Outcome Chart - Nova Scotia - English Language Arts Primary (K)

Listening and Speaking

Outcome 1: Students will communicate effectively and clearly and respond personally and critically.

  • begin to demonstrate active listening habits (skills) in keeping with the student’s cultural context
  • begin to ask and respond to questions and seek information
  • Describe a personal experience with at least one detail [Note to Teacher: Be mindful of different communication styles.]
  • share ideas, express feelings, give simple descriptions, and express opinions (e.g., I like …, I don’t like …) with others in a variety of ways
  • engage in small- and whole-group conversation
  • engage in and respond to simple, informal oral presentation
  • begin to respond to and give simple directions or instructions

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

  • begin to develop an awareness of social conventions (turn-taking, politeness, when to speak, and when to listen) in group work and co-operative play, in multiple cultural contexts
  • begin to use expression and appropriate volume to communicate ideas and feelings
  • begin to develop an awareness of respectful and non-hurtful vocabulary choices
  • begin to demonstrate that different kinds of language are appropriate to different situations, dependent upon audience and purpose

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Reading and Viewing

Outcome 3: Students will demonstrate a variety of ways to comprehend and select from a range of culturally relevant texts.

Strategic processing

  • understand beginning concepts about print
  • begin to search using meaning (picture and background knowledge), structure/syntax, and visual information (sometimes uses beginning consonants, ending consonants, or known word parts to word solve)
  • begin to monitor and self-correct using meaning, structure, and/or visual information
  • begin to read with increasing stamina
  • identify punctuation and describe its use

View with Understanding (Print and Digital Text)

  • use picture cues to support understanding
  • talk about a narrative in terms of what happens in the beginning, middle, and end
  • talk about information in a non-fiction text
  • talk about a character’s personality in a fiction text
  • make predictions about what a text might be about or what might happen next
  • make personal connections to understand a text
  • discuss similarities and differences between texts written by the same author or on the same topic
  • begin to visualize, to support comprehension, using a variety of culturally relevant texts

Selecting (Print and Digital Texts)

  • talk about why particular texts are interesting
  • talk about learning from reading based on pictures and print
  • reread a familiar text to practice reading smoothly and with expressions
  • select just-right (being mindful of interests, background knowledge and level) texts with assistance and beginning independence

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Outcome 4: Students will select, interpret, and combine information in multiple cultural contexts.

  • identify print and digital texts that are fiction and those that are non-fiction
  • find information in simple print and digital texts
  • ask questions about topics of interest

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

  • choose a face from a selection of faces (e.g., happy, sad, neutral) to represent feelings about a print and/or digital text
  • draw pictures (or pictures with labels and/or text) about personal reactions Ÿ talk about a personal reaction to a print and/or digital text (e.g., favourite part, character)
  • back up an opinion with prior knowledge and/or experiences
  • begin to ask questions of text
  • talk about print and/or digital texts written by the same author
  • talk about print and/or digital text written about the same topic
  • begin to develop an understanding and respect for diversity
  • discuss what they are wondering about and questions they have of texts
  • begin to recognize different points of view

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Outcome 6: Students will convey meaning by creating print and digital texts, collaboratively and independently, using personal experiences, feelings, and imagination.

  • understand that print carries a messages
  • play with words and sounds to express an idea
  • begin to label some drawings to explain some ideas/topics
  • begin to understand readers’/listeners’ comments to clarify meaning

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Writing and Other Ways of Representing

Outcome 7: Students will use writing and other forms of representing, including digital, to explore, clarify, and reflect on thoughts, feelings, experiences, and learnings.

  • write, using drawings, a combination of letters with some sound associations, and known words to explain thinking, feelings, and ideas, to record experiences, record personal opinions, inform, and communicate information
  • talk about writing and/or reading the text written
  • begin to talk about word choice for specific reasons
  • create and record questions in both print and/or digital format

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Outcome 8: Students will create text, including digital, collaboratively and independently, using a variety of forms for a range of audiences and purposes.

  • identify audiences for some of their writing
  • explain the reason for the writing (e.g., to remember an important event, to explain what happened, to thank a guest speaker, to share an idea with a classmate)
  • work with a partner, in small groups, and independently to create writing (e.g., lists, notes, stories, poems)
  • begin to use role plays to convey meaning (other ways of representing)

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Outcome 9: Students will use a range of strategies to develop effective writing and media products to enhance their clarity, precision, and effectiveness.

  • prewriting - talk about the ideas they plan to write about - begin to draw pictures to help develop ideas for writing
  • drafting - develop some complete thoughts through drawing, using letter-like forms, random letters, sound-symbol matching, and some words - write left to right and top to bottom most of the time - begin to use some conventional spacing - begin to reread their writing to monitor meaning and message
  • revision - add details to a picture - add labels to a picture
  • editing - observe and develop an awareness of a teacher-modelled editing process
  • proofreading - talk with teacher about scribbles/drawing and/or writing
  • publishing/information sharing - share and publish student-selected pieces of writing
  • ideas - begin to develop a topic - begin to tell a story related to a topic (storytelling, drawing, and/or writing)
  • organization - recognize a sense of flow (beginning, middle, and end) in writing - understand that print and illustrations go together
  • language use (sentence fluency, word choice, voice) - create a thought with a beginning and end - begin to experiment with a variety of words - recognize voice through shared reading/read-aloud - begin to use personal expression through storytelling, drawing, and/or writing - begin to experiment with a connection to audience through storytelling, drawing, and/or writing
  • writing conventions - begin to write from left to right and from top to bottom - begin to use spacing between words

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