Outcome Chart - Nova Scotia - English Language Arts Grade 4

Listening and Speaking

Outcome 1: Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

  • Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.
  • Respond personally and critically to clarify information.
  • Identify the main idea when directly stated and identify a number of key and supporting details.
  • Describe a personal experience in sequential order.
  • Explain personal opinions and respond to questions of others.
  • Consider others’ responses and offer opinions supported by one or two reasons.
  • Clarify opinions by responding to the questions and ideas/opinions of others.
  • Use intonation, expression, and tone in a range of conversations, with some awareness of various nonverbal cues.
  • Reflect upon a variety of oral presentations considering the speaker’s perspective.
  • Use complex sentences that/use grade-appropriate vocabulary with some detail.
  • Begin to use transition words.
  • Respond to and give sequential multi-step directions.

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Outcome 2: Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

  • Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.
  • Begin to use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience, and purpose.
  • Continue to make language choices that affirm sensitivity and respect to the ideas and experiences of others.
  • Use language showing a growing awareness of audiences and situations.

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Reading and Viewing

Outcome 3: Students will demonstrate a variety of ways to select and comprehend from a range of culturally diverse print and digital texts

  • Use all sources of information (meaning, structure, visual) to search, check, self-monitor, and self-correct with grade-appropriate, instructional-level text.
  • Choose “just right” texts according to interests from a growing range of genres.
  • Monitor and self-correct with growing independence and automaticity with grade-appropriate, instructional-level text.
  • Build stamina through reading grade appropriate, independent level texts.
  • Apply a variety of word-solving strategies with growing independence.
  • Use punctuation to enhance comprehension and fluency with increasing awareness.
  • Use a range of fiction and nonfiction text features to support comprehension, using grade-appropriate texts.
  • Retell a narrative, using relevant details and events.
  • Explain and/or represent an understanding of texts from a variety of genres.
  • Discuss text with reference to author’s and illustrator’s message.

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Outcome 4: Students will select, interpret, and combine information from culturally diverse contexts

  • Formulate relevant questions that guide research to build a deeper understanding of a topic.
  • Use some text features in print and digital media to access information.
  • Begin to refine keyword choices in a search engine to access relevant information.
  • Select relevant, dependable sources of information, with guidance.
  • Interpret relevant information from selected sources, with guidance.
  • Combine information to enhance understanding, with guidance.
  • Give credit to sources of information, with guidance

Outcome 5: Students will respond personally and critically to a range of culturally diverse texts.

  • Share meaningful, personal connections that support comprehension orally and/or in writing.
  • Begin to ask critical-thinking questions to clarify understanding, with guidance.
  • Explore and discuss the message(s) of the author.
  • Support opinions with specific relevant evidence from the text.
  • Support opinions with personal thoughts and feelings.
  • Begin to develop an awareness of stereotyping, bias, and/or prejudice, with guidance
  • Begin to respond to stereotyping, bias, and/or prejudice, with guidance.
  • Recognize authors’ viewpoints, providing evidence from the text and personal experiences.

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Outcome 6: Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

  • Explore and discuss elements that contribute to the authors’ craft in a variety of texts.
  • Begin to experiment with author’s craft by incorporating elements in writing.
  • Identify how the elements of author’s craft contribute to writing style(s).
  • Collaborate with peers, considering peers’ ideas and suggestions to craft writing.
  • Reflect on writing using exemplars to self-evaluate, with support.

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Writing and Other Ways of Representing

Outcome 7: Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

  • Explore various forms/genres of writing to develop imagination.
  • Experiment with the purpose(s) of specific pieces of writing.
  • Consider the audience(s) for specific pieces of writing.
  • Experiment by using descriptive language and word choice to enhance meaning with support.
  • Propose questions to clarify thoughts, ideas, and feelings.
  • Begin to write an effective lead, a descriptive middle, and a conclusion.
  • Explore ways to record, organize, and reflect on thinking and learning through writing and representing.

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Outcome 8: Students will be expected to create text, independently and collaboratively, using a variety of types of writing for a range of audiences and purposes.

  • choose forms of writing that are appropriate to specific purposes and audiences (e.g., narrative, expository, descriptive, and persuasive)
  • Experiment by using types of writing that are appropriate to specific purposes and audiences with support.
  • Include information and details that are relevant and purposeful for an intended audience with support.
  • Invite responses to early drafts.
  • Use print and digital graphic organizers to plan writing.

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Outcome 9: Students will use a range of strategies within the writing process to enhance the clarity, precision, and effectiveness of their writing.

  • Experiment with a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies with peers and independently.
  • Use the conventions of written language in final products with support.
  • Use a range of problem-solving strategies to spell accurately, with support
  • Build word knowledge by manipulating, searching, and sorting
  • Show commitment to shaping pieces of writing and other representations through stages of writing development.
  • Experiment with a range of digital tools in writing and other forms of representing.
  • Use the traits of writing (ideas, organization, voice, word choice, sentence fluency, conventions).

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