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
(CR4.1) Comprehend and respond to a variety of grade-level texts (CR4.4) Read fluently & demonstrate comprehension (CC4.3) Speak to present and express a range of ideas and information
(a) View, listen to, read & respond to a variety of texts that reflect issues related to Identity, Community & Social Responsibility

Identity

Community

Social Responsibility

(a) View, listen to, read, and respond to a variety of texts that reflect diverse personal identities, worldviews, and backgrounds

Traditions

 

(CR4.2) View & Respond to grade appropriate visual & multimedia texts

(d) Evaluate the role of visuals in focusing attention on particular aspects or event , & influencing opinions on issues

(e) Identify the intent and appeal of particular TV and print advertisements

(h) View a multimedia presentation and identify how the language, visual, and multimedia features are used to persuade

(CR4.3) Listen, summarize, paraphrase, evaluate and draw conclusions.

(a) Listen critically and respond appropriately to a range of oral communications

(c)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

(g) Follow simple written multi-step instructions


 

(CR4.4) Read for various purposes and demonstrate comprehension

(a) Recognize and explain the author’s ideas, explicit and implicit message, and techniques (e.g., use of figurative language)

 

(a) Recognize and explain the author’s ideas, explicit and implicit message, and techniques (e.g., use of figurative language) cont …
Poems

Magazines

(g) Follow multi-step written instructions and procedures in basic technical or how-to manuals

(h) Read and use grade four reference texts

Reference Resources

Must be at a GSSD school to access these resources:

Reference Resources

(j) Read silently and orally

Books

Magazines

(CC4.1) Compose & create a wide range of visual, multimedia, oral, written text

(a) Create spoken, written, and other representations

Digital Tools

(b) Compose and communicate findings and conclusions about problems, questions, or issues

(c) Making notes and citing authors and titles of sources alphabetically

(CC4.2) Create a variety of clear representations that communicate straightforward ideas and information

(d) Organize information and ideas in visual and multimedia texts

(CC4.2) Create a variety of clear representations

(e) Express relevant opinions about experiences through a variety of representations Record Video & Post to:

(f) Use visual aids to enhance spoken or written products

(e,f) Make narrative presentations Digital Tools

(i) Recite brief poems

(CC4.4) Use a writing process to produce descriptive, narrative, and expository compositions

(e) Create compositions with an introductory paragraph , supporting paragraphs and a concluding paragraph

(f) Write descriptions & narratives

Writing Tools

Create Characters

Digital Tools

(g) Write information reports (3-5 paragraphs)

(j) Communicate and demonstrate understanding by creating original texts

(AR4.1 & 2) Assess & Reflect

Guided Reading

Good Spirit Division (Password Protected)


Grammar
Spelling
Author Delight







 

Words
Professional Resources Tech Tools

International Society for Technology in Education