English Language Arts

The following is taken from the Saskatchewan ELA Curriculum Document

There are three Broad Areas of Learning that reflect Saskatchewan’s
Goals of Education. K-12 English language arts contributes to the Goals
of Education through helping students achieve knowledge, skills, and
attitudes related to the following:

Lifelong Learners

Students who are engaged in constructing and applying English
language arts knowledge naturally build a positive disposition towards
learning. Throughout their study of English language arts, students
gain understandings, skills, and strategies to become more competent
and confident language users.

Sense of Self, Community, and Place

To learn English language arts, students need not only to use the
English language but also to interact with each other. Through the
English language arts, students learn about themselves, others, and
the world around them. They use language to define who they are and
to explore who they might become. They use language to interact and
to respond effectively with others and to build community.

Engaged Citizens

In the English language arts, students learn how language can
empower them to make a difference in their personal, peer, family,
and community lives. Language gives them a sense of agency and an
ability to make a difference in their community and the world in which
they live.


UBD Units

Good Spirit School Division Draft UBD Units


Saskatchewan Curriculum Outcome-Based Resources
(CR3.1) Comprehend & Respond
(CR3.4) Read fluently & demonstrate comprehension of gr-appropriate fiction, script, poetry & non-fictions (CC3.3) Speak to present ideas & Information
(a) View, listen to, read & respond to a variety of texts that reflect issues related to Identity, Community & Social Responsibility

Identity

Community

Discovery Streaming Login to search these topics:

Social Responsibility

(b) Describe similarities between Experiences & Traditions in daily life & those portrayed in various texts

Traditions

 

(CR3.2) View & Respond to grade appropriate visual & multimedia texts

(d) Record facts and ideas from grade appropriate resources

Videos

Magazines

Reference Resources

Must be at a GSSD school to access these resources:

(g) View & identify purpose for visual features used

(CR3.3) Listen to & understand information, identify main ideas & supporting details, compare different ideas, point of view & explain connections made between texts heard

(a) Listen to a short presentation and make notes

(b)Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and confirm meaning when listening

Podcasts & Audio Books

(d) Follow simple written multi-step instructions

(g) Retell, paraphrase, and explain what a speaker said (inc. Elders) Oral Story Telling – Digitally

(h) Identify simple poetic effects in oral language

(a) Read Orally & Silently Books

Magazines

 

(e) Identify the main idea & supporting details in informational text & extract appropriate & significant information



(g) Comprehend basic plots of traditional tales

(h) Interpret poetry & infer main ideas, lessons, morals

 

(CC3.1) Compose & create a wide range of visual, multimedia, oral, written text that explore Identity, Community & Social responsibility

(b) Communicate thoughts, feelings, and ideas clearly and, when appropriate, artistically

Digital Tools

 

(h) Create a variety of narratives and poems

Create Poems

Create Narratives

(CC3.2) Communicate ideas & information pertaining to topics, problems, question, or issues by creating easy-to-follow representations with a clear purpose

(a) Demonstrate understanding of the topic, problem, question, or issue in variety of ways

(f) Deliver brief recitations and oral presentations (including reporting to class) Digital Tools

(i) Read prose, scripts, and poetry …

(CC3.4) Write to Communicate Ideas, information & experiences pertaining to a topic by creating easy-follow writing

(e) Write Narratives

Writing Tools

Digital Tools


(f) Create Characters

(g) Write descriptions that use concrete sensory details

(h) Begin to use excitement, humor and other devices

 

(i) Write personal letters, thank-you notes, invitations

(j)Extend, rework, and polish pieces of writing for an audience in and beyond the classroom

 

(AR3.1 & 2) Assess & Reflect

 

Guided Reading

 

Good Spirit Division (Password Protected)

Grammar
Spelling
Author’s Delight








 

 

Words
Offline Professional Resources

International Society for Technology in Education

Other Tools To Consider