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Use exploratory language to discuss and record a variety of predictions, opinions, and conclusions.

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Compare own and others’ insights and viewpoints.

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Expand self-expression in oral, written, and visual forms.

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Explore oral, literary, and media texts recommended by peers.

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Use appropriate terminology to discuss developing abilities in personal language learning and use.

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Recognize and articulate the value of connecting prior and new knowledge and experiences to shape and extend understanding.

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Summarize and represent personal viewpoints in clear and meaningful ways.

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Identify or invent personally meaningful ways of organizing ideas and information to clarify and extend understanding.

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Ask specific and focused questions for elaboration and clarification; engage in dialogue about experiences and understanding.

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Explain connections between previous experiences, prior knowledge, and a variety of texts.

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Use comprehension strategies [including reflecting on and assessing meaning, skimming, scanning, close reading, and identifying and relating in own words the main and supporting ideas] appropriate to the type of text and purpose; use a variety of strategies [such as concept mapping, mental rehearsal...] to remember ideas.

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Use textual cues [such as organizational features of narrative and expository texts, bold print, italics, footnotes...] to construct and confirm meaning and interpret texts.

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Use syntactic, semantic, and graphophonic cueing systems [including word order; context clues and multiple meanings of words; structural analysis to identify roots, prefixes, and suffixes] to construct and confirm meaning and interpret texts [including meaning of specialized vocabulary].

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Experience texts from a variety of forms and genres [such as journals, nature programs, letters, fantasy...] and cultural traditions; discuss likes and dislikes.

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Compare own with others’ understanding of people, cultural traditions, and values portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].

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Identify language and visual images that create mood and evoke emotion in oral, literary, and media texts.

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Explain preferences for particular forms and genres of oral, literary, and media texts.

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Examine techniques of plot development [such as narrative books, conflict, resolution, surprise endings...] and of persuasion [such as testimonials, emotional appeals, bandwagon effects...] in oral, literary, and media texts.

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Recognize uses and abuses of slang, colloquialism, and jargon.

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Identify surprising and playful uses of language in oral, literary, and media texts; explain ways in which figures of speech convey meaning.

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Create original texts [such as cartoon sequences, dialogues, short stories, letters, video presentations...] to communicate and demonstrate understanding of forms and techniques.

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Examine personal knowledge of and experiences related to a topic to determine information needs.

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Formulate a variety of relevant questions on a topic to establish a purpose for seeking information.

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Contribute ideas, knowledge, and questions to help establish group inquiry or research focuses and purposes.

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Prepare and use a plan to access information and ideas from a variety of sources [such as teachers, peers, print and non-print materials, electronic sources....].

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Select and organize personal and peer knowledge of a topic to establish an information base for inquiry or research.

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Extend inquiry and research questions using a variety of information sources [such as adults, peers, advertisements, adolescent magazines, lyrics...].

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Use pre-established criteria to evaluate the currency, usefulness, and reliability of information sources in answering inquiry or research questions.

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Expand and use a repertoire of skills [including visual and auditory] to access information and ideas from a variety of sources [including formal interviews, surveys, almanacs, documentaries, and broadcasts].

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Determine literal and implied meaning of oral, visual, and written texts using a variety of strategies and cues [including headings, subheadings, topic sentences, summaries, camera angle, staging and pacing, and screening out irrelevant information].

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Organize information and ideas by selecting or developing categories appropriate to a particular topic and purpose.

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Make notes using headings and sub-headings or graphic organizers appropriate to a topic; reference sources.

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Assess the appropriateness of the amount and quality of information collected; recognize and address information gaps for particular forms, audiences, and purposes.

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Organize new information and connect it to prior knowledge; reflect on the impact of new information on the inquiry or research process.

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Consider form and audience when generating ideas and focusing a topic.

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Select and compose using specific forms [such as character sketches, legends, video program, scripts, stories, advertisements, posters...] that serve various audiences and purposes.

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Identify and use appropriate organizational patterns [such as key idea and supporting details, cause and effect, sequence...] that serve various audiences and purposes.

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Appraise and suggest revisions for own and others’ work and presentations using appropriate criteria and a variety of strategies [such as peer editing, checklists, self-reflections...].

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Revise to create effective sentences that convey content clearly and generate reader interest.

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Determine the appropriateness of handwriting or word processing for a particular task when composing, formatting, and revising; combine print and visuals when desktop publishing.

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Experiment with figures of speech [including similes, metaphors, and personification], selecting appropriate words and sentence patterns during revision to enhance clarity and artistry.

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Prepare compositions, reports, and inquiry or research projects using a variety of organizers [such as titles, subtitles, headings, subtopics, graphic organizers...].

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Edit for consistent verb tense and to eliminate unnecessary repetition of words and ideas.

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Know spelling conventions and apply them to familiar and unfamiliar words [such as technical and scientific terminology, words with foreign derivations...]; use appropriate resources when editing and proofreading.

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Know and apply capitalization and punctuation conventions in simple, compound, and complex sentences when editing and proofreading.

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Facilitate small-group activities and short, whole-class sessions to share information on a topic using pre-established active learning strategies [such as role-plays, language games, simulations...].

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Deliver short oral presentations and reports using verbal and non-verbal cues [such as diction, pacing, presence, facial expression, gestures...] to focus audience attention; project emotion appropriate to the subject and point of view.

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Demonstrate critical listening and viewing skills and strategies [such as evaluating content, quality, presentation delivery...] and show respect for presenter(s) through appropriate audience behaviours [such as showing attentiveness, participating in audience activities...].

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Demonstrate growing self-confidence when expressing and sharing thoughts, ideas and feelings.

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Compare ways in which oral, literary, and media texts from a variety of cultures explore similar ideas.

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Compare the choices and behaviours of individuals presented in oral, literary and media texts with personal choices, values, and behaviours; discuss personal participation in communities in relation to past, present and future.

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Select and use the language form and style appropriate for specific audiences to celebrate special events and accomplishments.

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Contribute to group efforts to reach consensus or conclusions.

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Present group conclusions or findings to classmates.

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Respect diverse languages, ideas, texts, and traditions, and recognize contributions of self, peers, and the wider community.

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Evaluate group process and personal contributions according to pre-established criteria; set group and individual goals and record action plan.

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