Multiple Organizing Ideas
COMPREHENSION 6: Students connect the quality and efficacy of oral communication to oral language skills.
VOCABULARY 6: Students evaluate how vocabulary enhances communication and provides clarity
ORAL LANGUAGE 6: Students connect the quality and efficacy of oral communication to oral language skills.
TEXT FORMS AND STRUCTURE 6: Students analyze how text form and structure clarify information and support connecting with self, others and the world.
FLUENCY 6: * Learning Outcomes for fluency end at Grade 4, but fluency continues to be developed as text becomes more difficult.
GR. 6 - ORGANIZING IDEA: COMPREHENSION
Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How do comprehension strategies enhance interpretations of texts?
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Learning Outcome: Students interpret and respond to texts through application of comprehension strategies. |
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Comprehension strategies can be used to interpret and respond to increasingly complex texts and include
Self-monitoring skills can support comprehension and interpretation of texts read independently. |
Comprehension, interpretation, and management of information from increasingly complex texts are enhanced through application of a variety of critical thinking strategies and skills. |
Incorporate a variety of strategies to comprehend, interpret, and manage information from texts.
Evaluate the effectiveness of comprehension strategies used to interpret texts read independently.
Apply a variety of self-monitoring skills to comprehend and interpret texts. |
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Making text to self, text to text, and text to world connections can support analyzing, summarizing, and synthesizing texts.
Analyzing texts includes reading closely to examine ideas and information in texts separately and in relationship to each other. |
Comprehension of texts includes analyzing, summarizing, and synthesizing information and ideas. |
Respond to texts by summarizing main ideas and providing supporting evidence from the texts.
Make connections between new ideas and information in texts and known ideas and information.
Analyze ideas and information to support comprehension and interpretation of texts.
Synthesize ideas and information in texts to confirm or expand understandings. |
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Conclusions can be judgements reached based on information that is stated in or inferred from texts.
Context clues in texts include
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Comprehension and interpretation of texts requires attention to explicit and implicit contextual information and ideas. |
Revise or confirm predictions based on new or additional information and sources.
Infer meanings from texts based on context clues.
Interpret and draw conclusions from texts using stated and implied ideas or information.
Distinguish between information that is stated and inferred.
Analyze ideas and information using text evidence. |
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Perspectives can evolve for a variety of reasons, including
Critical thinking involves considering the thoughts and experiences of others to develop empathy.
Authors can explicitly and implicitly share perspectives through text creation.
Bias is the favouring of one thing, person, or group over another, usually in a way that is considered to be unfair. |
Interaction with texts can deepen comprehension, expand perspectives, and help readers learn more about themselves. |
Connect perspectives reflected in texts to personal experiences.
Analyze factors that cause characters in texts to change their perspectives.
Compare personal perspectives to varied perspectives found in texts.
Select the information needed to support a perspective.
Share how considering differences in perspectives can develop empathy.
Consider whether an author or a text creator presents information with or without bias. |
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Texts are situated in and can be influenced by specific historical, social, and cultural contexts.
Specific historical and social contexts influence understandings of texts.
Historical contexts include time and place.
Social contexts include beliefs.
Contexts can change and affect how texts are understood.
Artifacts as texts can provide insights into contexts of people, time, or place.
Authors or text creators may present information to deliberately influence an audience’s beliefs, perspectives, values, or understandings, such as advertising or social media. |
Historical, social, and cultural contexts can support readers in examining influences on texts. |
Analyze texts to determine contextual information that supports how a text can be understood.
Examine information in a text that implies or confirms that the context has changed.
Examine changes in context that affect actions, behaviors, or feelings of characters in texts.
Examine artifacts as texts that can provide insights into contexts of people, time, or place.
Consider how information in a text may be presented to influence an audience. |
GR. 6 - ORGANIZING IDEA: VOCABULARY
Communication and comprehension are improved by understanding word meaning and structures.
Guiding Question: How does context influence vocabulary and the intentionality of communication?
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Learning Outcome: Students evaluate how vocabulary enhances communication and provides clarity. |
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The English language has been influenced by people, places, and events in history.
Vocabulary is contextual and influenced by emerging or changing conditions, including technology.
Many words with Greek or Latin roots are still in use today.
Words that are specific to First Nations, Métis, and Inuit languages can be found in the people, places, and things that surround us.
Many words in the English language have French origins.
Suffixes, including <en> and <ize>, change the meaning of a word when applied to a base.
Prefixes change the meaning of a word when applied to a base and include <pro>, <com>, <con>, <en>, and <oc>. |
Word origins and morphemes can reflect the past and influence how we understand the present. |
Examine the historical origins of words in the English language.
Examine words with meanings that have changed over time.
Research the meaning of words with Greek or Latin roots that are still in use today.
Study the origin and meaning of First Nations, Métis, and Inuit words in local environments.
Examine words in the English language that have French origins.
Examine words or sayings that are new to the English language and are based on recent innovations or changes in society.
Analyze how adding affixes changes the meaning of words.
Add affixes to bases to build new words. |
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Words can be categorized by
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Vocabulary learning involves an intentional desire to deepen knowledge of words. |
Categorize words and phrases of personal interest gleaned from a wide variety of texts.
Analyze word parts and cross-check with context clues to determine the meaning of unknown words.
Read for enjoyment to enhance vocabulary. |
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Figurative language is language that has non-literal or figurative meanings and includes palindromes.
A palindrome is a word or phrase that reads the same backward and forward (e.g., radar). |
Precise vocabulary leads to engaging, clear, concise, and intentional communication. |
Use similes, metaphors, and analogies to compare words or clarify word meanings.
Analyze the meanings of words or phrases expressed figuratively.
Apply tier 2 words across subjects to enhance precise communication.
Apply tier 3 words in subject-specific contexts. |
GR. 6 - ORGANIZING IDEA: ORAL LANGUAGE
Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
Guiding Question: What relationships can be made between skillful oration and communication content, style, and delivery?
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Learning Outcome: Students connect the quality and efficacy of oral communication to oral language skills. |
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Oral communication can be enhanced through use of protocols that support respectful relationships.
First Nations, Métis, and Inuit communication processes and protocols can preserve shared knowledge and include practices such as
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Oral traditions can enhance relationships and preserve shared knowledge. |
Reflect on how oral communication processes or protocols can enhance the quality of personal relationships.
Examine communication processes and protocols that contribute to the transmission or preservation of knowledge. |
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Effective oral communication is supported by combining verbal, non-verbal, and paraverbal language.
Styles of speaking can be selected, adapted, or changed depending on the situation or desired effect.
Styles of speaking include
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Oral communication style and delivery can be influenced by the connections between verbal, non-verbal, and paraverbal language. |
Analyze the effectiveness of verbal, non-verbal, and paraverbal language used in oral communications.
Select a speaking style to fit a text or situation. |
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Organization and preparation for presentations can support confidence.
Selection of digital or non-digital tools or formats can enhance presentation delivery and capture the interest and attention of the audience. |
Oral communication content, style, and delivery can be adjusted to share ideas and information for specific purposes and audiences. |
Develop and deliver presentations for specific purposes and audiences.
Adjust presentations based on audience background, motivation, or interests.
Reflect on the preparation, content, and delivery of oral communication and consider opportunities for improvement. |
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Collaborative dialogue can empower individuals or groups to
Collaborative dialogue can be used as a process to solve problems and generate innovative ideas.
Collaborative dialogue can increase individual or group confidence through the development of trust and the building of relationships.
Respectful language and humour can advance collaborative dialogue. |
Collaborative dialogue can be used to expand ideas and deepen understandings of self, others, and the world. |
Offer relevant information and logical reasoning to enhance collaborative dialogue.
Consider varied perspectives or opinions when collaborating.
Reflect on and share new, expanded, or adjusted learnings resulting from collaborative dialogue. |
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An oration is a formal speech that can be given on a special occasion by an orator.
The art of effective speaking (rhetoric) can be used to
Skilled orators are able to combine the musicality and rhythmicity of the spoken word to enhance the power of their messages.
Elements of public speaking include
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Skillful oration can be examined to provide inspiration for effective speaking. |
Describe how effective speaking can impact daily life.
Examine speeches for their ability to persuade and engage an audience.
Apply elements of public speaking for planning and delivering a speech. |
GR. 6 - ORGANIZING IDEA: TEXT FORMS AND STRUCTURES
Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.
Guiding Question: How can text form and structure improve understanding of content?
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Learning Outcome: Students analyze how text form and structure clarify information and support connecting with self, others, and the world. |
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Texts can have more than one purpose and may have one that stands out.
Reading a variety of texts for enjoyment can support academic development.
Literary texts can be categorized by genre, including fiction and non-fiction.
Literary text forms can be digital or non-digital and include
Narrative texts can be fiction or non-fiction and can be structured in a variety of ways to create effect. |
Text genres, forms, and structures can enhance and influence the enjoyment and communication of ideas and information. |
Analyze the purpose of a variety of digital or non-digital texts.
Categorize a variety of texts according to genre.
Examine the form and structure of a variety of literary texts.
Make connections between texts read for enjoyment and academic development. |
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Fiction sub-genres include traditional literature and comedy.
Comedic text is amusing in tone and often has a cheerful ending.
Fictional texts can have a variety of structures, including a story within a story.
Elements of fiction include conflict, which is a struggle between individuals, groups, or forces that prevents the protagonist from achieving a goal.
Types of characters include
A stock character is a stereotypical figure who is recognized from familiar literature and traditions.
A protagonist is the main character at the centre of a story who makes decisions, deals with consequences, and faces obstacles.
An antagonist is an opponent of or force acting against the protagonist and often gets in the protagonist’s way or creates challenges. |
Engaging with fictional texts can develop empathy and inspire creativity. |
Examine mentor texts to deepen understandings of fiction sub-genres.
Examine a variety of fictional text structures, including a story within a story.
Examine elements within a variety of fictional texts, including conflict.
Examine characters based on what they say, think, or do or what others say and think about them.
Describe the protagonist and antagonist in a variety of fictional texts. |
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Non-fiction texts include speeches.
Non-fiction texts can have a variety of structures, including problem and solution.
The content and source of information should be analyzed for factual accuracy. |
Non-fiction texts have structures that support factual information that can be analyzed for accuracy. |
Investigate ways that non-fiction texts can be organized to enhance the presentation of factual information.
Provide personal opinions regarding the structure, content, or source of information expressed in non-fiction texts.
Confirm the accuracy of information presented in non-fiction texts. |
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Poetic structures include ballads, poems, or songs narrating stories in short stanzas. |
Poetry can be explored to build a foundation of cultural knowledge and a sense of historical continuity. |
Listen to, recite, or sing poetry.
Analyze figurative language that can develop empathy and inspire creativity.
Investigate poetic structures that contribute to creative expression of ideas, including ballads.
Experiment with creating poetry of various structures. |
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Forms of drama include comedy and tragedy.
A comedy is a humorous story with a happy ending.
A tragedy is a serious story with an unhappy ending. |
Forms of drama can influence the outcome of the story being represented. |
Listen to, read, or view dramatic works, including comedy and tragedy.
Examine narrative structures in dramatic works. |
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Human-made structures of land convey meaning, such as
Land is a text that can be read for multiple meanings and understandings. |
Land literacy can be enhanced through examining human-made structures of land. |
Describe how meaning is conveyed through human-made structures of land by First Nations, Métis, or Inuit and peoples from other parts of the world. |
