Outcome Chart - Manitoba - English Language Arts 4


General Outcome 1:

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

1.1 Discover and Explore

1.1.1 Express Ideas

Describe and reflect upon personal observations and experiences to make predictions and reach tentative conclusions.

1.1.2 Consider Others’ Ideas

Explore connections between a variety of insights, ideas, and responses.

1.1.3 Experiment with Language and Form

Explore a variety of forms of expression for particular personal purposes.

1.1.4 Express Preferences

Collect and explain preferences for particular forms of oral, literary, and media texts.

1.1.5 Set Goals

Identify areas of personal accomplishment and set goals to enhance language learning and use.

1.2 Clarify and Extend

1.2.1 Develop Understanding

Connect new information and experiences with prior knowledge to construct meaning in different contexts.

1.2.2 Explain Opinions

Express new concepts and understanding in own words and explain their importance.

1.2.3 Combine Ideas

Experiment with arranging ideas and information in a variety of ways to clarify understanding.

1.2.4 Extend Understanding

Reflect on ideas and experiences and ask questions to clarify and extend understanding.

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

2.1 Use Strategies and Cues

2.1.1 Prior Knowledge

Make and record connections between personal experiences, prior knowledge, and a variety of texts.

2.1.2 Comprehension Strategies

Confirm or reject inferences, predictions, or conclusions based on textual information; check and confirm understanding by rereading.

2.1.3 Textual Cues

Use textual cues [such as headings and sub-headings, story elements, key ideas in exposition…] to construct and confirm meaning.

2.1.4 Cueing Systems

Use syntactic, semantic, and graphophonic cueing systems [including word order; context clues; structural analysis to identify roots, prefixes, suffixes, compound words, contractions, and singular and plural words] to construct and confirm meaning; use a junior dictionary to determine word meaning in context.

2.2 Respond to Texts

2.2.1 Experience Various Texts

Experience texts from a variety of forms and genres [such as personal narratives, plays, adventure stories, mysteries…] and cultural traditions; share responses.

2.2.2 Connect Self, Texts, and Culture

Identify similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].

2.2.3 Appreciate the Artistry of Texts

Identify mood evoked by oral, literary, and media texts.

2.3 Understand Forms and Techniques

2.3.1 Forms and Genre

Distinguish similarities and differences among various forms and genres of oral, literary, and media texts [such as folk tales, poetry, bone and soapstone sculptures, news and weather reports…].

2.3.2 Techniques and Elements

Explain connections between events and the roles of main characters in oral, literary, and media texts, and identify how these texts may influence people’s behaviours.

2.3.3 Vocabulary

Expand knowledge of words and word relationships [including homonyms, antonyms, and synonyms] using a variety of sources [such as print and electronic dictionaries, thesauri, people…].

2.3.4 Experiment with Language

Recognize how words and word combinations [such as word play, repetition, rhyme…] influence or convey meaning; identify ways in which exaggeration is used to convey humour.

2.3.5 Create Original Texts

Create original texts [such as murals, scripts for short plays, descriptive stories, charts, poems…] to communicate and demonstrate understanding of forms and techniques.

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

3.1 Plan and Focus

3.1.1 Use Personal Knowledge

Categorize personal knowledge of a topic to determine information needs.

3.1.2 Ask Questions

Ask general and specific questions on topics using predetermined categories.

3.1.3 Contribute to Group Inquiry

Identify relevant personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research.

3.1.4 Create and Follow a Plan

Select and use a plan for gathering information.

3.2 Select and Process

3.2.1 Identify Personal and Peer Knowledge

Record, select, and share personal knowledge of a topic to focus inquiry or research.

3.2.2 Identify Sources

Answer inquiry or research questions using a variety of information sources [such as classroom materials, school libraries, video programs, Dene/Inuit hunts…].

3.2.3 Assess Sources

Assess the usefulness of information for inquiry or research using pre-established criteria.

3.2.4 Access Information

Use a variety of tools [including indices, maps, atlases, charts, glossaries, typographical features, card or electronic catalogues, and dictionaries] to access information and ideas; use visual and auditory cues to identify important information.

3.2.5 Make Sense of Information

Determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and visual and auditory cues.

3.3 Organize, Record, and Assess

3.3.1 Organize Information

Organize information and ideas in logical sequences using a variety of strategies [such as clustering, webbing, charting from a model…].

3.3.2 Record Information

Make notes of key words, phrases, and images by subtopics; cite authors and titles of sources alphabetically.

3.3.3 Evaluate Information

Examine collected information to identify categories or aspects of a topic that need more information.

3.3.4 Develop New Understanding

Use gathered information and questions to review and add to knowledge; consider new questions regarding the inquiry or research process and content.

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

4.1 Generate and Focus

4.1.1 Generate Ideas

Focus a topic for oral, written, and visual texts using a variety of strategies [such as jotting point-form notes, mind mapping, developing story frames…]

4.1.2 Choose Forms

Choose from a variety of favourite forms and experiment with modelled forms [such as narrative and descriptive stories, plays, graphs…] for various audiences and purposes.

4.1.3 Organize Ideas

Determine key ideas and organize appropriate supporting details in own oral, written, and visual texts.

4.2 Enhance and Improve

4.2.1 Appraise Own and Others’ Work

Share own stories and creations in various ways with peers; give support and offer feedback to peers using pre-established criteria when responding to own and others’ creations.

4.2.2 Revise Content

Revise to create an interesting impression and check for sequence of ideas.

4.2.3 Enhance Legibility

Write legibly, with increasing speed, using a handwriting style that is consistent in alignment, shape, slant, and spacing; experiment with the use of templates, formatting, and familiar software when composing and revising.

4.2.4 Enhance Artistry

Choose descriptive language and sentence patterns to clarify and enhance ideas.

4.2.5 Enhance Presentation

Prepare organized compositions and reports using sound effects and visuals [such as graphs, charts, diagrams…] that engage the audience.

4.3 Attend to Conventions

4.3.1 Grammar and Usage

Edit for complete sentences and appropriate use of statements, questions, and exclamations.

4.3.2 Spelling (see Strategies)

Know and apply spelling conventions using a variety of strategies [including phonics, structural analysis, syllabication, and visual memory] and resources [such as dictionaries, spell-check functions, classroom resources…] and spelling patterns when editing and proofreading.

4.3.3 Punctuation and Capitalization

Know and use conventions of basic capitalization and punctuation [including commas in series and quotation marks] when editing and proofreading.

4.4 Present and Share

4.4.1 Share Ideas and Information

Prepare and share information on a topic using print and non-print aids to engage and inform a familiar audience.

4.4.2 Effective Oral Communication

Describe and explain information and ideas to a particular audience; select, use, and monitor appropriate volume, intonation, and non-verbal cues.

4.4.3 Attentive Listening and Viewing

Demonstrate appropriate audience behaviours [such as listening to opposing opinions, disagreeing respectfully, expressing opinions…].

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

5.1 Develop and Celebrate Community

5.1.1 Compare Responses

Describe relationships between own and others’ ideas and experiences.

5.1.2 Relate Texts to Culture

Explore cultural representations in oral, literary, and media texts from various communities.

5.1.3 Appreciate Diversity

Connect the insights of individuals in oral, literary, and media texts to personal experiences; discuss connections in representations of cultures in oral, literary, and media texts; discuss personal participation and responsibility in communities.

5.1.4 Celebrate Special Occasions

Use appropriate language and forms to acknowledge special events and honour accomplishments in and beyond the classroom.

5.2 Encourage, Support, and Work with Others

5.2.1 Cooperate with Others

Appreciate that everyone in a group has to work together to achieve cooperative and collaborative group tasks, and act accordingly.

5.2.2 Work in Groups

Take roles and share responsibilities as a group member.

5.2.3 Use Language to Show Respect

Appreciate variations in language use in a variety of contexts in immediate communities.

5.2.4 Evaluate Group Process

Show appreciation and offer constructive feedback to peers and seek support from group members; evaluate own group participation and adjust behaviour accordingly.

MediaSmarts Resources