English Language Arts Curriculum Grade 10

English Language Arts
Learner Outcomes
Grade 10
Page 1 Printed Aug 20, 2010

General Outcome
Explore thoughts, ideas, feelings, and experiences DRAFT
Specific Outcome 1.1.1

Discover and Explore
Grade 10
Express Ideas
Engage in exploratory communication to develop personal opinion General Example(s)

and deepen understanding • possible methodologies include: Mind Maps, "Think-Pair-
Share" (TPS), "Draw & Discuss", Y-Charts, "Know-Want-To-
**It is important to create an open atmosphere in the classroom Know-What-I-Learned" (KWL), collages, role playing, movie
community that is inviting and safe. reviews, "Agree-Disagree", anticipation guides, Venn diagrams, …
• possible strategies to share and examine opinions/points of view:

making observations, asking questions, making predictions, forming
opinions, talking, listening, gathering information, ...
(see description of GO)
• possible graphic organizers include: Mind Maps, "Think-Pair-

Share" (TPS), "Draw & Discuss", Y-Charts, "Know-Want-to-Know-
What-I-Learned" (KWL), collages, role playing, movie reviews,
"Agree-Disagree", anticipation guides, Venn diagrams, …
Learning Outcomes & Corresponding Illustrative Example(s)

By the end of Grade 10 the student ...
1.1.1 a. Accesses background information from both primary and secondary sources, with guidance
Reading preface to texts, researching author background
See Record Information (3.3.2)
May say, "I really didn't get the poem at all. Then the teacher went through some information about the poet with us, and I could
understand some of the symbols that she used."
Through the effective teaching of this outcome, the following Essential Skills may be developed:
Reading Text
Document Use
Oral Communications
1.1.1 b. Identifies text creator's opinion (oral, printed and other types of media text)
Class discussions, "Think-Pair-Share" (TPS), music reviews, conversations, readers' workshops, writers' workshops, exploratory
talks, letters, scientific method, inquiry process, literature journals and circles, literature response, science journals, anticipation
guides, "Think Alouds", electronic mail messages, peer dialogue journals, online dialogue journals, ...
May say, "The photographer really appreciates the beauty of different flowers."
Reading Text
Document Use
Thinking Skills

General Outcome
1.1.1 c. Communicates an opinion related to the classroom discussion (pairs, small group, large group) in person or using various
technologies
Suggested methodology particular to this LO:
Class discussions, "Think-Pair-Share" (TPS), journals, exit slips, storytelling, music reviews, dialogue, collage, opinion pieces…
answer a question and begin articulating reason for thinking
related essential skills, ...
May say, "Sometimes we discussed things in person in class, but we also used a wiki this year to share our ideas and edit each
others' work."
Writing
Oral Communications
Thinking Skills
Working with Others
1.1.1 d. Reflects upon and supports personal opinions

Answering a question and beginning to articulate reason for thinking, journals, ...
Conversations, journals, response logs, dialogue journals, two-way journals, dual entry journals, "Think-Pair-Share" (TPS),
prediction frames: "I observe, I predict, I think, I now know...", "Before-During-After" (BDA), learning logs, inquiry notebooks,
inquiry/research response sheets, inquiry process, scientific method, ...
Question frames: "How might ....", "I wonder if ... ", "Would it be the same as ...?"; prediction frames: "I observe, I predict, I think,
I now know ..."
May say, "I didn't like that song because the singer's voice was really nasal."
Thinking Skills

General Outcome

Grade 10
Consider Others’ Ideas
Exchange ideas and opinions with others to deepen thinking and General Example(s)
understanding • paraphrasing, dialogue and response journals, conversations, plays,
sharing circles, guest speakers, literature circles, book talks, role
playing, discovery circles, presentations, celebrations, class
meetings, problem-solving activities, questions, reflections,
descriptions, predictions, verifications, revisions, graphic organizers,
surveys, interviews, correspondences, explanations, paraphrases,
elaboration, hypotheses, opinions, inferences, analyses, evaluations,
syntheses, ...

1.1.2 a. Identifies and explores strategies to provide feedback that is helpful and respectful and encourages the receiver to consider other
ideas and information
Reflecting, questioning, paraphrasing, synthesizing, ...
PMI charts, dialogue/response journals, point form notes, exit slips, ...
May say, “The teacher had us read each other's work and give some feedback. We tried different tools, like PMI charts, sticky notes,
and dialogue journals."
Oral Communications
Working with Others
1.1.2 b. Identifies and explores strategies to receive constructive criticism in a respectful manner
Role playing, questioning for clarification, fact vs. opinion, reflecting and making appropriate changes, personal reflection, ...
May say, “I like using the PMI chart because then people mention the good things about my work and not just what I have to
change."
Working with Others

General Outcome

Grade 10
Experiment with Language and Forms
Review and explore the effects of language use General Example(s)

• may include: artistic media, authors, illustrators, genres, forms,
cultural traditions, media representations, ...

1.1.3 a. Identifies the ways language and oral, printed, and other types of media texts change over time
E.g. Consider the relationship between the local oral tradition to and the written tradition of the school-community resources
Slang, colloquialism, dialogue, community name changes, profanity, informal vs. formal language, email etiquette, types of
writing, ...
May say, “That’s old school.”
Reading Text
Document Use
Oral Communications
1.1.3 b. Identifies how language has different meaning in different contexts

Slang, colloquialism, dialogue, community name changes, profanity, informal vs. formal language, email etiquette, types of
writing, ...
May say, "I didn't understand what the characters in the movie were talking about at first."
Reading Text
Document Use
Oral Communications
1.1.3 c. Identifies the effect of language variations on different circumstances

Appropriate use of slang, profanity and tone, formal vs. informal language, ...
May say, "My boss chewed me out for swearing at work."
Reading Text
Writing
Oral Communications
Working with Others
Continuous Learning

General Outcome

Grade 10
Express Preferences
Explore a variety of texts and learning styles General Example(s)

• learning styles strategies, multiple intelligences, graphic novels,
poetry, posters, collages, multimedia, music videos, ...

1.1.4 a. Explores a variety of text genres
Conversations, book lists, collages, book clubs, video clubs, "Battle of the Books", websites/forums, song lyrics, ...
May say, "I'd never really listened to jazz before. And there's even lots of different styles of jazz."
Reading Text
Writing
Oral Communications
1.1.4 b. Explores a variety of learning styles

Online inventories, learning centers, ...
May say, "We did an exercise to compare drawing a map to somewhere and giving directions out loud."
Oral Communications
Thinking Skills
Working with Others
Computer Use
Continuous Learning
1.1.4 c. Understands that personal preferences in text is related to learning styles

Conversations, book lists, collages, book clubs, video clubs, battle of the books, web sites/forums, song lyrics, ...
Choose to read, explore more than one genre, talk, discuss, ...
May say, "I like looking at pictures. I'd probably enjoy reading graphic novels."
Thinking Skills
Working with Others
Continuous Learning

General Outcome

Grade 10
Set Goals
Assess personal language use and needs

Specific Outcome Links
**Language use includes all six language arts. See Create Personal Portfolio (5.3.1), Revise Content (4.2.2), and
Enhance Clarity (4.2.3)
**Receiving language process stages may include: pre-
reading/listening/viewing, reading/listening/viewing, responding,
exploring, and applying.
**Expressing language process stages may include:

thinking/planning, drafting/writing/representing, revising,
editing, and publishing.

1.1.5 a. Identifies and describes personal language use
Conferences, journals, personal dictionaries, considering context, note taking strategies, exit slips, personal reflection forms, ...
May say, "I always hated doing journals, but once the teacher started to let us draw in them, I now do it on most days."
Thinking Skills
Continuous Learning
1.1.5 b. Identifies and describes personal language challenges

Use of self-assessment, learning logs, reflections, peer review, conferencing, ...
May say, “Last year I had to write a letter asking for a donation for our class trip. It took me a long time because I wasn’t sure how
to write that kind of letter.”
Reading Text
Writing
Oral Communications
Thinking Skills
1.1.5 c. Sets goals and establishes plans to strengthen existing language skills, with guidance
Goal setting templates
May say,"I usually put too many words on our poster projects. This year, I'm going to work on using pictures better."
Reading Text
Document Use
Writing
Oral Communications
Continuous Learning

General Outcome

Clarify and Extend
Grade 10
Combine Ideas and Develop Understanding
Manipulate ideas and information to reach understandings General Example(s)

• journals, letters, blogs, collages, music, ...

1.2.1 a. Identifies personally meaningful ways of organizing ideas and information to clarify and extend understanding
Variety of graphic organizers, "Question/Answer Relationships" (QARs), Anticipation Guides, peer conferences, ...
May say, "When I make notes in science class, I like to highlight the topic headings in pink and the subheadings in yellow."
Document Use
Thinking Skills
1.2.1 b. Represents new understanding in a meaningful and relevant way

Contribute an opinion to a discussion, Venn diagrams, character studies, journal reflections, sharing circles, discussions, role-
playing, ...
May say, "When we get to pick how to respond to a story, I like to draw a picture of one of the characters in it."
Document Use
Writing
Oral Communications

General Outcome

Clarify and Extend
Grade 10
Explain Opinions
Explain own view in meaningful ways General Example(s)

• letters to the editor, posters, brochures, ...

1.2.2 a. Summarizes ideas that contribute to own understanding or point of view
Synopsis, position statements, “gossip” games, retelling, current events discussions, "U-Debate" (critical thinking), discussion
webs, Venn diagrams, Clothesline Spectrums, Anticipation Guides, "Agree-Disagree", ...
May say, "The video we watched on Mexico showed the beautiful beaches that I always thought of. But they also showed the shacks
that many of the poor people live in, something I hadn't thought about much before."
Document Use
Writing
Oral Communications
Thinking Skills
1.2.2 b. Selects ideas most relevant to a particular point of view

May say, "To support a position against prohibition in our community, we could include data about how many people work at the
bars, and what the loss of those jobs would mean to other businesses."
Document Use
Writing
Oral Communications
Thinking Skills
1.2.2 c. States own view with references to the information and ideas that led to it
May say, "I am in favour of prohibition because there are too many vehicle accidents when people drink and operate motorized
vehicles. There are too many ski-doo accidents in the winter, and boat accidents in the summer that are related to drinking."
Writing
Oral Communications
Working with Others

General Outcome
Comprehend and respond personally and critically to oral, print and other media text through a process DRAFT

Use strategies and Cues
Grade 10
Prior Knowledge
Use prior knowledge and understanding to make connections between General Example(s)
self and texts • talking, listening, brainstorming, drawing, painting, building,
writing, sculpting, acting, dancing, composing, singing, chanting,
**Reading process stages include: pre-reading, reading, responding, story telling, reading, viewing, representing, ...
**Viewing process stages include: previewing, viewing, responding,


2.1.1 a. Makes connection with prior knowledge and experiences when constructing meaning and responding to texts, with guidance
Talking, listening, drawing, journals, learning logs during reading strategies (see Manitoba chart in binder), note taking, personal
response, "Know-Want-to-Know-What-I-Learned" (KWL), anticipation guides, ...
May say, "The character in the book lost her dog. We are writing a personal response about a time when we lost something special
to us."
Thinking Skills
Working with Others
Continuous Learning
2.1.1 b. Recognizes that reading, listening, and viewing are active processes in which readers/viewers/listeners interact with the text to
construct meaning within the context of their own understanding and experiences
Conversations, sharing circles, journals, learning logs, "Before-During-After" (BDA), story maps, note taking, ...
May say, “That’s like the movie we watched, 'Moose Skin Boat' and the book we read, 'Whale Rider'. They're both about traditions."
The effective teaching of this outcome, the following Essential Skills may be developed:
Reading Text
Thinking Skills
Computer Use
2.1.1 c. Considers ideas of others as they relate to texts
Note: new ideas and information evolved from the connections between self and texts
Talking, listening, drawing, journals, learning logs, reading strategies, personal response, "Know-Want-to-Know-What-I-
Learned" (KWL), anticipation guides, ...
May say, "I was mad when Nick's friend dumped him in 'Breathing Underwater', but you said you could understand it. How come
you think that way?"
Working with Others
2.1.1 d. Compares own and others' ideas relating to texts with guidance
"Think-Pair-Share" (TPS), ...
May say, "We mad a list on the board of our likes and dislikes about different music styles."
Thinking Skills
Working with Others

General Outcome
2.1.1 e. Represents connections made from conversations and explorations of texts

Graphic organizers may include: journals, lists, pictographs, physical graphs, picture maps, picture splashes, diagrams, "Listen-
Sketch-Share", T-Charts, webs, graphs, same and different charts, sequence maps, character maps, charts/comparison charts, Mind
Maps, clusters, "Know-Want-to-Know-What-I-Learned" (KWL), "Who-What-When-Where-Why-How" (5 W's + H), "Before-During-
After" (BDA), "Think Alouds", bar graphs, timelines, Venn diagrams, chains, cycles, sequence circles, learning logs/reflection logs,
concept frames, flow charts, story maps, plot diagrams, word maps, pyramids, "Know - Want to Know - How I will learn it - What I
Learned - How I will Apply - What Questions am I left with?" (KWHLAQ), "Know-Want-to-Know-Predict-Learned" (KWPL),
Prediction frames, Slim Jims, Process Notes, "Plus-Minus-Interesting" (PMI), Jot charts, outlines, information comic strips,
paragraphs, bibliographies, information flip books, sequential maps, "Sketch-a-Sequence" frames, "Cause & Effect" charts, self-
check tools, rubrics, Y-Charts, chapter maps, anticipation guides, Dancing boxes, continuums, fishbone diagrams, matrixes, spread
sheets, Decision Making Graphic Organizers, Problem Solving Graphic Organizers, Experimental Graphic Organizer, Herringbone
frame, I-search, hierarchical maps, collages, notes,...
May say, "I used a Venn diagram to show the difference between what I think about that song and what my partner thinks of it."
Writing
Oral Communications
Computer Use

General Outcome

Use Strategies and Cues
Grade 10
Comprehension Strategies
Explore a variety of comprehension strategies to construct, confirm, General Example(s)

revise, and explain understanding • the seven (7) key thinking (comprehension) strategies used by
proficient readers are:
**All forms of response, before, during, or after reading, help to
construct meaning from text (including oral, printed, and other types - activating prior knowledge: making connections to relevant, prior
of media). knowledge (schema) before, during, and after reading text for the
purpose of storing newly learned information with other related
**It is through guidance and practice at every grade, that students memories or ideas. It often involves making predictions and may
move through literal, to inferential, to evaluative levels of involve accessing background knowledge if there is no prior
comprehension of text (including oral, printed, and other types of knowledge of the topic or theme
media), simultaneously. - determining importance: identifying the most important ideas and
themes in a text and drawing conclusions about them, in order to
**Reading process stages include: pre-reading, reading, responding, focus the reading and to exclude peripheral or unimportant details
exploring, and applying. from memory
- question generating: to clarify and to focus the reading by asking
**Viewing process stages include: previewing, viewing, responding, questions of themselves, the authors, and the texts that they are
exploring, and applying. reading
- visualizing: creating mental images that include visual, auditory,
and other sensory connections to the text
- inferring: drawing inferences from text; combining what is read in
the text with one's own ideas to create a unique interpretation. It is
reading between the lines to figure out what the author has left
unsaid
- synthesizing: retelling and summarizing; bringing together pieces
of information within a text, during or after reading
- monitoring for meaning: thinking about what one is reading both
during and after reading to determine if one is comprehending a text.
It's partner, clarifying, consists of using a variety of fix-up
strategies to clear up confusion

2.1.2 a. Identifies appropriate individual student strategies for constructing meaning from text
Uses pre-reading, during reading, and post-reading strategies

Fix-up strategies, note-making, graphic organizers, Mind Maps, summarization, vocabulary records, discussion, collaboration,
pyramid diagrams, identifying repetition and significant words/phrases, visualizing, predicting, previewing the text, making
connections and relating parts, fill in gaps and understandings, paraphrasing, questioning, skimming, using visual text,
role playing/drama, visual representation of fiction, ...
May say, “I understand more of the science text if I read it through quickly first before making notes.”
Thinking Skills
Working with Others
Computer Use
Continuous Learning

General Outcome
2.1.2 b. Identifies and describes strategies to verify understanding through questioning
E.g. Pre-reading, during reading, and post-reading strategies

Repeating, paraphrasing, questioning, discussing, highlighting, using stickies, test-taking strategies, ...
May say, “What can I do - I don’t get this?”
Thinking Skills
Continuous Learning
2.1.2 c. Recognizes main ideas and details, using texts with an appropriate complexity of content and sophistication of style
Story boards, generating outlines, cluster diagrams, idea lists as note taking, ...
May say, "I think the story is about the boy's sadness over losing his dog."
Reading Text
Document Use
Oral Communications
2.1.2 d. Makes predictions in oral, printed and other types of media texts
Using texts with an appropriate complexity of content and sophistication of style

Story completion, sharing circles, "Know-Want-to-Know-What-I-Learned" (KWL), anticipation guides, finishing the story, beyond
the text, writing a sequel, anchor charts, ...
May say, “That advertisement made me think it was trying to sell me a truck, but when I read it more closely, I realized that the ad is
about the environment.”
Reading Text
Oral Communications
Thinking Skills

General Outcome

Grade 10
Textual Cues
Identify and define contextual cues in texts to anticipate meaning

with guidance
**Cues include: book covers, titles and chapter titles,

logical organization (sequential (beginning, middle, end) plot lines
(elements), problem-solution), sentence patterns, paragraphs,
illustrations, photographs (in text, of author, of topic, ...), authors'
profiles, font type, size, music/sounds, volume, colour, movement,
opening shots to videos, lighting (time, mood, feelings), composition,
logical organization (sequential, categorical, cause-and-effect
relationships, comparison-contrast, problem-solution, descriptive),
photographs (in text, of author, of topic, ...), illustrations and
corresponding captions, key words and placement, capitalization,
punctuation and pauses, sentence patterns, table of contents, hot links,
headings/subheadings, dictionary guide words, paragraphs, indices,
glossaries, bullets, margin notes/side bars, thumbnails, menu bars,
placement and size of words, syllabication, ...

2.1.3 a. Identifies and describes a speaker’s nonverbal communication strategies
Note: Recognizes local cultural differences

Posture, eye contact, facial expressions, public speaking strategies, costumes/dress, movement and gesture, use of colour, space,
sound, lighting, ...
May say, “The teacher told me that I need to say more when I am presenting, than what I wrote on the PowerPoint slide.”
Oral Communications
Thinking Skills
Working with Others
2.1.3 b. Identifies the elements of art and principles of design in a visual text
Colour, placement, relative-size borders, animation, symbolism, rule of thirds, contrast, unity, depth of field, focus, juxtaposition,
angle, shading, graphic novels, ideas and impressions, ...
May say, "The photographer only showed us the reflection of the man. Some of the photograph was black and white, and some was
in colour.”
Document Use
Thinking Skills
Computer Use
2.1.3 c. Considers the effect of language choices in print texts (how appealing it is to an audience, clarity and detail, ...)
Book and story reviews, reading responses, literature circles, book talks, ...
May say, "There is only one sentence on each page, with a picture. This means that..."
Reading Text
Thinking Skills

General Outcome
2.1.3 d. Identifies the elements of art and principles of design in a multimedia text
Hypertext, pop-ups, sound bytes, 3D, menus, thumbnails, ...
May say, "Whenever I enter this website, a certain pop-up appears and asks me to take a quiz."
Reading Text
Writing
Computer Use
Thinking Skills

General Outcome

Grade 10
Cueing Systems
Use textual cues to extend understanding, with guidance General Example(s)

• cueing systems are effective when instruction is integrated within
**This SO includes semantic, syntactic and pragmatic cueing meaningful, purposeful reading of authentic texts
systems. Phonics is no longer a useful cueing system for students in
Middle School and beyond; it is replaced by word analysis.

2.1.4 a. Identifies and uses syntactic cues to construct and confirm meaning, with guidance
Note: 'Syntactic' is understanding the correct structure or grammar or flow of language. Word order (sentence structures), the
relationship between words, tense, and numbers provide a sense of the structure being used. This occurs at higher levels of text
organization than just the sentence
Note: Language acquisition and growth in meaningful contexts is natural and more effective than through isolated exercises, such
as worksheets
E.g. Attending to punctuation when reading aloud affects fluency (in particular expression, phrasing)
E.g. Uses word order and context clues to read new or unfamiliar words
Narratives that have beginning, middle and end or other specific sequences; recipes that begin with lists of ingredients and go on to
procedures; letters that begin with a date and salutations,informational texts that have headings, paragraphs, subheadings, and
margin organizers; essays that follow a paragraph structure, ...
Plural markers, verb tenses, word order, punctuation, word boundaries, capitalization, apostrophes, quotation marks, commas, ...
May say, "This is about a time in history because the verbs are in the past tense."
Reading Text
Document Use
Thinking Skills

General Outcome
2.1.4 b. Uses semantic cues to construct and confirm meaning with guidance
Note: 'Semantic' is the meaning system. Meaning is not lodged in individual words (vocabulary); the context in which a word
appears gives clues to which meaning is intended
Note: Meanings vary slightly from reader to reader; the conceptual meanings can vary from concrete to abstract
E.g. Making use of cues such as:

- compound words
- contractions
- suffixes
- prefixes
- root words
- homonyms,
- antonyms,
- synonyms
- word origins
E.g. Uses texts with an appropriate complexity of content and sophistication of style; sight reads texts and self-corrects; predicts
meanings of new words from context and word structure
See Comprehension Strategies (2.1.2)
Monitoring strategies might include (in addition to those listed in previous grades): outlining, summarizing, skimming, scanning,
paraphrasing, tracking notes, ...
Words/phrases, intonation, pace, rate volume, attending to punctuation, attending to context, ...
May say, "All of the words that begin with 'bio' are connected to life because 'bio' means life in Greek."'; or, "The word 'port' means
to carry; so if I say that something is portable, it would mean that I can carry it. If I add an 'ex-' prefix to if, it would mean to be
able to take it away, right?"
Reading Text
Oral Communications
2.1.4 c. Uses pragmatic cues to construct and confirm meaning with guidance
Note: 'Pragmatic' is understanding that language fits a purpose and an audience; so it varies according to social and cultural uses
Note: Readers are co-creators of meaning, as most texts don't have one intended meaning or interpretation. Through an active
process, readers constantly build meaning for themselves as they think along with an author's words
E.g. Uses texts with an appropriate complexity of content and sophistication of style; interacts with text to talk about an
author's/creator's purpose, audience, and choice of structure or form; makes inferences to negotiate meaning of text (personal
interpretations)
See Experience Various Texts (2.2.1), Forms and Genres (2.3.1), Prepare to Create Texts: Forms, Genres, Audience, Purpose
(4.1.2), Create Originals Texts (4.1.3), Respond to Texts (2.2.2), Techniques and Elements (2.3.2), Vocabulary (2.3.3), and Enhance
the Artistry (4.2.4)
Conversation topics in literature circles may include: students' background and prior knowledge/experience, author's/creator's
intent, characters' feelings, how a quotation/selection might be read/interpreted, author's/creator's message, multiple intended
meanings or interpretations, author's/creator's point of view, ambiguity of text (conflicting messages), ...
Interacting with text to talk about an author's/creator's purpose, audience, and choice of structure or form; makes inferences to
negotiate meaning of text (personal interpretations)
May say, "I heard the word 'snowmobile' - in English - during a Slavey news report on the radio."
Reading Text
Document Use
Oral Communications

General Outcome

Respond to Texts
Grade 10
Experience Various Texts
Read, listen and view for a variety of purposes
**The distinction between grade levels is the exposure to a variety of

forms and genres of texts (appropriate complexity of content and
style).
**Keep in mind that students need to experience a wide range of texts

including Canadian and Aboriginal cultures, communities, and
authors.
**Reading process stages include: pre-reading, reading, responding,

**Viewing process stages include: previewing, viewing, responding,

**Reading and writing processes overlap and differ. Reading and

writing are sufficiently different to defeat the assumption that they are
mirror images: the reader does not simply reenact the author's
process. Still, the parallels in the reading and writing processes are
closely linked and the teaching of one can affect the student's
operations in the other.

2.2.1 a. Reads, listens and views to respond, to clarify and extend thinking, to gather information, and to function at home and in the
workplace
"How-to" manuals, wiring diagrams, income tax forms, reading/interpreting a transcript/validation statement, applications,
menus/recipe books, following directions, participating in a discussion, forming an opinion, analyzing information received,
speaking, paraphrasing, interviewing (job interview scenarios), response logs, discussions, ...
May say, “I read the stories we did in class, but I only read magazines on my own time. I like the ones about travel the most
because I like to read about and see pictures of other places.”
Reading Text
Document Use
Oral Communications

General Outcome
2.2.1 b. Reads, listens and views for enjoyment and for appreciation
E.g. Biographies, letters, journals, magazines, ...

Sharing circles, literature circles, DEAR time, choosing books, reading covers of books, "Five Finger Rule", libraries and
bookstores (including online), Internet research
May say, “During the independent reading time I always used to read anything that was assigned for homework. Now I am more
interested in looking at some of the magazines that have been brought into our class.”
Reading Text
Document Use
Oral Communications
2.2.1 c. Identifies their own purposes for listening, viewing, reading, ...
E.g. To gather information, follow directions, participate in a discussion, form an opinion, analyze information, appreciate and
enjoy
Enjoyment, interest, information/research, construct meaning, make and confirm predictions or understandings, respond, clarify,
extend thinking, appreciation, guest speakers, instructional videos, music, speaking competitions, debate, community meetings,
online art galleries, ...
May say, “It is important to pay attention when someone is talking to you so that you know what they are saying and can participate
in the discussions and activities in class later.”
Reading Text
Document Use
Oral Communications

General Outcome

Respond to Texts
Grade 10
Connect Self, Texts, and Culture
Respond personally and critically to texts by making creative

connections between self, text, and culture
**Personal response includes connecting content with own life.
**Critical response includes understanding the message and the

influence of communication tools.
**Responses occur in a variety of forms: artistic, dramatic, musical,

numeric, scientific, historic, ...
**It is through guidance and practice at every grade that students

move through literal, to inferential, to evaluative levels of
comprehension of text (oral, print, and other media), simultaneously.

2.2.2 a. Draws conclusions about speaker’s/writer’s/director’s/artist’s values after experiencing text
Personal literary responses, reviews (movies and music videos), critiquing on-line games, ...
May say, “The poet is suggesting that your culture is more influenced by your environment and activities when you are a child than
by where you live when you are an adult.”
Reading Text
Document Use
Oral Communications
Thinking Skills
Continuous Learning
2.2.2 b. Recognizes and appreciates that various texts can contribute to understanding of self and role in family and community
E.g. Traditions, teachings from stories, Dene Kede, ...

Journals, personal inventories, ...
May say, “After I read ‘Two Old Women’ I appreciated some of my grandmother’s stories more. I also thought about the way that
elders are treated in a community.”
Continuous Learning
2.2.2 c. Identifies the ways that cultural background and experiences affect responses to texts
Sharing circles, book talks, literature circles, ...
May say, “I was really upset when that character died, because …”; or, “I felt so happy for the two old women when they got
food.”
Thinking Skills
Continuous Learning

General Outcome
2.2.2 d. Recognizes the ways in which oral, printed, and other types of media text reflect values of pop, local, and traditional culture
E.g. Art styles, drum songs, clothing, ...

May say, "The drawings from different areas are of different animals. That must have to do with what their food source was."
Reading Text
Document Use
Oral Communications
Thinking Skills
2.2.2 e. Reflects on personal and critical response to texts and share responses with others
Note: It is through guidance and practice, at every grade, that students move from literal, to inferential, to evaluative levels of
comprehension of text (oral, printed, and other types of media)
Note: The distinction between grade levels is the depth of the response
Note: Responses occur in a variety of forms: artistic, dramatic, musical, numeric, scientific, historic, ...
Sharing circles, response journals, book logs, ...
May say, "My partner and I did an 'At the Movies' kind of review to share our opinions about the new 'Beverly Hills 90210' series."
Thinking Skills
Working with Others
Continuous Learning

General Outcome

Respond to Texts
Grade 10
Appreciate the Artistry of Texts
Respond to texts critically, identifying factors that contribute to

effectiveness
**E.g. Voice, style, use of dialogue, impact of genre.

2.2.3 a. Identifies graphic design techniques, (e.g. graphic quality, color, sound, camera angle, composition and editing), that create and/or
manipulate emotion and mood for the viewer
Creates a storyboard
May say, “The sports car commercial shows young people driving around a city with their music because that is who they think will
buy the car. Many mini-van ads show people in the countryside, as if the are on a family holiday.”
Document use
Oral Communications
Continuous Learning
2.2.3 b. Identifies purpose and message of an oral, printed and other types of media text
Topic sentences, thesis statements, central images, background themes, ...
May say, “The poster is intended to discourage people from smoking and make them want to quit by listing all the poisonous
substances in cigarettes.”
Reading Text
Document Use
Oral Communications
Thinking Skills
2.2.3 c. Identifies appropriate verbal communication strategies used to convey intent (mood indicators, volume, tone, irony and sarcasm)
May say, “When my mother talks to me all singsongy, like she is reading a children’s story, I know that she is very annoyed.”
Oral Communications

General Outcome

Understand Forms and Techniques
Grade 10
Forms and Genres
Discuss strengths and limitations of different genres and text forms
**The distinction between grade levels is the exposure to a variety of

forms and genres of texts (appropriate complexity of content and
style).


2.3.1 a. Identifies reasons for the choice of form and genre by the text creator
E.g. Narrative, expository, poetic, dramatic, humour, ...

May say, “By writing a story about a young person in Afghanistan, the writer was able to create more sympathy for the people than
if it was just a factual news report.”
Reading Text
Oral Communications
Continuous Learning
2.3.1 b. Discusses how the context in which a text was created influences its interpretation
E.g. Text creator biographies

May say, “Poems about war that were written during the World Wars tend to glorify soldiers and fighting, but the ones written in
the 1970s are more often 'anti-war'.”
Thinking Skills
Continuous Learning
2.3.1 c. Differentiates between fact and fiction, true or false, and real or imaginary in media portrayals of everyday life
E.g. Fantasy, analogy, fables, ...

May say,"Sometimes it's hard to know when movies are based on true stories or not. For example, 'Calendar Girls' really happened,
but 'The Full Monty' didn't.”
Reading Text
Document Use
Oral Communications
Thinking Skills

General Outcome

Grade 10
Techniques and Elements
Recognize the use of persuasive tools and the results of their use in
texts, with guidance
**Persuasive tools include: generating empathy, stereotyping,

organizational structures, selection/use of visuals, effects of colour,
use of background soundtracks, ...

2.3.2 a. Identifies stereotyping in texts and recognizes its negative impact on individuals and society
E.g. Racism, discrimination, ageism, sexism, exaggeration, ...

May say, “Television shows like ‘The OC’ could make us think that everyone who lives in California is tanned and good-looking.
Also, the rich people mostly act stuck-up. And the poor people are either Latino or criminals.”
Thinking Skills
Working with Others
Continuous Learning
2.3.2 b. Discusses the negative impact of stereotyping in texts on individuals and society
News stories, posters, television shows, ...
May say, "The characters that Eddie Murphy plays in movies always act nuts and swear a lot. It could be easy for some people to
assume that all African-Americans are like that if they don't watch anything else."
Thinking Skills
Working with Others
Continuous Learning
2.3.2 c. Recognizes the value of texts in contributing to the good of individuals and society
"Cause & Effect" charts, fables, researching the role of children's books in teaching behaviour, ...
May say, "When I was a kid, I just liked hearing and reading the stories from my 'Aesops's Fables' book because they had animals in
them. Now I realize that the moral at the end was a way of teaching us how to behave."
Thinking Skills
Working with Others
Continuous Learning

General Outcome
2.3.2 d. Explores the effect of the text creator's point of view and use of voice on the interpretation of a text
E.g. Diaries
Character sketching, alternate endings, ...
May say, "Sometimes stories are written like they're by someone who is watching the events, and sometimes they're written as
though one of the characters is speaking."
Reading Text
Document Use
Oral Communications
Continuous Learning

General Outcome

Grade 10
Vocabulary
Develop expressive vocabulary and understand its influence in texts
**Expressive vocabulary includes: rhythm, time, connotation of

words, dialect, slang, ...

2.3.3 a. Develops repertoire of expressive vocabulary
E.g. Adjectives, adverbs, appositives, connotations, ...

Personal word lists, favourite passages logs, ...
May say, "I've been trying to use different verbs in my stories. For example, instead of saying 'walked' all the time, I try to use
words like 'amble, stroll, saunter, or strut' to give a more vivid picture of the way my character moved."
Reading Text
Document Use
Writing
Oral Communications
Continuous Learning
2.3.3 b. Identifies a variety of strategies for understanding vocabulary in context

Substitution, "Skip Over the Word", context clues, synonyms and antonyms, ...
May say, “If I don’t have a dictionary handy, I sometimes try replacing a word I don’t know with one that makes sense in the
sentence.” Or, “In a handout, I might highlight the word and write my replacement in the margin to check with the teacher later.”
Reading Text
Document Use
Oral Communications
Thinking Skills
Continuous Learning
2.3.3 c. Recognizes various uses of language in different places and registers

Slang, colloquialism, formal versus informal language, ...
May say, “Although I often swear when I am hanging out with my friends, I would never do that while visiting my grandmother.”
Reading Text
Document Use
Oral Communications

General Outcome

Grade 10
Experiment with Language
Identify creative uses of language, visuals, and sounds to enhance

meaning, purpose, and content in texts

2.3.4 a. Discusses how word choice and word combinations influence interpretation of texts
Rhyme, rhythm, alliteration, ...
May say, "That book was hard to understand because the writer used so many big words."
Reading Text
Document Use
Writing
Oral Communications
2.3.4 b. Discusses effect of choice and placement of images on interpretation of texts
E.g. PowerPoint presentations, website design, ...

Critiquing, editing comments, ...
May say, "I couldn't take notes during that PowerPoint presentation because the pictures kept covering up the words."
Document Use
Thinking Skills
Computer Use
2.3.4 c. Discusses effect of elements such as tone, volume, and inflection on interpretation of text
Reading aloud, listening to books on tape, ...
May say, "I like it when the reader changes their voice for the different characters."
Oral Communications

General Outcome
Manage ideas and information DRAFT

Plan and Focus
Grade 10
Use Personal Knowledge
Summarize prior knowledge to determine information needs General Example(s)

• conversations, guided discussions, discussion webs, reflections,
journals, sharing circles, "Think-Pair-Share" (TPS), organizational
frames, "Know-Want-To-Know-What-I-Learned" (KWL), current
event charts, science observations, data interpretations, graphs,
inquiry notebooks, learning logs, outlines, Mind Maps, ...

3.1.1 a. Selects topic of interest for research
Guided discussions, "Think-Pair-Share" (TPS), organizational frames, ...
May say, "I'm interested in skateboarding, so maybe I'll research how skateboards are made."
Thinking Skills
Working with Others
Continuous Learning
3.1.1 b. Represents and categorizes prior knowledge of research topic with guidance
E.g. Pre-reading activities

Summaries made in various ways (printed, visual), graphic organizers (conceptual, hierarchical, sequential, or cyclical), ...
Representations may include anticipation guides, webs, summaries, various graphic organizers, I-Charts, T-Charts, sketches,
collages, brainstormed word splashes, ...
May say, "We used a KWL chart. We listed what we already knew about ___... in the K column, then wrote questions about what we
wanted to know in the W column. We'll l record notes from our research in the L column."
Document Use
Writing
Oral Communications
Thinking Skills
Continuous Learning
3.1.1 c. Identifies gaps in prior knowledge by exploring the research topic in other sources, with guidance
"Know-Want-to-Know-What-I-Learned" (KWL), anticipation guides, ...
See Identify Personal and Peer Knowledge (3.1.1)
May say, "The teacher gave me an article from 'Up Here' magazine about the Deh Cho bridge. It had some history on the ferry and
information about the company that was building it."
Thinking Skills
Computer Use
Continuous Learning

General Outcome

Plan and Focus
Grade 10
Ask Questions
Ask questions to focus inquiry General Example(s)

• conversations, brainstorming, guided questions, "Think Alouds",
peer and/or teacher conferences, question boxes, exit slips, "I
Wonder..." charts, "Who-What-When-Where-Why" (5W's), "Who-
What-When-Where-Why-How" (5W's + H), journals, learning logs,
"I Learned...", T-Charts, Y-Charts, "Know-Want-To-Know-What-I-
Learned" (KWL), graphic organizers, inquiry notebooks, "Survey-
Question-Read" (SQ3-R), question cubes, fishbone diagrams, Venn
diagrams, Frayer Models, Concept Webs, outlines, ...

3.1.2 a. Asks knowledge-level questions relevant to information gaps to guide the inquiry, with guidance
"Who-What-When-Where-Why" (5 W's), conversations, "Know - Want to Know - How I will learn it - What I Learned - How I will
Apply - What Questions am I left with?" (KWHLAQ), fishbone diagrams, "Question/Answer Relationships" (QARs), ...
May say, "I want to research the life of Akaitcho. Before I started, my teacher suggested I fill in a KWL chart."
Thinking Skills
Working with Others
Continuous Learning
3.1.2 b. Asks open-ended questions relevant to information gaps to guide the inquiry, with guidance
"Know-Want-to-Know-What-I-Learned" (KWL), ...
May say, "We've been reading the novel 'Two Old Women' by Velma Wallis. I wonder why the tribe left the two women behind..."
Thinking Skills
Working with Others
Continuous Learning

General Outcome

Plan and Focus
Grade 10
Participate in Group Inquiry
Work cooperatively to share information and determine inquiry needs

3.1.3 a. Contributes to a brainstorming session to select topic for group inquiry, with guidance
Career searches, interviews, community government, ...
May say, "The teacher asked us each to list four careers that involve science."
Writing
Oral Communications
Thinking Skills
Working with Others
3.1.3 b. Contributes questions, observations, comments, and ideas to focus group inquiry, with guidance
"Know-Want-to-Know-What-I-Learned" (KWL),"Who-What-When-Where-Why-How" (5 W's + H), ...
May say, "Each person in our group made up three questions on things they'd like to know about our topic."
Document Use
Writing
Oral Communications
Working with Others

General Outcome

Plan and Focus
Grade 10
Create and Follow a Plan
Create a plan to conduct inquiry General Example(s)

• questions, books (narrative texts, expository texts), environmental
**Level of detail and depth of inquiry will increase with grade level. prints, excerpts, t.v., library, experiments, field trips, recipes, word
problems, reflections, journals, exit slips, internet, audio
tapes/CDs/MP3s, ...

3.1.4 a. Identifies purpose and audience with guidance
"May say, "The teacher told me I shouldn't use such big words when I talk to my cousin. He's only in grade 3 and might not
understand them."
Document Use
Writing
Oral Communications
Thinking Skills
3.1.4 b. Prepares a plan and timeline for inquiry with guidance

Inquiry notebooks, "We Wonder" charts, I-Charts, "Who-What-When-Where-Why-How" (5 W's + H), Inquiry process, "I-Search"
Planner, "Know-Want-to-Know-What-I-Learned" (KWL),scientific method, webs, inquiry charts, outlines, day-timers, student
agenda/planners, ...
Parameters of inquiry: purpose of inquiry, depth of the investigation, how collected information will be shared, amount of work
required to create the finished presentation, ...
May say, "We each created our own timelines based on the one the teacher made on the board."
Document Use
Thinking Skills
Continuous Learning
3.1.4 c. Sets and accepts responsibilities for following the plan of inquiry, when working in groups
Recording, researching, illustrating, . . .
May say, "I like to draw, so I'll create the cover page for our project."
Working with Others
Continuous Learning

General Outcome

Select and Process
Grade 10
Identify Personal and Peer Knowledge
Identify a combination of personal and peer knowledge supplemented General Example(s)

by secondary sources to answer inquiry or research questions • people, home, peers, teachers, librarians, story tellers, experts
(trappers, elders, etc.), community, objects, artifacts, natural habitats,
the land, maps, charts, graphs, signs, books (narrative texts,
expository texts), photographs, illustrations, videos, t.v., audio
tapes/CDs/MP3s, field trips, newspapers, magazines, internet,
interviews, various multimedia, songs, folk tales, plays/scripts, series
by the same writer, diaries, ...
• primary (experiential) and secondary sources (text-based:

narrative, expository, creative)

3.2.1 a. Selects and organizes personal and peer knowledge of a topic to establish an information base for inquiry
Conversations, brainstorming, "Think-Pair-Share" (TPS), illustrations, "Draw & Discuss", "Sketch & Share", sharing circles,
reading circles, sharing and comparing, dramatizations, reports, show and tell, "Who-What-When-Where-Why" (5W's), the web,
graphic organizers, ...
May say, “I make a list of what I already know about a topic and ask my friends for some ideas. Then I use highlighters to sort the
information into similar topics.”
Document Use
Oral Communications
Working with Others
3.2.1 b. Identifies additional potential relevant sources of information, with guidance
Note: Primary and secondary

Graphic organizers, Mind Maps, reciprocal teaching, research planing, bibliographies, ...
May say, “I usually start by looking things up in an encyclopedia and then looking on the internet. My teacher suggested some
books in the library and some people that I could interview.”
Thinking Skills
Continuous Learning

General Outcome

Select and Process
Grade 10
Evaluate Sources
Evaluate the usefulness and value of sources with guidance General Example(s)
• learning logs, inquiry notebooks, reflection, self-questioning,
rereading,"Five Finger Rule", assessing with a rubric, previewing,
inquiry, Y-Charts, "Who-What-When-Where-Why-How" (5 W's +
H), "Trash-Treasure-Save" (TTS), ...

3.2.2 a. Evaluates the usefulness and relevance of sources using pre-established criteria
E.g. Inquiry charts, learning logs, "Trash-Treasure-Save" (TTS), ...

Graphic organizers, ...
May say, “Sometimes what I found interesting on a topic doesn’t really fit into my report. If I really want to use that information, I
may need to change my topic a bit. With internet sources, I have learned to check the date and origin of the web page to make sure
that the information is reliable and current, not just someone’s opinion from ten years ago.”
Reading Text
Document Use
Oral Communications
Thinking Skills
3.2.2 b. Evaluates the bias, currency, and reliability of sources using pre-established criteria
Inquiry charts, learning logs, "Trash-Treasure-Save" (TTS), ...
May say, “I realize that it is important to use more than one source of information for research. Especially when using the internet,
I need to verify the facts with at least two other sources. We called this the triangle method.”
Reading Text
Document Use
Oral Communication
Thinking Skills

General Outcome

Select and Process
Grade 10
Access Information
Access oral, printed, visual, and multimedia resources using a variety General Example(s)
of methods effectively, with guidance • primary sources (experiential) or secondary sources (text based:
narrative, expository, creative, persuasive)

3.2.3 a. Accesses information through a selection of oral, printed, visual, and multimedia resources, with guidance
Textbooks, books, encyclopedias, graphs, diagrams, posters, pictures, films, databases, audio tapes/CDs/MP3s, internet, ...
May say, "After we picked our topics, the teacher recommended some websites for us to look at, and helped us to come up with some
good keywords for searching."
Reading Text
Document Use
Oral Communications
Computer Use
Continuous Learning
3.2.3 b. Uses references to access information, with guidance

Table of contents, index, search engines, ...
May say, "The Table of Contents shows that there is a chapter on bears starting on page 52."
Document Use
Computer Use
Continuous Learning
3.2.3 c. Uses textual cues to access information in both printed and other types of media texts, with guidance
Headings, titles, captions, facial expressions, gestures, photographs, illustrations, illustrated directions, films, videos, picture books,
colour-coded words, fonts, letter sizes, videos, television, audio tapes/CDs/MP3s, observations, charts, graphic organizers, sounds,
music, words, noises, close-ups, zooms, lighting, camera angle, volume, rhythm, repetition, emphasis, pacing, tone, ...
May say, "I'm going to look for newspaper articles that have the word 'bear' in the headline."
Reading Text
Document Use
Oral Communications

General Outcome

Select and Process
Grade 10
Make Sense of Information
Use appropriate tools and strategies to understand information with General Example(s)
guidance • strategies: conversations, observations, conclusions, Group
Mapping Activities, "Pause & Predict", "Before-During-
After" (BDA), response journals, "Look-Think-Predict",
"Question/Answer Relationships" (QARs), ...

3.2.4 a. Follows simple directions (oral, written and graphic, and including electronic technologies)
Recipes, assembly instructions, ...
May say, “I followed the direction in the help window to insert a picture into the report that I was doing in Word.”
Reading Text
Document Use
Oral Communications
3.2.4 b. Uses knowledge of organizational patterns and strategies to decode information or make sense of information, with guidance (such
as skimming and scanning to use headings to identify relevant sections)
Chapter headings, first and last paragraphs, first and last sentences, main ideas, bold print, italics, subheadings and captions,
indices, table of contents, bibliographies, captions, schedules, summaries, prefaces, key words, dates, names, numbers, places,
phrases, signal and transition words and phrases (in text, time), organizational pattern words (comparisons, contrasts, cause and
effect), indices, definition, table of contents, bibliographies, captions, schedules, summaries, prefaces, math problems, charts,
graphs, tables, ...
May say, “The chapter titles helped me to avoid reading the whole book to find what I wanted. I used the section headings to get to
the most important facts. I even found useful information in the picture and map captions.”
Reading Text
Document Use
Thinking Skills
3.2.4 c. Recognizes text structures using appropriate graphic organizers, with guidance
"Cause & Effect", "Pros & Cons", "Plus-Minus-Interesting" (PMI), story boards and Venn diagrams that assist in the process of
analyzing, synthesizing and evaluating information to draw conclusions, "Main Idea" maps, "Main Idea" charts, visualizing and
verbalizing, directed Reading-Thinking activities, guided reading, sketching, story mapping, "Who-What-When-Where-Why-How" (5
Ws + H), active listening, rereading and reading on, discussing, questioning, request, view, reviewing, examining, reexamining,
testing, retesting, writing, rewriting, comparing and contrasting, note making, modeling, "Think Alouds", ...
May say, “The teacher showed us how to use a cluster chart to organize our information."
Reading Text
Document Use

General Outcome
3.2.4 d. Organizes new information and connects it to prior knowledge

"Before-During-After" (BDA), close activities, retelling/restating, "Pause & Predict", ...
May say, "I know that to find the volume of a cube, you multiply the area of its base by its height. Finding the volume of a cylinder is
similar - you multiply the area of its circular base by its height."
Document Use
Oral Communications
Thinking Skills

General Outcome

Organize, Record, and Evaluate
Grade 10
Organize Information
Organize information for a specific purpose using the tools provided General Example(s)
• strategies: brainstorming, discussing, conferencing, interviewing,
**Examples: to inform, entertain, or persuade. retelling/recalling, sorting, categorizing, journaling, comparing and
contrasting, connecting/linking, organizing, planning, charting, self-
assessing, visualizing, describing, sequencing, questioning, mapping,
webbing, clustering, patterning, graphing, inquiring, observing,
predicting, learning logs, summarizing, interpreting, reflecting, note
making, comprehending, classifying, ranking, focussing,
concluding, assessing, evaluating, problem solving, hypothesizing,
analyzing, surveying, inferring, synthesizing, ...

3.3.1 a. Experiments with a variety of organizational tools, with guidance
E.g. Graphic organizers, blank pages, note cards....

Graphic organizers: journals, lists, pictographs, picture maps, T-Charts, webs, graphs, "Same & Different" charts, sequence maps,
character maps, charts/comparison charts, Mind Maps and clusters, "Know-Want-to-Know-What-I-Learned" (KWL), "Who-What-
When-Where-Why-How" (5 W's + H), "Before-During-After" (BDA), "Think Alouds", bar graphs, timelines, Venn diagrams, chains,
cycles, sequence circles, learning logs/reflection logs, concept frames, flow charts, story maps, plot diagrams, word maps, pyramids,
"Know - Want to Know - How I will learn it - What I Learned - How I will Apply - What Questions am I left with?" (KWHLAQ),
"Know-Want-to-Know-Predict-Learned" (KWPL), prediction frames, Slim Jims, Process Notes, "Plus-Minus-Interesting" (PMI), Jot
charts, outlines, information comic strips, paragraphs, bibliographies, information flip books, sequential map, "Sketch-a-Sequence"
frames, "Cause & Effect" charts, self-check tools, rubrics, Y-Charts, chapter maps, anticipation guides, Dancing boxes, continuums,
fishbone diagrams, matrix, spread sheets, Decision Making Graphic Organizers, Problem Solving Graphic Organizers,
Experimental Graphic Organizer, Herringbone frame, I-Search, hierarchical maps, ...
May say, "Today we used a KWL chart to discuss 'Spirit Bear'."
Document Use
Writing
Thinking Skills
3.3.1 b. Selects from a variety of graphic organizers to choose one appropriate for the purpose, with guidance
May say, "We were supposed to compare the two main characters, so I used a Venn diagram to organize my information."
Document Use
Thinking Skills
3.3.1 c. Uses a graphic organizer to explain information and ideas

May say, "It is easy to see on our I-Search chart that we are going to find the answers to our questions about electricity. We already
did a library and electronic search, so our sources are also listed. As we go, we have left a column for new questions and another
for writing what we learn."
Document Use
Writing
Thinking Skills

General Outcome

Grade 10
Record Information
Record information effectively and maintain a list of sources General Example(s)

• author and title
Specific Outcome Links

Link: Express Ideas (1.1.1)

3.3.2 a. Experiments, with guidance, with a variety of recording strategies
Graphic organizers, blank pages, note cards, résumés, web pages, brochures, collages, posters, PowerPoint presentations, ...
May say, “When we did the brochure about addictions, we could include a lot more information than we could on the poster.”
Document Use
Writing
Oral Communications
3.3.2 b. Makes notes using headings and subheadings to identify main and subordinate information or graphic organizers appropriate to a
topic
Identifying key ideas, deleting unimportant and/or repeated information, and recording supporting ideas and examples, questioning
contradictory information, ...
Note making strategies: webbing, mapping, coding, charting, paraphrasing, outlining, highlighting, summarizing, clustering,
synthesizing, skimming, scanning, ...
Graphic organizers: webs, Slim Jims, Process Notes, "Plus-Minus-Interesting" (PMI), Jot Charts, outlines, information comic
strips, mnemonic devices, rebuses, "Two Column Notes", Matrix, clusters, concept/mind/thinking maps, fishbone diagrams,
summaries, Cornell Method, herringbone, structured notes, cheat sheets, ...
May say, "I'm going to use an outline frame to organize my information. I am hoping that it'll help me with my organization. I find
it hard to separate my ideas into paragraphs."
Document Use
Writing
Thinking Skills
Computer Use
3.3.2 c. Practices completing forms on paper and on-line

Social Insurance Number (SIN) forms using a template on the Human Resources Development Canada (HRDC) website, bank
account applications, incident reports, job applications, repair requests, cheques, driver's licenses, passports, ...
May say, “Some forms can look confusing at first, but if you read carefully and take your time, they’re not too bad. I didn’t like
filling our forms online at first, but now I like it better because you don’t have to find white-out when you make a mistake.”
Document Use
Writing
Computer Use

General Outcome
3.3.2 d. Maintains a reference list of sources

Author, title, ...
May say, "I kept a list of the different books and websites that I got information from."
Document Use
Writing
Computer Use

General Outcome

Grade 10
Evaluate Information
Evaluate completeness and appropriateness of information, using

more than one source to increase thoroughness

3.3.3 a. Develops criteria for evaluating information through a guided discussion
Conversations, brainstorming sessions, "Think Alouds", webs, sharing circles, conferences, "Think-Pair-Share" (TPS), prompted
questions, "Compare & Contrast", interviews, "Who-What-When-Where-Why-How" (5 W's + H), "I Wonder...", "Did you Know...?",
"Before & After", "Then & Now", "Know-Want-to-Know-What-I-Learned" (KWL), response journals, learning logs, posters,
outlines, Pyramids, ...
May say, "We did an activity from the 'Media Awareness Network' to help us understand about the currency and accuracy of
information."
Oral Communications
Thinking Skills
Working with Others
3.3.3 b. Assesses if information gathered is accurate, complete, and current using predetermined methods
Conversations, brainstorming sessions, "Think Alouds", internet, sharing circles, conferences, "Think-Pair-Share" (TPS), Prompted
Questions, compare and contrast, interviews, "Who-What-When-Where-Why-How" (5 W's + How), "I Wonder..." Charts, "Did you
know?", "Before-During-After", "Then & Now", "Know-Want-to-Know-What I-Learned" (KWL), response journals, learning logs,
posters, outlines, Pyramid, ...
May say, "The teacher showed us how to check when the web site was last updated to make sure that we have the most current
information."
Document Use
Thinking Skills
3.3.3 c. Assesses if information gathered is relevant and significant to determine its usefulness to the overall purpose, audience and form of
presentation
Identifying questions, identifying sub-topics, deleting unimportant information, recording related ideas and examples, developing
guidelines to review information, ...
May say, “Sometimes what I found interesting on a topic doesn’t really fit into my report. If I really want to use that information, I
may need to change my topic a bit. With internet sources, I have learned to check the date and origin of the web page to make sure
that the information is reliable and current, not just someone’s opinion from 10 years ago.”
Document Use
Thinking Skills
3.3.3 d. Begins to address information gaps with teacher prompting

May say, “I knew my report was too short once I took all the stuff I had repeated out, but I didn’t know what to do. Then my teacher
read it over and asked me some question about my topic that helped me to see where I could add more information in.”
Thinking Skills
Working with Others
Computer Use
Continuous Learning

General Outcome
3.3.3 e. Compares different sources of information on the same topic

Town meeting role playing, Media Awareness Network, Jo Cool or Jo Fool, ...
May say, “I found three sources on my topic. They mostly said the same things, but one had a lot more detail in the facts, while
another had more pictures. I see the advantages of using more than one source.”
Reading Text
Document Use
Oral Communications
Thinking Skills

General Outcome

Grade 10
Develop New Understanding
Reflect on the impact of new information on the inquiry or research General Example(s)
process • conversations, sharing circles, happy faces, expository talk, "Think-
Pair-Share" (TPS), checklists, learning logs, journals, guided
reflection, T-Charts, Y-Charts, process journals, self-evaluation
tools, sentence frames or prompts, ...

3.3.4 a. Compares new information with prior knowledge
May say, “I liked being able to add details into the things I already knew. I enjoy reading and researching more when it is about
something that is at least a little bit familiar to me.”
Document Use
Oral Communications
Thinking Skills
3.3.4 b. Draws conclusions from new understandings

May say, "After learning about the food chain in science, I could see why there were so many foxes as well as rabbits."
Thinking Skills
3.3.4 c. Integrates new ideas and information into personal point of view
May say, "I thought the pipeline was a good idea because it would create jobs. But after going to the meeting, I can see that there
would be problems too."
Thinking Skills
Continuous Learning
3.3.4 d. Identifies questions for further inquiry resulting from new ideas and information, with guidance
Exit slips, "Think-Pair-Share" (TPS), "Know-Want-to-Know-What-I-Learned" (KWL), journals, logs, ...
May say, "We learned about how they cleaned up from some oil spills along the pipeline. I wonder if they've changed how the next
pipeline will be built to try to reduce spills."
Thinking Skills
Continuous Learning

General Outcome
Enhance the clarity and artistry of communication through a process DRAFT

Generate and Focus
Grade 10
Generate Ideas
Focus on a topic by generating ideas related to it in a variety of forms General Example(s)

• idea generating strategies may include: brainstorming, discussing,
**Writing process stages include: drafting, writing, revising, editing, retelling/recalling, journaling, comparing and contrasting,
and publishing. connecting/linking, planning, visualizing, painting, sculpting,
dancing, singing, illustrating, writing, exploring, questioning,
viewing, graphing, conferencing, describing, sequencing,
questioning, mapping, webbing, clustering, interviewing, inquiring,
observing, predicting, interviewing, organizing, learning logs,
summarizing, interpreting, reflecting, note making, comprehending,
classifying, ranking, focussing, concluding, mind mapping,
assessing, evaluating, problem solving, hypothesizing, analyzing,
surveying, inferring, synthesizing, ...

4.1.1 a. Recognizes that writing and representing are processes of constructing meaning
Mind maps, concepts maps, graphic organizers, free writing, ...
May say, “I found my topic really interesting, but it wasn’t until I started to organize my notes that I really knew what I wanted to
talk about.”
Thinking Skills
Continuous Learning
4.1.1 b. Uses a variety of graphic and written tools to plan for representing and writing, with guidance
E.g. Thumbnail sketches, mockups, outlining, listing, charting, webbing, and creating story frames or sociograms, ...
Use of planning templates, making models, ...
May say, “My collage was more complete when I made a sketch first. I realized that I had left out images of the main character’s
family and was able to add it in easily at this point. If I had just done the collage without planning, I wouldn’t have been willing to
start over, and would have just handed it in the way it was.”
Document Use
Writing
Oral Communications
Thinking Skills

General Outcome

Generate and Focus
Grade 10
Prepare to Create Texts
Select appropriate form of text to address audience and purpose


4.1.2 a. Determines characteristics of audience when creating text, with guidance
May say, "Our group is preparing a critique of the play we all went to yesterday. It has to be in essay format because our class is
responsible for the school newspaper this month. We are struggling with audience though, because the paper is read by grade 5 -
12 kids as well as adults. What can we do to deal with that?"
Thinking Skills
4.1.2 b. Determines purpose of text to be created, with guidance

May say, "Our group is preparing a critique of the play we all went to yesterday. It has to be in essay format because our class is
responsible for the school newspaper this month."
Thinking Skills
4.1.2 c. Considers various forms of oral, written, and multi-media text creation
May say, "I could share my survey results in a table or a graph."
Thinking Skills
Continuous Learning

General Outcome

Generate and Focus
Grade 10
Create Original Texts
Create original texts (oral, printed and other types of media)
**Guided practice may be required for newly introduced text forms;

individual or group independence may be expected with familiar
ones.

**Writing process stages include: drafting, writing, revising, editing,

and publishing.

4.1.3 a. Organizes and sequences relevant ideas appropriately for the chosen format, with guidance
May say, "I found it was helpful to write an outline of my essay before starting. I made sure to put the oldest information first, so the
end of the essay had the most recent information."
Document Use
Writing
Oral Communication
Thinking Skills
Computer Use
4.1.3 b. Explores different strategies for beginnings and conclusions in oral, printed, and other types of media text
Instructional strategies could include mini-lessons on effective opening sentences

May say, "Fairy tales usually start with 'Once upon a time...' and end with 'They lived happily ever after...'. Speeches sometimes
start with 'Ladies and gentlemen...'."
Writing
Oral Communications
Computer Use

General Outcome
4.1.3 c. Creates original texts to communicate and demonstrate understanding of forms and techniques with guidance
PowerPoint presentations, Web pages, posters, poems, stories, news articles, brochures, pictures, illustrations, sculptures, dances,
video representations, audio representations, oral tellings, dramatizations, improvisations, picture storybooks, journals, fairy tales,
stories, comic strips or cartoon strips, folk tales, scripts, tableaux, traditional stories, autobiographies/memoirs, sequels or
serialized stories, chapter books, pictures, illustrations, props, charts, pictographs, instructions/directions, games, maps, recipes,
lists, signs, telephone book entries, learning logs, calendars, pictionaries, thank you notes, invitations, cards, letters (to family, to
friends, ...), book reports (retellings, sketches, cartoons, puppet plays, role plays, conversations, sculptures, ...), descriptions,
graphs, diagrams, dictionaries, posters, reports, science experiments, nonfiction books, advertisements, letters (to characters, to
familiar people - people in the school and around the community), envelopes, summaries, commercials, cookbooks, itineraries,
schedules, agendas, television guides, research projects/reports, summaries, book jackets, classifieds ads, brochures or travel
guides, newsletters, surveys, interviews, questionnaires, timelines, magazine/newspaper articles, news and weather reports,
speeches, biographies, study notes, poems, songs, ...
May say, “We used a template to write out our recipes for bannock. It had spaces for ingredients, steps, cooking temperature, and
cooking time."
Document Use
Writing
Oral Communications
Thinking Skills
Computer Use

General Outcome

Enhance and Improve
Grade 10
Appraise Own and Others’ Work
Engage in guided conversation about own and other's work
**Representing and writing process stages include: drafting, text

creation, revising, editing, and publishing.

4.2.1 a. Reflects on own and others' work-in-progress and final products in various ways
Peer editing, sharing circles, bulletin boards (including electronic), whole group discussions, mini-lessons, small group work,
"Think-Pair-Share" (TPS), ...
May say, "We read our stories to each other and asked for comments. For the people who were away, we gave them a copy of our
stories, and a sticky note to write their comments on."
Writing
Oral Communications
Working with Others
4.2.1 b. Identifies personal strengths/needs as a text creator with guidance

May say, "By comparing my work to the rubric, I could see that although I picked out good information, I didn't organize it very
well."
Thinking Skills
Working with Others
4.2.1 c. Participates in personal goal setting for text creation

May say, "The teacher and I went through the rubric together and picked out a couple of things I could do to get a better mark on
my project."
Thinking Skills
Continuous Learning

General Outcome

Enhance and Improve
Grade 10
Revise Content
Revise content of creations based on personal reflection and feedback General Example(s)
from others • revision strategies include: "Adding, Rearranging, Removing,
Replacing" (ARRR), "Read-Around-the-Group" (RAG), "Add,
**Guided practice (optimal learning model) may be required for Remove, Move-Around, Substitute" (ARMS), "Read it Aloud",
newly introduced revision strategies and concepts. "Read, Reread & Self-Correct", "Support it with Detail", "Hearing
the Voice", proof-reading, ...
**Content encompasses detail, information, topic, audience and
purpose. • representing and writing process stages include: drafting, text
creation, revising, editing, and publishing

4.2.2 a. Reflects upon creation of own oral, print, and other media text with guidance
Note: Reflection may not be in writing, it may be through conversation

Reflection tools, exit slips, sidebar notes, ...
May say, “I realized that in my paper about the problems of small-city NHL franchises that I had spent a lot of time talking about
what Edmonton had done to keep the Oilers. Most of my discussion was actually attempted solutions instead of looking at why they
had trouble.”
Document Use
Oral Communications
Thinking Skills
4.2.2 b. Revises content by adding or deleting information, based on personal reflections and peer feedback
See Appraise Own and Others’ Work (S.O. 4.2.1)
Adding some detail, adding some information, adjusting sequence or organization, deleting some details, deleting some information,
incorporating one or two supporting details (from one source), engaging the intended audience, meeting the intended audience,
incorporating supporting details (from multiple sources), ...
May say, "After reading people's comments on my poster, I realized that I need to make the name of the event larger and in a bolder
colour. I also need to include where the event will be held."
Writing
Oral Communications
Working with Others

General Outcome

Enhance and Improve
Grade 10
Enhance Clarity
Use organization techniques and technological tools to enhance

clarity

**Access to computers is essential for these learning outcomes.

4.2.3 a. Selects organizational structure and tools appropriate to purpose
E.g. To entertain, to inform, ...

Chronological order, general to specific, topical, headings, indents, ...
May say, "When I presented my top 10 vacation spots, I decided to end with my favourite one."
Document Use
Writing
Oral Communications
Thinking Skills
4.2.3 b. Uses electronic functions to enhance the coherence and impact of texts with guidance
Note: Access to computers is essential for this learning outcome

-uses letter/numbers keys and space bar
-uses paint tools
-uses drawing tools
-uses directional arrow keys
-uses the mouse to point, click, and drag
-opens, enters text, saves, closes, and print files
-spaces sentences and spaces consistently
-highlights text
-backspaces/deletes text
-capitalizes
-uses spell check
-cuts and pastes
-varies fonts and font size
-uses templates
-uses formatting tools (tab, margins, ...)
-develops accuracy
-increases speed
-uses titles and headers
-incorporates graphics
-uses borders
-shades appropriately
-uses style for emphasis
May say, "The teacher suggested that we bold our headings to help us see them in our paper."
Writing
Thinking Skills
Computer Use

General Outcome
4.2.3 c. Considers alternate ways to present information depending upon intended audience
Audio and visual aids, pictures, graphs, soundtracks, models, ...
May say, "The song 'Head and Shoulders, Knees and Toes' is a good way to teach little kids about body parts. It's more interesting
for them than labeling pictures."
Document Use
Writing
Oral Communications
Computer Use

General Outcome

Enhance and Improve
Grade 10
Attend to Conventions
Uses an editing process to ensure correctness General Example(s)

• editing strategies include: self-editing, peer-editing, "Read it
**The "content and ideas" and "organization" play more of a role Aloud", "Read, Reread & Self-Correct", reading backwards
than the "conventions of writing" or "vocabulary and sentence (sentence by sentence), mnemonic devices (SLURP, COPS,
structure". However in first draft writing situations, the "conventions CROPS, ...), editing checklists, using a dictionary, using a grade
of writing" are occasionally disregarded altogether because of the appropriate handbook, proof-reading, personalized proof-reading
nature of the writing process. (searching for errors you typically make), reading for trouble (read
for errors, read for understanding, read for common errors), start
**Language acquisition and growth in meaningful contexts is natural with sentences - consider words - check for
and more effective than through isolated exercises, such as spelling/grammar/punctuation, ...
worksheets.

**Writing process stages include: drafting, writing, revising, editing,

and publishing.

4.2.4 a. Discusses the functions of parts of speech in context as they impact meaning within a sentence
Some examples may include:

- nouns
- verbs
- adjectives (includes determiners or articles)
- adverbs
- conjunctions
- pronouns
- prepositions
- interjections
Note: The intent of this learning outcome is to talk about the parts of speech, not necessarily to know them all by name
Note: Although dictionaries usually label the part of speech for each word, it is not always that simple. In English the part of
speech is not always clearly identifiable: words have a habit of being used in various ways (e.g. the word 'shade' can be a noun, a
verb, or an adjective). Rather than thinking of parts of speech as properties of specific words, it is better to think of them as
functions within a sentence; these functions can be played by single words or groups of words
May say, "The word 'and' means that both boys bought a t-shirt. If I used 'or' it would mean that only one of them did."
Reading Text
Writing
Thinking Skills

General Outcome
4.2.4 b. Uses an editing process to ensure correctness of sentence structure and provide variety of sentence structures within text
E.g.:
1. Proofreads and edits to ensure that sentences are complete, interesting, and on topic
2. Proofreads and edits, with assistance, for subject-verb agreement in sentences
3. Combines sentences to form compound and complex sentences, for variety, interest, and effectiveness of communication
Definitions:
1. Compound sentence - has two independent clauses and balances the ideas in one sentence against the other
2. Complex sentence - contains one main clause and one or more dependent clauses
3. Compound-complex sentence has two or more independent clauses and one or more dependent clauses
May say, "I usually check the number of words in each sentence because I want to make sure that they aren't all the same length.
That would be boring."
Reading Text
Writing
Thinking Skills
4.2.4 c. Participates in an editing process to check spelling, with guidance
Note: Explicit instruction in the context of meaningful writing is the recommended practice rather than isolated exercises in
spelling
Note: Speaking vocabulary is ahead of the knowledge of conventional spelling. It is important to accept spelling approximations
during the prewriting and writing stages so that words from one's speaking vocabulary be used instead of words that one can spell
correctly. Therefore it is necessary to encourage the use of conventional spelling for final drafts and published work.
Note: Keep in mind Canadian spelling conventions

The "content and ideas" and "organization" play more of a role than the "conventions of writing" or "vocabulary and sentence
structure". However in first draft writing situations, the "conventions of writing" are occasionally disregarded altogether because
of the nature of the writing process.
Patterns may include: common letter combinations (list of words with 'br', and 'ight'), word families, words ending in 'ing', silent 'e',
words within a word, adding 's' to make a plural noun and other internal plural markers (man-men), changing 'y' to 'i' and adding
'es' or 'ed', compound words, contractions, tense markers (e.g. 'ed', 's', or 'ing'), suffixes, prefixes, syllabication, homonyms, ...
Spelling strategies may include: Interactive Writing, references (dictionaries informational texts, atlases, maps, internet), "Give it a
Go", "Guess & Check", "Ask Someone", "Words That Sound the Same", visual memory games, "Picture the Word", Different
Spellings ("Which one looks right?"), Word in a Word, reading backwards, word relationships (crime/criminal,
act/action/activity, ...), exploding words (prefixes and suffixes), Spelling Doozers, "Break it Up" (syllabication), Mnemonic devices,
Canadian spelling conventions, "Choose a Different Word", word origins, ...
May say, "We always check our work for certain words that we confuse easily - like 'its' and 'it's', or 'their', 'they're' and 'there'."
Document Use
Continuous Learning

General Outcome
4.2.4 d. Uses an editing process to check for accurate punctuation and capitalization, with guidance
Note: The "content and ideas" and "organization" play more of a role than the "conventions of writing" or "vocabulary and
sentence structure". However in first draft writing situations, the "conventions of writing" are occasionally disregarded altogether
because of the nature of the writing process
Note: Writing process stages include: drafting, writing, revising, editing, and publishing
Note: Editing strategies include: self-editing, peer-editing, "Read it Aloud", Read, Reread and Self-Correct, reading backwards
(sentence by sentence), mnemonic devices (SLURP, COPS, CROPS, ...), editing checklists, using a dictionary, using a grade
appropriate handbook, proof reading, personalized proof reading (search for errors you typically make), reading for trouble
(reading for errors, reading for understanding, reading for common errors), starting with sentences-consider words-check for
spelling-grammar-punctuation, ...
Periods at the end of sentences/after abbreviations, question marks, exclamation marks, quotation marks, commas (in a series,
dates, addresses, before quotation marks, after salutations in personal letters, after closings in letters, and to signal subordinate
clauses), apostrophes (possessives, contractions), internal punctuation in complex sentences (comma when coordinating conjunction
is used to join two independent clauses; semicolon to join two or more independent clauses that are not connected by a coordinating
conjunction), capitalization of proper nouns (names, places), the pronoun "I", months of the year, days of the week, holidays
(Christmas, Thanksgiving, ...), titles (books, stories, poems, films, magazines, television programs, subtitles, ...), beginnings of
sentences, personal titles (Ms., Mr., Mrs., Dr., ...), first word within quotation marks, ...
May say, "The teacher gave us a list of when to use capital letters. I went through my work to check that I used them when I
should."
Reading Text
Writing
4.2.4 e. Uses technology tools for editing effectively with guidance
Note: Keep in mind Canadian spelling options in computer writing programs
Note: Applicable where technology is available; access to computers is essential for this learning outcome
E.g. Selecting the appropriate choice from options given
E.g. Recognizing the screen identifier for questionable spelling, accessing a dictionary or thesaurus
May say, "I realize that I need to read the choices given by spell check and not just replace the word with the first one. I may need
to reread my passage as well, so that I pick the correct replacement.”
Reading Text
Computer Use

General Outcome

Enhance and Improve
Grade 10
Enhance Artistry
Explore language techniques to enhance artistry of texts General Example(s)

• language techniques to explore in figurative language include:
**Representing and writing process stages include: drafting, text -similes
creation, revising, editing, and publishing. -metaphors
-connotation and denotation
-inference

4.2.5 a. Explores aspects of language use to enhance meaning for audience, with guidance
Note: The distinction between grade levels is the sophistication of vocabulary
Note: Keep in mind audience and purpose when discussing appropriateness of language
E.g. To tell, to create an image, to communicate an idea, to explain, to direct or guide, to emphasize, to clarify, to set the mood, to
persuade, to enhance meaning, to engage, ...
E.g. Making use of cues such as:

-adjectives (includes comparative and superlative)
-adverbs (includes comparative and superlative)
-similes
-nouns
-verbs
-dialogue
-prepositions (prepositional phrases)
-transitional devices
-conjunctions
-synonyms/connotations
-pronouns
Vocabulary, figurative language and devices, repetition, sentence structure, ...
May say, "It helped my sister to picture the way the boy was walking when I used the word 'dawdled' instead of 'walked'."
Writing
Oral Communications
Thinking Skills

General Outcome
4.2.5 b. Selects appropriate details to enhance artistry of a text
Note: In printed texts this could include nouns, adjectives, adverbs, verbs (e.g. suitable dialogue for character in a script)
Note: In non-printed and multimedia texts this could include visual and sound effects (e.g. music to set the mood in a dance,
background colour of a poster)
Note: The distinction between grade levels is the sophistication of vocabulary

May say, "The topic headings on my PowerPoint slides should be in larger print than the rest of the text."
Writing
Oral Communications
Thinking Skills
Computer Use
4.2.5 c. Experiments with voice to suit to audience and purpose
Note: Voice is the personality in writing and is evident through style (grammar and syntax), word choice (descriptions, details,
unique expressions, dialogue, strong leads), tone (humorous, serious, angry, cheery, sarcastic, objective, credible, ...), topic, theme,
organization, point of view, attention to the relationship between the audience and purpose, ...
In developing an awareness of voice the writer must ask:

1. How do I speak directly to my audience on an emotional level?
2. How do I experiment with style to match the purpose and intended audience?
3. How do I take risks to reveal myself to my audience?
In grade 10 developing an awareness of voice in text typically involves:

1. Writing that is individual, expressive, and engaging
2. Using writing/phrases/expressions that portrays the character's personality
3. Taking risk to include personal details that reveal the author
4. Showing strong commitment to the topic
- communicating feeling with bold lines and colours
- expressing voice in dictation and taking on characters in improvisations/puppet plays
- using simple adjectives/adverbs/strong verbs and more specific nouns
- using a variety of simple sentence patterns/new vocabulary
- using big letters or underlining to show strong feelings or emphasis
- choosing and using expressive words or phrases from previously experienced texts
- adding titles to text and creating tone that reflects feelings/emotions
- using punctuation to show emphasis (exclamation points and question marks)
- incorporating dialogue and using some unique expressions
- choosing specific words to reflect the main characters' feelings and age
- choosing words to add clarity and detail; using vivid, expressive language
May say, "I used some local expressions like 'chop some woods for the fire' and 'kicker' to make my character's speech more vivid."
Writing
Oral Communications
Thinking Skills

General Outcome

Present and Share
Grade 10
Share Ideas and Information
Share ideas and information appropriately with a given audience and

for a given purpose
**Sharing may be done through oral, printed, visual, or other types of

multi-media tools.

4.3.1 a. Practices pre-established active learning strategies to share text creations
"Survey-Question-Read" (SQ3-R), note-making, Mind Maps, "Question/Answer Relationships" (QARs), PowerPoint Presentations,
collages, models, ...
May say, “I made notes on cards to use during our presentation and discussion.”
Document Use
Working with Others
Continuous Learning

General Outcome

Present and Share
Grade 10
Effective Oral and Visual Communication
Present information and ideas orally and visually to a particular General Example(s)
audience • presentations occur in a variety of forms: artistic, dramatic,
musical, numeric, scientific, historic, ...
**Presentations are not always done orally. When a student chooses
print or other media options for presentations, it is recommended that
the Learning Outcomes (LOs) be adjusted to fit the context.

4.3.2 a. Explores options to improve communication abilities for an intended audience
May say, "I decided to put just one sentence and a picture on each page of the children's book I wrote, to make it easier for them to
read."
Oral Communications
Thinking Skills
Working with Others
4.3.2 b. Explores elements of effective oral presentations
Note: Form of presentation determines which audience engagement techniques are appropriate
E.g. Costume, tone and volume of voice, audio enhancements, ...
- understanding the purpose for the presentation

- speaking with a clear voice
- facing the audience
- making eye contact (culturally appropriate)
- using appropriate body language (posture and gestures)
- introducing self
- using varied supports (props, artifacts, diagrams, illustrations, photographs, overheads, music, sound effects, resources, facts,
lighting, guests, font, print size, ...)
- maintaining topic
- using complete sentences
- using specific vocabulary (theme/content related)
- responding to audience questions
- speaking fluently (pacing, phrasing)
- varying voice (intonation and expression) appropriately for emphasis, (some situations require conversational voice, some
situations or phrases require more / less volume, ...)
- following a logical sequence for the topic (based on pre-established plan)
- introducing presentation purposefully to capture audience attention (background information, clear topic, issues, relevant
anecdotes or jokes, dramatic gestures, ...)
- bringing closure to presentation
- arranging presentation space to focus audience
- displaying enthusiasm for topic
- varying facial expression appropriately
- choosing/adapting form of presentation to match audience
May say, "I need to speak more slowly and loudly when I give my presentation so that people can understand what I am saying."
Oral Communications

General Outcome
4.3.2 c. Purposefully uses the elements of art and the principles of design in visual text creation
Increases the ways the elements of art and the principles of design are used in visual text creation
Collages, posters, brochures, PowerPoint presentations, ...
May say, "I picked a brighter colour for the title of my book cover so that it would stand out more than the name of the author or
publisher."
Reading Text
Document Use
Thinking Skills

General Outcome

Present and Share
Grade 10
Attentive Listening and Viewing
Actively listen to and view presentations and reflect on their

effectiveness

4.3.3 a. Develops strategies for attentive listening and viewing
Recognizing main ideas and details, identifying inferences, and showing respect for presenter through nonverbal responses
May say, “Making notes helped me to follow the lesson, and by looking at the teacher, he could tell when I wasn’t sure about
something he said.”
Oral Communications
4.3.3 b. Recognizes the use of symbolism in visual presentation

Logos, colour, icons, ...
May say, "The list of things to do was in green and the don'ts were in red - just like signal lights."
Document Use
4.3.3 c. Recognizes the use of effects in oral presentations as a listener

Soundtracks, visuals, tone and volume, ...
May say, "The pictures that the coroner used in his presentation really made me think about the importance of using your seat belt."
Oral Communications
4.3.3 d. Recognizes the effect of subtle clues on the effectiveness of presentations

Lighting, background music, temperature, seating arrangements, ...
May say, "We all wanted the speaker to finish quickly, because the room was getting really stuffy."
Oral Communications
Thinking Skills
Continuous Learning

General Outcome
Celebrate accomplishments and build community DRAFT

Encourage, Support, and Work with Others
Grade 10
Cooperate with Others
Identify and demonstrate individual roles and characteristics within a General Example(s)
group • examples of roles within a group:
- chair: leader of the group, controls discussion and participation
**Group processes include: - recorder: takes notes of member comments and contributions,
distributes information
- communication (taking turns, sharing ideas and information, - timekeeper: monitors agreed upon schedules for participation and
listening, asking and answering relevant questions, responding to completion of tasks
others' ideas, stating expectations, offering feedback, accepting - speaker, presenter or reporter: presents group ideas and decisions
feedback). to larger group
- participation (following directions, following procedures). - encourager or cheerleader: ensures that all members have
- decision making (solving problems, resolving conflicts, majority vs. opportunity to participate and feel that their contributions are
minority, reaching consensus, agreeing to disagree). acknowledged and valued
- role fulfillment (accepting responsibility). - participation monitor: keeps track of participation by group
members in discussion and task completion, reminds others of the
need to participate

5.1.1 a. Identifies and demonstrates the responsibilities of each member in a group
Tasks include: setting up, organizing, cleaning up, mediating, consoling, planning, painting, writing, ...
Roles may include: illustrator, speaker, recorder, encourager, artist, writer, reader, reporter, director, organizer, researcher,
editor, time keeper, negotiator, surveyor, interviewer, manager, explainer, summarizer, collector, assessor, evaluator, ...
May say, "Ann should be the recorder because she has good writing."
Oral Communications
Working with Others
5.1.1 b. Acknowledges conflicting points of view within a group and contributes to compromise in a positive manner
Taking turns, listening respectfully, taking a vote, reaching a compromise, ...
May say, "Charlene wants to do a poster, and I want to do a pamphlet. Maybe we could use Charlene's visual ideas in the
pamphlet."
Oral Communications
Working with Others

General Outcome
5.1.1 c. Identifies appropriate behaviour within a group

Listening without interrupting, contributing to be heard, disagreeing courteously, focusing on presentation or speaker, keeping
hands to self, attentive facial expressions and body language, proximity to the presentation, sitting/staying in one place, keeping
respectful silence, thinking, giving nonverbal encouragement, asking relevant questions or participating in a discussion/activity,
showing encouragement and appreciation, disagreeing respectfully, expressing opinions, giving polite feedback, responding to the
speaker's gestures, responding to emotional aspects of the presentation, ...
May say, "It's not right to talk to the person next to you when someone is presenting."
Oral Communications
Thinking Skills
Working with Others

General Outcome

Grade 10
Use Language to Show Respect
Develop communication behaviours that contribute to group success General Example(s)

• tone, volume, eye contact or avoidance, gestures, and posture
**Group processes include:
- communication (taking turns, sharing ideas and information,

listening, asking and answering relevant questions, responding to
others' ideas, stating expectations, offering feedback, accepting
feedback).
- participation (following directions, following procedures).

5.1.2 a. Explores and identifies appropriate verbal and nonverbal strategies
Tone, volume, eye contact or avoidance, gestures, posture, listening without interrupting, contributing to be heard, focusing on
presentation or speaker, keeping hands to self, attentive facial expressions and body language, staying in one place, keeping
respectful silence, asking relevant questions or participating in a discussion/activity, showing encouragement and appreciation,
expressing opinions, giving polite feedback, ...
May say, "It's important to listen to others without interrupting. Not only do you stop them from finishing their idea, but you're not
listening well to what they are saying if you are talking."
Oral Communications
Working with Others
5.1.2 b. Identifies and describes skills to positively interact with others by considering actions in different settings and audiences
Conversations, sharing circles, happy/sad face reflection activities, reflection frames or prompts, expository talk, "Think-Pair-
Share" (TPS), checklists, learning logs, journals, guided reflection, T-Charts, Y-Charts, process journals, self evaluation tools,
inquiry self checklist, project reflection activities, self-assessment activities, ...
May say, "I liked that the doctor used the actual names of the body parts he talked about to our class, and didn't use little kid words
for them."
Oral Communications
Thinking Skills
Working with Others
Continuous Learning

General Outcome

Grade 10
Evaluate Group Process
Identify behaviours that contribute to group success General Example(s)

• assessment strategies include: dialoguing, conferencing, collecting
**Group processes include: recording, communicating, reflecting, observing, responding,
predicting, thinking aloud, goal setting, establishing criteria,
- communication (taking turns, sharing ideas and information, responding, describing, extending ideas, interpreting, self-
listening, asking and answering relevant questions, responding to questioning, problem-solving, managing, explaining, sorting
others' ideas, stating expectations, offering feedback, accepting essential and nonessential information, tracking, inferring,
feedback). summarizing, ...
- decision making (solving problems, resolving conflicts, majority vs.
minority, reaching consensus, agreeing to disagree).
- role fulfillment (accepting responsibility).

5.1.3 a. Participates in the development of criteria to evaluate group success
May say, "On our rubric for the group project, we could should make sure we have sections about solving problems and one about
taking responsibilities or roles."
May say, "We made a list of the characteristics of successful groups. I hadn't thought about it being more than getting your work
done before. It's also important that everyone contributes."
Thinking Skills
Working with Others
5.1.3 b. Reflects on personal behaviour that contributes to group success with support
- taking turns
- sharing ideas and information
- following directions
- accepting responsibility
- offering feedback
- accepting feedback
- responding to others' ideas
- asking and answering relevant questions
- stating expectations
- solving problems
- resolving conflicts
- decision making: majority vs. minority
Conversations, sharing circles, happy/sad face reflection activities, reflection frames or prompts, expository talk, "Think-Pair-
Share" (TPS), checklists, learning logs, journals, guided reflection, T-Charts, Y-Charts, process journals, self evaluation tools,
inquiry self checklists, project reflection activities, self-assessment activities, ...
May say, "The teacher said I should compare my behaviour in the group that day with the criteria that we created. When I did, I
realized that I had only contributed my own ideas, and hadn't commented on anyone else's."
Working with Others
Continuous Learning

General Outcome
5.1.3 c. Assesses effectiveness of group according to criteria developed, with guidance

May say, "Our group ended up not working together because we didn't solve our conflict. When we look at the rubric's section
about problem solving, we saw that we divided up the tasks and then worked separately, and our project sort of came out like a
bunch of separate pieces.""
Thinking Skills
Working with Others

General Outcome

Develop Community
Grade 10
Share Responses
Contribute to group effectiveness General Example(s)

• contribute to a brainstorming session, participate in a presentation,
**Group processes include: be a member of an audience, participate in a dialogue, ...
- communication (taking turns, sharing ideas and information,

listening, asking and answering relevant questions, responding to
others' ideas, stating expectations, offering feedback, accepting
feedback).
- decision making (solving problems, resolving conflicts, majority vs.
minority, reaching consensus, agreeing to disagree).
- role fulfillment (accepting responsibility).

5.2.1 a. Participates in dialogue with group members to develop objectives, generate ideas, accesses resources, contributes abilities and
interests, and monitors progress, with guidance
"Role Audience Format Topic" (RAFT), circle talks, cluster maps, bulletin board collages, audio tapes, conversations, sharing
circles, happy/sad face reflection activities, reflection frames or prompts, expository talk, "Think-Pair-Share" (TPS), checklists,
learning logs, journals, guided reflection, T-Charts, Y-Charts, process journals, self evaluation tools, inquiry self checklists, project
reflection activities, self-assessment activities, ...
May say, "Using the place mat activity helped us to make sure that everyone contributed some ideas to the symbols we would put on
the poster. Then we decided to make sure that we used at least one idea from each person."
Writing
Oral Communications
Thinking Skills
Working with Others
5.2.1 b. Listens to and paraphrases the ideas of others (as found in groups and texts) accurately and without bias
Circle talks, conversations, graphs, illustrations, presentations, displays, journals, letters, stories, books, paintings, posters, maps,
charts, newsletters, newspaper articles, cartoons, "Compare & Contrast" charts, T-Charts, Venn diagrams, "Same & Different"
charts, cluster maps, dialogue journals, ...
May say, "It helps me to jot down a few key words of what I read so that when we talk about it, I can say what I thought it said, and
not get confused by what others say before me."
Reading Text
Writing
Oral Communications
Thinking Skills

General Outcome
5.2.1 c. Shares responsibility for the completion of a project with guidance
E.g. Completing share of work agreed to, meeting intended deadlines, supporting others, contributing to and following plan
May say, "The teacher gave us a log sheet to record how much time we each spent towards the project, and what we did during that
time. Comparing them with the others in the group encouraged me to spend a bit more time on it."
Working with Others

General Outcome

Develop Community
Grade 10
Appreciate Diversity
Recognize the value of diversity in a group General Example(s)

• sharing circles, conversations, guided conversations, exploratory
**Diversity should include considerations of culture, race, peoples, talks, discussion webs, interviews, journals, dialogue journals, logs,
ideas, stories, gender, age, appearance, language, perspectives, ways artistic representations, literature responses, critical response,
of life/thinking, beliefs, values, religion, abilities, ... questions, elaboration, clarification, ...
**It is important to create an open atmosphere in the classroom

community that is respectful of diversity of learning styles, interests,
experiences, and abilities.
**In a multicultural/multilingual country like Canada, students need

to value diverse ideas and show respect for various languages,
cultures, customs, and beliefs.
**Appreciation and respect for diversity may be evident through:

awareness, consideration, sensitivity, acceptance, tolerance, fairness,
compassion, honour, celebration, ...
**Be sensitive to different communicative patterns and languages.

5.2.2 a. Identifies the choices and behaviours of individuals presented in oral, printed, and other types of media text with personal choices,
values, and behaviours
May say, "In 'Whale Rider', Pai had to go against the beliefs of her grandfather, who she really respected. I don't know if I could be
that brave."
Thinking Skills
Working with Others
Continuous Learning
5.2.2 b. Identifies that individuals in groups have diverse ideas

May say, "Some people in the class didn't like the way that the newest 'Star Trek' movie ended, but I liked that there will have to be
another movie, or even more, to fit to where the old series started."
Thinking Skills
Working with Others
5.2.2 c. Explores own identity within a group through talents, feeling, or ideas
Examples that shape identity include: language, culture, family, community, traditions, gender, place of residence, ...
Learning styles inventories, personality inventories (such as True Colors, personality dimensions), ...
May say, "Doing the learning styles inventory helped me to see why I like to read out loud instead of silently. I understand better
when I hear things, even if it's my own voice."
Working with Others
Continuous Learning

General Outcome

Celebrate Community
Grade 10 Select Language, Forms, and Images for
Audience
Use communication forms to celebrate special events and occasions General Example(s)
• portfolio celebrations, end of semester/course celebrations, local
**Be sensitive to cultural differences in celebrating cultural occasions celebrations, "Student of the Week", author's chair, displays, school
and achievements newspaper, presentations, assemblies, "artist in the school" program,
letters of appreciation, group stories, cards, role plays,
dramatizations, recitals, readings, gallery walks, parties, celebration
walls, murals, bulletin board displays, publishing parties, cards and
letters of congratulation or appreciation, banners, authors' night,
brown bag lunches, ...

5.2.3 a. Identifies the language and visual images appropriate for specific audiences to celebrate special events and accomplishments
Brainstorming choices and identifying most appropriate Phys. Ed games for different grade levels by considering safety and skill
issues
May say, "We always sing 'O Canada' at our assemblies. At band meetings, they always start with a prayer. Different groups have
different rituals."
Writing
Oral Communications
Thinking Skills
Working with Others
Continuous Learning

General Outcome

Celebrate Community
Grade 10
Establish Portfolio
Establish a personal portfolio of work that demonstrates learning and General Example(s)
contribution to group • album, scrapbook, PowerPoint, ...
**A portfolio is an ongoing collection of work representing growth

and accomplishment. To be meaningful, the work contained in the
portfolio must be linked to curricular and personal goals and include
reflection on successes and "next steps." To demonstrate growth,
work at various stages of development (notes, drafts) must be
included.
**Students should be encouraged to draw on work from other courses

to include in their portfolio.

5.3.1 a. Establishes a baseline profile of self as a learner that includes personal characteristics and work samples
Personal characteristics may be identified through self-evaluation inventories to assess strengths, talents, interests and values to set
goals for improvement
Work samples may include letters, journal entries, collages, poems, PowerPoint printouts, ...
Possible resources for personal exploration include include: guiding circles, HRDC’s aboriginal site, Prospects magazine,
"True . . . Colors", personality dimensions, reading surveys, personal inventories, reflective journals, review of assignments,
portfolio creation, learning-style inventories, CPP, self-assessment, ...
May say, "I work best where there is some but not lots of noise to block out strange and distracting noises. Using my MP3 player
sometime helps."
Thinking Skills
Continuous Learning
5.3.1 b. Identifies strategies for increasing personal potential for success and happiness, presently and in the future
Practices goal setting, creates an action plan, ...
May say, “Breaking a goal into smaller steps and identifying the things I need to accomplish in each step can make it easier and
more likely to succeed.”
Thinking Skills
Continuous Learning
5.3.1 c. Reflects on the learning and growth that is represented by the portfolio entries
Completing reflective prompts, reflection sheets, stickies with comments attached to work, highlighting changes in drafts, ...
May say, “The two drafts of my résumé and cover letter show that I did a better job of showing that I have some idea about the job
that I applied for."
Continuous Learning

General Outcome

Celebrate Community
Grade 10
Present Portfolio
Presents and shares accomplishments and learning with others General Example(s)
• pair sharing, presentation to a group, peer and/or teacher
**A portfolio is an ongoing collection of work representing growth conferences...
and accomplishment. To be meaningful, the work contained in the
portfolio must be linked to curricular and personal goals and include
reflection on successes and "next steps." To demonstrate growth,
work at various stages of development (notes, drafts) must be
included.
**While the creation of a portfolio is in itself an important part of

metacognitive practice, it is also important to use it as a tool for
conveying important information to others.

5.3.2 a. Presents portfolio to a selected audience, with guidance
Pair sharing, presentation to a group, conference with teacher or peer, ...
May say, "The teacher gave us a list of prompts to use to talk about our portfolio. I picked the ones I wanted to use, and then
practiced what I would say with a partner in the class."
Working with Others
Continuous Learning
5.3.2 b. Responds to feedback from audience
Note: Feedback may be guided by teacher

Post-conference reflections, journals, planning for next year, ...
May say, "After we presented our portfolios, the teacher had us complete some prompts and write a bit about what we might do
differently next time."
Working with Others
Continuous Learning

English Language Arts Curriculum Grade 10

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English Language Arts

Page 1 Printed Aug 20, 2010

Specific Outcome 1.1.1

Engage in exploratory communication to develop personal opinion General Example(s)

• possible strategies to share and examine opinions/points of view:

• possible graphic organizers include: Mind Maps, "Think-Pair-

Learning Outcomes & Corresponding Illustrative Example(s)

See Record Information (3.3.2)

Page 2 Printed Aug 20, 2010

1.1.1 d. Reflects upon and supports personal opinions

Page 3 Printed Aug 20, 2010

Specific Outcome 1.1.2

Learning Outcomes & Corresponding Illustrative Example(s)

Page 4 Printed Aug 20, 2010

Specific Outcome 1.1.3

Review and explore the effects of language use General Example(s)

Learning Outcomes & Corresponding Illustrative Example(s)

May say, “That’s old school.”

1.1.3 b. Identifies how language has different meaning in different contexts

1.1.3 c. Identifies the effect of language variations on different circumstances

May say, "My boss chewed me out for swearing at work."

Page 5 Printed Aug 20, 2010

Specific Outcome 1.1.4

Explore a variety of texts and learning styles General Example(s)

Learning Outcomes & Corresponding Illustrative Example(s)

1.1.4 b. Explores a variety of learning styles

1.1.4 c. Understands that personal preferences in text is related to learning styles

Page 6 Printed Aug 20, 2010

Specific Outcome 1.1.5

Assess personal language use and needs

**Expressing language process stages may include:

Learning Outcomes & Corresponding Illustrative Example(s)

1.1.5 b. Identifies and describes personal language challenges

Page 7 Printed Aug 20, 2010

Specific Outcome 1.2.1

Manipulate ideas and information to reach understandings General Example(s)

Learning Outcomes & Corresponding Illustrative Example(s)

1.2.1 b. Represents new understanding in a meaningful and relevant way

Page 8 Printed Aug 20, 2010

Specific Outcome 1.2.2

Explain own view in meaningful ways General Example(s)

Learning Outcomes & Corresponding Illustrative Example(s)

1.2.2 b. Selects ideas most relevant to a particular point of view

Page 9 Printed Aug 20, 2010

Specific Outcome 2.1.1

**Viewing process stages include: previewing, viewing, responding,

Learning Outcomes & Corresponding Illustrative Example(s)

2.1.1 c. Considers ideas of others as they relate to texts

Page 10 Printed Aug 20, 2010

2.1.1 e. Represents connections made from conversations and explorations of texts

Page 11 Printed Aug 20, 2010

Specific Outcome 2.1.2

Explore a variety of comprehension strategies to construct, confirm, General Example(s)

Learning Outcomes & Corresponding Illustrative Example(s)

Uses pre-reading, during reading, and post-reading strategies

Page 12 Printed Aug 20, 2010

2.1.2 b. Identifies and describes strategies to verify understanding through questioning

E.g. Pre-reading, during reading, and post-reading strategies

May say, “What can I do - I don’t get this?”