose

select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is a highly appropriate choice (e.g., explain why an online fundraiser would be an appropriate way to raise money to buy computers; explain why a mini-drama might be a good way to advertise a new product)

identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate a specific aspect of their intended meaning effectively (e.g., conventions/techniques for a presentation using presentation software: descriptions of graphs, checklists, and visuals and explanations of how they will help clarify key points in the presenter's "script"

produce media texts, including increasingly complex texts, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a website to promote student writing)

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

explain which of a variety of strategies they found most helpful in interpreting and creating media texts, then evaluate their strengths and weaknesses as media interpreters and producers to help identify the steps they can take to improve their skills (e.g., use a log to keep track of decisions made at various stages in the design and production process, review the log to evaluate the efficiency and effectiveness of their production process, and determine how to apply this learning to another production)

explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., reading journalists' critiques of the content and impact of a politician's television ad campaign can help them create an effective promotional video)

English

Understanding and Interpreting Media Texts

Understanding and Responding to Media Texts: demonstrate understanding of a variety of media texts;

identify and explain the purpose and audience of a variety of media texts (e.g., explain the purpose of a print advertisement and identify how the advertisement makes an emotional appeal to its audience; explain the purpose and audience of a website that promotes a healthy lifestyle; explain why a music video is an example of both entertainment and promotion; explain the purpose of paid product placements in film; identify the target audience of a campaign on workplace safety and explain their answer)

identify and explain the messages in and meanings of media texts (e.g., identify the messages conveyed about female body image in an advertisement for jeans; explain both the stated and implied meanings of an advertisement for mouthwash or deodorant; explain what the design of a hockey jersey implies about the team and about the person who wears the jersey; explain the overt message of an infomercial; explain the implied message in the front cover artwork and design of a science textbook)

compare their own and others’ responses to a variety of media texts and explain how audiences’ backgrounds affect the ways in which they negotiate meaning (e.g., compare and contrast their response to a music video with their parents’ responses; compare and contrast male and female reactions to various magazines; analyse how the ages and experience levels of computer users affect their use and enjoyment of a blog; explain why they have a different reaction to newspapers than their teachers do; describe how an individual’s interpretation of a text can be connected to social class or position; suggest how an employer and a Grade 9 student might react differently to advertisements that promote apprenticeship programs)

Deconstructing Media Texts: deconstruct a variety of types of media texts, identifying the codes, conventions, and techniques used and explaining how they create meaning

identify the codes and conventions used in media texts and explain how they help to create meaning (e.g., explain why the symbol of a rose appears in the logo of a company that sells skin products; explain why a close-up of a clenched fist is used to convey anger; identify how the colours of characters’ clothing are used to indicate heroic or villainous intent; explain why soft lighting is used in a scene of two people kissing; explain how background music is used to indicate danger in a movie; identify and explain the formulaic resolution of a typical family sitcom; chart the types of camera shots used in a television commercial)

analyse how the language, tone, and point of view used in media texts work to influence the interpretation of messages (e.g., analyse the language used in a sports broadcast and explain its purpose and effect; identify the use of euphemisms to promote a particular point of view in a press conference; analyse the language used in a politician’s campaign material and explain its effect; explain why comedians use exaggeration in their routines; describe how language and tone are used in warnings about copyright infringement on DVDs to convey the message effectively)

describe the characteristics of particular media genres and forms, and explain how they help to convey meaning and influence the audience (e.g., explain how the elements of a movie trailer for an action/adventure film create audience expectations; compare the design of tabloid and broadsheet newspapers and explain their appeal to specific audiences; describe the key features of a web page, such as hypertext and navigation toolbars, and identify their purpose; explain how and why a narrative has to be changed when it is translated from novel to film; explain the use of thought bubbles in a comic strip; explain how sampling from pop songs is used by a rap artist to create meaning; identify the key ingredients that are part of every reality television show, such as the underdog character, the “challenge”, the reward)

Media and Society

Understanding Media Perspectives: analyse and critique media representations of people, issues, values, and behaviours;

analyse the representation of groups and individuals in media texts and comment on the perspectives, beliefs, or biases that are evident in the texts (e.g., create a collage of familiar stereotypes in fashion magazines and explain the overall impact of these images; compare media representations of workplaces, vacation experiences, or family life to their own experiences in those areas and suggest reasons for differences; discuss how the message of a popular television program would change if the main characters were from a different socio-economic or ethnic group; explain the effects of the inclusion, exclusion, or positioning of people or groups in magazine advertisements; compare the ways in which television shows, news stories, and advertisements depict the elderly and suggest reasons for differences among them)

analyse media representations of current social, political, and cultural issues and events, and explain how the representations might affect the audience’s interpretation of the issues (e.g., analyse media coverage of a war or uprising and explain how this coverage might affect the audience’s reaction to the conflict; assess the effectiveness of anti-smoking public service announcements for a teen audience; examine news coverage of Aboriginal communities and analyse the possible effect of the coverage on both Aboriginal and non-Aboriginal audiences; compare the coverage of current events in mainstream media with coverage in alternative periodicals, websites, or video documentaries)

analyse the representation of behaviours and attitudes in media texts and comment on how they influence the behaviours and attitudes of the audience (e.g., analyse the news coverage given to the achievements of a local hero; compare the attitudes depicted in a newspaper during a conflict with the attitudes in a feature film or television drama created after the conflict was resolved; evaluate the extent to which the reporting of an actor’s or athlete’s successes and failures influences popular opinion; examine how a celebrity’s homophobic or racist statement is treated in a tabloid newspaper and in an alternative newspaper, and identify reasons for differences)

Understanding the Impact of Media on Society: analyse and evaluate the impact of media on society

evaluate the impact of mass media on perceptions of Canadian identity (e.g., evaluate the impact of American satellite radio stations on programming by Canadian radio stations and analyse the possible effect on Canadian audiences; compare the number of screens dedicated to Canadian, American, and foreign films in local cinemas and discuss the possible effects of this breakdown on local moviegoers; examine the impact on Canadian society of the availability of Canadian content in split-run American magazines)

analyse the impact of the media and of communication technologies on health, relationships, and interpersonal communications (e.g., compare the uses and effects of text messaging and face-to-face dialogue; assess the effects that elearning has had on traditional schooling; analyse the effects of using documentaries and/or websites to support the curriculum in a health or leadership class; explain how public service announcements affect the way in which society views bullying; discuss ways in which the rise of online communities has changed the lives of people struggling with body image)

assess the impact of the media on countries, cultures, and economies around the world and/or the relationships among them, focusing on globalization (e.g., examine the interplay between North American musical trends and world music styles; examine how media coverage of major crises can influence the response of the international community; compare Canadian television commercials to those broadcast in other countries; research the impact of North American pop culture on the global marketplace; identify five globally recognized logos and report on each corporation’s global reach and impact on society; compare the ratio of box office receipts from international and domestic sources for Hollywood films and discuss some of the possible reasons for this; explore how the programming for major film festivals showcases a variety of global voices)

examine the ways in which the media and communication technologies can infringe on the privacy rights of individuals, and how consideration of those rights affects the behaviour of the media industry (e.g., discuss whether and how school surveillance technologies affect student behaviour; explain why news outlets do not immediately release the names of people who are injured or killed; discuss the conflict between the privacy rights of celebrities and the rights of journalists to meet the audience’s desire for information; identify the ways in which camera phones are changing expectations of privacy in public situations)

explain how people use media and communication technologies in their personal and working lives and identify some of the effects of those technologies (e.g., explain why students might choose a particular Internet search engine to research an essay topic, and discuss the ways in which research has changed with the invention and increasing sophistication of search engines; conduct a survey to determine trends in the use of media technologies by particular audiences and the effects of these trends; analyse the use of cell phones and text messaging for organizing political or social action; examine how technology enables multi-tasking; research the ways in which electronic communication technologies have extended the boundaries of work and the impact of this change on vacations and work-life balance; explain how new technologies help to inform people about emergency situations such as severe weather conditions or missing children, and analyse the results of such technology use; explain how digital photography affects the ways in which people transmit and receive images, and explore the impact on society)

The Media Industry

Industry and Audience: demonstrate an understanding of the ways in which the creators of media texts target and attract audiences;

analyse how and why media companies, sponsors, and advertisers identify and target audiences based on socio-economic factors and how they assess and react to audience response (e.g., identify and discuss examples of television programs that target different demographic groups; explain why certain commercials are aired during prime-time dramas featuring teenagers; investigate and explain the rationale behind the product placement of luxury items in certain feature films and television programs; explain why certain corporations are interested in sponsorship arrangements with certain schools; research and compare methods used by different companies to measure television audience ratings; analyse box office reports and music sales charts and suggest how companies may react to the results; research how the responses of test audiences and focus groups have affected decisions about content in movies or advertising campaigns)

identify some of the ways in which the delivery of content to audiences has changed as a result of new technologies and describe the effects of those changes (e.g., explain how the widespread use of MP3 players has forced record companies to change their distribution methods; explore the effect of increasing numbers of television channels on mainstream television programming; research how the fragmentation of television audiences has changed the nature of shared cultural experiences; research and analyse the ways in which digital television systems allow media consumption to be individualized)

explore how a media product or personality is marketed to an audience across a range of media platforms (e.g., identify and explain several ways in which animated films are promoted through fast food chains; research the media strategies used to give a pop star “brand”identity; explore the ways in which video games and television cartoons are used to promote products and celebrities)

Ownership and Control: demonstrate an understanding of the impact of regulation, ownership, and control on access, choice, and range of expression.

explain how government regulations and industry codes affect the way in which media companies operate (e.g., examine the role of the CRTC in promoting Canadian content on television and radio; compare and contrast the effects on media businesses of the regulations governing media ownership in Canada and in the United States; analyse several print advertisements to see how well they conform to the Canadian Code of Advertising Standards; explain how copyright law and guidelines for protecting intellectual property rights affect the media industry)

research the current patterns of media ownership and explain the impact of these patterns on access, choice, and range of expression (e.g., identify the owners of each of the media outlets in the local community; identify the holdings of a major media conglomerate and explore the relationships that the holdings have to each other; research the advantages and disadvantages of the media being controlled by a small number of institutions in Canada and in the United States; explain how the concentrated ownership of media can privilege certain perspectives)

explain the impact of technology on the perspectives and voices available to media audiences (e.g., explain how the Internet has broadened access to alternative music; explain how computer technology has allowed individuals and small organizations to publish sophisticated media texts; explain how blogs have provided access to divergent opinions on world events; explain how the cost of access to the Internet can exclude some perspectives from online communities)

analyse the factors that determine what media texts will or will not be made available to the public (e.g., research how newspapers determine which stories will appear on their front page; research how content ratings are applied to video games; debate controversial music lyrics and the limits on artistic expression; explain how commercial concerns may limit the range of choices available in a bookstore)

analyse the effects of new technologies on the media industry (e.g., report on the ethical and economic implications of digital sampling in the music industry; examine the effects on the film and television industry of the online proliferation of amateur videos)

Producing and Reflecting on Media Texts

Producing Media Texts: create a variety of media texts for different audiences and purposes, using effective forms, codes, conventions, and techniques;

create media texts for different purposes and audiences (e.g., explain the choices made in creating a water-safety poster for adults as opposed to one created for children; create separate public service announcements to promote healthy eating among teenage males and females; adapt an article from a national newspaper for a community newspaper; explain what information and ideas they intended to convey in a comic that they created)

select an appropriate form for a media text they plan to create, and explain why they made that choice (e.g., adapt a short story for a comic book or a podcast; write or produce news stories about the same event for radio and for the school newspaper)

select and use the conventions and techniques of a particular form to produce media texts (e.g., create suspense in a video by using low camera angles, eerie music, and dim lighting; design a website for young children that includes animated clip art and coloured text; design a business card that students at their school could hand out when looking for part-time work or volunteer opportunities; create a print advertisement about drug abuse aimed at a teen audience, using print design conventions; create a collage for children that presents a message about healthy eating habits)

select and use the appropriate level of language, tone, and point of view when creating media texts for specific purposes and audiences (e.g., record a commentary on a school sports event in the style of a favourite commentator; write an article targeted for a mainstream national newspaper and then rewrite it for an alternative newspaper, using an appropriate style for each)

employ planning strategies for pre-production, production, and post-production (e.g., create a storyboard when a planning a video; create a detailed plan for a multimedia campaign that includes television or radio commercials, print advertisements, and product tie-ins; create a chronology of events in outline form to plan a script; use free association to brainstorm visual images to be used in a collage)

research and obtain the necessary credits and permissions for the media texts they create, and explain the importance of doing so (e.g., list the guidelines that exist for citing material from newspapers or magazines posted on the Internet; research the guidelines for using an artist’s music in a film, video, or television program

Careers in Media Production: demonstrate an understanding of roles and career options in a variety of media industries;

identify and distinguish between the various positions involved in the production of a variety of media texts (e.g., use the Internet to research the specific roles involved in the production of a magazine; using the “behind the scenes”features on a DVD, explore the ways in which a television director interacts with writers, actors, and sound, camera, and lighting crews during the production process)

research careers in the media and in related industries (e.g., write a report on the career opportunities in the media for an editor, producer, cinematographer, carpenter, film lab technician, entertainment lawyer, actor, accountant, caterer, web designer, reporter, or photographer; interview an employee of a local media business, such as a television studio or advertising agency, and create a presentation or write an article about the interview)

Metacognition: demonstrate an understanding of their growth as media consumers, media analysts, and media producers.

reflect on how their behaviours as consumers of media have changed in response to their study of media (e.g., maintain a journal to reflect upon, record, and explain personal media use and preferences over the course of the term; give a short speech that compares their current and previous understandings of bias in media texts and the effects that their new level of understanding has had on their media consumption)

reflect on the strategies they used to evaluate media representations (e.g., reflect on why it is important to discuss their opinions with others when examining a variety of perspectives on media representations; identify key questions that were effective for analysing media representations; reflect on how they evaluate a film by using comparisons; identify the criteria they use to determine whether to keep watching a television series; explain how interviewing store managers and clients helped them evaluate window displays)

select and present work that reflects their growth and competence as media creators, and explain the reasons for their choices (e.g., create a presentation that explains their growth in the use of production techniques; mount a classroom or hallway display of various works with brief descriptions of why each one was chosen)

English

Understanding Presentations

Identifying Elements of Effective Presentations: identify and analyse the characteristics of effective presentations;

identify a variety of presentation forms (e.g., oral reports, speeches, lectures, debates, public address announcements, panel discussions, book discussions, storytelling, recitations, role plays, seminars, sales presentations, interviews, multimedia presentations)

identify elements of style, stylistic devices, and organization in selected speeches or debates by famous orators (e.g., identify examples of repetition, rhetorical questions, and climactic order in excerpts from selected speeches; identify how a speaker uses tone to engage an audience; identify the use of repetition for emphasis in an anecdote; compare the use of the narrative and poetic elements in a medieval and a contemporary ballad)

identify the techniques that effective speakers use to make convincing presentations (e.g., describe the body language and vocal inflections used in a motivational speech; explain how factors such as volume, pace of speech, pitch, tone of voice, eye contact, facial expressions, posture, dress, movement, and gestures reinforce meaning in presentations; identify how the use of periodic summations, transition words, and humour engage an audience and sustain the audience’s interest; explain the use of visuals to persuade in a sales presentation)

identify how audio-visual aids are used to support the oral components of a presentation (e.g., explain the use of presentation software to emphasize key points in a sales presentation; identify how charts and graphs are used to reinforce specific elements in an oral presentation; explain how and when audio clips should be used to vary the pace in a presentation) Teacher prompts: “Were the visual aids ef

describe conventions of oral and non-verbal communication in various cultures and how these conventions affect the delivery of oral presentations (e.g., find and discuss information about how different cultures view the use of eye contact and body language during presentations; research the training and protocols associated with Aboriginal storytelling; compare and contrast the use of kissing as a greeting in various cultures)

Assessing Presentations: produce critical assessments of a variety of presentations

use techniques of effective listening and notetaking to understand the ideas and information given in presentations (e.g., identify what they hope to learn from a lecture; make notes to record key points and organization during a speech; identify the implications and consequences of information provided in a presentation)

assess the appropriateness of the chosen form and the effectiveness of a presenter’s ideas, in view of the topic, audience, and purpose of the presentation (e.g., assess the extent to which the needs of the audience have been met by the content and form of a presentation; use an evaluation checklist to assess clarity of arguments, persuasiveness, and quality of refutations in a debate; identify logical fallacies in oral presentations and assess the extent to which they undermine the credibility of the speaker’s message; use a graphic organizer to track and evaluate the organization of the ideas in a presentation)

assess the style and organization of a presentation (e.g., assess the structure of a presentation; assess the use of stylistic elements, such as humour and tone, to engage an audience)

assess the effectiveness of the presentation techniques and audio-visual aids used in an oral presentation (e.g., discuss in a group the three most effective techniques used in a presentation; develop criteria on which to base an assessment of a presenter’s use of voice and gestures; evaluate the effectiveness of the audiovisual aids used in a presentation)

provide objective and constructive feedback on presentation rehearsals and presentations by peers (e.g., develop a process and vocabulary for providing constructive feedback; work with a partner to make a T-chart of strengths and weaknesses during the rehearsal of a presentation; use peer conferences and checklists of specific criteria to provide feedback after presentations)

Making Presentations

Planning Presentations: plan presentations for specific purposes and audiences;

select appropriate oral presentation forms for various purposes and audiences (e.g., a storytelling session to entertain a class at an elementary school; an oral recitation of a poem in a class presentation on a poet; a persuasive argument on why they should be allowed to borrow the family car for an outing; a group presentation on drunk driving for a high school audience; a presentation to the school council, with a question-and-answer component, to encourage parental support for a student initiative)

identify the attributes required to successfully plan a presentation as a group, and participate in a group to plan a presentation (e.g., roleplay various characteristics that individuals may bring to a group and discuss the contribution that each characteristic makes to the success of a team; identify behaviours and speaking patterns that are counter-productive to developing a team presentation; examine how group members can share tasks in the investigation of a topic; identify the advantages of a cooperative approach in areas such as sharing the workload, communicating about strategies, and using each member’s strengths)

identify the considerations that are important with respect to audience and venue when planning an oral presentation (e.g., make a floor plan of the presentation venue to decide on the best use of the space; select visual aids and technology for a multimedia presentation that are appropriate for the size and composition of the audience; identify the prior knowledge, assumptions, expectations, and attention span of the audience in order to customise a presentation on a book; determine how best to allot the available time to allow for audience participation and a question-and-answer session)

select relevant and significant information from research to suit the topic, purpose, and audience (e.g., gather relevant information about healthy lifestyles to engage a teenaged audience; select and research a specific topic related to workplace safety, taking into account the prior knowledge and needs of co-workers; research what college programs match particular skills and interests in preparation for a class presentation)

apply knowledge of the characteristics of effective presentations to plan content and structure for presentations to several different audiences (e.g., create an agenda for a presentation to persuade the school board to rename the school; begin a speech with a startling statistic to engage the interest of an audience of peers; search the Internet for images that may be downloaded and used in a slide presentation about a global issue for an audience of elementary students)

select and use effective rehearsal strategies to practise and polish a presentation (e.g., practise a speech in front of peers or family members; rehearse a panel discussion or a group presentation to refine sequencing and transitions; rehearse the use of visual aids and software; test the compatibility of technology in the presentation venue)

use appropriate strategies to increase confidence (e.g., memorization, repeated rehearsals, appropriate dress, relaxation and breathing exercises, mnemonic devices, visualization)

Delivering Presentations: communicate orally for a variety of purposes and audiences, using the forms, language, and techniques of effective oral presentations;

make presentations in a variety of forms for various purposes and audiences (e.g., debate a topical issue at a student assembly; tell a story to a younger audience; role-play a job interview; present a monologue adapted from a novel; make a multimedia presentation to promote a school trip)

use appropriate and effective language in oral presentations (e.g., use specialized language in a product or skill demonstration; use imagery or analogy to emphasize and clarify key points; use non-discriminatory and inclusive language consistently; describe a language choice they made in a presentation and explain why it was effective)

use appropriate techniques in both individual and group oral presentations (e.g., use appropriate transitions between group members when delivering a presentation; use techniques such as rhetorical questions, humour, repetition, and dramatic pauses to engage the audience in a speech promoting a student-operated business; speak at an appropriate pace in a student seminar to allow the audience to take notes; vary volume, pitch, and inflection for emphasis and to maintain audience interest in an oral report)

select, create, and use appropriate audio-visual aids using available technology (e.g., use an agenda, flipchart, posters, transparencies, slides, videos, tables, or graphs to organize and clarify meaning in presentations; make appropriate design choices, including font size and colour; prepare concise handouts for an audience; use a sound recording of a poem to enhance a presentation during a seminar on poetry; create animated graphics to emphasize a key point in a sales presentation; use a videotape of a news clip to illustrate a report on a current issue; use recorded music and slides to create atmosphere during storytelling)

monitor audience reactions during a presentation and adapt delivery accordingly (e.g., ask questions to check audience understanding and engagement; rephrase main ideas for clarification; move on to the next major point quickly to recapture the attention of a restless audience; add humour to reinforce and emphasize key

Reflecting on Presentation Skills and Strategies: reflect on the skills they have acquired in preparing, delivering, and responding to presentations.

identify the skills they have acquired in making and assessing presentations, and create a plan for improvement (e.g., identify the strategies and skills learned in this course that have helped them become more effective presenters; identify the feedback received from a peer that was most helpful in improving a presentation; write a critique of one of their own recent presentations, list possible improvements, and practise the skills needed to make those improvements; identify speaking and presentation skills they will need in careers that are of interest to them)

English

Investigating Business and Technological Communications and Culture

Understanding Business and Technological Communications and Culture: demonstrate an understanding of a variety of types of communication, careers, and innovations associated with business and technological communications and related elements of business culture;

read and demonstrate understanding of a variety of current examples of business and technological communications (e.g., complete a survey, a questionnaire, a work order form, or an online application for a postsecondary or apprenticeship program; make a judgement about whether or not to complete an optional part of a form; work with a peer to explain the main terms and conditions of an insurance policy)

identify the purpose and audience of a variety of business and technological communications (e.g., determine whether a particular instructional manual is meant for experts or a general audience; determine whether a business letter or instructional video is designed to inform or to persuade; locate online information about e-mail etiquette for work-related communications, and explain why such etiquette is important; analyse a sequence of interview questions to determine the purpose of each; analyse an application form to determine the purpose of the different sections)

research and demonstrate an understanding of a variety of opportunities and careers related to communications in business and technology and the skills needed to pursue them (e.g., postsecondary programs related to business and technological communications; the role of a communications officer or information technology [IT] representative within a particular organization, such as the local school board)

research and demonstrate an understanding of the ways in which communicatiozns technologies influence business practices (e.g., the role of rich web communications systems that combine presentation, training, and online video-conferencing technology in supplementing or replacing face-to-face meetings that require travel; the impact of cellular technology on an individual’s work and private life; the impact of new communications technologies on corporate expectations of employees; the impact of new communications technologies on the ecological “footprints”of various businesses)

read and demonstrate an understanding of a variety of articles and interviews related to business and technology issues, innovations, individuals, organizations, perspectives, and practices (e.g., interviews with and articles by and about corporate leaders, small business owners, information technology professionals, entrepreneurs, and investment counsellors; articles on legal and ethical issues, such as communications patent infringement, or legislation related to Internet use)

Analysing Business and Technological Communications: identify key elements of a variety of business and technological communications, explain their function, and evaluate their effectiveness.

identify key elements of text forms and common organizational patterns used in business and technological communications, and explain how they help clarify the message and/or make information easier to find (e.g., the role of various elements found in different types of texts – such as tables of contents or online navigational guides with hyperlinks, introductions, the body of the text, appendices, and contact information; the function of headings in a report or of labels in a diagram; the use of sequential order in instructions; the role of words that identify locations or indicate spatial relationships in an instruction manual or a website; the use of sidebars for background information in a marketing proposal or company profile; the use of lists in reports and brochures; the order of items in a slide package for a business presentation)

identify a variety of text features and explain how they are used to enhance the effectiveness of business and technological communications (e.g., the contribution of illustrations and graphics in a multimedia presentation for a general audience; the use of boldface and/or italics to highlight key terms and other important information in a brochure; the use of colour coding and/or pictograms and symbols to communicate basic information succinctly and help consumers navigate a brochure or manual)

identify audio-visual features used in business and technological communications and evaluate their contribution to the clarity and effectiveness of the text (e.g., explain how sound clips, animation, illustrations, and/or charts clarify information in a report to employees or shareholders; explain how presentation software helps emphasize key points in a sales pitch; determine whether the use of sound enhances a presentation)

explain how volume, pace, pitch, tone of voice, eye contact, facial expression, posture, dress, movement, and gesture enhance or weaken the effectiveness of oral business communications (e.g., determine the suitability and effectiveness of the body language and tone of voice used in a motivational speech; identify speech patterns – such as falling or rising intonation – and determine whether or not their use is appropriate to the message and effective in engaging the interest of the audience)

evaluate the language, including any specialized vocabulary, used in business and technological communications to determine whether it is appropriate to the topic, the purpose, and the audience’s level of knowledge about the subject (e.g., determine whether the specialized language used in a memo really contributes to its accuracy and conciseness or is unnecessarily obscure and confusing; compare a text written in a plainlanguage style for a general audience to a text on the same topic written for experts, and comment on the benefits and drawbacks of each style; compare the language of the executive summary of a report to the language of the report itself and suggest reasons for the differences)

Producing Business and Technological Communications

Producing Business and Technological Communications: produce a variety of business and technological communications for different audiences and purposes, using appropriate forms and presentation features and techniques

explain how the identified purpose and audience influence their choices of content, organization, and style for the business and technological communications they produce (e.g., a brochure to inform retailers about a company’s products emphasizes the market appeal of the products; a memo to a manager summarizing consumer reports about a recommended purchase groups information under the headings “costs”and “benefits”; a list of frequently asked questions [FAQs] to prepare customer-relations trainees for the types of issues they may have to deal with incorporates case studies to help trainees understand different perspectives on the issues; a memo to meet the needs of different audiences – such as a manager, a technician, or the general public – adapts or explains technical language as appropriate to the level of expertise of the intended audience)

use text features appropriate to the form and purpose to enhance the effectiveness of the business and technological communications they produce (e.g., present information from text or a spreadsheet in chart or graph form; use colour to highlight main points in posted instructions; use sidebars to add visual interest and set off complementary or background information)

use oral presentation techniques appropriate to the form, purpose, and audience to enhance the effectiveness of the oral business and technological communications they produce (e.g., demonstrate awareness of appropriate dress and posture and use appropriate gestures, eye contact, and tone of voice in a mock interview; respond calmly and politely in the role of a company representative at a mock press conference about an environmental issue; smoothly coordinate speech, gestures, and the physical mechanics of technology when using projected images during a presentation; leave clear, straightforward, and succinct voice-mail messages)

use a variety of appropriate audio-visual aids to enhance the effectiveness of the business and technological communications they produce (e.g., use sound clips, animation, illustrations, and charts to enliven a slide presentation)

revise, edit, and proofread drafts of business and technological communications they produce to achieve a professional standard of quality in content, organization, style, clarity, and design (e.g., eliminate unnecessary details from a business letter; convert key ideas to point form in a report; add visual props to support an oral presentation; use a checklist to ensure that all necessary information and important details have been included in a brochure; use feedback from the teacher and peers to eliminate unnecessary jargon, improve word choice, and achieve a clear and appropriate style; compare drafts with appropriate models to identify areas for improvement in design and layout)

Metacognition

Reflecting on Learning: identify and comment on their own and others’ strengths and areas for improvement in analysing and producing business and technological communications.

identify their strengths and areas for improvement in understanding, analysing, and producing business and technological communications (e.g., complete a selfassessment checklist on their work at appropriate times during the course)

explain and justify the creative choices they have made to enhance the effectiveness of their business and technological communications (e.g., explain their rationale for the layout of a web page they have produced)

comment constructively on the work of peers, identifying and praising effective aspects and noting possible areas for improvement (e.g., explain how a peer’s work meets specific criteria of good design and/or clear communication; share positive comments orally with partners or in a small group; ask questions to help pinpoint possible discrepancies or confusing wording in a peer-produced draft)

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of a range of listening tasks and set goals for specific tasks (e.g., understand other points of view in a group discussion; 1 identify the important points made in a podcast in preparation for writing a review; understand key arguments in a class debate in order to make counter-arguments2 )

select and use the most appropriate active listening strategies when participating in a range of situations (e.g., offer encouragement while participating in a rehearsal for a smallgroup presentation; ask questions that link others’ comments in a discussion; maintain appropriate posture and eye contact while listening to a student presentation3 )

select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex or difficult texts (e.g., research and make notes on a topic in preparation for a discussion about the topic; use a T-chart to identify how much of a speech is fact and how much is opinion)

identify the important information and ideas in oral texts, including increasingly complex or difficult texts, in a variety of ways (e.g., use a visual or dramatic representation to depict the main character’s dilemma after listening to a read-aloud of a story;4 write an accurate summary of a video about a trade of their choice, using appropriate technical language)

develop and explain interpretations of oral texts, including increasingly complex or difficult texts, using evidence from the text and he oral and visual cues used in it to effectively support their interpretations (e.g., compare and contrast a historical speech and a current one that call for social action; create a dramatic presentation that focuses on a silent character from an oral text; rehearse, tape, and analyse a reading of a text they have chosen and explain why they made the choices they did

extend understanding of oral texts, including increasingly complex or difficult texts, by making effective connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., use a Think/Pair/Share activity to clarify and expand their understanding of the topic; 6 explain how an oral text has given a new perspective to a previous personal experience or helped them develop new insights;7 compare the main ideas presented by a speaker with research they have done on the topic)

analyse oral texts, including increasingly complex or difficult texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/ viewer’s response (e.g., compare the content and delivery of two speeches by award winners on a music or film award show;8 examine the use of repetition of information in radio advertisements to persuade the audience;9 identify the strengths and weaknesses of the arguments given in a student presentation)

identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex or difficult texts, and comment with growing understanding on any questions they may raise about beliefs, values, identity, and power (e.g., compare the contents and perspectives of their peers’ speeches during a class debate; assess how viewpoints about a local community or social issue are presented by a television panel; analyse the values that are conveyed in radio sports broadcasts)

evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex or difficult texts, and suggest other strategies that could be used effectively (e.g., listen to audio clips from various online news sources covering a controversial issue to compare the strategies that each source uses to engage and sustain audience attention, and suggest other possible strategies; analyse how humorous anecdotes and asides can be used in an oral presentation to establish a rapport with the audience; examine how gimmicks or props can provoke curiosity in an audience, and analyse the advantages and limitations of this technique)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for a range of purposes, using language appropriate for the intended audience (e.g., present each side of an argument to different audiences; role-play making a presentation to solicit a business start-up loan from a lending institution; dramatize a scene from a work of prose; deliver a presentation to a younger class on suitable attire and behaviour in an employment interview; respond appropriately to audience questions during a presentation)

demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., respond appropriately to constructive criticism;10 re-explain parts of a presentation on how to apply for OSAP after the audience responds with confusion; assess the background knowledge and needs of the audience before speaking; invite silent group members to contribute to a discussion11)

communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience (e.g., role-play taking a college entrance interview that includes an oral presentation of a portfolio; develop a logical sequence of interview questions to be used by a small-business owner looking for new employees or by a journalist preparing to write an article; restate the main facts from a non-chronological literary text in the correct sequence)

use appropriate words, phrases, and terminology, and a variety of stylistic devices, to effectively communicate their meaning and engage their intended audience (e.g., adapt persuasive language to convince two different groups, such as seniors and teenagers, to buy the same product;12 use technical language in a mock job interview; use standard Canadian English to participate in a panel discussion on gender or racial stereotyping in music videos)

identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences (e.g., impersonate the voice of a character from pop culture for an advertisement for the school; vary pitch during a formal presentation to engage and maintain the audience’s interest 13)

identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., choose culturally appropriate non-verbal cues when addressing various audiences; use a variety of non-verbal cues to enhance a dramatic reading; use modelled non-verbal cues to express agreement or disagreement with presented material)

use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience (e.g., prepare a computer presentation to launch a public awareness campaign; use carefully chosen photographs to illustrate the beginning, middle, and end of an oral story during a storytelling presentation; use video clips to show different perspectives on a contemporary issue)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

explain which of a variety of strategies they found most helpful before, during, and after listening and speaking, then evaluate their strengths and weaknesses in oral communication to help identify the steps they can take to improve their skills (e.g., explain how they intend to develop a self-chosen listening strategy for use in small-group discussions; describe the changes they have noticed in their ability to listen to and understand the ideas and opinions of others over the course of the school year, and identify the strategies that have made the biggest difference)

identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., use a graphic organizer to identify the commonalities among their viewing, representing, reading, writing, listening, and speaking skills; explain how they can improve their use of a selected reading strategy through oral communication; research the oral communication skills required for their career goal and make an action plan that addresses its identified needs)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;

read a variety of short, contemporary studentand teacher-selected texts from diverse cultures, identifying specific purposes for reading (e.g., use a library database to identify appropriate journals for an annotated bibliography on a topic of personal interest; read several articles and/or editorials from different sources to help develop an informed opinion on a topic;1 compare the courses offered in specific college programs that interest them by reviewing college calendars and websites)

select and use the most appropriate reading comprehension strategies to understand texts, including increasingly complex or difficult texts (e.g., identify prior knowledge about a topic and build on that knowledge through participation in a small-group discussion before reading; jot down any questions that strike them as they read a text; in discussion with a peer, critique a letter to the editor, commenting on the logic of the argument and any bias revealed in the letter)

identify the most important ideas and supporting details in texts, including increasingly complex or difficult texts (e.g., write an executive summary of a research report; use a graphic organizer to categorize the information in a passage of text as “most important”or “least important”;2 compare the arguments in two opinion pieces on a current issue, recording similarities and differences in a Venn diagram)

make and explain inferences about texts, including increasingly complex or difficult texts, supporting their explanations with wellchosen stated and implied ideas from the texts (e.g., explain what the choice of details used to support the arguments in an essay suggest about the author’s attitude towards his or her topic; explain what the level of language, the choice of words, and the use of pauses in the speech of a character in a play suggest about the character)

extend understanding of texts, including increasingly complex or difficult texts, by making appropriate and increasingly rich connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare their own values to those of an Olympic athlete profiled in a magazine article; compare their own food choices with those recommended in Canada’s Food Guide; verify the credibility of descriptions of the environment in a futuristic novel by reading current articles about the likely effects of global warming)

analyse texts in terms of the information, ideas, issues, and themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., describe how tone and word choice support the argument in a journal article on a current issue; explain the role of various characters in a short story with respect to plot development and theme; analyse how the use of multiple points of view in a novel contributes to the development of its themes)

evaluate the effectiveness of texts, including increasingly complex or difficult texts, using evidence from the text effectively to support their opinions (e.g., read and navigate through the home pages of two websites and explain what makes one more user-friendly and informative than the other; evaluate the effectiveness of arguments in a persuasive essay)

identify and analyse the perspectives and/or biases evident in texts, including increasingly complex or difficult texts, commenting with growing understanding on any questions they may raise about beliefs, values, identity, and power (e.g., identify gender or cultural bias in job advertisements; determine whether the voices represented in a text are appropriate for that text, and suggest how the meaning would change if different voices were represented; identify a trend in popular fiction and describe what this trend reveals about current society; identify the use of exclusive language in texts)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify a variety of characteristics of informational, literary, and graphic text forms and explain how they help communicate meaning (e.g., a standard organization and format are used to communicate course information in college calendars; dialogue is used to reveal character in short stories and novels; photographs, statistics, and pull quotes highlight interesting details in magazine articles; several types of organizational patterns, including question-and-answer and cause-and-effect, can be used effectively in a persuasive essay)

identify a variety of text features and explain how they help communicate meaning (e.g., sidebars allow secondary themes to be developed in some detail without interrupting the main narrative; headings, numbered steps, and illustrations or diagrams make procedures and instructions clear and easy to follow; elements of graphic design and layout make various types of charts and schedules easier to read)

identify a variety of elements of style in texts, including increasingly complex or difficult texts, and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., evaluate how diction affects the credibility of a news report; explain how repetition and parallel structure can be used to reinforce meaning in informational texts; compare song lyrics on the same theme and identify the elements of style that make one song more effective than another)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in a variety of reading contexts (e.g., words in grade-level texts; terminology in college brochures, pamphlets, and online sources)

use appropriate decoding strategies to read and understand unfamiliar words, including words of increasing difficulty (e.g., use knowledge of root words, prefixes, and suffixes to predict the meaning of unfamiliar words; use context clues to determine the meaning of new words)

use a variety of strategies, with increasing regularity, to explore and extend vocabulary, focusing on the precision with which words are used in the texts they are reading (e.g., use a thesaurus to find synonyms for new words encountered in reading; keep a list of the specialized vocabulary of a job or postsecondary program they are interested in pursuing)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading

explain which of a variety of strategies they found most helpful before, during, and after reading, then evaluate their strengths and weaknesses as readers to help identify the steps they can take to improve their reading skills (e.g., identify the strategies that are most helpful when reading fiction; create a bar graph to show which strategies they use most often; identify types of texts they find difficult to understand, and use a reading log to track their practice of strategies and the improvements they perceive when reading such texts)

identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., review pieces of writing they recently completed to identify learning that has benefited them as readers)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for a variety of writing tasks (e.g., a short paragraph to explain a school tradition to a student who is new to the school; a brochure about bullying or sexual harrassment; an editorial for the school newspaper critiquing a school policy; a poem about a personal experience for a teen audience)

generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., use a graphic organizer to plan the questions they will address in writing a report on an independent study project; conduct an Internet search for information to use in writing the text for an oral presentation, and bookmark websites and databases that seem useful; in groups, use a graphic organizer to record and assess contrasting opinions on a current issue that they will be writing about;1 gather information from a variety of print and online sources to write a product report for peers on a new digital media player; use a writer’s notebook to jot down and keep a record of ideas for potential creative writing projects; conduct both formal and informal meetings with teachers, librarians, and community experts to generate ideas for research on their topic; accurately and thoroughly record all sources used to gather ideas and information, so that if they use the ideas and information, they can credit the original author, avoid plagiarism, and provide a complete bibliography or reference list)

locate and select information to effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress; identify a range of sources that could provide appropriate information for their assignment, such as books, journals, online databases, websites, audio and video recordings and film, blogs, and archived newspapers; search digital media and community resources such as college libraries and community service organizations; use a template to evaluate sources and information for reliability, objectivity, and comprehensiveness; record all sources of information in a bibliography or reference list, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty)

identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing (e.g., organize information for a short research paper into an introduction, a body, and a conclusion; categorize different opinions from a variety of sources about a new digital or electronic device for a product report they are writing;2 create an outline for a five-paragraph essay on the theme of a novel or film; select and organize ideas from their journal entries to use in creating a poem; use a graphic organizer to classify information about college programs that lead to a specific career that interests them)

determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task (e.g., review their writing for relevance, organization, and completeness, using a highlighter pen or other means to identify areas that need more details or information, and make the changes, conducting more research if necessary3 )

Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences using a variety of informational, literary, and graphic forms (e.g., single organized paragraphs on a current issue, an idea encountered in shared reading, or a technical subject in preparation for a group discussion; contributions to a class anthology of short narratives, information pieces, poems, and graphic texts for younger students; a speech articulating how Aboriginal values and beliefs could benefit the larger society; a formal letter inviting a community partner to sponsor a school project; a brochure on workplace safety)

establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing (e.g., in a journal entry, use words that convey admiration for an adult for whom they have a high regard; use formal language in a letter of application to convey a sincere and serious tone; in one paragraph, express their own views about an issue of concern to teens)

use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interesting for their intended audience (e.g., develop a list of words used by writers to describe various settings, and consult the list when writing similar types of descriptive passages;4 have a character in their play who is a hypochondriac use vivid words to describe his or her symptoms)

write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use short, direct statements in a report; vary the length and complexity of their sentences in a narrative; use a variety of appropriate transitional words to show logical connections between ideas and sentences in an essay5 )

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and appropriate; ask themselves whether someone from a different background could have a different opinion of what is important in a situation or issue described in their writing

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., add relevant details to support their thesis in a short analytical essay; reword a weak sentence to increase its effectiveness; employ writing techniques observed in advertisements and other persuasive texts where appropriate in their own writing 6 )

produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors (e.g., apply their knowledge of rules for the use of hyphens; maintain a list of words that do not follow normal spelling rules or patterns, and consult it regularly to check their spelling; consult print and electronic dictionaries to check their spellings;7 develop worksheets that demonstrate their understanding of spelling rules, patterns, and strategies, and consult these sheets frequently when writing 8 )

build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., confirm or adjust meaning by relating words to their context;9 consult thesauruses to find more evocative words for their narratives and poems; maintain their own lists of specialized business and technical vocabulary associated with careers of their choice, and consult these lists to enhance their writing)

use punctuation correctly and effectively to communicate their intended meaning (e.g., use italics/underlining or quotation marks as appropriate to indicate titles of works; use parentheses or dashes to set off supplementary material such as examples and definitions; use ellipses to indicate the omission of words or phrases from quotations)

use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively (e.g., use a variety of sentence types correctly in their writing;10 use parallel structure and balance in sentences to convey information emphatically; use unconventional grammar for effect)

regularly proofread and correct their writing (e.g., ask a partner to read their work aloud, and listen for errors and missing information; use a print or electronic dictionary to check words that may be misspelled or inappropriately used, and make corrections where necessary)

use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience (e.g., use an appropriate layout and appropriate features, such as tables and charts, in publishing a research report in an electronic format; use appropriate design features, such as varied fonts, graphics, drawings, and photographs, in publishing an illustrated essay about a novel)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

explain which of a variety of strategies they found most helpful before, during, and after writing, then evaluate their strengths and limitations as writers to help identify the steps they can take to improve their writing skills (e.g., describe how it helped them to use a checklist to keep on track for a large assignment; describe the value of keeping organized records of information they have gathered through research and of their sources; compare their current writing skills with those required for college or the workplace, and identify specific goals for improvement)

identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., explain how specific texts they have read have influenced their writing)

select a variety of types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select finished pieces of their writing for a portfolio of their best work, and explain why they have chosen these pieces; select finished pieces of their writing to present to a college admissions board, and explain why the pieces are good examples of their ability to write at a college level)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how media texts, including increasingly complex or difficult texts, are created to suit particular purposes and audiences (e.g., in a movie drama for a teen audience, the central characters are teenagers, to enable viewers to identify and sympathize with them; a college website includes images of students from a variety of ethnocultural groups studying and socializing so that a wide range of prospective students can imagine themselves at that college 1 )

interpret media texts, including increasingly complex or difficult texts, identifying and explaining the overt and implied messages they convey (e.g., explain the messages conveyed by the images, text, and symbols used in a movie poster;2 explain what the use of rich colours and an image of people in evening wear entering a theatre might suggest about the audience for a product in an advertisement)

evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including increasingly complex or difficult texts, and decide whether the texts achieve their intended purpose (e.g., determine how well a headline captures the point or mood of a newspaper story; determine how well an information brochure conveys its message and how it might be improved)

explain why the same media text might prompt different responses from different audiences (e.g., explain why a baby boomer might react differently from a teenager to an anniversary television broadcast about a worldchanging event such as the 1963 assassination of U.S. President Kennedy or the 1989 dismantling of the Berlin Wall)

identify the perspectives and/or biases evident in media texts, including increasingly complex or difficult texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., explain how the vocabulary used in a radio news report might influence audience perceptions of the event; based on the advertising accompanying a television sports event, suggest what some of the values and priorities of its audience might be;3 comment on the apparent cultural values reflected in a website)

explain how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry (e.g., Canadian Radio-television and Telecommunications Commission [CRTC] regulations that forbid direct marketing appeals during children’s programming; Canadian-content legislation related to radio music programming)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning (e.g., graphic novels emphasize the type of content – such as action and setting – that is appropriate to visual presentation; television broadcasts of major sporting events focus on the progress of play, while newspaper accounts of these events focus on background, explanation, and analysis)

identify conventions and/or techniques used in a variety of media forms and explain how they convey meaning and influence their audience (e.g., the conventions/techniques of a “breaking”news story were used in the “War of the Worlds”radio broadcast to persuade listeners that an alien invasion was taking place; a horror film uses dim lighting, eerie music, and closeups of violence to shock and frighten the audience; video games use specific conventions to identify heroes and villains; sports broadcasts use well-known former athletes as commentators to enhance the credibility of their coverage)

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a public service announcement to warn adults about the dangers of drinking and driving; a script for a radio interview with a controversial celebrity about issues of interest to teenagers), and identify significant challenges they may face in achieving their purpose

select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is a highly appropriate choice (e.g., justify the choice of a poster as a means to warn young athletes about the dangers of taking performance-enhancing drugs; explain why a mask would be an effective way to convey the feelings that a student has when graduating

identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate a specific aspect of their intended meaning effectively (e.g., conventions/techniques for a multimedia workplace safety promotion: integration of images, text, and sound effects to support the central theme)

produce media texts, including increasingly complex texts, for a variety of purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a promotional ad about a college program aimed at peers; a personal web page to support a résumé aimed at prospective employers)

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts

explain which of a variety of strategies they found most helpful in interpreting and creating media texts, then evaluate their strengths and weaknesses as media interpreters and producers to help identify the steps they can take to improve their skills (e.g., identify a particular challenge they faced in creating a media text and explain how they solved it)

explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., listening to a multicultural panel discussion about an issue can help them identify the most important aspects to cover in a media campaign about the issue)

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of a variety of listening tasks and set goals for specific tasks (e.g., listen to the lyrics from a soundtrack of a skateboard video to identify mood; listen to an online news clip to identify tone and bias; listen to a peer’s read-aloud in order to offer advice;1 listen to an audio clip from an online source to gather information for a celebrity biography)

select and use appropriate active listening strategies when participating in a variety of classroom interactions (e.g., apply verbal and non-verbal cues while listening; use body language that sustains, encourages, and facilitates discussion;2 make notes to record key points during a speech)

select and use appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including increasingly complex texts (e.g., take point-form notes to record information from a presentation about apprenticeships; use student-generated headings to organize information after listening; use the jigsaw method to share ideas and extend knowledge of the topic;3 after conducting an interview, organize the responses in preparation for writing an article)

identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways (e.g., create a display or a promotional pamphlet based on a speaker’s presentation about a career option; create a flyer for a new student that summarizes the information given in a grade-level assembly; create a timeline that highlights the key events in a crime story4 )

develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., dramatize key messages on the importance of teamwork, using the ideas and information presented in a teacher-directed lesson)

extend understanding of oral texts, including increasingly complex texts, by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., listen to the dialogue in a video of a workplace situation to compare the quality of the employee/employer communication with their own experiences in the workplace; explain how the ideas in an oral text relate to a social issue in the local community; discuss, with a partner, similarities and differences between the ideas in an oral text and their own ideas)

analyse oral texts, including increasingly complex texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response (e.g., examine the informative and persuasive aspects of an army recruitment video;5 compare the lyrics used in commercials for two different popular soft drinks to understand how they influence the audience)

identify and analyse the perspectives and/or biases evident in oral texts, including increasingly complex oral texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify people and perspectives not represented in popular network talk shows; analyse infomercial testimonials; analyse the campaign speeches of student council candidates)

evaluate the effectiveness of a variety of presentation strategies used in oral texts, including increasingly complex texts, and suggest other strategies that could be used effectively (e.g., evaluate the use of visual aids such as costumes, props, diagrams, or slides to enhance the oral text; assess the effectiveness of oral communication strategies used in presentations by recruitment personnel from postsecondary institutions)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for a variety of purposes, using language appropriate for the intended audience (e.g., discuss with a peer the reasons to attend a job fair; rehearse answers for a job interview; identify for a small group the values, priorities, and perspectives presented in a text; present and discuss a writing portfolio at a parent-teacher conference)

demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., role-play handling a customer complaint;6 acknowledge classmates’ diverse points of view by affirming their ideas; encourage others in a small group to contribute; adapt speaking based on verbal and non-verbal cues from the audience 7 )

communicate in a clear, coherent manner, using a structure and style appropriate to the purpose, subject matter, and intended audience (e.g., present an argument in favour of one point of view on an issue that includes an opening statement, a sequence of points with supporting evidence, and a conclusion8 )

use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., use appropriate technical language to describe a co-op placement;9 use sports terms in a presentation about a sports celebrity; retell a folk tale to a primary class)

identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences (e.g., use pauses and changes of pace in a presentation to highlight important points from a research report;10 use tone and volume to present and clarify written messages in a school announcement; use appropriate tone and volume when addressing customer complaints in a role play)

identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them appropriately to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., rehearse and use appropriate hand gestures to emphasize points;11 use appropriate body language and eye contact during small-group discussions; discuss the importance of spatial awareness and use it as appropriate when speaking and interacting with others)

use a variety of audio-visual aids appropriately to support and enhance oral presentations and to engage an audience (e.g., use presentation software to convey information to an audience; create an illustrated timeline to clarify the order of events discussed in an oral report;12 use handouts to provide relevant information to the audience)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

describe a variety of strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills (e.g., explain strategies they can use in the workplace to help them communicate effectively with customers, other employees, and employers; explain to what extent participating in a small-group or class discussion helps them understand the material discussed)

identify a variety of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., explain how their skills in reading help them participate in a smallgroup discussion; explain how their understanding of how written texts are organized helps them when they are preparing oral presentations)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of informational, graphic, and literary texts, using a range of strategies to construct meaning;

read a variety of short, contemporary, studentand teacher-selected texts that come from diverse cultures and reflect a variety of perspectives on current issues, identifying specific purposes for reading (e.g., find information in schedules, charts, and tables to complete a workplace task;1 rehearse a role based on a character in a short story by an Aboriginal writer for a readers’ theatre performance;2 interpret and evaluate data in a comparison chart about two different brands of a product;3 read a feature magazine article about a new perspective on a current issue for personal interest)

select and use appropriate reading comprehension strategies before, during, and after reading to understand texts, including increasingly complex texts (e.g., skim texts to gain an overall impression of their contents and scan texts to locate particular information; use sticky notes to mark significant ideas encountered in technical and workplace texts; reread passages that they did not fully understand to clarify ideas; after reading a text, prepare questions for a class discussion)

identify the most important ideas and supporting details in texts, including increasingly complex texts (e.g., explain the information conveyed in a graph; summarize the information provided on a government employment website for teens looking for summer jobs;4 outline the plot of a short story; list the evidence provided to support the argument in a newspaper editorial)

make and explain inferences about texts, including increasingly complex texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the design features of a magazine suggest about its target audience; explain what the dialogue between two characters reveals about their motives; make inferences about salary on the basis of the wording of a job description)

extend understanding of texts, including increasingly complex texts, by making appropriate connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., identify an issue depicted in a short story and do online research to explore different points of view about the issue; describe how the portrayal of teenage life and values in a feature article in a newspaper compares with their own experience)

analyse texts in terms of the information, ideas, issues, and themes they explore, examining how various aspects of the texts contribute to the presentation and development of these elements (e.g., explain how the photographs, diagrams, and headings in a manual help the reader understand important technical information; explain the stanza structure of a poem and how it determines the organization of ideas in the poem)

evaluate the effectiveness of texts, including increasingly complex texts, using evidence from the text to support their opinions (e.g., comment on the strengths and weaknesses of a manual they have used to assemble a product; compare the usefulness for the reader of the titles, subtitles, and layout in a variety of how-to pamphlets)

identify and analyse the perspectives and/or biases evident in texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify the values represented in two conflicting online opinion pieces about an employment issue; identify the pattern of bias in three political cartoons by the same cartoonist)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify a variety of characteristics of informational, graphic, and literary text forms and explain how they help communicate meaning (e.g., columns and rows are used to organize information in tables and charts; colour and contrast are used to show differences in a statistical comparison chart; the key words in headings and subheadings help the reader locate information in most informational text forms, such as résumés, trade apprenticeship texts, and manuals; stage directions help the reader visualize the action in a play; cause-and-effect patterns are often used to present explanations in reports5 )

identify a variety of text features and explain how they help communicate meaning (e.g., explain how graphs, flow charts, and timelines add or reinforce important details in business reports; compare how different magazines use colour, fonts, and page layout to attract their target audience)

identify a variety of elements of style in texts, including increasingly complex texts, and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., variety in sentence and paragraph lengths can affect readability and reader interest; the use of a symbol in an advertisement can create a particular impression about the product; the use of evocative words can help the reader visualize the characters in a short story; dialect, regional accents, or non-standard English can be used to reveal information about characters)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in a variety of reading contexts (e.g., words in grade-level texts; words found in texts on their favourite websites; terminology in technical and workplace texts)

use appropriate decoding strategies to read and understand unfamiliar words (e.g., discuss possible meanings of unfamiliar words with peers when participating in small-group, guided reading experiences; reread the sentence aloud to hear the unfamiliar word spoken in context; use print and electronic dictionaries to find the meanings of unfamiliar words)

identify and use a variety of strategies to expand vocabulary, with a focus on vocabulary needed to function effectively as responsible citizens, pursue careers, and participate actively in the community (e.g., create a list of words used in transactions such as renting an apartment or buying a car; report on vocabulary learned in a co-op placement, a part-time job, or a volunteer placement; create a visual/verbal collage using the new vocabulary in a text)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

describe a variety of strategies they used before, during, and after reading; explain which ones they found most helpful; and identify appropriate steps they can take to improve as readers (e.g., list the five reading strategies they found most helpful, and explain their choices; describe the benefits of reflecting on their reading practices and their progress as readers)

identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help in their development as readers (e.g., write a blog entry or an editorial for a student newsletter to explain the importance of this combination of skills in the complex world of work; record in your reading journal the insights into the novel that you gained from participating in a literature circle)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for a variety of writing tasks (e.g., single paragraphs expressing their opinion of topics or issues discussed in class to prepare for a group discussion; a report for presentation to peers providing information on a topic of personal interest, including a table of contents and an overview of the subject, organizing their material under appropriate headings, observing conventions for proper documentation and full acknowledgement of sources and extracts, and using technological aids appropriate to the task, such as conceptmapping or presentation software;1 a covering letter to accompany a résumé responding to a specific, advertised position)

generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., use rapid writing to generate ideas for a topic;2 as a class, complete a K-W-L chart to determine what they need to research about a topic; with a partner or in small groups, generate and record ideas for writing about a teacher-selected topic; use print, online, and other resources to gather ideas about a topic of their choice; in small groups and within a specific time frame, examine several advertisements and record their observations of patterns used in the marketing of products and/or services as a way to generate ideas for an opinion piece about advertising aimed at teenagers; accurately record all sources used to gather ideas and information, so that if they use the ideas and information, they can credit the original author, avoid plagiarism, and provide a complete bibliography or reference list)

locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a research portfolio; identify and consult a range of sources that could provide appropriate information for their assignment, such as reference books, websites, and online databases, as well as resources available in community institutions such as public libraries and local businesses; interview representatives of volunteer organizations and community groups, where appropriate to their topic; record all sources of information in a list of works cited or bibliography, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a template to evaluate sources and information for reliability, objectivity, and comprehensiveness; before completing their research, conduct a conference with their teacher and the teacher-librarian to help them determine whether the sources they have consulted to date are adequate and the information they have gathered is complete)

identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., use index cards to organize information and ideas for writing reports; in small groups, cluster the key images and supporting details they will use in writing a poem;3 organize relevant factual information for a report into an introduction, a body, and a conclusion; use a concept map to rank the most and least important ideas and information in their notes,4 or use different coloured highlighters to colour-code their notes, ranking ideas and information from important to non-essential and/or irrelevant)

determine whether the ideas and information gathered are relevant to the topic, accurate, complete, and appropriately meet the requirements of the writing task (e.g., ask themselves questions about the reliability and objectivity of their sources and the accuracy, completeness, and relevance of the ideas and information they have gathered 5 )

Using Knowledge of Form and Style: draft and revise their writing, using a variety of informational, graphic, and literary forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences, using a variety of informational, graphic, and literary forms (e.g., a how-to guide for a teenage audience on setting up a DVD player; a reflective narrative about a work experience that had a powerful effect on them, to be read aloud to peers; a presentation for jobless youth on preparing effective résumés)

establish a distinctive voice in their writing, modifying language and tone skilfully to suit the form, audience, and purpose for writing (e.g., use clear and precise language in providing instructions; use evocative language, including metaphors and similes, to communicate emotions in a memoir; use descriptive language to establish a particular mood or tone in a poem or song lyric; use appropriate vocabulary to effectively convey excitement in an adventure story written for young children)

use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear, vivid, and interesting for their intended audience (e.g., use figurative language to describe something in a poem; brainstorm to come up with a list of alternative, more effective words, phrases, and expressions to substitute for words they habitually use in their writing, and retain the list to consult for future writing assignments6 )

write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., break a long, confusing sentence into two shorter, more effective sentences; use transitional phrases to show the relationship between ideas in two or more sentences or paragraphs7 )

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and non-discriminatory; draft lyrics for a song expressing their views on a social issue; write an opinion piece about a local political decision for a newspaper of their choice)

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., add transitional words and phrases to link sentences and/or paragraphs to improve the flow of their writing; examine their writing to determine if they have used stereotypes, and remove them; add or substitute words, phrases, and expressions that will make their writing more vivid8 )

produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors (e.g., use their knowledge of spelling patterns and words learned from teacher- and self-selected texts to help them spell words correctly; check their spellings in available print and electronic resources; apply their knowledge of root words, prefixes, and suffixes to spell technical words correctly9 )

build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., refer to classroom word walls;10 confirm or adjust meaning by relating words to their context; consult a variety of print and online resources that are appropriate to their purpose, including glossaries, word banks, and technical dictionaries, to confirm meanings of words; maintain lists of technical words encountered in trade or professional publications, and determine how these words are formed from root words, prefixes, and suffixes11)

use punctuation correctly and appropriately to communicate their intended meaning (e.g., use semicolons instead of coordinating conjunctions or transitional words to join two sentences with closely related content, before certain transitional words such as however, and to separate items in lists where the items already contain commas; use parentheses or dashes to set off supplementary material such as examples and definitions; use ellipses to indicate the omission of words or phrases from quotations)

use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently (e.g., use a variety of sentence types correctly in their writing; use verb tenses correctly in their writing; use unconventional grammar for effect 12)

proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., review drafts using an editing checklist specific to the writing task; ask their peers to proofread their work, and use the feedback to make corrections13); read their sentences aloud)

use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal for their audience (e.g., select the most appropriate fonts, graphics, and layout to create polished and professional-looking reports;14 use clear fonts and graphics that are appropriate to their topic to create an effective presentation using presentation software)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

describe a variety of strategies they used before, during, and after writing; explain which ones they found most helpful; and identify appropriate steps they can take to improve as writers (e.g., describe how using a graphic organizer to organize their ideas improved their ability to write reports; describe how asking peers to review their drafts helped them improve their writing; compare their present writing skills with those required in workplace situations, and set specific goals for improvement)

identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., describe how being an observant viewer when watching television and an attentive listener when interacting with friends helps them find ideas for their writing)

select a variety of types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select finished pieces of writing for a portfolio that prospective employers will review, and explain why they think the pieces are good examples of their work; prepare an anthology of their writing, selecting pieces that reveal the range of their skills as writers)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how media texts, including increasingly complex texts, are created to suit particular purposes and audiences (e.g., horror movies use a unique villain, special effects, night-time settings, and teenage characters as victims to appeal to a teenage audience; apprenticeship training brochures include images of smiling young people in the uniform of their trade, and quotes from skilled workers who completed apprenticeship training and found lucrative jobs, to encourage students to enrol in apprenticeship training1 )

interpret media texts, including increasingly complex texts, identifying and explaining the overt and implied messages they convey (e.g., identify the implied messages that safety brochures use to strengthen their overt messages about following workplace safety rules and procedures; 2 identify clues in radio advertisements that indicate who the broadcaster’s target audience is)

evaluate how effectively information, ideas, issues, and opinions are communicated in media texts, including increasingly complex texts, and decide whether the texts achieve their intended purpose (e.g., determine how effectively a CD cover communicates the appeal of the artist and of his or her new collection of songs to its target audience; determine how well a company website conveys the impression of good management and responsible corporate citizenship to its employees or customers)

explain why the same media text might prompt different responses from different audiences (e.g., explain what attracts different people to different local newspapers, taking into account both design and content; explain why young children might respond differently than seniors to the playlist and advertising on a local radio station)

identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., comment on the different perspectives on an issue revealed in the news websites of different cultural groups)

explain how a variety of production, marketing, and distribution factors influence the media industry (e.g., explain why authors attend booksigning events to coincide with the release of their books)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general and specific characteristics of a variety of media forms and explain how they shape content and create meaning (e.g., explain how the differences between a website, a radio broadcast, a blog, and a television newscast affect their coverage of a news event)

identify conventions and/or techniques that are used in a variety of media forms and explain how they convey meaning and influence their audience (e.g., trade shows showcase the products of various manufacturers and/or service providers in a particular trade for the benefit of practitioners, distributing samples and informative literature and holding contests to engage the interest of their audience)

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a storyboard for a company video to provide new employees with essential information about the workplace 3 ), and identify significant challenges they may face in achieving their purpose

select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., explain why a videotape is an appropriate way to describe how to use a video camera; explain why a photographic exhibit highlighting features of the cooperative education program is a good way to interest students in the program)

identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate specific aspects of their intended meaning (e.g., conventions/techniques for a storyboard for a workplace safety video: descriptions of the camera angles and types of shots to be used and their purpose)

produce media texts for a variety of purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a captioned photo essay on an Aboriginal issue; a web page about the school for students new to the school)

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

describe a variety of strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify appropriate steps they can take to improve as media interpreters and producers (e.g., determine how analysing examples of effective career recruitment posters helped them create their own)

identify a variety of their skills in listening, speaking, reading, and writing and explain how the skills help them interpret and produce media texts (e.g., participating in a debate about school spirit can help them find a focusing theme for the campaign of a student council candidate)

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of a wide range of listening tasks and set goals for specific tasks (e.g., prepare counterarguments during a debate;1 record important ideas and supporting details during a class lecture; understand how to complete the online university, college, and OSAP applications after a presentation on the topic)

select and use the most appropriate active listening strategies when participating in a wide range of situations (e.g., pose questions to a student presenter that require the presenter to justify and extend his/her beliefs;2 understand and acknowledge a dissenting opinion in a small-group discussion3 )

select and use the most appropriate listening comprehension strategies before, during, and after listening to understand oral texts, including complex and challenging texts (e.g., read and prepare a written response to an assigned text before an in-class discussion on the text; use a student-generated checklist to assess a student presentation; deconstruct a speech in order to understand it)

identify the important information and ideas in oral texts, including complex and challenging texts, in a variety of ways (e.g., prepare a summary of a lecture, a televised address, or the plotline of a play watched as a class; listen to a segment of audio from a Shakespeare play and create an image that represents the scene)

develop and explain interpretations of oral texts, including complex and challenging texts, using evidence from the text and the oral and visual cues used in it insightfully to support heir interpretations (e.g., explain how the group used dramatic conventions to strengthen their performance of the poem; listen to two different versions of a Shakespearean soliloquy and compare the nuances of each actor’s performance; compare two versions of the same song or speech, one in audio form and one in video form, to examine how the meaning is conveyed in each)

extend understanding of oral texts, including complex and challenging texts, by making insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., actively listen to arguments in a debate in order to refute others’ interpretations; listen to an advertising campaign in order to detect any flawed logic;4 compare two oral biographies on the same celebrity to modify any personal preconceptions)

analyse oral texts, including complex and challenging texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/viewer’s response (e.g., evaluate how the participants in an expert panel discussion establish authority and credibility; debate how successful the panel was in informing its audience about the topic discussed; listen to two similar speeches and compare the organization and effectiveness of information, entertaining qualities, and persuasive techniques)

identify and analyse in detail the perspectives and/or biases evident in oral texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power (e.g., compare and analyse the meaning in the songs of several hiphop artists; analyse the perspectives of various participants on an expert panel about global warming)

evaluate the effectiveness of a wide variety of presentation strategies used in oral texts, including complex and challenging texts, and suggest other strategies that could be used effectively (e.g., analyse the way in which tone, vocabulary, and rhetorical patterns are used in a formal speech; analyse the use of various choral reading techniques to communicate complex themes in a readers’ theatre presentation; evaluate the importance of fluent and rehearsed reading of text excerpts in oral presentations in supporting the presenter’s argument)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for a wide range of purposes, using language effective for the intended audience (e.g., perform a readers’ theatre presentation of a written text; 5 deliver a eulogy for a Shakespearean character; role-play an entrance interview at a postsecondary institution; lead a panel discussion)

demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., rephrase statements for clarity;6 synthesize the thread of a small-group discussion; give group members opportunities for reflective silence; deliver a summary of a group discussion that honours the contributions of all participants 7 )

communicate in a clear, coherent manner, using a structure and style effective for the purpose, subject matter, and intended audience (e.g., use passages from a novel to support a literary analysis of the novel in a presentation; synthesize relevant and significant material into a presentation; 8 select and use relevant visual aids to strengthen a dramatic presentation for an audience of teenagers)

use the most appropriate words, phrases, and terminology, and a variety of stylistic devices, to communicate their meaning in a compelling way and to engage their intended audience (e.g., use descriptive language to evoke a particular mood in a dramatic presentation; use inclusive language during a presentation in order to acknowledge audience diversity; use catchphrases in a parody of a political speech;9 use standard Canadian English in a formal presentation on an independent study topic)

identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences (e.g., control and vary tone to enhance a message; adjust volume to reflect emotionally charged material and language during a speech; adjust pace and pauses during a seminar presentation to allow listeners sufficient time to take notes)

identify a variety of non-verbal cues, including facial expressions, gestures, and eye contact, and use them effectively to help convey their meaning and with sensitivity to audience needs and cultural differences (e.g., adjust facial expressions to serve tone and message;10 research and role-play various types of non-verbal cues used in different cultures)

use a variety of audio-visual aids effectively to support and enhance oral presentations and to engage an audience (e.g., integrate oral reading, overheads, presentation software, props, or video clips into a speech in order to create a cohesive presentation on an independent study topic; use multimedia techniques to enhance the production of a one-act play)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

demonstrate insight into their strengths and weaknesses as listeners and speakers, and practise the strategies they found most helpful before, during, and after listening and speaking to improve their oral communication skills (e.g., identify the environmental conditions that help them listen effectively; explain how they adjust their presentation strategies to reach a culturally diverse audience; assess their timemanagement and self-motivation strategies when preparing for a presentation and adjust as necessary)

identify a range of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., identify the oral communication skills they will require for postsecondary education and write an action plan that addresses their identified needs; explain how deconstructing literary texts helps them create oral texts)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading (e.g., read editorials and articles in newspapers, magazines, or journals reflecting two opposing views of Canada as a multicultural society, to prepare for a debate; compare the information in a variety of university calendars and websites to identify the undergraduate program that best suits their interests and needs;1 summarize a selection of critical essays about a text studied in class to enhance or challenge their own interpretation of the text 2 )

select and use, with increasing facility, the most appropriate reading comprehension strategies to understand texts, including complex and challenging texts (e.g., activate prior knowledge before reading by taking part in a fishbowl discussion; confer with the teacher during reading to clarify understanding and/or discuss an interpretation; role-play an interview with the main character of the story)

identify the most important ideas and supporting details in texts, including complex and challenging texts (e.g., summarize the ideas in a critical essay about a literary work; 3 outline two contrasting interpretations of a scene from a Shakespeare play; outline the historical or political context of an Aboriginal writer’s narrative)

make and explain inferences of increasing subtlety and insight about texts, including complex and challenging texts, supporting their explanations with well-chosen stated and implied ideas from the texts (e.g., explain what the details in a story suggest about the author’s attitude towards the subject; explain what made them begin to doubt the reliability of the narrator in a novel; identify and explain inferences that can be drawn from the home page of a website)

extend understanding of texts, including complex and challenging texts, by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., compare the personal and moral evolution of the main character in a coming-of-age story with their own experience; read and summarize several essays expressing different perspectives on a topic in order to inform their own opinion; apply concepts from literary theories in their analyses of fictional texts; identify and explain parallels between the way an issue is presented in a text and the way a similar issue is playing itself out in current events)

analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., analyse how syntax and stylistic devices are used in the characters’ speeches to help build tension in a dramatic scene; analyse how literary devices are used in a short story to illuminate a theme; explain why the thesis of an article is strengthened by the author’s exploration of a variety of perspectives on the topic; track significant words or images in an electronic version of a literary text to determine how they are used to reinforce certain themes and ideas)

evaluate the effectiveness of texts, including complex and challenging texts, using evidence from the text insightfully to support their opinions (e.g., evaluate whether the final scene in a play provides a credible and effective resolution that deepens the play’s impact; devise a list of criteria for evaluating the strengths and weaknesses of poems and use it to evaluate a selection of poems studied in class; compare two newspaper editorials in terms of the persuasiveness of their arguments, referring to the role of the organizational pattern used in each)

identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power (e.g., identify any significant social issues or concerns that are relevant to the topic of an opinion piece but are not addressed by the author; analyse texts for their use of inclusive or exclusive language; review the allusions made in a text to determine whether they reveal a bias on the author’s part)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify a variety of characteristics of literary, informational, and graphic text forms and demonstrate insight into the way they help communicate meaning (e.g., quoted material is used in a literary essay to support the analysis or argument, and the thesis is often restated and extended in the conclusion; recurring imagery and/or symbols often help to develop themes in poems, stories, and plays; the structure of a sonnet provides a framework for the poem’s content)

identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the texts (e.g., analyse how diction is used to create pathos in a play; analyse the syntax in a passage from a novel and describe the effect it creates; explain how dramatic irony is used to create sympathy for the protagonist in a short story; analyse the layers of meaning that the use of an archetype lends to a poem, or that the use of allusions to myth and legend add to a contemporary Aboriginal writer’s prose; show how juxtaposition is used to support the argument in an essay)

Reading With Fluency: use knowledge of words and cueing systems to read fluently

automatically understand most words in a variety of reading contexts (e.g., identify clichés and jargon in texts and suggest clearer, more specific wordings; identify words that signal organizational patterns in literary essays; analyse how familiar words are used to influence a mass audience in print and television advertisements)

use decoding strategies effectively to read and understand unfamiliar words, including words of increasing difficulty (e.g., create a glossary or personal dictionary of specialized and technical language encountered in academic texts; keep a list of prefixes and root words used in academic and technical publications to help decode new terms; speculate on the meaning of new words in a difficult text in discussion with peers, then consult a dictionary to confirm the meaning)

regularly use a variety of strategies to explore and expand vocabulary, discerning shades of meaning and assessing the precision with which words are used in the texts they are reading (e.g., list words from an eighteenthcentury novel that are now archaic, and provide contemporary synonyms for each, noting differences in connotation; compare two essays on the same idea by different authors, focusing on differences in word choice and resulting differences in meaning and effect)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

demonstrate insight into their strengths and weaknesses as readers, and practise the strategies they found most helpful when reading particularly challenging texts to enhance their reading skills (e.g., select a university-level text from the library, apply preferred strategies as they read a selected chapter, and paraphrase the passage they found most difficult)

identify a variety of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., describe the insights they gained into a short story after viewing a short film based on the story)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for a variety of writing tasks (e.g., a letter of application to a specific program at a postsecondary school; the script for a satirical monologue on contemporary issues and popular culture to be delivered to their peers; an essay analysing character development in a literary work; an adaptation of a complex scene from a Shakespeare play into a narrative for an English language learner

generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., record notes from a group discussion about a literary work to generate ideas for an analytical essay on the work; use a variety of strategies, including inquiry, divergent thinking, and discussion with peers, to explore a potential topic and generate ideas for writing an informational report; use a writer’s notebook while reading literary texts to jot down and keep a record of ideas for creative writing; brainstorm to develop a focus for their research, formulate a question that encapsulates the focus, and establish their research parameters to suit the focus; 1 consult print, electronic, and other resources, including public and postsecondary library collections, to identify potential sources of information for a report or essay; create and annotate a list of website addresses that may be useful in researching a topic; before starting their research, interview community business people, representatives of volunteer or community-service organizations, or social-issue advocates, as appropriate to their topic; record all sources used to gather ideas and information, so that if they use the ideas and information, they can credit the original author, avoid plagiarism, and provide a complete bibliography or reference list)

locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress; identify a wide range of sources that could provide appropriate information relevant to their assignment, such as books, periodicals, blogs, streamed media, online databases, audio and video recordings and films, and archived newspapers and multicultural community newspapers; search digital media and community resources such as university libraries and government agencies, as appropriate to their topic; conduct interviews with community and other experts in person or online to obtain leads about reliable and informative print and online sources, or to confirm and augment information gathered from other sources; develop and use a detailed template to evaluate sources for reliability, objectivity, and comprehensiveness; record all sources of information in a bibliography or reference list, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty)

identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing (e.g., use a concept map to organize key concepts for their argument in an essay, including an acknowledgement and a rebuttal of alternative positions;2 organize the important points in a motivational speech in climactic order; use a variety of organizational patterns, such as comparison, analogy, and examples, to present ideas and information in essays; develop an organizational plan for a complex document, such as a book or magazine that will contain several genres of text, and include in the plan elements such as the text genres and forms, the voice and/or point of view for each text, and appropriate, relevant, and appealing images, graphics, and fonts)

determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task (e.g., review and assess the ideas and information they have assembled for accuracy, relevance, specificity, clarity, completeness, and/or insight, using an effective personal marking system of their choice, such as highlighter pens, sticky notes, and recipe cards, and eliminate material or augment what they have, as appropriate 3 )

Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences using a variety of literary, informational, and graphic forms (e.g., a parody of a soliloquy in a play studied in class, for their peers; an essay analysing the themes, image patterns, or narrative techniques used in a literary work; a novel study website on a novel of their choice for an audience of teenagers; a feature article for a community newspaper that describes a conflict between people from different cultures in their school or community and proposes a solution to the conflict)

establish a distinctive and original voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing (e.g., write a soliloquy in the voice of the antagonist in a play; use a warm, convivial tone in writing a graduating-class report for the school yearbook; use academic language and an authoritative tone effectively to convey confidence in writing a research or literary essay)

use a wide range of descriptive and evocative words, phrases, and expressions precisely and imaginatively to make their writing clear, vivid, and compelling for their intended audience (e.g., replace general diction with concrete and specific language; use figurative language and literary and stylistic devices appropriately and effectively in a short story; review their writing for examples of imprecise or clichéd expressions, and replace them with more precise or imaginative wording, as appropriate)

write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use antithesis and parallel structures to convey ideas vividly and effectively; use parallelism and balance to aid clarity4,5)

explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and appropriate;6 explain how a script they have written for a scene between two co-workers subtly depicts one as patronizing the other)

revise drafts to improve the content, organization, clarity, and style of their written work (e.g., ensure that their controlling idea is appropriate and clear; reinforce their arguments with compelling evidence; rephrase passages or combine sentences in a narrative to improve clarity or to make their writing more compelling 7 )

produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors (e.g., use print and electronic spelling resources judiciously, demonstrating awareness of variant spellings, such as U.S. spellings, and homonyms;8 use irregular spelling in comments attributed to an opponent they are caricaturing in an editorial; identify words that they regularly misspell and implement appropriate strategies to avoid repeating the errors)

build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., use specialized dictionaries to verify the meaning of terminology they want to use in writing a technical report; identify shared roots and the use of the same prefixes and suffixes in words from different subject areas;9 incorporate into their writing new words encountered in their reading both in and outside the classroom)

use punctuation correctly and effectively to communicate their intended meaning (e.g., use commas, semi-colons, colons, and dashes correctly to clarify meaning, to improve the rhythm and flow of a sentence, and/or for stylistic effect)

use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively (e.g., use a variety of sentence structures correctly to communicate complex ideas;10 use transitional words and phrases to write coherent paragraphs; incorporate parallelism and balance in paragraph structure to enhance clarity and style; use pronoun case, number, and person correctly; select singular or plural verbs to agree with subjects containing collective nouns, as appropriate for their intended meaning; use the active and passive voice appropriately and effectively for their purpose and audience;11 use unconventional grammar for effect 12

regularly proofread and correct their writing (e.g., consult print and electronic resources as necessary to verify that their spelling, vocabulary, punctuation, and grammar are accurate and/or appropriate; assess the validity of the feedback provided by a partner who has proofread their work by consulting print and electronic resources, and make corrections where necessary)

use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience (e.g., format and publish the script for a scene in a short film on a fictional subject of their choice; select appealing and appropriate fonts, graphics, and layout for a brochure informing teenagers about an important health or social issue)

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

demonstrate insight into their strengths and weaknesses as writers, and practise the strategies they found most helpful when writing particularly complex texts to improve their writing skills (e.g., assess the strategies they have used for overcoming writer’s block, and explain the specific ways in which these strategies have been helpful; describe to peers how they revised a first draft to strengthen content and style; create a list of tips to be used in peer editing of their writing, including the kind of assistance and advice that they feel would specifically benefit them; compare their current writing skills with those required for higher education, and identify specific goals for improvement)

identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write more effectively (e.g., identify the benefits of reading their work aloud to an audience as a revising strategy; describe the specific ways in which individual texts they have read have influenced their writing)

select a variety of types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select a finished piece of writing that they feel best reflects their abilities as a writer, and explain why they chose it; select a finished piece of work that taught them something valuable about writing that they will continue to find useful in their future academic work)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

explain how media texts, including complex and challenging texts, are created to suit particular purposes and audiences (e.g., aspects of advertising campaigns are often modified to reflect the priorities of different regional, cultural, or socio-economic groups; the differing story line-ups of a major news network and a community television news channel reflect their differing priorities and target audiences1 )

interpret media texts, including complex or challenging texts, identifying and explaining with increasing insight the overt and implied messages they convey (e.g., explain the satiric message in a newspaper cartoon about a social or political issue; explain the messages about Canadian culture in a television program about a Canadian topic; identify some underlying social and/or political messages in an animated TV sitcom and suggest possible reasons why the messages are implied rather than openly expressed) Teacher prompts: “How can you detect the particular bias of a blog if it is not overtly expressed?” “Why is it important to verify information found on websites?” “Why do you think the few women are featured so prominently in this photograph of a group of politicians?”

evaluate how effectively information, ideas, themes, issues, and opinions are communicated in media texts, including complex and challenging texts, and decide whether the texts achieve their intended purpose (e.g., determine the credibility of the claims made in a documentary film, based on an evaluation of the reliability and relevance of the evidence presented in it; determine whether and how rhetorical devices such as hyperbole and metaphor in newspaper headlines help clarify the accompanying stories for the reader)

explain, with increasing insight, why the same media text might prompt different responses from different audiences (e.g., explain why the use of celebrities in fundraising campaigns might prompt both negative and positive responses; explain why a particular audience might respond negatively to violence in a widely popular video game while a different audience does not; explain why different audiences might interpret a political campaign brochure differently2 )

identify and analyse the perspectives and/or biases evident in texts, including complex and challenging texts, commenting with understanding and increasing insight on any questions they may raise about beliefs, values, identity, and power (e.g., debate the implicit assumption in an anti-smoking campaign that it is acceptable to limit some individual freedoms to achieve a collective social benefit; determine whether and how mainstream media coverage of a war or conflict manufactures consent or creates support for the war effort)

explain, with increasing understanding and insight, how production, marketing, financing, distribution, and legal/regulatory factors influence the media industry (e.g., in a small group, chart the costs of a thirty-second ad on prime-time television, a full-page ad in a daily newspaper, a thirty-second ad on a local radio station, and a full-page ad in a community newspaper, and explain why the costs of the advertisements vary so dramatically)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general and specific characteristics of a variety of media forms and demonstrate insight into the way they shape content and create meaning (e.g., explain how the format and presentation of news items on television can create a culture of fear; explain why film adaptations of novels often differ significantly from the novels they are based on, and describe the nature of the differences in a specific example)

identify conventions and/or techniques used in a variety of media forms and demonstrate insight into the way they convey meaning and influence their audience (e.g., reality television shows use editing and the careful manipulation of setting and costume to conceal the extent to which they are controlled by the producer; TV news coverage intersperses reporter narration with brief speech clips from protagonists to add interest and authenticity)

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a storyboard for a short videotaped editorial on a current issue or topic aimed at an adult audience; a multimedia presentation for peers on an environmental issue 3 ) and identify practical, interpretive, and/ or creative challenges they may face in achieving their purpose

select the media form best suited to the topic, purpose, and audience for a media text they plan to create, and explain why it is the most appropriate choice (e.g., explain why a multimedia presentation would be the most effective way to convince shareholders that a multinational corporation should improve its child labour practices; explain why a pamphlet would be the most effective way to lobby for a particular program to help poor people)

identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain why these will help communicate a specific aspect of their intended meaning most effectively (e.g., conventions/ techniques for a storyboard for a videotaped editorial on a current issue: an outline of types of shots, camera angles, sound effects, dialogue, and transitions between shots to be used, including brief notes about how each will contribute to the overall message; conventions/techniques for a multimedia presentation for peers to promote environmental awareness: an outline of images, text, and sound effects to be used, including brief notes about how each will contribute to the overall message)

produce media texts, including complex texts, for a variety of purposes and audiences, using the most appropriate forms, conventions, and techniques (e.g., a reading promotion campaign to support personal reading or a school-wide sustained silent reading program, using a variety of media forms, including posters in the library, computer presentations at an assembly, and a special “pitch”during morning announcements; a commercial to raise awareness about Aboriginal rights)

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

demonstrate insight into their strengths and weaknesses as media interpreters and producers, and practise the strategies they found most helpful when interpreting and creating particularly complex media texts to improve their skills (e.g., use feedback from the target audience for a media text they produced to evaluate its success; use feedback from peers to help identify their personal strengths as media creators and strategies that might help them improve)

explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., the ability to identify words that indicate bias in written material can help them detect bias when interpreting media messages)

English

Studies in Literature

Understanding Texts: read and demonstrate understanding of a variety of literary texts from different countries, cultures, and historical periods;

read a variety of types of literary texts, with an emphasis on works with engaging, relevant themes, by contemporary authors from a variety of cultures (e.g., create an annotated bibliography of sports titles they have read, with brief notes about their reactions to each title; design a self-selected reading list, in consultation with the teacher, to explore a topic of interest; create a reader’s scrapbook, recording details of the text types and topics covered in their reading during the year)

identify the purpose (or purposes) for reading particular literary texts (e.g., a text that explores a particular theme, for personal interest; a website, to locate author information; the opening passages from different texts, to preview content while considering a reading choice)

identify a variety of reading comprehension strategies and use them before, during, and after reading to enhance their understanding of texts (e.g., annotate a short excerpt from a graphic novel to explain inferences, make connections, record questions and reactions, paraphrase themes, and interpret graphics; create a mind map to summarize character information, quotations, and inferences; deconstruct a passage from a text, recording the results of their analysis in a graphic organizer)

Analysing Texts: respond to and analyse literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness;

respond to texts in a variety of ways before, during, and after reading to extend their understanding of the ideas, themes, and issues explored in the texts (e.g., write an anecdote to explain a feeling of personal connection to a character or event in a text; create a website for a character from a play; create a cartoon strip to depict an important scene from a text; develop questions to ask in a mock TV interview with fictional character; develop a dialogue between two fictional characters who meet twenty years into the future; retell an incident from a text in the style of a newspaper report and/or an electronic text message; write a letter to a classmate reflecting on questions they thought of while reading a text; keep a graphic record, such as a scrapbook, of personal reactions to ideas from exts)

use information from secondary sources to understand how historical, political, and cultural contexts influence the presentation of ideas, issues, and themes in texts (e.g., create a timeline that includes events in a text and realworld events at the time and place of writing, and relate the subject matter of the text to its real-world context; use evidence from advertisements, songs, or movies from the time when a text was written to make inferences about the cultural and social values of the time)

analyse texts in terms of the information, ideas, issues, and themes they explore, providing evidence from the texts to support their analysis (e.g., participate in a debate about whether a character in a play acted correctly to resolve a moral dilemma; identify appropriate actors for the different characters in a film adaptation of a story and justify their choices using evidence from the text; adopt the persona of a character from a short story to write a journal entry dated five years after the story ends; determine whether a piece of humorous writing has a serious purpose, describing its themes and the issues it addresses; select a short piece of prose or poetry and create a series of tableaux to illustrate its theme)

explain how the characteristics of different text forms help communicate meaning in a variety of literary texts (e.g., explain how the conventions of the science fiction and the romance genres influence the endings of a short story of each type; explain how the organizational pattern of a poem helps communicate the theme)

identify various elements of style used in texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., compare the openings of two novels in terms of tone, mood, atmosphere, and style and make predictions about genre, theme, type of action, and characterization based on this preview; identify clues in the dialogue in a text that provide information about the social class and personality traits of the characters; compare a serious report of an incident with a parody or comic depiction of the event and describe how the different voices used in the two versions affect their perception of the event; identify and explain the effect of rhetorical devices used in song lyrics; identify the rhetorical devices and strategies used in a famous persuasive speech)

Critical Literacy: demonstrate an understanding that the perspective of the author, the reader, and the text all influence the reading experience;

demonstrate an understanding of how an author’s writing has been influenced by factors such as gender, time period, cultural background, and social and political conditions and events (e.g., compare stories about the “coming of age”experience by authors from different cultures, using a Venn diagram to help identify the aspects of the authors’ accounts that are attributable to the influence of cultural background; describe various aspects of the cultural context revealed in an Aboriginal writer’s autobiography; use biographical information from print and electronic sources to connect recurrent themes in an author’s work to the author’s life experiences)

analyse texts in terms of how social, cultural, and political contexts and different readers’ personal perspectives may influence readers’ interpretations of the text (e.g., in a journal entry, explain how aspects of their own personal experience, background knowledge, or cultural heritage have influenced their reading of a text; use a graphic organizer to categorize texts in terms of the audience(s) they are primarily intended for, or are most likely to appeal to)

analyse texts to identify particular perspectives presented in them and the stylistic and/or structural means used to communicate those perspectives (e.g., identify competing perspectives presented in a text and use clues from the text to determine which of them, if any, the author appears to favour; compare two book reviews to show how reviewers bring different and unique perspectives to their analysis; identify individuals or groups who are referred to in a text but whose own voices are not heard, and suggest reasons for the omission, including reasons related to the historical or socio-political context at the time the text was written)

Literary Criticism: use literary criticism to enhance their understanding of literature;

demonstrate an understanding of key concepts and specialized terms that are used in literary criticism (e.g., create a multimedia presentation to highlight and explain the key literary terms and theories associated with some of the texts or genres represented in the course; maintain a personal dictionary of the literary terms and specialized language used in the course; design and construct a word wall of key literary concepts and specialized terms related to a particular text)

use key concepts or approaches of literary criticism to help them analyse and interpret literary texts (e.g., present an interpretation of a play or novel in the form of a psychiatrist’s “case study”of the characters’ motivations and behaviour; use a specific critical approach to prepare an interpretation of a text for a seminar presentation)

assess critical interpretations found in print and electronic sources and use those that seem most appropriate, helpful, or convincing to extend their understanding of texts studied in the course (e.g., read online analyses or reviews of texts, list those they found most interesting, and explain why; participate in a literature circle in the role of summarizer, questioner, commentator, or wordsmith to share responses to and evaluate a critical article on a text)

compare peers’ critical responses with their own to clarify and extend their understanding of literary texts (e.g., write a commentary on a peer’s interpretation of a text, noting both useful insights and possible misinterpretations and supporting their own opinions with evidence from the text; reflect and comment on the critical response of a peer in a Say Something activity)

The Role of Literature in Society: assess the importance of literature as a social and cultural force

explain how literary texts raise awareness about a range of topics, issues, ideas, cultures, events, and people (e.g., compare literary essays on a particular issue or topic written from different perspectives, describe the effect of the essays on their own thinking, and determine which view, if any, they are most likely to agree with; explain how a story by an Aboriginal writer affected their understanding of some of the current social and/or political concerns of Aboriginal peoples; read a text that discusses an international conflict and reflect, in a journal entry, on insights they have gained from the text into the causes of the conflict and/or the psychology of the opposing parties)

identify ways in which literary texts can promote readers’ intellectual and imaginative growth (e.g., describe how a work of science fiction or a graphic novel has stimulated their imagination or intellectual curiosity; identify three quotations or passages from a novel that challenged them intellectually, and explain why the passages were challenging; identify three poetic images that inspired them and analyse their effect)

identify ways in which literary texts might promote social and personal change (e.g., explain why a contemporary text is considered controversial; identify a controversial text from the past and explain why it is or is not still controversial today; design an advertising campaign to “sell”a point of view about an issue raised in a text they have read; write a “theme song”for a marginalized character depicted in a text they have read)

explain how the study of literature has contributed to their understanding of human nature (e.g., identify passages from literary texts that illustrate the capacity for forgiveness in human beings; identify a text that depicts human behaviour in difficult circumstances and comment on what they have learned from it, using words, visuals, or some other form of expression; use a Venn diagram to compare the views of human nature presented in texts by two different authors)

explain how their study of literature has enhanced their understanding of themselves as readers and as individuals (e.g., identify and monitor the development of their reading skills in a reflective journal, and recognize their progress; identify fix-up strategies that they find most useful during reading; identify ways in which their own social and cultural contexts may enhance or limit their understanding of texts; in a literature circle, explain how a particular reading strategy helped them gain insight into a passage from a text; select a text that taught them a powerful life lesson and explain to a small group why it has particular meaning for them)

English

Studies in Literature

Understanding Texts: read and demonstrate an understanding of a variety of literary texts from different countries, cultures, and historical periods;

read a variety of types of literary texts by authors from a variety of backgrounds, cultures, and time periods (e.g., create an annotated bibliography of titles they have read on a specific theme, with brief notes about their reactions to each title; design a reading list of self-selected texts, in consultation with the teacher, to explore a particular genre, author, time period, or country; write a literary essay on a particular genre, author, time period, or country, synthesizing information and insights from multiple texts)

identify a purpose (or purposes) for reading particular texts (e.g., an essay, to determine the author’s beliefs; a literary reference text, to obtain information about an author, a novel, a literary period, or various rhetorical and literary devices; a website, to find biographical information about an author; works by Aboriginal writers, to develop their understanding of some of the cultural and social concerns of First Nation, Métis, or Inuit peoples)

identify a variety of reading comprehension strategies, select those that are most appropriate for specific reading purposes and tasks, and use them before, during, and after reading to enhance their understanding of texts (e.g., develop a series of questions while reading a text; make connections between a text and other texts, personal experiences, and global or community events; annotate a short excerpt from a play or novel to explain inferences, make connections, record questions and reactions, paraphrase ideas, and interpret graphics)

Analysing Texts: respond to and analyse literary texts to develop and extend their understanding of how content, form, and style in combination communicate meaning and enhance a text’s effectiveness;

respond to texts in a variety of ways before, during, and after reading to extend their understanding of the ideas, themes, language, and issues in the texts (e.g., collaborate with peers to create dialogue for and enact a scene that represents a different resolution from the one in a story they have read; write in role as a central character who is reflecting upon his or her choices and the possible consequences of each; create a concept map of the figurative allusions in a text to help identify some underlying ideas in the text)

use information from secondary sources to understand how historical, political, and cultural contexts influence the presentation of ideas, issues, and themes in texts (e.g., conduct research into the historical period in which a novel is set to identify social and economic factors that would have affected the life choices of the novel’s male and female characters; create a web page for other students that summarizes how the historical, political, and social conditions of the time may have influenced the writing of a particular text; identify factors that might influence or explain the behaviour of the characters in a text, such as familial expectations or pressures, faith, attitudes about homosexuality or sexual identity, or attitudes about the supernatural)

analyse texts in terms of the information, ideas, issues, and themes they explore, providing evidence from the texts to support their analysis (e.g., identify imagery that communicates a central theme of a text; make inferences about a character’s psychology on the basis of the character’s actions; write a new scene for a play to highlight an aspect of its theme; infer the social class of the characters in a story based on their speech in passages of dialogue; compare the arguments in two essays and write a summary of each author’s thesis/position)

explain how the characteristics of different text forms help communicate meaning in a variety of literary texts (e.g., explain the effect of disruptions in chronological order – such as flashbacks or flash forwards – in a novel; select a scene from a text and rewrite it in a different form – such as by converting an excerpt from a novel into a news report; explain what information the shift from metre to free verse in a poem conveys to the reader; write a parody of a poem)

identify various elements of style used in texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., analyse the syntax of sentences in a paragraph to clarify the meaning of the paragraph, and assess the effect created by the syntax; assess how the use of multiple narrators affects the pacing, tone, and revelation of themes in a novel; view a role play of a scene from a text and assess the clarity and authenticity of the characters’ voices; write an essay tracing the use of a particular image throughout a text and evaluating its effectivenes in conveying the theme of the text; write and deliver a persuasive speech related to an issue in a text, using rhetorical devices similar to those employed in the text)

Critical Literacy: demonstrate an understanding that the perspective of the author, the reader, and the text all influence the reading experience;

demonstrate an understanding of how an author’s writing has been influenced by factors such as gender, time period, cultural background, and social and political conditions and events (e.g., explain in a seminar presentation the ways in which a text reveals the background and interests of its author; use a graphic organizer to compare two texts on the same theme from the same time period by authors of different nationalities or social circumstances, and determine whether and how their different backgrounds may have influenced their points of view)

analyse texts in terms of how social, cultural, and political contexts and different readers’ personal perspectives may influence readers’ interpretations of the text (e.g., evaluate the message in a play or novel from a past historical period in the light of contemporary social attitudes about gender, race, sexual orientation, social class, and/or ethnicity)

analyse texts to identify particular perspectives presented in them and the stylistic and/or structural means used to communicate those perspectives (e.g., identify whose psychology or perspective(s) is/are foregrounded in a text – those of characters from “mainstream”society or those of characters in a “marginal”position in society; explain how language, imagery, and structure work together in a text to help communicate one or several perspectives; write the script for a scene in which characters discuss a social issue addressed in a text they have read, to express different viewpoints on the issue; create and role-play a dialogue between a “heard”voice and another relevant but “unheard”voice from a text)

Literary Criticism: use literary criticism to enhance their understanding of literature;

demonstrate an understanding of key concepts and specialized terms that are used in literary criticism (e.g., create a poster that uses appropriate terminology to identify the characteristics of particular genres; classify course texts according to the literary movements, genres, or thematic categories they exemplify; list key elements of a critical theory that could be applied to a particular text)

use key concepts or approaches of literary criticism to help them analyse and interpret literary texts (e.g., in a classroom discussion, relate characters in a short story to various archetypes; create a poster presenting interpretations of a text based on two different critical approaches; write a critical review of a text using a particular critical approach and evaluate the usefulness of the approach as an interpretive tool)

assess critical interpretations found in print and electronic sources and use those that seem most appropriate, helpful, or convincing to extend their understanding of specific works in the course (e.g., write a brief synopsis of a critical review and assess the degree to which it provides insight into a play; using a graphic organizer, compare different book reviews, including a review they have written, in terms of what issues or aspects of a literary text they focus on)

compare peers’ critical responses with their own to clarify and extend their understanding of literary texts (e.g., record, reflect on, and comment on group members’ responses to a section of a novel; participate in a group discussion about the validity of a critic’s interpretation of a text)

The Role of Literature in Society: assess the importance of literature as a social and cultural force.

explain how literary texts raise awareness about a range of topics, issues, ideas, cultures, events, and people (e.g., in a presentation to the class, describe how a particular literary text has altered their view of, or provided insight into, a social injustice, a contemporary issue, a cultural or religious conflict, or the legacy of an important historical figure; identify the issues addressed in a controversial literary text and explain how the text challenges social, cultural, or political norms with respect to those issues; identify texts they have studied that bring marginalized voices to the attention of a mainstream audience)

identify ways in which literary texts might promote social and personal change (e.g., write and deliver a speech based on a famous example of political rhetoric to encourage an audience to take social action; write a journal entry about ways in which literature has inspired or might inspire people to change their minds or their behaviour; write an editorial, incorporating references from a text, recommending a remedy for an injustice depicted in the text)

explain how the study of literature has contributed to their understanding of human nature (e.g., in a class discussion, debate the validity of quotations about human nature found in texts studied in the course; relate the educational opportunities available to various characters in a novel to the characters’ moral, intellectual, or emotional development in the novel; identify similarities and differences in how myths from around the world portray human motivations and behaviour; identify, and share with the class, text passages that seem to capture or express some truth about human emotions such as loss, joy, pride, regret, or anticipation)

explain how their study of literature has enhanced their understanding of themselves as readers and as individuals (e.g., explain in a journal entry how one or more literary texts have influenced their own world view; explain in a letter to a friend how a text has helped them to cope with a difficult situation; describe a life lesson they have learned from a text; share their reflections about the experience of studying literary texts with a group of younger students; in a class discussion, explain how their reading in the course has influenced their appreciation of a particular literary genre or historical period, or a particular author’s work)

review the record of their progress in their learning journal, as well as the reading-response and writing samples produced during the course, in order to describe their growth in reading and writing skills throughout the course (e.g., in a written self-reflection)

for each of the required types of texts read (i.e., informational, narrative, graphic) and forms of writing produced (i.e., summary, information paragraph, opinion piece, news report), decide independently which are their most successful reading responses and pieces of writing and explain briefly, in writing, the reasons for their choice

a learning journal documenting the steps taken to monitor their learning during the year (e.g., a written self-assessment of their skills at the beginning of the course; an outline of their goals for achieving the required level of skill in reading and writing; a learning plan; checklists and other types of progress reports; a record of regular student-teacher conferences to review goals and assess progress)

all pieces that have been polished (e.g., for presentation and display)

all reading responses and writing selections submitted for evaluation during the course

all working drafts of reading responses and writing selections produced during the course

an inventory, with completion dates, of all the pieces of writing produced, identifying them as working drafts, revised drafts for evaluation, or polished pieces

an inventory, with completion dates, of all the texts read and the reading responses produced

demonstrate understanding of their own growth in literacy during the course

demonstrate understanding of the role of reading and writing in the learning process (e.g., by describing how they use reading and writing to locate and understand information in different subject areas; to generate, explore, and clarify ideas and thinking; to communicate for a variety of purposes; to express themselves; and to reflect on and extend their learning)

demonstrate understanding that their subject, audience, and purpose for writing influence their choices of form, tone, and level of language (e.g., by accurately describing, in a conference with the teacher, the form, style, and tone of a piece of writing and explaining why they are appropriate to the subject, audience, and purpose for writing)

demonstrate understanding that writing is a process that involves a range of thinking and composing skills (e.g., by describing, in a small-group discussion, how they use strategies before, during, and after writing to explore, organize, and express ideas and to polish final copy)

demonstrate understanding that the purpose for reading or the requirements of the reading task influence their approach to reading a text (e.g., by describing different approaches and the purposes for which they can be used – for example, skimming can be used to discover the gist of a narrative; close reading can be used to understand complex instructions)

demonstrate understanding that reading is an active process of thinking and constructing meaning (e.g., by describing, in a conference with the teacher, how they use strategies before, during, and after reading to determine meaning and extract information)

demonstrate understanding of the reading and writing processes and of the role of reading and writing in learning

identify the behaviours and attitudes they need to promote their own learning (e.g., active participation, confidence in their ability to improve, persistence, practice, willingness to reflect on their learning process and learn from their mistakes)

demonstrate understanding of their own roles and responsibilities in the learning process

explain how the ability to read, write, listen, and speak effectively can help them to succeed at school, at work, and in their personal lives (e.g., communication skills can help them to conduct research effectively, perform well in a job interview, present a point of view clearly, work cooperatively with others)

describe the communication skills they need to function effectively in a variety of situations at school, at work and in daily life (e.g., the ability to read efficiently, to listen effectively, to speak and write correctly and using an appropriate level of language)

demonstrate understanding of the importance of communication skills in their everyday lives – at school, at work, and at home

Understanding and Assessing Growth in Literacy

explain the purpose and uses of other non-fiction narrative forms, such as incident reports, recountings, or biographies/autobiographies (e.g., to provide a first-person account of an event; to tell someone's life story from an objective, "biographer's" point of view)

construct personal reflections, in paragraph form, choosing a clear focus and using appropriate examples to explain their thinking (e.g., set goals for reading or writing; reflect about an important accomplishment in their personal lives; explain an important skill they've acquired)

explain the purpose and uses of personal reflections (e.g., for self-assessment; to demonstrate personal growth in reading and writing; to set goals)

use knowledge of how to write news reports to create narratives related to other subject areas and personal interests (e.g., a biography of a historical figure; a recounting of a sports or musical event; an incident report about a job-related issue)

construct clear, coherent, and objective news reports that include relevant facts, information, and supporting details, using the five-questions model – Who? What? Where? When? Why? (e.g., a news report about a current event; a news report about a historical event they have studied in a history course; a traveller's report from another country)

explain the purpose and uses of news reports (e.g., to inform, to entertain, to arouse interest, to prompt further research)

use knowledge of how to write summaries, information paragraphs, and opinion pieces to produce informational writing for a variety of personal and school-related purposes (e.g., résumés, covering letters, reports)

construct a series of paragraphs, clearly stating an opinion in the opening paragraph and supporting it in subsequent paragraphs with clear, sufficient, and convincing reasons (e.g., to persuade fellow students to recycle pop cans; to convince an employer to adopt a flex work schedule)

explain the purpose and uses of opinion pieces (e.g., to justify a point of view; to persuade; to convince)

construct clear, complete information paragraphs, some with graphic elements, for a variety of purposes, using correct paragraph structure (e.g., an outline of research on a particular subject; an illustrated explanation of a procedure; a career description)

explain the purpose and uses of information paragraphs (e.g., to outline safety procedures; to describe the requirements of a job; to give information about new equipment; to report on own progress)

construct summaries that clearly state the main idea and include important supporting details (e.g., a summary of a student code of conduct, a chapter in a textbook, or a set of job requirements)

explain the purpose and uses of summaries (e.g., to provide a synopsis of a story, book, or movie for a friend; to sum up the conclusions of a report)

use knowledge of writing forms, and of the connections between form, audience, and purpose, to write summaries, information paragraphs, opinion pieces (i.e., series of paragraphs expressing an opinion), news reports, and personal reflections, incorporating graphic elements where necessary and appropriate

use appropriate strategies to edit written work (e.g., read aloud to detect errors; correct errors using personal checklists of "look-fors", a shared word/grammar wall, a personal grammar guide, and/or computer spelling and grammar programs) to achieve accuracy in the use of the conventions of standard Canadian English, including the requirements of grammar, usage, spelling, and punctuation listed below:<ul><li>Grammar and Usage<ul><li>write complete and correct sentences</li><li>use consistent and appropriate verb tense and voice</li><li>make verbs agree with subjects</li><li>make pronouns agree with their antecedents in number and gender</li></ul></li><li>Spelling<ul><li>use knowledge of spelling patterns and rules, and a variety of appropriate resources, to spell correctly (e.g., personal dictionaries, class word walls, sound-based and visual spelling strategies)</li></ul></li><li>Punctuation<ul><li>use punctuation correctly, including period, question mark, exclamation mark, comma, dash, apostrophe, colon, quotation marks, parentheses, and ellipses</li></ul></li></ul>

quote and/or cite information from sources accurately, and acknowledge all sources of ideas and information used in written work

revise drafts to ensure that ideas are presented in a logical order, to discard irrelevant ideas and information, to add details where information is insufficient, and to ensure a tone and level of language appropriate to the audience and purpose, using appropriate strategies (e.g., use checklists; discuss the draft with a peer or the teacher)

create a first draft that includes the main and supporting ideas in the required form (e.g., that uses distinct paragraphs where the form requires)

use appropriate strategies to organize ideas and information for writing (e.g., sort ideas into categories for an information paragraph; use a checklist to plan an incident report; create headings to guide the writing of a résumé; create an outline with an introduction/topic sentence, body, and conclusion)

use appropriate strategies for gathering supporting ideas and information from print and electronic sources (e.g., pose questions to guide their search; make jot notes to record information in their own words; assess the accuracy and relevance of information and the reliability of sources)

use oral language skills, in English or a first language, to develop content for writing (e.g., discuss prior knowledge of the topic and experiences for writing; ask questions to clarify instructions; share ideas for writing with peers)

use pre-writing strategies to generate ideas for writing (e.g., brainstorming; constructing mind maps and semantic webs)

identify the topic, the audience, the purpose for writing, and the requirements of the particular writing form

demonstrate the ability to use the writing process by generating and organizing ideas and producing first drafts, revised drafts, and final polished pieces to complete a variety of writing tasks

Building Writing Skills

use appropriate strategies to expand their vocabulary through reading (e.g., use knowledge of roots, prefixes, and suffixes to create new words; contribute to class word walls; create personal dictionaries of new words encountered in their reading)

use appropriate strategies to discover the meaning of unfamiliar idiomatic expressions encountered in their reading (e.g., "read past" an unfamiliar expression to gain a sense of the sentence, then make a guess as to its meaning; use or create dictionaries of phrases and expressions)

use appropriate strategies to discover the meaning of unfamiliar and technical words encountered in their reading (e.g., use print, online, and bilingual dictionaries; use context to determine the meaning of new words; create concept maps using new words; build a bank of sight words to increase reading fluency)

use a variety of strategies to understand unfamiliar and specialized words and expressions in informational, narrative, and graphic texts

demonstrate understanding of a variety of informational, narrative, and graphic texts commonly read in daily life (e.g., recipes, manuals, instructions, invoices, e-mails, encyclopedia entries, pamphlets, news reports, short stories, train schedules, bar graphs) by using and/or responding to them appropriately

make connections between personal experiences and the content of texts to consolidate and extend understanding of different types of texts, including:<ul><li>Informational texts (e.g., explain why they agree or disagree with an author's point of view; explain how they would use the information provided in an information paragraph in their own lives)</li><li>Narrative texts (e.g., compare a decision made by a person in a narrative with the choice they would have made in the same situation)</li><li>Graphic texts (e.g., relate information from graphic texts to their own purposes for reading and/or to information from other sources – for example, by using a road map to help plan a trip)</li></ul>

use appropriate strategies to make inferences about and interpret different types of texts, including:<ul><li>Informational texts (e.g., while reading, predict a writer's intentions, conclusions, or biases based on his/her presentation of the facts)</li><li>Narrative texts (e.g., pose questions about the explanations for people's actions given in a workplace incident report: "Are the explanations convincing?", "Do they account for all the facts?", "How could the incident be resolved?")</li><li>Graphic texts (e.g., compare the sizes of different visual features to identify the elements that are most/least important in an advertisement)</li></ul>

use appropriate strategies to locate information in different types of texts, including:<ul><li>Informational texts (e.g., search for key words from a question about the selection to locate specific information)</li><li>Narrative texts (e.g., reread the first sentence of successive paragraphs to identify the sequence of events and/or transitions in scene or changes in speaker)</li><li>Graphic texts (e.g., use a ruler to read along lines in a table; read up from the horizontal axis and across from the vertical axis to find a point on a graph)</li></ul>

use appropriate strategies to track and record ideas and information while reading informational and narrative texts (e.g., use highlighter, note-taking, or a visual organizer to identify key facts, points in an argument, or events in a narrative)

use appropriate strategies to monitor comprehension when reading informational and narrative texts (e.g., pose questions to check understanding; reread passages to clarify understanding; adjust reading speed to suit the complexity of the text)

use appropriate strategies to activate and build on prior knowledge of the content of the informational, narrative, or graphic selections (e.g., brainstorm about a topic)

use appropriate pre-reading strategies to preview new texts, including:<ul><li>Informational texts (e.g., scan for text features such as headings and for embedded graphics to make predictions about content)</li><li>Narrative texts (e.g., read the title and opening paragraph to make predictions about content)</li><li>Graphic texts (e.g., scan for distinguishing features of layout, such as a grid pattern; design, such as levels of heads; and print, such as headings/labels, to preview the content and identify the purpose of the text)</li></ul>

choose an appropriate approach to reading a text to match the purpose for reading (e.g., scan to locate the relevant section in a text; skim to identify the main point; read closely to clarify one's obligations in a contract)

demonstrate understanding of the content and meaning of informational, narrative, and graphic texts that they have read using a variety of reading strategies

explain how the form of a graphic text helps the reader understand the information or message (e.g., explain to a partner how a graph helps the reader understand the data; explain why the information in a schedule is displayed in a particular way)

use knowledge of the organizational structure (e.g., layout, grid pattern) of a variety of graphic texts (e.g., schedules, tables, graphs, maps, labelled diagrams, site maps, websites) to identify the purpose of the text, locate information, and extract pertinent details

use knowledge of narrative structure to identify ways in which fiction and non-fiction narratives are similar (e.g., both may use chronological order, have a distinct setting, develop a character)

use knowledge of the organizational structure of different types of non-fiction narratives (e.g., anecdote, recounting of events, biography, news report) and short fiction (e.g., dialogue, short story) to identify sequence of events and main ideas

use cue words and features of print to understand the organization and relationship of ideas in the text (e.g., cue words: first, then, next signal a chronological pattern; similarly, in contrast signal a compare-and-contrast structure)

demonstrate understanding of how the organizational structure of informational texts is related to the audience and the purpose for writing (e.g., by comparing the structure, audience, and purpose in an opinion piece and a report on a similar topic)

use knowledge of the organizational structure and features of textbooks to locate main ideas and specific information (e.g., use table of contents to locate chapters; use index to locate specific information; use headings, subheadings, and bold and italic type to identify main ideas; use glossaries to find definitions)

use knowledge of the organizational structure of opinion pieces (e.g., editorials, proposals, short essays in magazines or newspapers) to identify opinions, main ideas or arguments, and supporting details

use knowledge of the organizational structure of information paragraphs to identify the main idea (often in the topic sentence) and supporting details

demonstrate understanding of the organizational structure and features of a variety of informational, narrative, and graphic texts, including information paragraphs, opinion pieces, textbooks, newspaper reports and magazine stories, and short fiction

use oral language skills, in English or a first language, to support and enhance their reading experiences (e.g., by activating and building on prior knowledge through small-group discussion; by asking questions to gather relevant information before reading or to clarify instructions for reading tasks)

describe, orally and/or in writing, personally relevant texts they have read and their responses to them (e.g., read an excerpt of a selected text to a small group or the whole class; write a response to a text; recommend a text to a peer)

demonstrate the ability to read independently for personal, school-related, and career-related purposes (e.g., by writing a response to a text, answering assigned questions about a text, creating a summary of events outlined in a newspaper report, comparing descriptions of apprenticeship programs and writing a covering letter of application to one of the programs)

demonstrate that they have read a variety of student-selected and teacher-selected texts, including informational, narrative, and graphic texts (e.g., by keeping a record in a reading log)

demonstrate the ability to read and respond to a variety of texts

Building Reading Skills

English

English

Investigating Writing

Writing, Writers, and the Writing Life: demonstrate an understanding of writing as an art, a craft, and a career as they explore the work of a variety of Canadian and international writers.

read a range of teacher- and self-selected models of effective writing to become familiar with the art, craft, and world of writing (e.g., read a variety of narrative texts that reflect diverse cultural and geographical perspectives, including work by Aboriginal authors; read work by beginning and local authors published in quarterlies and small publications; read a variety of online writing by both professional and amateur writers)

demonstrate an understanding of the art and craft of writing after examining interviews with and articles by writers about their writing practices, processes, and beliefs (e.g., compare the ideas about writing and the writing process described by two authors in two different articles; describe a new understanding of the writer’s craft that they acquired by attending a public reading of an author’s work; research recent works on freedom of expression and the importance of global communities of writers by writers affiliated with international organizations such as PEN or Amnesty International)

analyse and assess the effectiveness of the ways in which writers use elements of form (e.g., verse structure in poetry; stage directions in drama; character, setting, and point of view in fiction; headings and sidebars in magazine articles; charts and graphs in textbooks; colour, images, and fonts in advertisements) to communicate meaning (e.g., identify the stanzaic pattern used in a poem, and suggest reasons why the poet chose to use it; examine and assess the effectiveness of the persuasive interplay between fact and opinion in two reviews of a popular film; explain how the authors of a fictional narrative and a personal essay on the same theme have used the different forms to convey their similar messages, and assess which one is more effective; explain how character development is used to propel the plot of a narrative text; explain how headings and sidebars are used in magazine articles to highlight key points; explain how charts and graphs are used in textbooks to summarize and explain key ideas; explain how an author uses local colour to develop setting)

analyse and assess the effectiveness of the ways in which writers use elements of style (e.g., diction, voice, tone, literary and/or rhetorical devices, sentence structure) to communicate meaning (e.g., explain how the imagery used by a writer strengthens the theme of his or her work; analyse the content of and the style used by journalists in a selection of national, local, and community newspapers; analyse and assess the effectiveness of the way tone is established in both the introduction to a novel narrated in the first person and the opening monologue of a play)

research a variety of opportunities and/or careers in writing-related fields, and identify the skills needed to pursue them (e.g., evaluate the information provided on several websites devoted to becoming a successful writer; research and determine the qualifications needed for admittance to both postsecondary and community writing programs; research the submission requirements of local publications and literary magazines; interview a professional writer for local media about the education and/or experience required to reach his or her current position)

Practising Writing

Exploring Ideas, Forms, and Styles: generate and experiment with ideas about writing content, forms, and styles;

generate and explore ideas for potential writing projects independently through reflection, reading, listening, viewing, and research (e.g., maintain a writer’s notebook to record ideas and insights that could be used in writing projects; generate experimental drafts based on models presented by the teacher; use rapid writing to initiate their thinking about a writing topic; research a topic of interest for an information piece; research a controversial Aboriginal issue for an editorial; listen to radio or television panel discussions, talk shows, or interviews on an issue of their choice to find an angle to explore in writing)

use text forms and stylistic elements in experimental ways to develop an effective personal writing style (e.g., collect and record examples of rhetorical devices and figurative language that they can draw on for writing projects; convert the content of a personal essay into a poem; transform research on a historical event into a narrative poem; build a paragraph around a comment recorded in their personal journal; introduce a story through the words of an unreliable narrator; create several different introductions for a short story; combine literary, graphical, and informational texts to establish setting; use dialect to reveal character in a monologue; create a found poem from a newspaper article)

Drafting and Revising: organize, draft, and revise their writing, employing forms and stylistic elements appropriate for their purpose and audience;

select and organize ideas and information to draft texts appropriate for the purpose and audience (e.g., use a piece of experimental writing from their writer’s notebook to develop a character in a short story; use a series of entries in a personal journal as starting points for drafting a memoir; determine the most effective way to organize paragraphs in writing a review of a book, movie, or CD for a student audience; draft a text that tells the “story”implied by a piece or pieces of visual art; effectively incorporate expert opinions into a piece of journalism)

use appropriate text forms and stylistic elements to communicate ideas and experiences effectively in their writing (e.g., use an interiormonologue or stream-of-consciousness style to reveal character; convey authority in writing a critical review; use dialogue to reveal the distinctive personality traits of two characters; use unconventional grammar for effect in a rap; use colourful expressions and unusual diction to evoke a particular region in a piece of dialogue; use sentence fragments where they might be appropriate to both the content and style of a piece of writing, and effective for the purpose)

revise drafts by reviewing and refining content, form, and stylistic elements to produce clear, coherent, and effective written work (e.g., review their work to determine if varying the type and length of the sentences would better achieve their purpose, and make changes where appropriate; review a personal essay to determine whether using or changing transitional words and phrases would make it more cohesive, and make changes where necessary; review their use of the active and passive voice in a short story to ensure that it is appropriate, and make changes where needed to make the story more effective; review the conclusion of an essay and make revisions to achieve the effect intended; review the feedback and assessments provided by the teacher and their peers, and incorporate suggestions where appropriate)

Editing, Proofreading, and Publishing: use editing, proofreading, and publishing skills and strategies to refine and polish their work;

edit and proofread their written work, applying the conventions of spelling, usage, punctuation, and grammar appropriately and effectively (e.g., read their work to a partner to help identify errors they may have made in punctuation and subject-verb agreement; use electronic grammar and spell-check programs to identify possible errors; use a peer conference to address a specific aspect of their work, such as sentence errors; use a student-directed teacher conference to address a specific aspect of their work, such as recurring grammatical errors)

produce polished written work, using a variety of effective presentation features appropriate for the purpose and intended audience (e.g., prepare a manuscript for submission to a specific literary publication, following the guidelines provided by the publisher; produce a polished piece of writing for submission to a school or community publication, providing accompanying images, such as photographs or other graphics, if appropriate; produce a polished short story for submission to a literary contest, adhering to the contest guidelines; produce a children’s story, with appropriate illustrations, for presentation to the library of a local elementary school; produce a script, including stage directions, for a play for submission to a drama contest for secondary school students)

generate and explore ideas for potential writing projects collaboratively through brainstorming and other discussions with a partner or as a group in a workshop setting (e.g., as a group, brainstorm ideas for writing an opinion piece on a controversial issue, considering the pros and cons of possible actions, potential arguments, and the points of view of various stakeholders; with a partner, use graphic organizers to sort ideas and develop a direction for writing a personal essay; in small group, advance a plot sequence by asking and proposing answers to a series of “what if”questions related to the options arising from conflicts between characters; work with a partner to develop a fully realized setting for a science fiction or horror narrative; as a group, brainstorm to develop an extensive bank of imagery suitable for use in writing surrealist poems)

provide constructive feedback to peers on works in progress by working with a partner or as a group in a workshop setting (e.g., describe their personal response to a peer’s reading of his or her introduction to a story, and ask if it was the response he or she intended; make specific suggestions aimed at improving a peer’s personal essay, such as taking into account a wider range of cultural experiences, using appropriate slang or unconventional grammar to express strong feelings about an event described, or reorganizing some of the paragraphs to make the essay more coherent; compose written feedback on a draft of a classmate’s work, praising particularly effective aspects of the piece and making specific suggestions for improving others)

assess peers’ written drafts, working with a partner or as a group in a workshop setting, to aid peers in their revision process (e.g., work with a partner to assess the written work of another peer and to develop constructive suggestions for the peer to use in revising his or her work; refer to specific criteria, determined earlier by the class, in explaining their assessment of a peer’s work; discuss the merits of suggestions for revision received from peers in their writing workshop)

Reflecting on Writing

Metacognition: identify their strengths as writers and areas where they could improve, and assess the growth and development of their own writing style.

identify and explain specific creative choices they made throughout the writing process to help them better understand the art of writing (e.g., explain the relationship between their choice of content, form, stylistic elements, and techniques and their purpose and audience; identify and explain improvements in their writing skills and changes in their personal writing style)

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., explain what they have included in and excluded from their description of a person, and how they intend the resulting description to affect the reader’s impression of the person; examine their writing to check for bias, and consider whether other perspectives and/or voices should be included to strengthen the impact of their writing; explain where and how their personal values and beliefs are reflected in the characters in a story they have written; identify, and explain the significance of, images in their poems that reflect specific personal or cultural experiences they have had; explain how the genres and styles they prefer to read have influenced their writing)

identify their areas of strength and weakness as writers, and the steps they can take to improve their own writing (e.g., explain the difficulties they encountered in revising a specific piece of writing, and how they overcame them; identify a gap in their writing skills, and strategies they could implement to become a more wellrounded writer; identify the step in the writing process that causes them the most problems, and what they plan to do to address this difficulty)

select samples of their writing that document their growth as writers for inclusion in a portfolio (e.g., prepare a portfolio of their work that demonstrates their development as a writer, and use two selections from it to explain their development; prepare a portfolio of their work for a summative conference with the teacher; prepare a portfolio of their work for submission at a college or university admission interview)

English

Investigating Writing

Writing, Writers, and the Writing Life: demonstrate an understanding of writing as an art, a craft, and a career as they explore the work of a variety of Canadian and international writers.

read a variety of teacher- and self-selected models of effective writing to become familiar with the art, craft, and world of writing (e.g., keep a record of the works they read for this course; identify diverse cultural points of view and divergent perspectives on current issues in their reading; select from their reading one or two models that they could use to guide their own writing)

demonstrate an understanding of the art and craft of writing after examining interviews with and articles by writers about their writing practices, processes, and beliefs (e.g., compare information about and comments provided by a variety of authors on their websites; describe what they have learned about writing after listening to and/or viewing a variety of interviews with authors, such as those on the CBC Radio show “Writers & Company”; ask a poet who has been invited to address the class about his or her writing practices and thoughts on the art and craft of writing)

analyse the ways in which writers use elements of form (e.g., verse structure in poetry; stage directions in drama; character, setting, and point of view in fiction; headings and sidebars in magazine articles; charts and graphs in textbooks; colour, images, and fonts in advertisements) to communicate meaning (e.g., explain how an author uses details of time and place to establish setting; analyse the way a newspaper uses headings and photographs to convey information both overtly and implicitly; explain how the author of a personal essay uses expository writing and a narrative structure to communicate his or her central claim or thesis)

analyse the ways in which writers use elements of style (e.g., diction, voice, tone, literary and/or rhetorical devices, sentence structure) to communicate meaning (e.g., compare the effect on the reader of the use of rhyme in one lyric poem and free verse in another; compare the journalistic styles used in radio, television, and Web-based news stories; explain how a first-person point of view in both fiction and non-fiction can affect the reader’s response to the work; analyse the use of metaphor in a story by an Aboriginal writer; explain how the use of dialect or nonstandard English enhances the portrayal of a character or a setting)

explain various ways in which works by selected writers from Canada and around the world are influenced by the writers’ personal experiences, beliefs, and socio-cultural contexts (e.g., explain how a popular novelist incorporates current issues into his or her work; identify themes that recur in the work of a favourite poet, and explain their connection to the poet’s world; explain the influence of culture on the work of a contemporary writer from Europe, Asia, Africa, or South America; read the work of one or more contemporary Aboriginal writers and analyse the perspective that he or she has on a current issue)

research a variety of opportunities and/or careers in writing-related fields, and identify the skills needed to pursue them (e.g., investigate the websites of a variety of Canadian writers’, journalists’, and publishers’ associations to explore the range of writing opportunities in Canada and the skills needed for them; research and determine the qualifications needed for admittance to both postsecondary and community writing programs; interview a professional writer for local media about the education and/ or experience required to reach his or her current position)

Practising Writing

Exploring Ideas, Forms, and Styles: generate and experiment with ideas about writing content, forms, and styles;

generate and explore ideas for potential writing projects independently through reflection, reading, listening, viewing, and research (e.g., develop a character who will deliver a short monologue; create the dialogue for a scene in a selected film after viewing the scene with the sound turned off; select and develop ideas from their journals to use in a poem; record facts from a mock press conference to use in writing a news article; read several reviews of a movie to find comments to use in a promotional poster for the movie; over the course of one week, write a series of “after-school”vignettes based on observations made at home, at the workplace, or in a local coffee shop or mall; read local and community newspapers to determine local issues, and choose one issue to explore in an article for the school newspaper

use text forms and stylistic elements in experimental ways to develop a personal writing style (e.g., create a verbal/visual collage on a topic of interest; write a text that emulates the style and structure of a published model; rewrite a newspaper article as a dramatic script; incorporate different text forms, such as a personal letter, a poem, a newspaper article, and/or a photograph, into a short story they are writing; develop a list of various kinds of figurative language that they can draw on for writing projects; create a concrete poem inspired by a key passage from a literary work; write a commentary on a local issue using an ironic or satirical approach)

Drafting and Revising: organize, draft, and revise their writing, employing forms and stylistic elements appropriate for their purpose and audience;

select and organize ideas and information to draft texts appropriate for the purpose and audience (e.g., draft the outline for a narrative text based on a series of personal or professional photographs; write a monologue based on a character developed collaboratively by a small group; organize ideas from entries they have made in their journals to draft an article for a school newspaper; adapt a children’s story for a teenage audience; write a script based on overheard conversations; draft a letter applying for a job as a teen columnist with a community newspaper, highlighting their skills and experience as a writer)

use appropriate text forms and stylistic elements to communicate ideas and experiences effectively in their writing (e.g., use a journalistic tone in writing a feature article for a community newspaper; write a song lyric, incorporating appropriate imagery; use persuasive rhetorical devices in writing an editorial on a contemporary and/or controversial social issue)

revise drafts by reviewing and refining content, form, and stylistic elements to produce clear, coherent, and effective written work (e.g., review their work to see if arguments are well developed and supported by specific evidence, and make changes where necessary; review their paragraphs for a variety of sentence beginnings; review their sentence lengths for variety; review their conclusions, and make changes where necessary; review their work to see if changes are needed to help readers clearly visualize the setting; review the feedback and assessments provided by the teacher and their peers, and incorporate suggestions where appropriate)

Editing, Proofreading, and Publishing: use editing, proofreading, and publishing skills and strategies to refine and polish their work;

edit and proofread their written work, applying the conventions of spelling, usage, punctuation, and grammar correctly and appropriately (e.g., have a partner read their work aloud to help identify possible sentence errors and awkward or confusing wording; check their spelling and punctuation, using a highlighter pen to mark possible errors to be reviewed; use electronic grammar and spell-check programs to identify possible errors; check that they have used quotation marks correctly)

produce polished written work, using a variety of effective presentation features appropriate for the purpose and intended audience (e.g., use an easy-to-follow layout and appealing visuals to complement a story written for elementary students or preschool children; use appropriate and effective fonts, design elements, and layout to create a professional-looking brochure, promoting a topic, product, or service of their choice)

Collaborative Writing: collaborate in the writing process with peers by generating ideas, responding to peers’ work, and assessing peers’ work in a workshop setting.

generate and explore ideas for potential writing projects collaboratively through brainstorming and other discussions with a partner or as a group in a workshop setting (e.g., develop a proposal for a small-group writing project; outline, with a partner, three possible ways to develop a personal essay; collaborate with others in a workshop setting to create four different introductions to a short story based on the same character; brainstorm to develop lists of heroes, villains, time periods, conflicts, and possible first lines as a way to generate ideas for creative writing)

provide constructive feedback to peers on works in progress by working with a partner or as a group in a workshop setting (e.g., propose possible endings for a peer’s short story; make suggestions aimed at improving specific aspects of a peer’s draft of a personal essay, such as using more powerful adjectives, reorganizing a description of events, or correcting grammatical errors; compose a written response to a peer, replying to specific concerns he or she has identified in a piece of his or her writing)

assess peers’ written drafts, working with a partner or as a group in a workshop setting, to aid peers in their revision process (e.g., assess a peer’s work using a class-constructed rubric or checklist, and explain their assessment to him or her; discuss the merits of suggestions for revision received from peers in their writing workshop)

Reflecting on Writing

Metacognition: identify their strengths as writers and areas where they could improve, and assess the growth and development of their own writing style

identify and explain specific creative choices they have made during the writing process to help them better understand the art of writing (e.g., explain why they chose to use specific literary devices in specific works; identify and explain how the revision process helped them improve one of their pieces; explain why they chose to accept specific suggestions for improvement offered by classmates)

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., identify examples of allusions to popular culture in their work; identify and explain a specific example in their writing of where they have drawn on their personal background, experiences, or cultural influences to develop an argument; identify two pieces of writing that reveal, overtly or implicitly, their own cultural expectations; explain what they think their writing would reveal about them to someone from another planet)

identify their areas of strength and weakness as writers, and the steps they can take to improve their own writing (e.g., explain the difficulties they encountered while writing a specific piece, and identify specific ways they could avoid experiencing those difficulties again; describe how they plan to develop a specific part of their writing process that needs improvement)

select samples of their writing that document their growth as writers for inclusion in a portfolio (e.g., prepare a portfolio of their work, showing their development as writers, to present to their classmates, the teacher, their parents, or a postsecondary institution)

Composition: Expressing Ideas and Creating Texts

Comprehension: Understanding and Responding to Texts

Foundations of Language

Literacy Connections and Applications

demonstrate an understanding of how the seven transferable skills (critical thinking and problem solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital literacy) are used in various language and literacy contexts

demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media

apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations

apply listening, speaking, and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences

demonstrate an understanding of foundational language knowledge and skills, and apply this understanding when reading and writing

demonstrate an understanding of sentence structure, grammar, cohesive ties, and capitalization and punctuation, and apply this knowledge when reading and writing sentences, paragraphs, and a variety of texts

apply foundational knowledge and skills to understand a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, and demonstrate an understanding of the patterns, features, and elements of style associated with various text forms and genres

apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, in order to understand and clarify the meaning of texts

apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts

plan, develop ideas, gather information, and organize content for creating texts of various forms, including digital and media texts, on a variety of topics

apply knowledge and understanding of various text forms and genres to create, revise, edit, and proofread their own texts, using a variety of media, tools, and strategies, and reflect critically on created texts

select suitable and effective media, techniques, and tools to publish and present final texts, and critically analyze how well the texts address various topics

analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms

evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential

evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities

demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission

conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations

evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts

demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production

select and use appropriate digital and media tools to support the design process and address authentic, relevant, real-world problems by developing and proposing innovative solutions

communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community

analyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication

demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts

analyze themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

evaluate and use various effective listening skills to enhance comprehension, including paraphrasing, asking open-ended questions, making relevant responses in group discussions, and reflecting on what has been said, and use these skills in formal and informal contexts and for various purposes

select and use a variety of listening strategies before, during, and after listening to analyze and comprehend information communicated orally and non-verbally, seek clarification, and identify relevant evidence to support a response appropriate to the context

analyze the purpose and audience for speaking in formal and informal contexts, and select and adapt speaking strategies to communicate clearly and coherently

identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and evaluate and compare the effectiveness of these strategies in supporting understanding or communication, including how their use may vary across cultures

use precise and descriptive word choice, including domain-specific vocabulary from various subjects, and cohesive and coherent sentences during formal and informal communication, to support audience comprehension

use consolidated knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use consolidated morphological knowledge to analyze and understand new words in context

read a variety of complex texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

use their knowledge of sentence types and forms to construct complex sentences that connect and communicate ideas accurately and effectively

demonstrate an understanding of the functions of parts of speech in sentences, consolidate and refine their understanding of grammar, and use this knowledge to support comprehension and communicate meaning clearly and precisely

use and refine their understanding of the meaning and function of capitalization and punctuation to communicate meaning clearly and coherently, when reading and writing

read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning

compare the text patterns, such as compare and contrast in an expository essay, and text features, such as footnotes and copyright information, associated with different text forms, including cultural texts, and evaluate their importance in helping readers, listeners, and viewers understand the meaning

evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre

analyze the narrator's point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons

read, listen to, and view a wide variety of text forms by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences

identify and explain prior knowledge from various sources, including personal experiences and learning in other subject areas, that they can use to make connections and understand new texts

identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate

make predictions using background knowledge and textual information, pose questions to confirm or refute their predictions, and revise or refine their understanding as indicated

select suitable strategies, such as rereading, using the glossary, asking questions, and consulting references and other resources, to monitor and confirm their understanding of complex texts and solve comprehension problems

connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them

summarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions

explain and compare how various strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts, and set goals for future improvement

analyze literary devices, including allusion, analogy, juxtaposition, and flashback, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience

make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts

analyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions

analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text

analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias

explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented

compare the ways in which historical periods, cultural experiences, and/or socio-political conditions and events have influenced two or more texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences

assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use

identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices

generate and develop ideas and details about complex topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences

gather and synthesize information and content relevant to a topic, using a variety of textual sources and appropriate strategies; evaluate the currency, quality, bias, and accuracy of information; verify the reliability of sources; and check copyright and cite the sources for all content created by others

classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives

evaluate the strategies and tools used to develop ideas and organize content for texts of the chosen forms, genres, and media, explain which were most helpful, and suggest steps for future improvement as a text creator

draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas

write fluently, with a personal style, touch type quickly and accurately, and select and use appropriate word-processing programs and tools to produce texts of various lengths and complexity

establish an identifiable voice in their texts, modifying language, style, and tone to suit the text's form, genre, audience, and purpose, and express their thoughts, feelings, and opinions about the topic clearly

explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives

make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete, revise, and reorganize sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback

edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers

produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect

publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message

evaluate the strategies and tools they found helpful when publishing and presenting texts, reflect on what they learned at each stage of the creative process, analyze how their texts address various topics, and suggest steps for future improvement as a text creator

English

Oral Communication

Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

identify the purpose of several different listening tasks and set goals for specific tasks (e.g., identify the purpose of the rhythm and sounds in a read-aloud of a poem; identify the main ideas and significant supporting details in a guest speaker's presentation; listen to both sides of a class debate in order to clarify their own position1

identify and use several different active listening strategies when participating in a variety of classroom interactions (e.g., ask questions to show interest during a class discussion about a poem; 2 acknowledge the teacher's feedback on drafts during a student-teacher writing conference; use culturally appropriate body language and eye contact as a member of the audience during another student's presentation)

identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts (e.g., prepare for the oral reading of a play by brainstorming prior knowledge about the play's topic; ask questions to clarify meaning during a guest speaker's presentation, when appropriate; summarize main ideas from a book club discussion to check understanding 3 )

identify the important information and ideas in both simple and complex oral texts in several different ways (e.g., listen to a reading of a poem and then discuss the most important images with a partner; 4 listen to a traditional Aboriginal story and create a story web; summarize and explain the central arguments of a speech in their own words; use a graphic form of expression, such as a series of drawings or tableaux, to depict the main events or ideas in an oral text)

develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., discuss possible underlying meanings in the lyrics of a popular song after listening to it in class; compare written responses to a read-aloud of a short story)

extend understanding of both simple and complex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., listen to a reading circle member's opinion of a text and respond by sharing their own opinion;5 investigate topics presented in an oral text, using online sources, in order to assess the speaker's credibility)

analyse both simple and complex oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener's/viewer's response (e.g., analyse how the meaning of the poem is reinforced through the use of choral reading elements; analyse how a guest speaker uses humour to make the audience more receptive to his or her ideas)

identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity, (e.g., assess the use of accents or dialects in oral texts to determine whether they are being used to reveal character or to create a stereotype or caricature; identify persuasive words or phrases in a radio advertisement aimed at a teenaged audience)

explain how several different presentation strategies are used in oral texts to inform, persuade, or entertain (e.g., describe how the actor changes his voice to arouse sympathy; examine the use of charts or statistics in a presentation to establish credibility or authority;7 evaluate the use of a "hook"in an oral presentation to introduce the topic and engage the interest of the audience, and suggest alternative strategies)

Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

communicate orally for several different purposes, using language suitable for the intended audience (e.g., tell a story to an elementary school class;8 participate in a classroom debate on a social issue; participate in a book-club discussion;9 discuss changes to an essay in a student-teacher conference)

demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., speak in turn;10 paraphrase or restate group members' contributions to a discussion when reporting on the discussion to the rest of the class)

communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience (e.g., organize a presentation using chronological order or a cause-and-effect structure;11 combine logic with an appeal to emotion in a speech; explain researched material to peers using the jigsaw method12)

use appropriate words, phrases, and terminology, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., use literary language in an oral analysis of a poem during a small-group discussion; choose words carefully in order to express opinions in a constructive manner;13 use figurative language to evoke a particular emotion in a monologue)

identify several different vocal strategies and use them selectively and with sensitivity to audience needs (e.g., use pauses and changes of pace to highlight the introduction of each new point in formal and informal dialogue;14 use changes in tone and volume to clarify the implied meaning of a text while reading it aloud;15 adapt voice to role-play a character's appearance on a television talk show)

identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning (e.g., control gestures while making a presentation in order to avoid distracting the audience from the message; demonstrate spatial awareness and cultural sensitivity when interacting with others; engage in appropriate eye contact during question-andanswer sessions16)

use several different audio-visual aids to support and enhance oral presentations (e.g., use costumes, props, or artefacts to enhance a creative presentation; use presentation software to illustrate key events from a biography; use an online media clip to clarify and support the arguments made in an oral report)

Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations

describe several different strategies they used before, during, and after listening and speaking; explain which ones they found most helpful; and identify steps they can take to improve their oral communication skills (e.g., identify what their classmates know about the topic before they begin planning their presentation; explain during a student-teacher conference how they self-monitor their listening and speaking skills; outline their learning process when they listen to a class lecture)

identify several of their skills in viewing, representing, reading, and writing and explain how the skills help them improve their oral communication skills (e.g., analyse a videotape of a small-group discussion to identify effective non-verbal communication strategies; explain how reading a character's dialogue before performing a scene in a readers' theatre presentation will help them give a better performance)

Reading and Literature Studies

Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning;

read student- and teacher-selected texts from diverse cultures and historical periods, identifying specific purposes for reading (e.g., compare the portrayal of adolescent issues in two short stories from different cultures; identify the theme in a Young Adult novel and a related poem in preparation for a book club discussion; 1 compare two newspaper articles on the same topic, identifying where the authors agree and where they differ; 2 create a bibliography of several online resources on a topic of interest)

use several different reading comprehension strategies before, during, and after reading to understand both simple and complex texts (e.g., list questions that occur to them as they read in preparation for a book club discussion; preview features of an informational text; explain how the illustrations support the theme of a picture book; use graphic organizers to keep track of important facts while doing research; 3 make sketches to visualize the action in a scene, or a process described in an informational text; after reading, explain how the key images in a poem helped them understand the theme of the poem)

identify the important ideas and supporting details in both simple and complex texts (e.g., select details from a story to create a profile of a character in the story; use a graphic organizer to categorize the ideas in an article)

make and explain inferences about both simple and complex texts, supporting their explanations with stated and implied ideas from the texts (e.g., list the words used to describe a character in a short story and make inferences about the character on the basis of those words; consider whether the rhythm of a poem influenced their interpretation of the poem's theme)

extend understanding of both simple and complex texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., role-play how they would resolve a particular character's dilemma; describe the position a character in a historical novel might take on a present-day issue; determine whether information in a news article supports or contradicts their prior knowledge acquired through research or personal experience)

analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of the texts contribute to the presentation or development of these elements (e.g., determine whether repeated sounds, words, or phrases in a poem reinforce its theme; determine how a story might change if it were narrated by one of the other characters in the story; determine how altering the punctuation could affect the message of an advertisement)

evaluate the effectiveness of both simple and complex texts, using evidence from the text to support their opinions (e.g., identify details that made them accept a story as believable; identify details that helped make the argument in an opinion piece convincing; identify the aspects of a favourite poem that make it appealing to them)

identify the perspectives and/or biases evident in both simple and complex texts and comment on any questions they may raise about beliefs, values, and identity (e.g., compare the depiction of an issue in a Young Adult novel and the depiction of the same issue in a newspaper report; explain how the social norms and values of a particular society in a different historical period are reflected in a short story from that place and time; describe differences in how readers from different backgrounds might respond to stereotyping in a text)

Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

identify several different characteristics of literary, informational, and graphic text forms and explain how they help communicate meaning (e.g., dated entries and use of the first person in a journal or diary signal the limited, personal perspective of the author; the dateline and impersonal presentation distinguish the factual, objective orientation of a news report from the personal persuasive orientation of an opinion piece; the linear, episodic plot of a travel or adventure narrative enhances the sense of unpredictability that creates interest and suspense)

identify several different text features and explain how they help communicate meaning (e.g., visuals in a children's story provide necessary information that is hard to convey using a child's limited vocabulary; the text layout of a concrete poem can change or add to the meaning conveyed by the words alone)

identify several different elements of style in texts and explain how they help communicate meaning and enhance the effectiveness of the text (e.g., evocative language may be used to create a particular mood in a novel; incongruous words and phrases may be used to create a humorous effect in a short story; a repeated phrase in a song lyric helps to emphasize the theme; the use of words with several connotations can add extra levels of meaning in a poem; alliteration in a magazine or online advertising slogan can help make readers remember the slogan – and the product)

Reading With Fluency: use knowledge of words and cueing systems to read fluently;

automatically understand most words in several different reading contexts (e.g., slang and jargon in a magazine report on teen trends; subject-specific terminology from grade-level texts and supplementary texts about the subject)

use appropriate decoding strategies to read and understand unfamiliar words (e.g., use understanding of word order and parts of speech to infer the meaning of a new word; sound out words phonetically; substitute a word that would make sense in the same context for the unfamiliar word; use knowledge of roots, prefixes, and suffixes to determine the meaning of unfamiliar words)

identify and use several different strategies to expand vocabulary (e.g., maintain personal word lists of effective words or phrases encountered in a literary context; identify words borrowed from other languages; list different uses of a new word in a personal dictionary; use a graphic to explore a word family)

Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

describe several different strategies they used before, during, and after reading; explain which ones they found most helpful; and identify specific steps they can take to improve as readers (e.g., describe similarities and differences in the way they read a poem and a print advertisement; rank their top five reading comprehension strategies in order of effectiveness and give reasons for their choices; compare their top five strategies with those of a peer and collaborate to identify and describe the best use for each strategy)

identify several of their skills in listening, speaking, writing, viewing, and representing and explain how the skills help them read more effectively (e.g., explain to a peer how presenting or viewing a dramatization of dialogue from a short story helped them understand the main character in the story; report to the class on how discussion with a partner helped clarify or extend their understanding of a news article about a local issue)

Writing

Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;

identify the topic, purpose, and audience for several different types of writing tasks (e.g., a narrative poem depicting a humorous incident for peers; a review of a book or film for fellow students; an account of an important event in Aboriginal history for the school newspaper; an expository essay explaining a character's development in a short story or novel for the teacher; 1 a ballad about a local person or event for the class yearbook)

generate and focus ideas for potential writing tasks, using several different strategies and print, electronic, and other resources, as appropriate (e.g., complete a K-W-L chart to focus an enquiry about an identified topic; participate in a small group discussion to generate ideas for an opinion piece; 2 identify key words to focus and guide electronic research; use different types of questions - prediction, probability, possibility, and speculation - to deepen understanding of a specific topic)

locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a print template; identify a variety of sources needed to research the topic, including both primary and secondary sources; conduct interviews with community members, experts on a topic, or witnesses to an event; use key word searches and other browsing strategies to locate appropriate sources, information, and terminology in online library catalogues, general encyclopaedias, and dictionaries; summarize/paraphrase research notes on index cards; record all sources of information in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recognition of the need to credit original authors and promote academic honesty; use a detailed template to evaluate sources and information for reliability and accuracy; use criteria developed in small groups to select appropriate information)

identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing (e.g., use a point-form outline to organize content for writing; 3 organize a series of paragraphs for an opinion piece; 4 use a storyboard to establish the sequence for a film or stage adaptation of a literary work; use a cause-and-effect chart to organize ideas for an analysis of a character's motivations and behaviour; work with several classmates to develop headings and group data for a textual analysis; use a concept-mapping software program to move from a concept map to a writing outline; 5 experiment with one or more organizational patterns to connect and order free-associated images for a poem)

determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task (e.g., visualize or perform the steps in a procedure to check for relevance and completeness; highlight the words in paragraphs that reflect or are linked to key words in the thesis)

Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;

write for different purposes and audiences using several different literary, informational, and graphic forms (e.g., a supported opinion essay about a school issue for the class newspaper; a comic strip based on a scene from a short story for young children; text for trading cards of mythological figures to share with friends; a poem inspired by a descriptive passage in a short story)

establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing (e.g., use formal language and a polite tone in a letter to the editor, and informal language and an emphatic or humorous tone in a blog; vary the tone and diction for brief in-role messages of congratulation from a student, a parent, and a politician)

use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience (e.g., use peer slang in a morning announcement; select words that sound like the things they describe [onomatopoeia] to reinforce an idea or impression)

write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas (e.g., use a variety of simple, complex, and compound sentences to add interest and improve the flow of their writing 6 )

explain how their own beliefs, values, and experiences are revealed in their writing (e.g., analyse their writing to determine whether voices are missing that it would be appropriate to include; use peer feedback to identify relevant ideas or opinions that have not been considered in the text 7 )

revise drafts to improve the content, organization, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., add examples to support the main idea; remove irrelevant or confusing details; insert appropriate connecting words at the beginning of paragraphs in a series to signal continuity of thought and relationships between ideas; reorder events in a news article to emphasize the most important facts and ideas 8 )

produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly (e.g., keep lists of academic vocabulary and course-specific literary terms; identify distinct styles for spellings and abbreviations associated with specific media and/or audiences, such as texting language; 9 use computer spell-check programs; use understanding of sound-symbol relationships, word structures, word meanings, and generalizations about spelling to identify and correct misspellings)

build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose (e.g., refer to classroom word walls; 10 keep a personal list of noteworthy new words and phrases encountered in texts; keep a personal list of common prefixes and suffixes and effective words and phrases; use a dictionary or thesaurus to find alternative words; confirm meaning by examining roots, prefixes, and suffixes; 11 use new words in their writing that they encounter through reading extensively and intensively)

use punctuation correctly to communicate their intended meaning (e.g., use final punctuation appropriate to the sentence type; use quotation marks for dialogue and direct quotations, including quotations from published sources; use commas to separate words or items in a list and in dates and addresses, and to clarify relationships between words and phrases in a sentence)

use grammar conventions correctly to communicate their intended meaning clearly (e.g., construct phrases and clauses and arrange them appropriately to write complete and correct simple, compound, complex, and compoundcomplex sentences; identify and correct a variety of sentence errors, such as sentence fragments, comma splices, and run-on sentences; consistently make subject and verb agree and use appropriate verb tenses; consistently make pronouns agree with their antecedents)

proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., consult print and electronic references to check spelling; develop and use a checklist specific to the writing task; with a partner, read work aloud to check for clarity and interest)

use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience (e.g., select striking computer graphics and fonts to heighten the impact of a news article; select images or unusual fonts or other design features for a title page to reflect or foreshadow the content of a story; use design elements such as columns, headlines, and visuals to create an arresting front page for a class newspaper

produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions 12)

Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

describe several different strategies they used before, during, and after writing; explain which ones they found most helpful; and identify several specific steps they can take to improve as writers (e.g., keep a log of everything they do when they begin a writing task; describe the place where they like to write; explain how they find quotations to support their writing)

identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., read their writing into a tape-recorder and listen to the playback as part of the editing process; explain how analysing a piece of Young Adult fiction by a favourite author helped them identify elements and approaches they could experiment with in a story of their own)

identify several different skills they have in listening, speaking, reading, viewing, and representing and explain how the skills help them write more effectively (e.g., read their writing into a tape-recorder and listen to the playback as part of the editing process; explain how analysing a piece of Young Adult fiction by a favourite author helped them identify elements and approaches they could experiment with in a story of their own)

select several examples of different types of writing that they think most clearly reflect their growth and competence as writers and explain the reasons for their choice (e.g., compare a first draft to a later or final draft, identify improvements they made, and explain what they learned from the redrafting process; compare the process for writing a poem and a news report about the same event and identify challenges they overcame during the writing process for each form)

Media Studies

Understanding Media Texts: demonstrate an understanding of a variety of media texts;

interpret simple and complex media texts, identifying and explaining the overt and implied messages they convey (e.g., explain what the words, symbols, and images on a cereal box communicate about the cereal; explain what the title and cover art of a graphic novel communicate about the story and its intended audience)

evaluate how effectively information, ideas, issues, and opinions are communicated in both simple and complex media texts and decide whether the texts achieve their intended purpose (e.g., compare the film adaptation of a novel to the novel itself and explain what is communicated more effectively and less effectively by the film; explain how the content, graphics, design, and layout of a popular teen magazine contribute to its success2 )

identify and explain different audience responses to selected media texts (e.g., poll friends and family members to gauge their reactions to a movie trailer, and explain differences in their responses; explain differences in male and female peers' reactions to a music video)

identify the perspectives and/or biases evident in both simple and complex media texts and comment on any questions they may raise about beliefs, values, and identity (e.g., identify the characteristics that signal Canadian content and interests in a Canadian television program; explain the messages conveyed through the depiction of gender roles in popular music videos)

explain how several different production, marketing, and distribution factors influence the media industry (e.g., explain why DVDs include trailers for first-run movies playing in local theatres; explain how a shopping mall is designed and organized to influence consumers)

Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

identify general characteristics of several different media forms and explain how they shape content and create meaning (e.g., a billboard soft-drink ad presents a static image suggesting the product's thirst-quenching qualities,3 while a television commercial links the product to a lively, interactive social situation)

identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience (e.g., camera angles and sound effects in films can create suspense and evoke fear in the audience; headlines, photographs, and captions in newspaper and magazine layouts draw the reader's attention to particular stories4 )

Creating Media Texts: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

describe the topic, purpose, and audience for media texts they plan to create (e.g., a video or photo collage to persuade peers to participate in a favourite sport or club) and identify specific challenges they may face in achieving their purpose

select a media form to suit the topic, purpose, and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., explain why a video would be more effective than a brochure to present information about climate change to a science class5 )

identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help them communicate meaning (e.g., conventions/ techniques for the home page of a website: menus to identify the main topics covered on the site; visuals to create interest in particular topics; links to other websites)

produce media texts for several different purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a TV public service announcement to inform teens about a social issue or health topic; a brochure to inform peers about important figures in Aboriginal history)

Reflecting on Skills and Strategies: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

describe several different strategies they used in interpreting and creating media texts, explain which ones they found most helpful, and identify several specific steps they can take to improve as media interpreters and producers (e.g., explain how they used feedback from the teacher and peers to improve a text they created; record in a learning log the design and production challenges that required the most creativity and perseverance to solve )

explain how their skills in listening, speaking, reading, and writing help them interpret and produce media texts (e.g., recognizing how graphics clarify explanations in a textbook can help them design a useful web page)

English

Literacy Connections and Applications

Transferable Skills: demonstrate an understanding of how the seven transferable skills (critical thinking and problem solving; innovation, creativity, and entrepreneurship; self-directed learning; collaboration; communication; global citizenship and sustainability; and digital literacy) are used in various language and literacy contexts

analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms

evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential

Digital Media Literacy: demonstrate and apply the knowledge and skills needed to interact safely and responsibly in online environments, use digital and media tools to construct knowledge, and demonstrate learning as critical consumers and creators of media

evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities

demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission

conduct research, considering accuracy, credibility, and perspectives, with a focus on misinformation, disinformation, and curated information, to construct knowledge, create texts, and demonstrate learning, while respecting legal and ethical considerations

evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts

communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community

Applications, Connections, and Contributions: apply language and literacy skills in cross-curricular and integrated learning, and demonstrate an understanding of, and make connections to, diverse voices, experiences, perspectives, histories, and contributions, including those of First Nations, Métis, and Inuit individuals, communities, groups, and nations

analyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication

demonstrate an understanding of the historical contexts, contributions, lived experiences, and perspectives of a diversity of individuals and communities, including those in Canada, by exploring and analyzing the concepts of identity, self, and sense of belonging in a variety of culturally responsive and relevant texts

analyze themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing

Foundations of Language

Oral and Non-Verbal Communication: apply listening, speaking, and non-verbal communication skills and strategies to understand and communicate meaning in formal and informal contexts and for various purposes and audiences

evaluate and use various effective listening skills to enhance comprehension, including paraphrasing, asking open-ended questions, making relevant responses in group discussions, and reflecting on what has been said, and use these skills in formal and informal contexts and for various purposes

select and use a variety of listening strategies before, during, and after listening to analyze and comprehend information communicated orally and non-verbally, seek clarification, and identify relevant evidence to support a response appropriate to the context

analyze the purpose and audience for speaking in formal and informal contexts, and select and adapt speaking strategies to communicate clearly and coherently

identify and use oral and non-verbal communication strategies, including expression, gestures, and body language, and evaluate and compare the effectiveness of these strategies in supporting understanding or communication, including how their use may vary across cultures

use precise and descriptive word choice, including domain-specific vocabulary from various subjects, and cohesive and coherent sentences during formal and informal communication, to support audience comprehension

Language Foundations for Reading and Writing: demonstrate an understanding of foundational language knowledge and skills, and apply this understanding when reading and writing

use consolidated knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use consolidated morphological knowledge to analyze and understand new words in context

read a variety of complex texts fluently, with accuracy and appropriate pacing to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

Language Conventions for Reading and Writing: demonstrate an understanding of sentence structure, grammar, cohesive ties, and capitalization and punctuation, and apply this knowledge when reading and writing sentences, paragraphs, and a variety of texts

use their knowledge of sentence types and forms to construct complex sentences that connect and communicate ideas accurately and effectively

demonstrate an understanding of the functions of parts of speech in sentences, consolidate and refine their understanding of grammar, and use this knowledge to support comprehension and communicate meaning clearly and precisely

use and refine their understanding of the meaning and function of capitalization and punctuation to communicate meaning clearly and coherently, when reading and writing

Comprehension: Understanding and Responding to Texts

Knowledge about Texts: apply foundational knowledge and skills to understand a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, and demonstrate an understanding of the patterns, features, and elements of style associated with various text forms and genres

read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning

compare the text patterns, such as compare and contrast in an expository essay, and text features, such as footnotes and copyright information, associated with different text forms, including cultural texts, and evaluate their importance in helping readers, listeners, and viewers understand the meaning

evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts

identify various elements of style in texts, including voice, word choice, word patterns, and sentence structure, and analyze how each element helps create meaning and is appropriate for the text form and genre

analyze the narrator's point of view, including limited, omniscient, or unreliable, in a variety of texts, explain how it is communicated, and suggest alternative points of view, giving reasons

read, listen to, and view a wide variety of text forms by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences

Comprehension Strategies: apply comprehension strategies before, during, and after reading, listening to, and viewing a variety of texts, including digital and media texts, by creators with diverse identities, perspectives, and experience, in order to understand and clarify the meaning of texts

identify and explain prior knowledge from various sources, personal experiences and learning in other subject areas, that they can use to make connections and understand new texts

identify a variety of purposes for engaging with texts, select texts from diverse creators that are suitable for the purposes, and explain why the selections are appropriate

make predictions using background knowledge and textual information, pose questions to confirm or refute their predictions, and revise or refine their understanding as indicated

select suitable strategies, such as rereading, using the glossary, asking questions, and consulting references and other resources, to monitor and confirm their understanding of complex texts and solve comprehension problems

connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them

summarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions

explain and compare how various strategies, such as visualizing, making predictions, summarizing, and connecting to their experiences, have helped them comprehend various texts, and set goals for future improvement

Critical Thinking in Literacy: apply critical thinking skills to deepen understanding of texts, and analyze how various perspectives and topics are communicated and addressed in a variety of texts, including digital, media, and cultural texts

analyze literary devices, including allusion, analogy, juxtaposition, and flashback, in a variety of texts, and explain how they help create meaning and are appropriate for the intended purpose and audience

make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts

analyze complex texts, including literary and informational texts, by assessing the credibility, reliability, and significance of information and formulating conclusions

analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, past times, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text

analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias

explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented

compare the ways in which historical periods, cultural experiences, and/or socio-political conditions and events have influenced two or more texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences

assess the effectiveness of the critical thinking skills they used when analyzing and evaluating various texts, and set goals to improve their use

Composition: Expressing Ideas and Creating Texts

Developing Ideas and Organizing Content: plan, develop ideas, gather information, and organize content for creating texts of various forms, including digital and media texts, on a variety of topics

identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices

generate and develop ideas and details about complex topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences

gather and synthesize information and content relevant to a topic, using a variety of textual sources and appropriate strategies; evaluate the currency, quality, bias, and accuracy of information; verify the reliability of sources; and check copyright and cite the sources for all content created by others

classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives

evaluate the strategies and tools used to develop ideas and organize content for texts of the chosen forms, genres, and media, explain which were most helpful, and suggest steps for future improvement as a text creator

Creating Texts: apply knowledge and understanding of various text forms and genres to create, revise, edit, and proofread their own texts, using a variety of media, tools, and strategies, and reflect critically on created texts

draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas

write fluently, with a personal style, touch type quickly and accurately, and select and use appropriate word-processing programs and tools to produce texts of various lengths and complexity

establish an identifiable voice in their texts, modifying language, style, and tone to suit the text's form, genre, audience, and purpose, and express their thoughts, feelings, and opinions about the topic clearly

explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives

make revisions to the content, elements of style, patterns, and features of draft texts, and add, delete, revise, and reorganize sentences to improve clarity, focus, and coherence, using various strategies and seeking and selectively using feedback?

edit draft texts to improve accuracy and style, checking for errors in spelling, punctuation, grammar, and format; edit digital texts using word-processing software, including spell- and grammar-checkers

Publishing, Presenting, and Reflecting: select suitable and effective media, techniques, and tools to publish and present final texts, and critically analyze how well the texts address various topics

produce final texts using appropriate techniques and tools, including digital design and production tools, to achieve the intended effect

publish and present texts they have created, using various media and tools, and evaluate how their choices helped them communicate their intended message

evaluate the strategies and tools they found helpful when publishing and presenting texts, reflect on what they learned at each stage of the creative process, analyze how their texts address various topics, and suggest steps for future improvement as a text creator