Grade 4 Ukrainian Language Arts

Grade 4 Ukrainian Language Arts

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

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

3 Manages ideas and information in Ukrainian

4 Enhances the clarity and artistry of communication in Ukrainian

5 Uses Ukrainian to celebrate and build Community

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

7 Will explore, understand, appreciate and value Ukrainian 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 General Comprehension Strategies

2.2 Responds to Texts

2.3 Understands 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 Presents and Shares

5.2 Encourages, Supports and Works with Others

6.1 Linguistic Elements

6.2 Language Competence

6.3 Sociocultural/Sociolinguistic Competence

6.4 Language Learning Strategies

6.5 Language Use Strategies

6.6 General Learning Strategies

7.1 Self-identity

7.2 Ukrainian Culture

7.3 Building Community

7.4 Global Citizenship

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

views and understands simple events and representations

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

collects 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 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 in interpreting text

uses semantic, morphological, phonological, graphophonic and syntactic cues, and a variety of print and nonprint resources, to construct and confirm meaning

experiences texts from a variety of genres and cultural traditions, with and without support, such as personal narratives, plays, video programs, adventure stories, folk tales, informational texts, mysteries, poetry, CD-ROM programs and fairy tales; and shares responses to these texts

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

identifies words that form mental images and create mood in oral, print, visual and multimedia texts

identifies similarities and differences between various oral, literary and media forms and texts

explains connections between events and roles of main characters in oral, print, visual and multimedia texts

builds knowledge of word patterns by identifying prefixes, suffixes and roots

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 and experience 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 and shares personal knowledge of a topic to focus inquiry or research

identifies a variety of information sources to answer inquiry or research questions

reviews information to determine its usefulness to inquiry or research needs, using pre-established criteria

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; and locates and/or listens for key words

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

analyzes 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 provide feedback to peers, with guidance

revises text 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 uses simple sentence patterns to communicate ideas and information

prepares neat and organized compositions, reports and charts that engage the audience

edits for complete sentences and to eliminate unnecessary repetition of words

recognizes spelling conventions in learned vocabulary, using a variety of strategies, resources and spelling patterns

uses basic writing conventions 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, and show respect for the presenter

understands relationships between own ideas and experiences and those of others

examines 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 classroom and school activities

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

takes roles and shares responsibilities as group members

shows consideration for those whose ideas, abilities and language use differ from own

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

applies knowledge of the Ukrainian alphabet accurately in a variety of contexts, orally and in reading and writing

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

uses, in modelled and structured 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 understands a short oral or media 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 the main idea of texts dealing with familiar topics in structured and unstructured situations

produces, spontaneously or with guidance, simple texts on familiar topics 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 such as echo acting

identifies and uses a variety of metacognitive strategies to enhance language learning; e.g., make a plan in advance about how to approach a language learning task

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 the other speakers words in subsequent conversation

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 in graphic organizers

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, with guidance

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

identifies influences on development of own self-concept and self-identity

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

recognizes and appreciates various elements of Ukrainian language and culture

participates in activities that promote and celebrate the bilingual/multicultural education experience

explores elements in the immediate environment that reflect the historical roots of the Ukrainian language and culture; e.g., the first wave of immigrants, settlement areas

explores elements in the immediate environment that reflect the contemporary features of the Ukrainian language and culture; e.g., monuments, art work, buildings

explores diversity of the Ukrainian language and culture in the immediate environment

explores and reflect 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 a desire to assist others, and contribute to classroom or community activities

respects the feelings, rights and property of others; and accept responsibility for own actions

recognizes that people must depend on others to meet their needs, and recognize the effects of ones actions on others

engages in activities that reflect other ways of doing things or other perspectives

identifies personal strengths and areas for improvement and/or change, and establishes persona lgoals and action plans

5.1 Develops and Celebrates Community