Appendix

Western Canadian Language Arts Curriculum Framework

The Common Curriculum Framework for English Language Arts (1998) articulates a shared vision developed by Alberta, British Columbia, Manitoba, Saskatchewan, Northwest Territories, and Yukon Territory and provides a basis for curriculum development in English language arts in Saskatchewan.

The following outcomes serve as a foundation for English Language Arts 10, 20, and 30 courses.

The Common Curriculum Framework for English Language Arts identifies two variations for each of the specific outcomes for Grades 11 and 12. The first variation emphasizes ways in which language is used for understanding, analyzing, and responding to literature; creating in a variety of literary forms; self-expression; and personal satisfaction. The other variation emphasizes ways in which language is used for getting things done in day-to-day living. For example, it emphasizes clear, concise communication, collaboration with others, presentation skills, reading of documents and nonfiction, research, information management, and use of technology. Together, the specific outcomes and their two variations suggest a range of rich and varied learning outcomes that enable students to build on their interests and to strengthen and extend their language knowledge, skills, and strategies.

These specific outcomes and their variations may be incorporated in English language arts courses that encourage students to fulfill personal interests and to achieve goals related to employment, citizenship, and lifelong learning. Sometimes students may pursue the language arts from an aesthetic stance or perspective. For example, they may focus on their own and others' artistic or creative expression: reading and writing prose, plays, and poetry; viewing and making videos; and performing and presenting literary works. At other times, they may study the language arts from a more pragmatic stance or perspective. For example, they may focus on the use of language in conducting a variety of daily transactions: writing reports, documents, and articles; reading, hearing, and viewing a wide range of texts designed for pragmatic purposes; and preparing multimedia presentations.

A description of the five general outcomes with their related specific outcomes and variations follow.

General Outcome 1: Students will listen, speak, read, write, view, and represent to explore thoughts, ideas, feelings, and experiences.

Exploratory language enables students to organize and give meaning to experiences. Students use exploratory language to share thoughts, ideas, and experiences, and to express and acknowledge emotions. Exploratory language enables students to discover and understand what they think and who they are. It also helps them reflect on themselves as language learners and language users. In addition, exploratory language helps them establish and maintain relationships.

1.1 Discover and Explore

Express Ideas
10    consider the potential of emerging ideas through a variety of means (such as talking, mapping, writing journals, rehearsing, drafting, role-playing, brainstorming, sketching) to develop tentative positions
20    connect ideas, observations, opinions, and emotions through a variety of means to develop a train of thought and test tentative positions

• connect ideas, observations, opinions, and emotions to create or understand texts
• connect ideas, observations, opinions, and emotions to develop a train of thought and formulate tentative positions

• consider a range of ideas, observations, opinions, and emotions to create or understand texts
• consider the relative merits or a range of ideas, observations, opinions, and emotions to reformulate or strengthen tentative positions

Consider Others’ Ideas
10    seek and consider others' ideas through a variety of means (such as interviews, Internet discussion groups, dialogues) to expand understanding
20    seek others' responses through a variety of means (such as consulting Elders, e-mail correspondence, surveys) to clarify and rework ideas and positions

• seek others' responses through a variety of means to clarify and rethink interpretations of texts or to reconsider the shape and nature of own texts
• seek others' ideas to clarify and rework positions, keeping in mind audience and context

• weigh diverse and challenging suggestions and advice to reconsider interpretations of texts or to re-examine the shape and nature of own texts
• assess diverse, challenging information and questions and alternative perspectives to clarify own ideas and positions

Experiment with Language and Forms
10    demonstrate a willingness to take risks in language use and experiment with language and forms of expression (such as word choice, dramatic presentations, media interviews)
20    experiment with language and forms of expression to achieve particular effects

• experiment with language and forms of expression to explore their effects on content and intent
• experiment with language and forms of expression to discover their impact on audience and effect on purpose

• vary language uses and forms of expression to discover their potential and limitations for creating particular effects
• vary language uses and forms of expression to discover their impact on audience and effect on purpose

Express Preference
10    pursue and expand interests and ideas through sharing reactions to, and preferences for, particular texts and genres by various writers, artists, storytellers, and filmmakers
20    explore a range of texts and genres and discuss how they affect personal interests, ideas, and attitudes

• explore a range of texts and genres by various writers, artists, storytellers, and filmmakers, and discuss ideas, images, feelings, people, and experiences both within and associated with these texts
• explore a range of texts and genres, and discuss their appeal and potential for affecting particular audiences

• explore and discuss how texts and genres by various writers, artists, storytellers, and filmmakers contribute to discovering aspects of self and others
• investigate how various topics, texts, and authors influence decisions, goals, and life pursuits

Set Goals
10    assess personal language learning and select strategies to enhance growth in language learning
20    establish goals and plans for personal language learning based on self-assessment of achievements, needs, and interests

• develop goals and plans for personal language learning (such as reading new genres or authors, experimenting with various writing forms or styles, developing effective storytelling techniques)
• formulate goals and plans for personal language learning (such as using visuals, making effective presentations, enhancing clarity of design) based on self-assessment of achievements and needs

• develop goals and plans for future language learning related to the development of personal identity, socio-cultural expression, literary pursuits, and further learning
• formulate goals and plans to direct language learning related to daily life, citizenship, employment, and further learning

1.2 Clarify and Extend

Develop Understanding
10    clarify and shape understanding by assessing connections between new and prior knowledge, ideas, and experiences
20    examine and adjust initial understanding according to new knowledge, ideas, experiences, and responses from others

• modify initial understanding of own and others' texts, considering new ideas, information, experiences, and responses from others
• examine and adjust initial understanding of texts according to new knowledge, ideas, experiences, and responses from others

• explain how new ideas, information, experiences, and perspectives clarify interpretations of own and others' texts
• explain how new knowledge, ideas, experiences, and perspectives reshape understanding of texts

Explain Opinions
10    explain opinions, providing support or reasons; anticipate other viewpoints
20    explore various viewpoints and consider the consequences of particular positions when generating and responding to texts

• explore possible interpretations when generating and responding to texts and themes
• explore and consider the consequences of own and others' viewpoints; confirm or revise personal viewpoints when generating and responding to texts

• explore assumptions and premises of texts to determine personal perspectives when generating and responding to texts
• explore multiple viewpoints on an issue or topic and identify aspects for further investigation; evaluate implications of differing perspectives when generating and responding to texts

Combine Ideas
10    connect ideas and experiences through a variety of means to gain understanding when generating, and responding to, texts
20    combine ideas and information through a variety of means to clarify understanding when generating and responding to texts

• combine viewpoints and interpretations through a variety of means (such as Think-pair-share, literary discussion groups on Internet) when generating and responding to texts
• combine ideas and information from multiple sources through a variety of means (such as pro-con charts, alternative Internet search engines, comparison tables) to ensure consideration of various perspectives when generating and responding to texts

• revise and recast viewpoints and interpretations through a variety of means (such as role playing, reordering, restructuring, using alternative forms, changing settings, adding details) when generating and responding to texts
• consider ideas and information from multiple sources to identify their relative importance when generating and responding to texts; anticipate audience responses through a variety of means (such as rating scales, flow charts)

Extend Understanding
10    explore ways in which real and vicarious experiences and various perspectives affect understanding when generating, and responding to, texts
20    extend understanding by exploring and acknowledging multiple perspectives and ambiguities when generating and responding to texts

• extend understanding by considering real and vicarious experiences, inquiry findings, and divergent interpretations when generating and responding to texts
• clarify understanding by considering multiple perspectives, research data, and intended audience when generating and responding to texts

• explore and consider the usefulness of particular experiences, interpretations, and information when generating and responding to texts
• extend understanding by considering multiple perspectives, research data, and audience diversity (such as culture, age, gender) when generating and responding to texts

General Outcome 2: Students will listen, speak, read, write, view, and represent to comprehend and respond personally and critically to oral, print, and other media texts.

Making meaning of oral, print, and other media texts is fundamental to the English language arts. Through these texts, students experience a variety of situations, people, and cultures, and learn about themselves. Students can respond personally to texts by relating them to their prior knowledge, to their feelings and experiences, and to other texts. Through personal response, they explore and form values and beliefs. They respond critically to texts by making interpretations and evaluating ideas, forms, and techniques. Students use a variety of strategies and cueing systems before, during, and after interacting with various oral, print, and other media texts.

2.1 Use Strategies and Cues

Prior Knowledge
10    apply personal experiences and prior knowledge of language and texts to develop understanding and interpretations of a variety of texts
20    examine connections between personal experiences and prior knowledge of language and texts to develop understanding and interpretations of a variety of texts

• examine connections between personal experiences and prior knowledge of genres, traditions, and a variety of texts (such as plays, poetry, novels, short stories, television programs, Internet book/film discussions) by writers, artists, storytellers, and filmmakers to develop understanding and interpretations
• examine connections between personal experiences and prior knowledge of particular forms and content, and a variety of texts (such as research reports, interviews, articles) to develop understanding and interpretations

• analyze connections between personal experiences and prior knowledge of genres, traditions, and a variety of texts (such as essays, novellas, epic poetry, films) by writers, artists, storytellers, and filmmakers to develop interpretations
• analyze connections between personal experiences and prior knowledge of particular forms and content and a variety of texts (such as demonstrations, technical reports, editorials, multimedia presentations) to develop interpretations and perspectives

Comprehension Strategies
10    select, describe, and use comprehension strategies (such as inferring, visualizing, summarizing, recalling, replaying, reviewing) to monitor understanding and develop interpretations of a variety of texts
20    use and adjust comprehension strategies to monitor understanding and develop interpretations of a variety of texts

• use and adjust comprehension strategies (such as inferring character traits and relationships, judging the plausibility of story endings, paraphrasing poetry or film excerpts) to monitor understanding and develop interpretations of texts
• use and adjust comprehension strategies (such as skimming to preview texts, varying and adjusting reading and viewing rates to accomplish purpose, paraphrasing and summarizing, remembering pertinent information) to monitor and develop understanding of texts

• apply a broad repertoire of appropriate comprehension strategies (such as analyzing artistic choices, recognizing motifs and patterns, supporting interpretations with relevant reasons and textual references) to monitor understanding and extend interpretations of texts
• apply a broad repertoire of appropriate comprehension strategies (such as following inductive and deductive arguments, detecting biases or logical fallacies, assessing plausibility, paraphrasing arguments) to monitor and develop understanding of texts

Textual Cues
10    use textual cues (such as transitional phrases in print texts, introductions in speeches, stage directions in plays, opening scenes in films) and prominent organizational patterns (such as compare and contrast) to construct and confirm meaning and interpret texts
20    use textual cues and prominent organizational patterns to construct and confirm meaning and interpret texts

• use textual cues (such as prologues, stage directions, camera angles) and prominent organizational patterns (such as acts and scenes, chapters, versification) to construct and confirm meaning and interpret texts
• use textual cues (such as visual images, sound tracks, structured overviews, headings and subheadings, summaries) and prominent organizational patterns (such as generalizations, examples) to construct and confirm meaning and interpret texts

• use textual cues (such as analogies, visual compositions, dramatic monologues) and prominent organizational patterns (such as juxtaposition, stream-of-consciousness) to construct and confirm meaning, and interpret texts
• use textual cues (such as colour, debate rebuttals, news story formats) and prominent organizational patterns (such as proposition and support, hierarchical structures, data matrices) to construct and confirm meaning, and interpret texts

Cueing Systems
10    use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as word order and sentence patterns; connotations, word analysis, social context) to construct and confirm meaning and interpret texts
20    use syntactic, semantic, graphophonic, and pragmatic cueing systems to construct and confirm meaning and interpret texts

• use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as variety in sentence structure and length, words with multiple connotations, foreign derivations, prefixes and suffixes of specialized vocabulary, social context) to construct and confirm meaning and interpret texts
• use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as subject-verb-object sequences and qualifiers, prefixes and suffixes of technical vocabulary, acronyms, social context) to construct and confirm meaning and interpret texts

• use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as sentence complexity, complex dialogue, allusions, and symbols, etymologies, social context) to construct and confirm meaning, and to interpret texts
• use syntactic, semantic, graphophonic, and pragmatic cueing systems (such as transitional sentences, specialized symbols and codes, social context) to construct and confirm meaning, and to interpret text

2.2 Respond to Texts

Experience Various Texts
10    experience texts from a variety of genres and cultural traditions (such as talking circles, legends, human interest stories, situation comedies); explore others' responses to texts
20    experience texts from a variety of genres and cultural traditions; compare various interpretations of texts

• experience genres (such as storytelling, myths and legends, historical dramas) from a variety of cultural traditions; explore and compare various interpretations of texts
• experience texts (such as traditional knowledge, ethnic/arts/community newspapers, docudramas) from a variety of perspectives, disciplines, and cultural traditions; compare various interpretations of texts to clarify understanding of ideas and information

• experience genres (such as Aboriginal literature, oral and written histories and songs, dramatic monologues, international films) from a variety of historical and cultural traditions; examine various interpretations of texts to revise or extend understanding
• experience texts (such as debates, oral and written historical accounts, editorials) from a variety of perspectives, disciplines, and cultural traditions; analyze various interpretations of texts to revise or confirm understanding of ideas and information

Connect Self, Texts, and Culture
10    respond personally and critically to individuals, events, and ideas presented in a variety of Canadian and international texts
20    respond personally and critically to ideas and values presented in a variety of Canadian and international texts

• respond personally and critically to themes, values, and beliefs presented in a variety of texts by Canadian and international writers, artists, storytellers, and filmmakers
• examine ideas, issues, and values presented in a variety of texts by Canadian and international communicators (such as writers, photo-journalists, commentators)

• respond personally and critically to perspectives and styles of a variety of texts by Canadian and international writers, artists, storytellers, and filmmakers
• analyze and critique perspectives and styles of a variety of texts by Canadian and international communicators (such as editors, television producers, lecturers)

Appreciate the Artistry of Texts
10    explore how language and stylistic choices in oral, print, and other media texts affect mood, meaning, and audience
20    examine how language and stylistic choices in oral, print, and other media texts accomplish a variety of purposes

• examine how images and word choice (such as visual composition, juxtaposition, hyperboles) in texts convey and evoke emotion and create an overall impression
• examine how visuals and concise language (such as choice of fonts, short and medium sentences, precise nouns, active voice, tables, graphs) in texts communicate ideas and information to accomplish particular purposes

• analyze how word choice, images, tone, rhythm, and cadence in texts create an overall impression and engage audiences
• analyze how word choice, graphics, sounds, and nonverbal cues in texts communicate intended meaning and create effect

2.3 Understand Forms and Techniques

Forms and Genres
10    recognize the appropriateness of various forms and genres (such as oral presentations, pamphlets, posters) for various audiences and purposes
20    analyze how various forms and genres are used for particular audiences and purposes

• analyze how characteristics of various forms and genres (such as sonnets, feature films, political cartoons, scripts) are used for various audiences and purposes (such as to persuade, inform, entertain, create mood and theme)
• analyze how characteristics of various forms and genres (such as biographies, editorials, television commercials, print advertisements, instructional manuals, proposals) are used for various audiences and purposes (such as to advise, persuade, inform, entertain, create mood)

• evaluate the effect of forms and genres (such as dramatic monologues, docudramas) on content and purpose
• evaluate the effect of forms and genres (such as formal research reports, lectures, news magazines, billboard campaigns) on content and purpose (such as to explain, promote action)

Techniques and Elements
10    explain how various techniques and elements (such as sentence variety, sentence order, point of view, anecdotes, fade or dissolve) are used in oral, print, and other media texts to create particular affects
20    examine how various techniques and elements are used in oral, print, and other media texts to accomplish particular purposes

• examine how various techniques and elements (such as foreshadowing, interior dialogue, juxtaposition, hyperboles, motifs, symbols) are used in texts to accomplish particular purposes
• examine how various techniques and elements (such as exaggeration, illustrations, flashbacks, comparisons and contrasts, sound tracks, charts and graphs, highlighting, formatting) are used in texts to accomplish particular purposes

• analyze how various techniques and elements (such as irony, understatement, paradox, allegory, camera angles, analogies, parallel structure, cadence) are used in texts to accomplish particular purposes and create an overall impression
• analyze how various techniques and elements (such as summaries, jolts, camera angles, voice-over narration, bulleted lists, concise headings) are used in texts to accomplish particular purposes

Vocabulary
10    recognize that vocabulary and idiom are influenced by various factors (such as cultures, languages, science, media, technology); select and use register appropriate for context
20    demonstrate understanding of how vocabulary and idiom affect meaning and impact; use appropriate vocabulary when discussing and creating texts

• explain how vocabulary, idiom, and turn of phrase (such as figurative language, connotations) are used to create an impression and impact on an audience; use vocabulary and language appropriate for topic and context
• explain how choice of vocabulary and idiom (such as media and advertising jargon, technical language) affect meaning and create impact; use vocabulary appropriate for topic and language community

• demonstrate appreciation of how vocabulary, idiom, and expression combine to communicate complex ideas and evoke emotional response; use literary language to analyze and create texts
• examine how language and vocabulary (such as acronyms, technical terminology, professional terms and jargon) are used to convey meaning in particular language communities; adjust use of vocabulary and idiom according to topic and context

Experiment with Language
10    experiment with language, visuals, and sounds to create effects for particular audiences, purposes, and contexts
20    experiment with language, visuals, and sounds to convey intended meaning and impact

• use creative combinations of language, visuals, and sounds in a variety of texts (such as photo-essays, collages, commemorative presentations) to convey content and achieve effect
• use creative combinations of language, visuals, and sound in a variety of texts (such as advertising visuals and logos, graphs and charts in reports) to communicate clearly and effectively

• experiment with and use language, visuals, and sounds to articulate ideas and create a dominate impression, mood, tone, and style
• experiment with and use language, visuals, and sounds according to audience, purpose, form, and context

Create Original Texts
10    create original texts (such as editorials, compact disc covers, displays, essays, photographs, multimedia presentations) to communicate ideas and enhance understanding of forms and techniques
20    create original texts to communicate ideas and enhance understanding of forms and techniques

• create original texts (such as poetry, scripts, short stories, storyboards, children's books) to explore and enhance understanding of literary forms and techniques
• create original texts (such as speeches, news stories, computer graphics, video essays, e-zines, brochures, advertisements) to communicate ideas and enhance understanding of forms and techniques

• create original texts (such as sonnets, one-act plays, parodies, pastiches, photographic essays, dramatic monologues) to explore and enhance understanding of choice of forms according to content
• create original texts (such as technical manuals, instructional booklets, multimedia presentations, travelogues, documentaries, newscasts) to communicate ideas and enhance understanding of forms and techniques

General Outcome 3: Students will listen, speak, read, write, view, and represent to manage ideas and information.

The ability to manage information is important in school, in the workplace, on the land, and for personal growth and satisfaction. Students learn to access and communicate information and to enhance the clarity and effectiveness of communication through the language arts. They learn to interpret and analyze texts, ask questions, and gather and evaluate information.

3.1 Plan and Focus

Use Personal Knowledge
10    determine inquiry or research focus based on personal knowledge and interests, and on others' expertise
20    determine inquiry or research focus and parameters based on personal knowledge and others' expertise

• consider experiences and explore imagination as sources for topics and ideas
• determine inquiry or research focus based on personal knowledge and experiences, others' expertise, time parameters, available resources, purpose, and audience needs

• pursue personal insights and explore alternative information sources for topics and ideas
• explore breadth and depth of personal knowledge and expertise, and other information sources, to determine research or inquiry focus, based on the problem or task and audience needs

Ask Questions
10    formulate questions to focus and guide inquiry or research
20    formulate and revise questions to focus inquiry or research topic and purpose

• generate questions to extend initial understanding of the imagined world of texts
• formulate questions to define the inquiry or research problem or task relative to context, medium, and anticipated audience needs

• explore and question the imagined worlds of texts from a variety of perspectives to understand them and bring them to life
• formulate and refine focused inquiry or research questions based on analysis of the problem or task, medium, audience needs, and intended result

Participate in Group Inquiry
10    collaborate to determine group knowledge base, and to define research or inquiry purpose and parameters
20    explore group knowledge and strengths to determine inquiry or research topic, purpose, and procedures

• assist and support peers in connecting, shaping, and clarifying ideas for creating texts
• identify group knowledge and expertise, and clarify group topic, perspective, and procedures according to audience, purpose, and context

• assist and support peers in shaping and identifying topic and intent, and in developing creative approaches
• collaborate with and support group in defining the focus, purpose, and parameters of inquiry or research goals, adapting roles and procedures as required

Create and Follow a Plan
10    develop and use an inquiry or research plan to access relevant ideas and information from a variety of sources
20    develop, use, and adapt an inquiry or research plan appropriate for content, audience, purpose, context, sources, and procedures

• develop strategies (such as keeping journals, revisiting fascinating places) for gathering and accessing ideas to understand and generate texts
• develop, use, and adapt an inquiry or research plan appropriate for the task or problem, audience needs, and context, using multiple sources

• develop personal preferences and strategies (such as exploring memories of experiences, recording snatches of dialogue) for understanding and generating texts
• develop and follow an appropriate inquiry or research plan to satisfy the unique requirements of the task or problem, audience, and context, using multiple sources and procedures

3.2 Select and Process

Identify Personal and Peer Knowledge
10    select relevant personal and peer knowledge, experiences, and perspectives related to inquiry or research topic
20    select ideas and information from prior knowledge of inquiry or research topic appropriate for audience, purpose, and personal perspective or focus

• select and connect ideas from prior knowledge, observations, and experiences to understand and support the development of texts
• select ideas and information from prior knowledge appropriate for audience characteristics and needs, purpose, and form

• select and connect ideas from prior knowledge, observations, and experiences, and evaluate their usefulness in understanding, developing, and enhancing texts
• evaluate and select ideas and information from prior knowledge appropriate for audience characteristics and needs, purpose, and form

Identify Sources
10    identify and discuss the purpose and usefulness of specialized information sources (such as magazines, documentaries, hobby or sports materials, multimedia resources) relevant to particular inquiry or research needs
20    identify and discuss the purpose and usefulness of information sources relevant to particular inquiry or research needs

• identify the need for additional information to supplement prior knowledge, observations, and experiences for understanding and developing texts
• assess audience characteristics and needs, topic, and purpose to identify appropriate primary and secondary information sources (such as journals, surveys, reports, newspapers, periodicals)

• determine the appropriateness and value of using diverse sources for understanding and developing texts
• determine audience characteristics and needs, topic, and purpose to identify a range of primary and secondary information sources (such as transcripts, field studies, literary and film reviews, works of art)

Evaluate Source
10    determine the credibility, accuracy, and completeness of a variety of information sources for a particular inquiry or research plan
20    evaluate how perspectives and biases influence the choice of information sources for inquiry or research

• explain how choice of information from various sources affects the credibility and authenticity of texts
• explain how audience perspectives and biases influence the choice and effectiveness of information sources for inquiry or research

• evaluate how choice of information from various sources affects the credibility and authenticity of texts
• evaluate facts (such as medium, ownership) that affect the authority, reliability, validity, accuracy, and bias of information sources for inquiry or research

Access Information
10    access information using a variety of tools and sources (such as electronic networks, libraries, taped oral histories)
20    access information using a variety of tools, skills, and sources to accomplish a particular purpose

• record and explore ideas and information using a variety of means (such as interviewing authors, artists, and Elders; observing sights and sounds; listening to others' responses)
• access information using a variety of tools, skills, and sources (such as databases, CD-ROMs, manuals, textbooks)

• record and explore others' ideas and experiences using a variety of means (such as reflecting, interviewing, reading contemporary texts, collecting media clippings)
• access information to accomplish a particular task using a variety of tools and sources (such as web sites, spreadsheets, specialized publications, periodical guides)

Make Sense of Information
10    identify and use text cues and organizational patterns to understand main ideas and their relationships in extended texts; adjust reading and viewing rates according to purpose, content, and context
20    use knowledge of text cues, organizational patterns, and persuasive techniques to sort and relate ideas in extended texts; adjust reading and viewing rates according to purpose, content, and context

• use knowledge of text cues, organizational patterns (such as flashbacks, chronological order, stream-of-consciousness), and sensory and emotional appeals (such as empathy, anecdotes, suspense, narrative hooks) to sort and relate ideas in extended texts
• use knowledge of text cues, organizational patterns (such as logical order), and persuasive techniques (such as flattery, appeals to success, happiness, prejudice) to sort and relate ideas in extended texts

• use knowledge of text cues, organizational patterns (such as point of view, stream-of-consciousness, play within a play) and cognitive and emotional appeals (such as appeals generated by historical context, setting) to extract, infer, synthesize, organize, and integrate ideas from extended texts
• use knowledge of text cues, organizational patterns (such as analogies), and cognitive and emotional appeals (such as rational appeals, innuendo) to extract, infer, synthesize, organize, and integrate ideas from extended texts

3.3 Organize, Record, and Evaluate

Organize Information
10    organize information using appropriate forms (such as charts, diagrams, outlines, electronic databases and filing systems, notes) for specific purposes
20    organize and reorganize information and ideas in a variety of ways for different audiences and purposes

• organize and reorganize ideas and information in a variety of forms (such as poems, plays, collages) for a variety of purposes
• organize and reorganize main ideas and supporting information in a variety of ways (such as flow charts, webs, lists) according to audiences and purposes

• organize and reorganize ideas to clarify own thinking and to achieve desired effect (such as to create suspense, generate enthusiasm, amuse, inspire)
• organize and reorganize main ideas and supporting information to clarify thinking and to achieve desired action or specific response from an audience

Record Information
10    select and record important information and ideas using an organizational structure appropriate for purpose and information source; document sources accurately
20    summarize and record information, ideas, and perspectives from a variety of sources; document sources accurately

• record and review ideas and perspectives from a variety of sources pertinent to understanding and creating texts; refer to texts for support
• summarize and record important information, ideas, and perspectives from a variety of sources in an organized manner; document sources accurately

• record and synthesize observations, experiences, and responses pertinent to understanding theme, point of view, or context of texts; refer to texts for support
• synthesize information and ideas to determine focus or perspective of message; quote from or refer to sources as required

Evaluate Information
10    evaluate information for completeness, accuracy, usefulness, and relevance
20    evaluate information for completeness, accuracy, currency, historical context, relevance, and balance of perspectives

• evaluate the completeness and relevance of ideas for achieving a variety of purposes (such as to inform, entertain, inspire, promote social change)
• evaluate the completeness and relevance of information for achieving a variety of purposes (such as to develop convincing arguments, provide sequential instructions, initiate action)

• evaluate the appropriateness of observations, experiences, and inquiry or research for achieving desired purposes (such as to inspire action, evoke sympathy, generate fear, cause surprise)
• evaluate the appropriateness of information, taking into account the values and beliefs of particular audiences

Develop New Understanding
10    integrate new information with prior knowledge to draw logical conclusions and to refine understanding; consider alternative ways of reaching inquiry or research goals
20    explain the importance of new understanding to self and others; assess own inquiry and research skills

• explain self-knowledge acquired through understanding and creating texts; explain insights into own creative process
• explain new understanding of breadth or depth of a topic; explain implications of new understanding for future inquiry or research

• assess self-knowledge acquired through understanding and creating texts; assess own creative process
• assess the effect of new understanding and changing context; adjust inquiry or research plans and procedures to achieve a particular purpose

General Outcome 4: Students will listen, speak, read, write, view, and represent to enhance the clarity and artistry of communication.

In school and in daily life, students are required to communicate ideas and information using clarity and artistry. Their thoughts should be well-organized and clearly expressed using precise language. They are also required to use artistry to communicate their ideas through a variety of oral, print, and other media texts.

4.1 Generate and Focus

Generate Ideas
10    generate and combine ideas from personal experiences and other sources to focus a topic appropriate for audience and purpose
20    generate, evaluate, and select ideas to develop a topic, express a perspective, engage an audience, and achieve a purpose

• generate, assess, and select ideas to develop a topic and achieve a particular purpose (such as to create empathy, commemorate a special event)
• generate, evaluate, and select ideas, information, and data to solve a problem or accomplish a task (such as addressing a local community issue, identifying a situation that needs change, preparing a speech) for a particular audience with a specific need at a specific time and place

• generate, assess, and select ideas to express thoughts and feelings, clarify intent, and create desired effect
• generate, evaluate, and select ideas, information, and data to identify topic focus and parameters for a particular audience and purpose in a specific context

Choose Forms
10    experiment with a variety of forms (such as reports, résumés, cover letters, dramatizations, visual representations, short stories) appropriate for content, audience, and purpose
20    select and use a variety of forms appropriate for content, audience, and purpose

• experiment with a variety of forms (such as poems, one-act plays, reflective essays, impromptu speeches) to discover preferences
• select and use a variety of forms (such as letters of commendation/complaint, debates, commercials, scenarios) appropriate for audience, purpose, and context

• experiment with and adapt a variety of forms (such as thematic poetry anthologies, formal essays, monologues) appropriate for content, audience, and self
• adapt and use forms (such as research reports, case studies, seminars, multimedia presentations) appropriate for audience, purpose, and context

Organize Ideas
10    select organizational structures and techniques to create oral, written, and visual texts; use effective introduction, well-organized body, and effective conclusion to engage and sustain audience interest
20    select and use a variety of organizational structures and techniques and appropriate transitions in oral, written, and visual texts to communicate clearly and effectively

• select and use a variety of organizational structures (such as point-example-conclusion, prologue and epilogue, acts and scenes), techniques, and transitions (such as transitional paragraphs, fade-outs) to express ideas clearly and effectively
• select and use a variety of organizational structures (such as proposition and support, problem and solution, inverted pyramid), techniques, and transitions (such as headings and subheadings, arrows in flow charts and cycles, dissolves) to communicate ideas clearly and effectively

• evaluate the potential impact of various organizational structures, techniques, and transitions (such as the use of a narrator, extended metaphors, refrains, flashbacks and flashforwards) in texts to achieve specific purposes, and to ensure unity and coherence
• evaluate the potential impact of various organizational structures, techniques, and transitions (such as bulleted or numbered points, sections of newspapers, white space in layout, fonts, illustrated talk, introductions) in texts to achieve specific purposes for particular audiences, and to ensure unity and coherence

4.2 Enhance and Improve

Appraise Own and Others’ Work
10    appraise drafts of own work and respond to others' drafts with constructive suggestions on content, language use, and form
20    appraise own choices of ideas, language use, and forms relative to purpose and audience, and provide others with constructive appraisals

• appraise choices of content, language use, and form in own and others' drafts relative to intent
• consider audience needs and characteristics in appraising choices of content, language use, and form in own and others' drafts

• appraise and discuss the appropriateness of own and others' choices of content, form, style, and presentation relative to intent
• consider audience needs and characteristics in appraising and discussing the effectiveness of own and others' choices relative to content, form, style, and presentation

Revise Content
10    analyze and revise drafts to ensure appropriate content, accuracy, clarity, and completeness
20    analyze and revise drafts to ensure appropriate content and to enhance unity, clarity, and coherence

• consider purpose and intent in revising drafts to ensure appropriate content and to enhance unity and coherence
• consider audience needs and characteristics in analyzing and revising drafts to ensure appropriate content and to enhance unity, clarity, and coherence

• consider purpose and intent in analyzing and revising drafts to ensure appropriate content and language, and to enhance unity and coherence
• consider audience, purpose, and context in evaluating and revising drafts to ensure appropriate content and language (such as journalistic, business, advertising, professional, technological) and to enhance precision, unity, and coherence

Enhance Legibility
10    use appropriate text features (such as underlining, indentation, spacing, margins, left and right justification) to enhance legibility for particular audiences, purposes, and contexts
20    use appropriate text features to enhance legibility for particular audiences, purposes, and contexts

• consider format in selecting text features (such as illustrations, chapter headings, white space, charts and maps, music) to enhance legibility
• consider audience needs in selecting text features (such as graphs, colour, shading, framing) to enhance legibility

• consider format in selecting text features (such as pictures, poetic forms, dramatic script forms, stage settings, diagrams) to enhance legibility and artistry
• analyze audience needs in selecting text features (such as bullets, fonts, icons, tables, sounds, visuals) to enhance legibility and artistry

Enhance Artistry
10    use an appropriate variety of sentence patterns, visuals, sounds, and figurative language to create a desired effect
20    use effective language, visuals, and sounds, and arrange ideas for emphasis and desired effect

• use effective language, visuals, and sounds, and arrange ideas for emphasis and desired effect, considering voice and style
• use effective language, visuals, and sounds, and arrange ideas for emphasis and desired effect, considering audience characteristics and needs

• use effective language, visuals, and sounds and arrange and juxtapose ideas for balance, impression, and originality, considering voice and style
• use effective language, visuals, and sounds and arrange and juxtapose ideas for balance, impact and originality, considering audience characteristics and needs

Enhance Presentation
10    experiment with strategies and devices (such as diagrams, sound effects, demonstrations) to enhance the clarity of presentations
20    use appropriate strategies and devices to enhance the clarity and appeal of presentations

• consider purpose and intent when experimenting with strategies and devices (such as props, mime, visuals, sound effects, fonts, page layout) to enhance presentations
• consider audience characteristics and needs when selecting and using strategies and devices (such as graphics, layout and design, music, visuals, fonts, placement of print) to enhance the clarity and appeal of presentations

• consider purpose and intent of literary texts when selecting and using strategies and devices (such as tableaux, readers theatre, dramatic monologues, dramatization, music, voice production factors, collages) to enhance the power and appeal of presentations
• consider audience characteristics and needs when selecting and using strategies and devices (such as multimedia technology, posters, computer-generated graphics, overhead transparencies, handouts) to enhance the impact of presentations

4.3 Attend to Conventions

Grammar and Usage
10    select appropriate words, grammatical structures, and register (such as formal or informal vocabulary, varied sentence patterns, active voice, colloquial or formal language) to achieve clarity and desired effect
20    select appropriate words, grammatical structures, and register for audience, purpose, and context

• select appropriate words, grammatical structures, and register (such as descriptive, sensory words; varied and complex sentence patterns; authentic dialogue) to achieve intent and desired effect in texts
• select appropriate words, grammatical structures, and register (such as unambiguous words, short or medium length sentences, subject-verb-object sentences, formal language in technical communication, emotive words, catch phrases, colloquial language in advertising) according to audience, purpose, and context

• analyze and edit texts for word choice, grammatical structures, and register (such as figurative language, periodic and inverted sentences, dialect) to achieve clarity, artistry, and intent
• analyze and edit texts for word choice, grammatical structures, and register (such as technical vocabulary, clear co-ordination and subordination, conversational register) to achieve clarity, artistry, and effectiveness

Spelling
10    know and apply Canadian spelling conventions for familiar and new vocabulary; monitor for correctness in editing and proofreading using appropriate resources
20    know and apply Canadian spelling conventions and monitor for correctness using appropriate resources; recognize adapted spellings for particular effects

• know and apply Canadian spelling conventions (such as "slough" to give local colour) in texts; recognize adapted spellings for stylistic effect or to convey dialect
• know and apply Canadian spelling conventions (such as eliminating contractions in technical documents) in formal texts; recognize adapted spellings (such as "thanx") for desired effect

• know and apply Canadian spelling conventions in texts; attend to spelling conventions that achieve artistic effect (such as dialect and unique speech patterns of characters)
• know and apply Canadian spelling conventions in formal texts; attend to evolving spelling patterns (such as acronyms, abbreviations)

Capitalization and Punctuation
10    know and apply capitalization and punctuation conventions to clarify intended meaning, using appropriate resources as required
20    know and apply capitalization and punctuation conventions to clarify intended meaning, using appropriate resources as required

• know and apply capitalization and punctuation conventions to clarify intended meaning in editing and proofreading texts, using resources when required; experiment with capitalization and punctuation to convey intended meaning
• know and apply capitalization and punctuation conventions to clarify intended meaning in editing and proofreading texts, using resources when required; attend to capitalization and punctuation etiquette in electronic texts (such as e-mail)

• know and apply capitalization and punctuation conventions to clarify intended meaning in editing and proofreading texts; experiment with capitalization and punctuation to convey voice, style, and mood
• know and apply capitalization and punctuation conventions to clarify intended meaning in editing and proofreading texts; attend to capitalization and punctuation conventions in specific disciplines (such as legal agreements and policies)

4.4 Present and Share

Share Ideas and Information
10    present ideas and information using a variety of print and other resources and interactive approaches (such as dramatizations, multimedia presentations, photographs and slides, audiotapes)
20    demonstrate confidence when presenting ideas and information; revise presentations as needed for subsequent occasions

• develop and share oral, written, or dramatic presentations using a variety of approaches (such as literary circles, readers theatre, dramatic readings) for a variety of purposes (such as to express thoughts and emotions, invite responses, entertain)
• present ideas and information using a variety of interactive approaches (such as workshops, demonstrations, oral reports) for a variety of purposes (such as to inform, motivate)

• develop personal styles and techniques to enhance oral, written, or dramatic presentations and to engage audiences
• anticipate and react to audience needs by selecting ideas and information appropriate to shifting priorities; adjust presentation plan and pace for a variety of purposes (such as to clarify, eliminate ambiguity, provide rationale)

Effective Oral and Visual Communication
10    use appropriate voice production factors (such as pitch, tone, pauses) and nonverbal cues (such as gestures, stance, eye contact) to clarify intent in personal and public communication
20    use appropriate voice and visual production factors to communicate and emphasize intent in personal and public communication

• use a variety of voice and visual production factors (such as tone, pacing, volume, images, photographs) to create atmosphere or mood, stir emotion, or encourage reflection
• select from a range of voice and visual production factors (such as voice modulation, gestures, graphics, headings) to communicate and highlight main points

• select and adjust appropriate voice and visual production factors (such as pauses, enunciation, projection, emphasis, props, background music) to enhance audience enjoyment, satisfaction, and understanding
• select and adjust appropriate voice and visual production factors (such as repetition, figures and charts, parallelism) to enhance audience understanding

Attentive Listening and Viewing
10    demonstrate active listening and viewing behaviours (such as observing gender portrayals, inclusion and exclusion, stereotyping, respectful and disrespectful portrayals) to understand and respond to presentations using a variety of means (such as small-group discussion, personal writing)
20    demonstrate critical listening and viewing behaviours (such as analyzing message, qualifications of presenter, support used, reasoning used) to understand and respond to presentations in a variety of ways

• demonstrate critical listening and viewing behaviours to understand, interpret, and respond to presentations in a variety of ways (such as discussing with peers, recounting personal experiences, creating alternatives, using presentations as models)
• analyze presentations for development of positions, relevance of examples, and plausibility of recommendations, and respond in a variety of ways (such as asking questions, identifying arguments, stating opinions)

• evaluate presentations for assumptions, values, and motives of writers, artists, storytellers, and filmmakers, and for the social, ethical, and cultural values portrayed
• evaluate presentations for assumptions, values, and motives of presenters, reliability and validity of information, and potential implications and effects

General Outcome 5: Students will listen, speak, read, write, view, and represent to celebrate and to build community.

Language is necessary for working together. Students learn collaboration skills by discussing in groups, by building on others’ ideas, and by planning and working together to meet common goals and strengthen community. Students also learn that language is important for celebrating events of personal, social, community, and national significance. In their language learning and use, they develop their knowledge of language forms and functions. As well, they come to know how language preserves and enriches culture. To celebrate their own use of language, students display their work, share with others, and delight both in their own and others’ use of the language arts.

5.1 Encourage, Support, and Work With Others

Co-operate with Others
10    make and encourage contributions (such as making accurate notes, exploring others' viewpoints, listening attentively) to assist in developing group ideas; take responsibility for developing and expressing viewpoints
20    use language to build and maintain collaborative relationships; take responsibility for respectfully questioning others' viewpoints and requesting further explanation

• use respectful and encouraging language to support others in creating or responding to texts
• use language to build and maintain respectful relationships with people in various roles; investigate various viewpoints to solve problems and accomplish tasks, using tactful language for constructive criticism

• listen attentively, and contribute and encourage a variety of viewpoints to enhance others' creation of, and responses to, texts
• use language to demonstrate openness and flexibility in working with others; listen attentively and encourage differing viewpoints, using tactful language to disagree and solve problems

Work in Groups
10    demonstrate effective group interaction skills and strategies
20    demonstrate flexibility in assuming a variety of group roles and take responsibility for tasks that achieve group goals

• demonstrate flexibility in assuming a variety of group roles and participate in open, respectful interactions
• demonstrate flexibility in assuming a variety of group roles, support risk taking, and encourage effective participation to accomplish tasks

• demonstrate commitment and flexibility in groups, and support and encourage risk taking to enhance individual and group creations
• demonstrate commitment and flexibility in groups, support others' participation, and adjust roles and responsibilities according to task requirements

Use Language to Show Respect
10    recognize and analyze how language, symbols, and images are used to include or exclude people across cultures, races, genders, ages, and abilities
20    recognize and analyze how personal language use may create and sustain an inclusive community

• recognize and analyze how language use may foster inclusive, respectful communication that is sensitive to linguistic, cultural, and historical considerations; recognize that language meaning and use change over time
• recognize and analyze how language use may foster inclusive, respectful communication that is sensitive to linguistic and cultural considerations (such as titles of address, gender inclusive nouns and pronouns)

• recognize inclusive, respectful verbal and nonverbal language, and appropriate tone and register according to context; recognize how language choice and use in literary texts reveal perspectives, attitudes, and relationships
• recognize inclusive, respectful verbal and nonverbal language, and appropriate tone and register according to context (such as using gender-inclusive language, avoiding slang in formal settings); recognize how language choice and use may sustain or counter exploitative or discriminatory situations

Evaluate Group Process
10    evaluate own and others' contributions to group process and provide support where needed
20    evaluate the effectiveness of group process to improve subsequent success

• evaluate the effectiveness of group process using various criteria (such as breadth of knowledge and experience, richness of discussion, quality of created text) to enhance future group experiences
• evaluate the effectiveness of group process using various criteria (such as cost and time effectiveness, compatibility of personalities, relevance of expertise) to enhance future group performance

• determine the usefulness of group process to achieve a particular goal (such as creating a text, extending personal understanding of or response to a text)
• determine the appropriateness of group process to solve a specific problem or achieve a particular goal, considering the task variables (such as time parameters, availability of resources, complexity)

5.2 Develop and Celebrate Community

Share and Compare Responses
10    consider various ideas, evidence, and viewpoints to expand understanding of texts, others, and self
20    identify various factors (such as experiences, age, gender, culture) that shape understanding of texts, others, and self

• demonstrate awareness of how various factors (such as prior knowledge, experiences, cultural background) affect interpretation of texts and understanding of others and self
• identify how roles, relationships, and contexts shape varying reactions to ideas and experiences

• evaluate diverse ideas, viewpoints, and interpretations to deepen understanding of texts, others, and self
• evaluate diverse ideas, factual evidence, and viewpoints to develop informed understanding of texts, others, and self

Relate Texts to Culture
10    identify and examine ways in which texts reflect cultural and societal influences
20    identify and examine ways in which culture, society, and language conventions shape texts

• identify and examine ways in which society and culture shape the language, content, and forms of texts (such as post-modern novels, situation comedies, street theatre)
• identify and examine ways in which society and culture shape the language, content, and forms of texts (such as web sites, catalogues, CD-ROMs, advertisements, self-help books)

• analyze ways in which cultural, societal, and historical factors shape texts and how texts influence, define, and transmit culture and embody evolving tradition
• analyze ways in which cultural and societal factors shape texts and how texts influence, define, and transmit contemporary culture

Appreciate Diversity
10    discuss ways in which texts convey and challenge individual and community values and behaviours
20    explain ways in which language and texts express and shape the perceptions of people and diverse communities

• explain ways in which language and texts reveal and shape understanding of human diversity and universality
• explain ways in which language and texts express and shape the perceptions of particular audiences

• analyze ways in which languages and texts reveal, explain, and transform the human condition
• analyze ways in which languages and texts portray, explain, and influence the values, behaviours, and lifestyles of people and diverse communities

Celebrate Special Occasions
10    use effective language and texts (such as organizing commemorative events, making videos to celebrate events) to celebrate special community occasions and accomplishments
20    use language and texts to celebrate personal and community occasions and accomplishments

• use language and texts to appeal to imagination, senses, and emotions, and examine the use of texts to commemorate special occasions and celebrate human experiences
• use language and texts to acknowledge accomplishments, celebrate significant events, create desired effect, and promote action (such as support for an organization, charity, or group)

• use language and texts to develop a sense of community and understanding of the human condition, and analyze the use of language and texts to honour individuals and to mark significant occasions
• use language and texts to mark accomplishments and significant occasions, and to create a shared sense of community