Grade 4 Spanish Language Arts

Grade 4 Spanish Language Arts

1 Explores thoughts, ideas, feelings and experiences, in Spanish

2 Uses Spanish to comprehend and respond personally and critically to oral, print, visual and multimedia texts

3 Understand Forms and Techniques

4 Enhances the clarity and artistry of communication in Spanish

5 Uses Spanish to celebrate and build Community

6 Acquires Spanish to understand and appreciate languages, and uses Spanish confidently and competently in a variety of situations for communication, personal satisfaction and further learning

7 Will explore, understand, appreciate and value Spanish culture in Canada and the world for personal growth, enrichment and satisfaction, and for participating in and contributing to an interdependent and multicultural global society

1.1 Discovers and Explores

1.2 Clarifies and Extends

2.1 Uses Strategies and Cues

2.2 Responds to Texts

2.3 Understand Forms and Techniques

3.1 Plans and Focuses

3.2 Selects and Processes

3.3 Organizes, Records and Assesses

4.1 Generates and Focuses

4.2 Enhances and Improves

4.3 Attends to Conventions

4.4 Present and Share

5.1 Develops and Celebrates Community

5.2 Encourages, Supports and Works with Others

6.1 Linguistic Elements

6.2 Language Competence

6.3 Sociolinguistic/Sociocultural Elements

6.4 Language Learning Strategies

6.5 Language Use Strategies

6.6 General Learning Strategies

7.1 Self-identity

7.2 Cultures of the Spanish-speaking World

7.3 Building Community

7.4 Global Citizenship

describes and reflects upon personal observations and experiences to reach tentative conclusions

explores connections among a variety of thoughts, ideas and responses

explores and experiments with a variety of forms of expression for particular personal purposes

identifies and explains preferences for particular forms of oral, print, visual and multimedia texts

identifies areas of personal accomplishment in language learning and use

connects new information and experiences with prior knowledge to construct meaning in different contexts

expresses new concepts and understanding in own words

organizes ideas and information in ways that clarify and shape understanding

asks basic questions to clarify information and develop new understanding

makes and records connections among personal experiences, prior knowledge and a variety of texts

confirms or rejects inferences, predictions or conclusions based on textual information; and check and confirm understanding by rereading

uses textual cues to construct and confirm meaning

uses morphosyntactic, semantic, graphophonic and phonological cueing systems to construct and confirm meaning; and uses a dictionary to determine word meaning in context

experiences texts from a variety of genres and cultural traditions, with and without support, such as personal narratives, plays, video/DVD programs, adventure stories, folk tales, informational texts, mysteries, poetry and CD-ROM programs

identifies similarities and differences between personal experiences and the experiences of people from various cultures portrayed in oral, print, visual and multimedia texts

identifies mood evoked by oral, print, visual and multimedia texts

distinguishes similarities and differences between various oral, print, visual and multimedia forms and texts

explains connections between events and roles of main characters in oral, print, visual and multimedia texts; and identifies how texts may influence people

builds knowledge of word patterns and relationships

recognizes how words and word combinations, such as wordplay, repetition and rhyme, influence or convey meaning; and recognize that exaggeration can be used to convey humour

creates original texts to communicate and demonstrate understanding of forms and techniques

categorizes personal knowledge of a topic to determine information needs

asks general and specific questions on topics, using predetermined categories

identifies relevant personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research

selects and uses a plan for gathering information

records, selects and shares personal knowledge of a topic to focus inquiry or research

answers inquiry or researches questions, using a variety of information sources

reviews information to determine its usefulness to inquiry or research needs

uses knowledge of visual and auditory cues and organizational devices to locate and gather a variety of information and ideas

determines main and supporting ideas, using prior knowledge, predictions, connections, inferences and visual and auditory cues

organizes information and ideas in logical sequences, using a variety of strategies

records facts and ideas, using a variety of strategies; and list authors and titles of sources

examines collected information to identify categories or aspects of a topic that need more information

uses gathered information and questions to review and add to knowledge, and consider new questions regarding the inquiry or research process and content

generates and contributes ideas on particular topics for oral, print and visual texts, using a variety of strategies

uses a variety of text forms for particular audiences and purposes

develops and arranges ideas in own oral, print and visual texts, using organizers

shares own stories and creations in various ways; and obtain feedback from others

revises to focus on main ideas and relevant information

writes legibly, using a handwriting style that is consistent in alignment, shape and spacing; and experiment with the use of templates and familiar software when composing and revising

selects from a range of word choices; and use simple sentence patterns to communicate ideas and information

adds interest to presentations through the use of props, such as pictures, media presentations and artifacts

edits for complete sentences and to eliminate unnecessary repetition of words

recognizes spelling conventions, using a variety of strategies, resources and spelling patterns when editing and proofreading

uses basic writing conventions correctly when editing and proofreading

presents information and ideas on a topic to engage a familiar audience, using a pre-established plan; and use print and nonprint aids to enhance the presentation

describes and explains information and ideas to a particular audience; and select and use appropriate volume, intonation and nonverbal cues

demonstrates appropriate audience behaviours

understands relationships between own ideas and experiences and those of others

discusses ideas within stories from oral, print, visual and multimedia texts from various communities

connects portrayals of individuals or situations in oral, print, visual and multimedia texts to personal experiences

uses language appropriate in tone and form when participating in special classroom, school and community occasions

appreciates that everyone in a group has to work together to achieve group tasks, and act accordingly

takes roles and shares responsibilities as a group member

appreciates variations in language use in a variety of contexts in the immediate community

shows appreciation and offer constructive feedback to peers, and seek support from group members

consistently uses, in structured situations, all elements of the sound symbol system

experiments with and uses vocabulary and expressions in a variety of classroom, school and community contexts

Uses, in modelled, structured, and independent situations, grammatical elements, as appropriate for the grade level

uses basic mechanical features correctly, and explore their uses for effect

uses basic discourse features in oral, print and visual texts, and explore their uses for effect

listens to and generally understand a short oral presentation on a familiar topic in structured and unstructured situations

produces, spontaneously and/or with guidance, a short oral presentation on a familiar topic in a structured situation

reads and understands a series of interrelated ideas dealing with a familiar topic in structured situations

produces, spontaneously and with guidance, a simple text on a familiar topic in structured and unstructured situations

views and understands a variety of simple events and/or representations

creates multiple representations of the same familiar ideas, events and/or information

experiments with formal and informal uses of language in familiar contexts

uses learned idiomatic expressions in new contexts

experiences a variety of accents and variations in speech

recognizes verbal behaviours that are considered impolite

recognizes appropriate nonverbal behaviours for people frequently encountered

identifies and uses a variety of cognitive strategies to enhance language learning; e.g., uses mental images to remember new information, repeat words or phrases in the course of performing a language task

identifies and uses a variety of metacognitive strategies to enhance language learning; e.g., experience various methods of language acquisition and identifies one or more considered personally usesful

identifies and uses a variety of social and affective strategies to enhance language learning; e.g., work cooperatively with peers in small groups

identifies and uses a variety of interactive strategies; e.g., uses other speakers words in subsequent conversations

identifies and uses a variety of interpretive strategies; e.g., listen selectively based on purpose, make predictions about what they expect to hear or read based on prior knowledge and personal experience

identifies and uses a variety of productive strategies; e.g., uses various techniques to explore ideas at the planning stage

identifies and uses a variety of cognitive strategies to enhance general learning; e.g., focus on and complete learning tasks

identifies and uses a variety of metacognitive strategies to enhance general learning; e.g., divide an overall learning task into a number of subtasks

identifies and uses a variety of social and affective strategies to enhance general learning; e.g., choose learning activities that enhance understanding and enjoyment

explores and examine various sources of information for development of one's self-concept

understands that respect for oneself is essential, and that self-concept is determined by external and internal forces

views and understands a variety of simple events and/or representations

understands the personal value and significance of a multilingual/multicultural education

explores elements in the immediate environment that reflect the historical roots of cultures of the Spanishspeaking world

explores elements in the immediate environment that reflect the contemporary features of cultures of the Spanish-speaking world

explores diversity of the cultures of the Spanishspeaking world in the larger community

explores and reflects on change within own family and community

encourages and supports classmates and schoolmates

explores diversity in the immediate and local community, and reflect on its significance to self

explores similarities among members of the local community, and reflect on the significance of this to self

demonstrates willingness to assist or contribute for personal satisfaction

respects the feelings, rights and property of others; and accepts responsibility for one's own actions

recognizes that people depend on others to meet their needs; and recognizes the effects of one's actions on others

examines the rights and responsibilities of the individual

identifies personal strengths and areas for growth; and establish personal goals and action plans