Outcome Chart - Manitoba - English Language Arts 5


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

Use personal experiences as a basis for exploring, predicting, and expressing opinions and understanding.

1.1.2 Consider Others’ Ideas

Seek others’ viewpoints to build on personal responses and understanding.

1.1.3 Experiment with Language and Form

Recognize and use favourite forms of self-expression.

1.1.4 Express Preferences

Review personal collection of favourite oral, literary, and media texts and share responses to preferred forms.

1.1.5 Set Goals

Set personal goals to enhance language learning and use.

1.2 Clarify and Extend

1.2.1 Develop Understanding

Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts.

1.2.2 Explain Opinions

Explain the importance of linking personal perceptions and ideas to new concepts.

1.2.3 Combine Ideas

Organize ideas and information in ways that clarify and shape understanding.

1.2.4 Extend Understanding

Appraise ideas for clarity and ask extending questions.

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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

Describe and build upon connections between previous experiences, prior knowledge, and a variety of texts.

2.1.2 Comprehension Strategies

Use a variety of comprehension strategies [including setting a purpose, asking questions, inferring, and confirming or rejecting predictions and conclusions]; confirm understanding and self-correct when necessary.

2.1.3 Textual Cues

Use textual cues [such as key ideas, sequence of major events, table of contents, glossaries…] 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, and suffixes] to construct and confirm meaning; use a 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 historical fiction, myths, biographies…] and cultural traditions; explain preferences for particular types of oral, literary, and media texts.

2.2.2 Connect Self, Texts, and Culture

Compare the challenges and situations encountered in daily life with those experienced by people in other times, places, and cultures as portrayed in oral, literary, and media texts [including texts about Canada or by Canadian writers].

2.2.3 Appreciate the Artistry of Texts

Identify descriptive and figurative language in oral, literary, and media texts.

2.3 Understand Forms and Techniques

2.3.1 Forms and Genre

Understand and use a variety of forms and genres of oral, literary, and media texts [such as poetry, articles, news reports, documentaries…].

2.3.2 Techniques and Elements

Identify key elements [including plot, setting, and characterization] and techniques [such as colour, music, speed…] in oral, literary, and media texts, and explore their impact.

2.3.3 Vocabulary

Identify how and why word structures and meaning change, and use accurate word meaning according to context.

2.3.4 Experiment with Language

Experiment with words and sentence patterns to create word pictures; identify figures of speech [including personification] and ways in which they convey meaning.

2.3.5 Create Original Texts

Create original texts [such as journals, posters combining print and art, dioramas, travelogues…] 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

Summarize personal knowledge of a topic in categories to determine information needs.

3.1.2 Ask Questions

Formulate general and specific questions to identify information needs.

3.1.3 Contribute to Group Inquiry

Share personal knowledge of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group inquiry or research.

3.1.4 Create and Follow a Plan

Gather and record information and ideas using a plan.

3.2 Select and Process

3.2.1 Identify Personal and Peer Knowledge

Record personal knowledge of a topic and collaborate to generate information for inquiry or research.

3.2.2 Identify Sources

Answer inquiry or research questions using a variety of information sources (such as newspapers, series by the same name writer, scripts, diaries, elders, interviews, trips, oral traditions…).

3.2.3 Assess Sources

Determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria.

3.2.4 Access Information

Use a variety of tools (including chapter headings and encyclopedia guide words) to access information and ideas; use visual and auditory cues ( such as graphics, voice-overs, scene changes, body language, background music…) to identify key ideas.

3.2.5 Make Sense of Information

Recognize organizational patterns of oral, visual, and written texts [including main ideas and supporting details, explanation, comparison and contrast, cause and effect, and sequence]; skim scan and listen for key words and phrases.

3.3 Organize, Record, and Assess

3.3.1 Organize Information

Organize information and ideas into categories [such as who, what where, when, why, how…] using a variety of strategies such as webbing, using graphic organizers, sequencing, charting…].

3.3.2 Record Information

Record information in own words; cite authors and titles alphabetically and provide publication dates of sources.

3.3.3 Evaluate Information

Recognize gaps in the information gathered and locate additional information needed for a particular form, audience, and purpose.

3.3.4 Develop New Understanding

Assess knowledge gained through the inquiry or research process; form personal conclusions and generate new questions for further research or inquiry.

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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 by integrating ideas from experiences and a variety of other sources.

4.1.2 Choose Forms

Choose forms [such as news stories, interviews, reports, diagrams…] appropriate to a variety of audiences and purposes.

4.1.3 Organize Ideas

Use listening, reading, and viewing experiences as models for organizing ideas in own oral, written, and visual texts.

4.2 Enhance and Improve

4.2.1 Appraise Own and Others’ Work

Participate in developing criteria to respond to own and others’ oral, written, and visual creations and use the criteria to suggest revisions.

4.2.2 Revise Content

Revise for content, organization, and clarity.

4.2.3 Enhance Legibility

Write legibly and use appropriate formatting and word processing when composing and revising.

4.2.4 Enhance Artistry

Select words, sounds, and images for appropriate connotations, and use varied sentence lengths and structures [including compound sentences].

4.2.5 Enhance Presentation

Prepare organized compositions, presentations, reports, and inquiry or research projects using pre-established organizers.

4.3 Attend to Conventions

4.3.1 Grammar and Usage

Edit to eliminate fragments and run-on sentences.

4.3.2 Spelling (see Strategies)

Know and apply spelling conventions using a variety of strategies [including structural analysis, syllabication, and visual memory] and spelling patterns when editing and proofreading; predict the spelling of unfamiliar words using a variety of resources to confirm correctness.

4.3.3 Punctuation and Capitalization

Know how to capitalize and punctuate compound sentences, headings, and titles, and apply these conventions 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, audio-visual, and dramatic forms to engage the audience.

4.4.2 Effective Oral Communication

Use gestures and facial expression to enhance oral presentations; use and monitor emphasis and appropriate pacing; arrange presentation space to focus audience attention.

4.4.3 Attentive Listening and Viewing

Show respect for presenter(s) through active listening and viewing and other audience behaviours [such as giving polite feedback, responding to the speaker’s gestures, showing attentive body language…].

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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

Acknowledge differing responses to common experiences.

5.1.2 Relate Texts to Culture

Draw on oral, literary, and media texts to explain personal perspectives on cultural representations.

5.1.3 Appreciate Diversity

Compare individuals and situations portrayed in oral, literary, and media texts to those encountered in real life; recognize personal participation and responsibility in communities.

5.1.4 Celebrate Special Occasions

Select and use language appropriate in tone and form to recognize and honour people and events.

5.2 Encourage, Support, and Work with Others

5.2.1 Cooperate with Others

Distinguish between on-task and off-task ideas and behaviours in cooperative and collaborative groups, and stay on task; identify and solve group productivity issues.

5.2.2 Work in Groups

Assume the responsibilities of various group roles; choose roles appropriate for tasks and productivity.

5.2.3 Use Language to Show Respect

Demonstrate sensitivity to appropriate language use when communicating orally.

5.2.4 Evaluate Group Process

Assess group process using checklists, and determine areas for development; set group and individual goals.

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