Multiple Organizing Ideas
COMPREHENSION K: Children demonstrate understandings of messages communicated in texts.
VOCABULARY K: Children develop vocabulary through a variety of literacy experiences.
FLUENCY K: Children recognize some letters and words with speed and accuracy
ORAL LANGUAGE K: Children explore listening and speaking skills through a variety of literacy experiences.
TEXT STRUCTURES K: Children explore how messages can be organized.
Comprehension: Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: How are messages understood?
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Learning Outcome: Children demonstrate understandings of messages communicated in texts. |
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New words and ideas can be learned by listening to texts. The language in texts that is listened to can contain more complex words and ideas than everyday language. |
Understanding messages in texts can be enhanced by listening to texts read aloud. |
Listen to a variety of texts that are read aloud. Engage in discussions about texts that have been listened to. |
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Texts often repeat words and phrases through patterns that can be recognized. Understandings of messages within texts can be shared in a variety of ways, including
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Predictable and decodable texts support a reader’s understanding. |
Read aloud simple, predictable, and decodable texts. Share understandings of messages read independently. |
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Details include specific information that help the reader to understand texts. Sequencing involves putting events in a correct or an appropriate order. |
Understanding texts involves describing ideas, information, and details. |
Discuss ideas and details from texts. Sequence events from a text. Retell the beginning, middle, or ending of a text. Retell or dramatize a story, including characters and events. Interpret illustrations. |
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Connections can be made to ideas and information in texts, including to
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Understanding messages in texts involves making connections. |
Share connections between a text and personal feelings or experiences. |
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Questions that help understand messages in texts include
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Understanding messages in texts involves asking and answering questions. |
Ask questions to clarify ideas or information in texts. Answer questions about ideas or information in texts. |
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Predicting includes imagining what might happen based on information (critical thinking), including
Predictions can be made prior to or during reading, viewing, or listening to texts. |
Understanding messages involves making predictions. |
Make predictions based on information provided in texts. Compare actual outcomes to predictions made. |
Communication and comprehension are improved by understanding word meaning and structures.
Guiding Question: How can word knowledge contribute to building vocabulary?
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Learning Outcome: Children develop vocabulary through a variety of literacy experiences. |
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Vocabulary can be developed through literacy experiences, such as
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Literacy experiences can provide opportunities to learn new words. |
Explore and play with new words. Identify the meaning of new words. Develop new vocabulary through a variety of literacy experiences. Transfer new vocabulary to different situations. |
Fluency: Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression.
Guiding Question: How does letter and word recognition support the development of fluency?
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Learning Outcome: Children recognize some letters and words with speed and accuracy. |
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Some letters can be recognized quickly and accurately.
Some words can be recognized quickly and accurately. |
Some words, signs, and symbols are very common and can be recognized automatically. |
Recognize some letters of the alphabet with speed and accuracy.
Recognize 5-10 high-frequency words.
Recognize your own name.
Recognize some environmental print automatically. |
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Phrased reading reflects end punctuation, including pausing at periods and raising one’s voice at the end of questions. |
Fluent and phrased reading sounds like spoken language. |
Notice end punctuation and reflect it in voice. |
Oral Language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
Guiding Question: In what ways can listening and speaking communicate feelings, ideas, and information?
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Individuals or groups of people can have unique stories that can be shared through listening and speaking (oral traditions). |
Oral traditions can provide lessons and entertainment and develop imagination. |
Practise listening and speaking skills through sharing oral stories. Explore digital or non-digital stories, poems, or songs from First Nations, Métis, and Inuit communities. |
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Listening and speaking skills can be developed through
The appropriate volume for speaking can change based on the situation. |
Ideas, information, and feelings can be shared through listening and speaking. |
Share personal experiences and stories through listening and speaking with others. Participate in group discussions. Share stories, songs, or poems individually or as part of a group. |
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Listening is an active process that involves
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Listening is an active process that can support learning, collaborating, and having fun. |
Demonstrate a variety of listening behaviours. Listen to and follow simple one- or two-step instructions. |
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Messages can be shared through sounds and words (verbally). Messages can be shared without sounds or words (non-verbally) through body language, such as
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Language can be expressed verbally or non-verbally. |
Express an idea or share information through the use of body language or voice. Share a short poem, story, or song from memory using verbal and non-verbal language. |
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 ideas and information be organized?
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Learning Outcome: KT1 Children explore how messages can be organized. |
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Messages can be shared for different reasons (purposes), including to learn and have fun. Messages can be imaginary (fiction) or real (non-fiction). Messages can be shared digitally or non-digitally in a variety of forms, including
Messages, both real and imaginary, can follow a sequence (structure), including
Books and other forms of print are organized in specific ways (concepts of print):
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Ideas and information can be organized in ways that support understanding messages. |
Explore messages shared for different reasons. Engage with messages for enjoyment. Discuss the differences between messages that are imaginary (fiction) or real (non-fiction). Explore messages shared in a variety of forms. Discuss the beginning, middle, and ending in a message. Identify the front and back of a book. Identify where reading begins and where to go after (return sweep). Identify the first and last letter in a word. Identify the first and last word on a page or in a message. Identify corresponding written words as they are read aloud. |
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Features that clarify messages can be digital or non-digital, including pictures and print size. |
Messages can be clarified when they include features. |
Investigate a variety of features that help clarify messages. |
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Imaginary (fictional) stories include fairy tales and realistic stories. A fairy tale is a story based on imaginary people, animals, and places. Realistic stories include people and places that seem real but were imagined. Stories include characters, setting, and events (story elements). A character can be any person, object, or animal that is part of a story. Setting refers to the time and place of a story. An event is something that happens in a story. |
Stories and ideas that are imaginary (fictional) can encourage creativity. |
Investigate story elements within a variety of imaginary stories. Create imaginative representations or dramatizations of stories that include story elements. |
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Real information or ideas (non-fiction) can come in many forms, including
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Some messages share ideas and information about things that are real (non-fiction). |
Represent information and ideas from a variety of real messages. |
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Poems can describe ideas and feelings in serious or playful ways. |
Poetry helps us explore ideas and feelings. |
Explore a variety of ideas and feelings represented through poetry and song. Identify rhymes in poems. |