Outcome Chart - Manitoba - English Language Arts 7


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

1.1.2 Consider Others’ Ideas

Compare own and others’ insights and viewpoints.

1.1.3 Experiment with Language and Form

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

1.1.4 Express Preferences

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

1.1.5 Set Goals

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

1.2 Clarify and Extend

1.2.1 Develop Understanding

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

1.2.2 Explain Opinions

Summarize and represent personal viewpoints in clear and meaningful ways.

1.2.3 Combine Ideas

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

1.2.4 Extend Understanding

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

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

2.1.2 Comprehension Strategies

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

2.1.3 Textual Cues

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

2.1.4 Cueing Systems

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

2.2 Respond to Texts

2.2.1 Experience Various Texts

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

2.2.2 Connect Self, Texts, and Culture

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

2.2.3 Appreciate the Artistry of Texts

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

2.3 Understand Forms and Techniques

2.3.1 Forms and Genre

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

2.3.2 Techniques and Elements

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

2.3.3 Vocabulary

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

2.3.4 Experiment with Language

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

2.3.5 Create Original Texts

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

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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

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

3.1.2 Ask Questions

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

3.1.3 Contribute to Group Inquiry

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

3.1.4 Create and Follow a Plan

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

3.2 Select and Process

3.2.1 Identify Personal and Peer Knowledge

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

3.2.2 Identify Sources

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

3.2.3 Assess Sources

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

3.2.4 Access Information

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

3.2.5 Make Sense of Information

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

3.3 Organize, Record, and Assess

3.3.1 Organize Information

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

3.3.2 Record Information

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

3.3.3 Evaluate Information

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

3.3.4 Develop New Understanding

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

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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

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

4.1.2 Choose Forms

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

4.1.3 Organize Ideas

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

4.2 Enhance and Improve

4.2.1 Appraise Own and Others’ Work

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

4.2.2 Revise Content

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

4.2.3 Enhance Legibility

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

4.2.4 Enhance Artistry

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

4.2.5 Enhance Presentation

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

4.3 Attend to Conventions

4.3.1 Grammar and Usage

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

4.3.2 Spelling (see Strategies)

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

4.3.3 Punctuation and Capitalization

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

4.4 Present and Share

4.4.1 Share Ideas and Information

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

4.4.2 Effective Oral Communication

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

4.4.3 Attentive Listening and Viewing

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

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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

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

5.1.2 Relate Texts to Culture

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

5.1.3 Appreciate Diversity

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

5.1.4 Celebrate Special Occasions

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

5.2 Encourage, Support, and Work with Others

5.2.1 Cooperate with Others

Contribute to group efforts to reach consensus or conclusions.

5.2.2 Work in Groups

Present group conclusions or findings to classmates.

5.2.3 Use Language to Show Respect

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

5.2.4 Evaluate Group Process

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

MediaSmarts Resources