Professional Documents
Culture Documents
• listening through facial expressions, events, and providing examples for clarity • sharing formal and informal presentations, connections to the conversation
posture, and asking questions for • experimenting with listening strategies considering purpose • communicating orally and presenting on
clarification that support clarification • adding visuals that enhance the message familiar and new topics with details and
and interest in oral presentations visual supports that consider purpose and
• applying a variety of listening strategies audience
and asking specific questions for • applying a variety of strategies to listen
clarification for different purposes in order to acquire
more information and extend knowledge
Competencies • Communication • Communication • Communication • Communication • Communication
Literacy • LA1a.K: Purpose • LA1a.1: Purpose • LA1a.1: Purpose • LA1a.1: Purpose • LA1a.2: Purpose
• LKU3b.K: Vocabulary • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU3d.K: Comprehension Strategies • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU4a.K: Clarity • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4b.K: Audience • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.1: Clarity • LKU4a.2: Clarity
• LKU4c.K: Intent • LKU4b.1: Audience • LKU4b.1: Audience • LKU4b.1: Audience • LKU4b.2: Audience
• LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.1: Intent • LKU4c.2: Intent
Numeracy • NKU2b.K: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.1: Management of Space • NKU2b.2: Management of Space
• NKU3c.K: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.1: Communication • NKU3c.2: Communication
Guiding How does the sound structure of language How does an understanding of the sound How can an understanding of the complex
Questions help to construct and express meaning? structure of language help to construct and sounds of language help to construct and
express meaning? express meaning?
Learning Children experiment with the sound Students apply the sound structure of Students apply understanding of the
Outcomes structure of oral language. language when constructing and expressing complex sounds of language when
meaning. constructing and expressing meaning.
Conceptual • spoken words are made up of sounds • letters and sounds form words • letter combinations and sounds form
Knowledge • letters have names and represent sounds • letters and sounds are connected words
• words can be broken down into smaller • letters have names and sounds • words break down into parts or syllables
units of meaning • sentences are made up of words • words are made up of complex sounds and
• the structure of spoken words helps patterns
individuals to read and write
Procedural • manipulating sounds in spoken words • identifying initial and final sounds in words • segmenting words orally
Knowledge • blending syllables, initial sound of a word • blending the initial sound of a word (onset) • blending words orally
(onset), and the letters and sounds that and the letters and sounds that follow • connecting the initial, medial, and final
follow (rime) (rime) sounds in words
• hearing syllables as units in words • segmenting the initial sound of a word • manipulating sounds orally through
• recognizing words that rhyme (onset) and the letters and sounds that deletion or substitution
follow (rime) • creating words that rhyme or follow a
• clapping or counting the words or syllables pattern
in a sentence
• blending syllables at the beginning and
end of words into whole words
• segmenting individual sounds in one-
syllable words
• blending individual sounds in one-syllable
words
• generating rhymes
Competencies • Communicating • Communication • Communication
• Managing Information • Managing Information • Managing Information
Literacy • LKU1a.K: Word Formation • LKU1a.1: Word Formation • LKU1a.1: Word Formation
Numeracy • None identified • NKU1b.1: Using Numbers • NKU1b.1: Using Numbers
Guiding What is a word? How does the understanding of words help How do words and word units How does context help to communicate How can strategies support
Questions to construct meaning? communicate meaning? the meaning of words? understanding of the meaning of words?
Learning Children explore and connect ways that Students construct and express meaning Students apply knowledge of word units Students analyze how word units and Students apply word-analysis strategies
Outcomes letters, symbols, and words communicate from letter sounds and patterns in words. and context when constructing and context contribute to the construction in the construction and expression of
meaning. expressing meaning. and expression of meaning. meaning.
Conceptual • letters form words • words have correct (conventional) • association of sounds with letter • associating sounds with complex • the development of English words has
Knowledge • letters have unique features and names spellings combinations, including blends, digraphs, consonant and vowel letter combinations been influenced by other languages,
attached to them • letter combinations are units of sound vowels, and patterns, helps to read and and patterns helps to spell and read including French
• initial letters and sounds help to recognize • letter-sound relationships and patterns are spell unfamiliar words unfamiliar words in context • affixes convey and affect meaning
words used to read and spell words • word units can be a single letter or a • word units can be a single letter or a • context cues and word-analysis strategies
• words convey meaning combination of letters that convey combination of letters that convey help to read and spell unfamiliar words
• images, context (meaning), word parts meaning meaning • context helps interpretation of the
(graphophonics), and the sentence • images and meaning, word parts • words can sound the same and have meaning of new words
(structure) help to read unfamiliar words (graphophonics), and sentence (structure) multiple meanings and spellings
help to read unfamiliar words • context helps construct meaning of new
words
Procedural • recognizing initial letter or sounds of • generalizing knowledge of sound-symbol • reading increasingly more complex • segmenting words into parts or syllables • recognizing that English words and
Knowledge personally significant words relationships, patterns, or phonics to read patterns in text when reading unfamiliar words in context expressions may come from other
• recognizing letters, symbols, or words and spell words • applying word knowledge, patterns, or • generalizing patterns or phonics to read cultures and languages
relating to the environment or context • exploring letter combinations, including phonics to read and spell unfamiliar words and spell unfamiliar words in context • analyzing word parts for origins and
blends, digraphs, and vowels in context • analyzing root words and suffixes for meaning, including affixes and root words
• applying images, context (meaning), word • constructing meaning from word units, meaning • applying strategies to read and spell
parts (graphophonics), and the sentence including compound words, contractions, • constructing meaning of an increasing multisyllabic words in context
(structure) to support word identification basic root words, and word endings amount of high-utility and subject-specific • constructing meaning of high-utility and
and construction of meaning • constructing meaning of an increasing words in context subject-specific words in context
• recognizing high-utility words in context amount of high-utility words and some
subject-specific words while reading
Competencies • Communication • Communication • Communication • Communication • Communication
• Critical Thinking • Critical Thinking
Literacy • LKU1a.K: Word Formation • LKU1a.1: Word Formation • LKU1a.1: Word Formation • LKU1a.1: Word Formation • LKU1a.2: Word Formation
• LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.4: Vocabulary
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding What characteristics of texts help construct How are text forms organized with different How can text forms, features, and elements How can text creators use a variety of text How can text creators integrate a variety of
Questions meaning? features and elements to convey meaning? assist in the construction of meaning? forms, features, and elements depending text forms, features, and story elements
on purpose? depending on audience and purpose?
Learning Children explore and share characteristics Students observe and discuss the different Students communicate how different Students connect how text forms, features, Students examine how text creators use
Outcomes of texts. forms, features, and elements of texts. features and elements connect to text and elements relate to purpose. text forms for a specific audience and
forms. purpose.
Conceptual • texts give information or tell a story • texts are found in many places in a variety • texts are found in many places in a variety • text forms are created for different • texts have various purposes
Knowledge • images, words, titles, and landmarks are of forms of forms purposes • stories have elements, including setting,
text features • texts forms are organized in different ways • texts are organized in different ways • text creators use various forms, features, characters, plot, and a problem, and can
• stories have elements, including characters • texts have various features • stories have elements, including setting, and elements for different purposes include teachings, morals, or values
and events • stories have elements, including setting, characters, and plot • stories have elements, including setting, • there are multiple ways to structure a
characters, and events characters, plot, and a problem story using different elements
• First Nations, Métis, and Inuit text forms • interpretations of texts are drawn from
are connected to land and place forms, features, and story elements
Procedural • sharing responses evoked from texts • sharing thoughts and feelings evoked from • sharing personal responses to text • explaining personal feelings or connections • connecting personal responses to lived
Knowledge • sharing what aspects of texts create texts elements to lived experiences when responding to experiences
responses • recognizing that literary techniques, • connecting personal responses to lived texts • explaining ways that authors use words,
• exploring the ways that images, symbols, including word choices and images, create experiences • explaining the effects of words, images, images, punctuation, and font to create
body language, oral language, sounds, and responses • discussing the effects of literary punctuation, and font an effect
land can evoke a response • recognizing literary techniques, including techniques, including word choice, image, • exploring images created from literary • explaining images created by literary
• exploring rhythm and rhyme language patterns, repetition, rhythm, and alliteration, and sensory details techniques, including words, word play, techniques, including words, word play,
rhyme • discussing the effects of font and alliteration, sensory details, and alliteration, sensory details, and
• discussing effects of literary techniques, punctuation, including capital letters, onomatopoeia onomatopoeia
including word choices, images, sensory periods, question marks, and exclamation • explaining ways that story elements, • comparing the effects of word and image
details, and fonts, in texts marks including characters, setting, and plot, are choice
• exploring the effects of exclamation marks • exploring ways that story elements, described • comparing how story elements, including
and question marks in texts including characters and setting, are • exploring the effects of combining literary characters, setting, and plot, are crafted
described within texts techniques • explaining the effects of combining
literary techniques
Competencies • Communication • Communication • Communication • Communication • Communication
• Managing Information • Managing Information • Managing Information • Managing Information
Literacy • LKU3a.K: Background Knowledge • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.1: Conventions • LKU1b.2: Conventions
• LKU3d.K: Comprehension Strategies • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
• LKU4e.1: Media Influence • LKU4e.1: Media Influence • LKU4e.1: Media Influence • LKU4e.2: Media Influence
Numeracy • None identified • None identified • None identified • None identified • None identified
Guiding How do texts create meaning? What helps me construct meaning of texts? How do I construct meaning from texts? What are ways that I make meaning of What informs my interpretation of texts?
Questions texts?
Learning Children share the meaning that they Students explore and share processes and Students investigate and explain how Students apply processes and cues when Students investigate how personal
Outcomes construct from texts. cues that help to construct meaning of texts processes and cues help to construct constructing meaning of texts while interpretations of texts are formed while
while listening, reading, and viewing. meaning of texts while listening, reading, listening, reading, and viewing. listening, reading, and viewing.
and viewing.
Conceptual • texts have meaning • texts share information, ideas, and feelings • interactions with texts confirm some • interactions with one another help people • interactions with people who have diverse
Knowledge • interactions with and discussions about • thinking processes enhance engagement understandings and create new ones gain insight into the meaning of texts perspectives provide insight into the
texts assist in constructing meaning with and understanding of text • thinking processes enhance engagement • thinking processes enhance engagement meaning of texts
• lived experiences help construct meaning • lived experiences and background with and understanding of texts with and understanding of texts • thinking processes enhance engagement
of texts knowledge support connections to and • lived experiences and background • lived experiences and background with and understanding of texts
• story elements, including characters, meaning making of texts knowledge support connections to and knowledge support connections to and • lived experiences and awareness of one
setting, and events, assist understanding • images, context (meaning), word parts meaning making of texts meaning making of texts another and communities broadens
• text features, including images and words, (graphophonics), and the sentence • images, context (meaning), word parts • context contributes to meaning connections to and interpretations of
contribute to constructing meaning (structure) help to make meaning while (graphophonics), and the sentence • figurative language, including alliteration texts
• books are read from left to right and top to reading (cueing systems) (structure) help to make meaning while and onomatopoeia, support visualization • selection of text evidence supports and
bottom • words support visualization reading (cueing systems) • text features, including images, layout, enhances interpretations
• text features, including titles, images, • words and phrases support visualization labels, icons, captions, tables of contents, • context contributes to meaning
layout, labels, icons, and landmarks, • text features, including titles, images, headings, glossaries, sidebar menus, • figurative language, including similes,
contribute to constructing meaning layout, labels, icons, captions, tables of hyperlinks, or landmarks, contribute to onomatopoeia, and alliteration, support
• story elements, including setting, contents, or landmarks, contribute to constructing meaning visualization
characters, and events, contribute to constructing meaning • story elements, including setting, • text features, including images, captions,
constructing meaning • story elements, including setting, characters, plot, and a problem, contribute tables of contents, headings, glossaries,
• periods, question marks, and exclamation characters, and plot, contribute to to constructing meaning sidebar menus, hyperlinks, or landmarks,
marks (punctuation) assist in the constructing meaning • question marks, exclamation marks, contribute to understanding
construction of meaning • periods, question marks, and exclamation quotation marks, and commas • story elements, including setting,
marks (punctuation) assist in the (punctuation) assist in the construction of characters, plot, problem and teachings,
construction of meaning meaning morals, and values, can contribute to
understanding
Procedural • sharing personal feelings, thoughts, and • communicating personal feelings, • exploring strategies that support the • applying strategies that support thinking • choosing strategies that support thinking
Knowledge ideas about texts thoughts, ideas, and background thinking processes processes processes
• connecting lived experiences to ideas, knowledge about texts • applying cueing systems flexibly, asking if it • applying cueing systems while reading to • connecting the thoughts and actions of
characters, events, and topics in texts • accessing prior knowledge and asking if it sounds right, makes sense, and looks right make meaning fluently in texts characters to lived experiences and
• predicting using text cues and lived sounds right, makes sense, and looks right while monitoring reading (cueing systems) • inferring about a character’s actions or background knowledge
experiences while monitoring reading (cueing systems) • connecting background knowledge and feelings with evidence from background • making inferences and predictions about
• exploring text features, including images, • connecting key events or characters in a lived experiences to support knowledge, lived experiences, or text clues a character’s motives with supporting
words, titles, landmarks, or icons story to lived experiences understanding of a topic, character, or • describing mental images created through evidence from text
• recognizing the relationship between • connecting evidence from texts or lived new idea figurative language • sharing the mental images created
words and images experiences to make predictions • making predictions and inferences with • communicating how events relate to the through figurative language, including
• reading images, the land, and • retelling the sequence of events, ideas, or evidence from background knowledge, problem and solution similes, onomatopoeia, and alliteration
environmental print (words encountered information with some details lived experiences, or text clues • summarizing key events and main idea • sharing evidence to support thoughts and
in immediate surroundings) • sharing mental images created from texts • describing mental images created through with relevant details ideas about texts
• tracking print from top to bottom and left • reading texts with some fluency words and figurative language, including • sharing point of view about texts • recognizing how key events in a story
to right • discussing how events (plot) develop and alliteration • sharing new insights based on interactions relate to the resolution
how problems are introduced • identifying the key events and main ideas with texts and one another • explaining the relationship between the
• constructing meaning using text features • exploring how context influences • reading a variety of texts fluently main idea and details in texts
• reading high-utility words and new understanding of texts • constructing meaning using text features • considering the views of different
vocabulary • reading a variety of texts with increasing • reading an increasing variety of high-utility interpretations of texts
• observing periods, question marks, and fluency and topic-specific words • reflecting on how interpretation is
exclamation marks when reading • constructing meaning using text features • sharing how punctuation, including influenced by interpretations made by
• demonstrating directionality of print and • reading high-utility words and descriptive question marks, exclamation marks, one another
sweeping back to the left margin and then vocabulary quotation marks, and commas, helps to • constructing meaning using text features
to the next line • attending to periods, question marks, and construct meaning • reading an increasing variety of high-
exclamation marks (punctuation) when utility and topic-specific words
reading
Competencies • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking • Critical Thinking
• Communication • Communication • Communication • Communication • Communication
Literacy • LKU3a.K: Background Knowledge • LKU3a.1: Background Knowledge • LA3a.1: Task Analysis • LA3a.1: Task Analysis • LA3a.2: Task Analysis
• LKU3b.K: Vocabulary • LKU3b.1: Vocabulary • LKU3a.1: Background Knowledge • LKU3a.1: Background Knowledge • LKU3a.2: Background Knowledge
• LKU3c.K: Text Organization • LKU3c.1: Text Organization • LKU3b.1: Vocabulary • LKU3b.1: Vocabulary • LKU3b.2: Vocabulary
• LKU3d.K: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3c.1: Text Organization • LKU3c.1: Text Organization • LKU3c.2: Text Organization
• LKU3d.1: Comprehension Strategies • LKU3d.1: Comprehension Strategies • LKU3d.2: Comprehension Strategies
Numeracy • NKU1d.K: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.1: Patterns and Relationships • NKU1d.2: Patterns and Relationships
Guiding How can communication of our feelings, How can communication of our feelings, How can effective communication of our How can effective communication of our How can the audience and purpose shape
Questions ideas, and experiences be expressed? ideas, experiences, and information be feelings, ideas, experiences, and feelings, ideas, experiences, and communication of our feelings, ideas,
expressed? information be expressed? information be expressed for a variety of experiences, and information?
purposes?
Learning Children experiment with different forms of Students create texts for the Students create a variety of texts with Students create a variety of text forms for Students create texts for a specific
Outcomes expression that communicate feelings and communication of feelings, ideas, literary techniques, features, and elements. specific purposes. audience and purpose.
experiences. experiences, and information.
Conceptual • lived experiences help generate ideas for • feelings, ideas, lived experiences, and • feelings, ideas, lived experiences, • feelings, ideas, lived experiences, • drawing on feelings, ideas, lived
Knowledge text creation information help generate ideas for text information, and interactions with texts information, interactions with texts, and experiences, information, and diverse
• texts provide ideas and information to creation and one another support text creation ideas of one another add interest to texts texts supports the crafting of texts for a
support text creation • the writing process includes generating, • the writing process includes generating, • the writing process is a cycle that includes variety of purposes
• communication of a message can be planning, drafting, and revising ideas planning, drafting, and making changes to generating, planning, drafting, changing • the writing process is a cycle that can be
represented in many ways • text features, including titles and images, ideas (revising) and adding ideas (revising), and checking individualized
add to the message of texts • words and image (literary techniques); spelling and punctuation (editing) • story elements, literary techniques, text
• the order and placement of words and characters and plot (story elements); and • texts are created for different purposes, forms, and text features can be selected
images helps with clear communication titles, images, and labels (text features) including to inform, persuade, or entertain to create desired effects for the audience
add interest to text creation • descriptive words and sensory details • the order and organization of words,
• the order and organization of words and (literary techniques); characters, setting, sentences, paragraphs, and images
images contribute to a clear message and plot (story elements); and titles, contribute to and affect the message
• sentence structure and punctuation clarify images, and captions (text features) are • revising is an ongoing process that
messages used for different purposes provides clarity to and interest in texts
• the order and organization of words, • editing is an ongoing process that helps to
sentences, and images contribute to clear communicate ideas more clearly
messages
• revisions and edits make texts clear
• writing conventions are needed to
communicate effectively
Procedural • exploring different forms of • writing about and representing feelings, • writing about and representing feelings, • choosing text form by considering • choosing text form by considering
Knowledge communication, including pictures, non- ideas, lived experiences, and information ideas, lived experiences, and information purpose, including to inform, persuade, audience and purpose, including to
conventional print, copying, and symbols in a variety of texts, including stories, in a variety of texts, including stories, inspire, or entertain inform, persuade, inspire, or entertain
• generating ideas for text creation letters, informational, or poems letters, informational texts, descriptive • experimenting with ways of generating, • applying a variety of strategies for
• experimenting with letter formation • exploring a variety of ways to generate texts, or poems planning, and organizing ideas for writing generating, organizing, and recording
• recording environmental print and words ideas with one another • experimenting with ways to generate, • applying high-utility words and descriptive ideas
that have personal significance • creating texts with story elements, organize, and record ideas vocabulary to communicate meaning • applying an increasing variety of
• discussing the message conveyed in including characters and events (simple • creating texts with story elements, • applying literary techniques being descriptive and topic-specific vocabulary
personal texts plot) including settings, characters, key details, explored, including descriptive words, depending on purpose
• expressing thoughts, feelings, and lived • experimenting with word choice and simple plots rhymes, sensory details, alliteration, and • applying literary techniques being
experiences through various • applying high-utility words when creating • applying high-utility words and new onomatopoeia explored, including onomatopoeia,
representations texts vocabulary appropriately in creating texts • integrating story elements, including alliteration, similes, descriptive words,
• experimenting with text features, including • applying literary techniques being setting, characters, and plot and rhymes that enhance effect
titles, images, and labels explored, including words, rhymes, • choosing text features, including images, • creating stories with elements, including
• printing letters and words, formed legibly sounds, language patterns, or alliteration captions, labels, tables of contents, setting, characters, and plot, or elements
with spacing, with or without digital tools • applying text features, including images, headings, glossaries, layout, or hyperlinks, that may reflect different cultures or
• checking whether or not text makes sense labels, tables of contents, or layout to support purpose authors’ styles
and considering changes • printing letters and words, formed legibly • handwriting letters and words legibly, with • choosing text features, including images,
• experimenting with capital letters and with spacing and increasing fluency, with or without digital tools captions, labels, tables of contents,
periods when writing simple statements or without digital tools • exploring personal voice where headings, glossaries, layout, or hyperlinks,
• exploring strategies to spell unknown • writing with connecting words to join appropriate appropriate to audience and purpose
words related ideas in a sentence • composing sentences using different • handwriting letters and words legibly with
• revising to check whether or not texts lengths and beginnings increasing fluency, with or without digital
make sense and changing words or • revising by adding, deleting, or changing tools
sentences to improve the message words or sentences to improve clarity • adapting personal voice where
• applying feedback to ensure that details • adding literary elements and text features appropriate
are on topic to clarify the message • writing a variety of sentences that vary in
• writing simple sentences, including nouns • applying feedback to clarify meaning and length and complexity
and verbs, capital letters, end punctuation, add interest • revising texts to ensure a logical
and commas in a series • writing simple sentences with nouns, progression of ideas and information and
• applying strategies to spell unknown verbs, adjectives, adverbs, capital letters, to add interest
words end punctuation, and apostrophes • writing with commas after introductory
words and consistently applying capital