Grade 5 Spanish Language Arts

Grade 5 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 Manages ideas and information in Spanish

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 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

5.1 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

uses personal experiences as a basis for exploring and expressing opinions and understanding

seeks viewpoints of others to build on personal responses and understanding

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

reviews a collection of favourite oral, print, visual and multimedia texts; and shares responses to preferred forms

identifies and discusses areas of personal accomplishment and areas for enhancement in language learning and use

reflects on prior knowledge and experiences to arrive at new understanding

explains personal viewpoints

experiments with arranging ideas and information in a variety of ways to clarify understanding

asks questions to clarify information and develop new understanding

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

uses a variety of comprehension strategies to confirm understanding and self-correct

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, such as historical fiction, legends, biographies, poetry, news reports and guest speakers; and shares responses

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

identifies descriptive and figurative language in oral, print, visual and multimedia texts

understands and use a variety of oral, print, visual and multimedia forms and texts

identifies key elements, including plot, setting and characterization, and techniques, such as colour, music and speed, in oral, print, visual and multimedia texts

expands knowledge of words and word relationships, using a variety of sources

recognizes how words and word combinations, such as wordplay, repetition and rhyme, influence or convey meaning; and identifies ways in which exaggeration is used to convey humour

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

summarizes personal knowledge of a topic in categories to determine information needs

formulates general and specific questions to identify information needs

shares personal knowledge of a selected topic to help formulate relevant questions appropriate to a specific audience and purpose for group inquiry or research

gathers and records information and ideas using a plan

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

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

reviews information to determine its usefulness to inquiry or research needs

uses a variety of tools to access information and ideas; and uses visual and auditory cues to identify important information

recognizes organizational patterns of oral, print, visual and multimedia text; and skim, scan and listen for key words and phrases

organizes information and ideas into categories, using a variety of strategies

makes notes of key words, phrases and images by subtopics; and cite authors and titles of sources appropriately

recognizes gaps in the information gathered, and locate additional information needed

determines information needs during the inquiry or research process, and discuss and assess inquiry or research experiences and skills

focuses a topic 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 a variety of organizers

shares own stories and creations in various ways; and give support and offer feedback to peers, using preestablished criteria

revises to create an interesting impression and check for sequence of ideas

writes legibly, and uses word processing when composing and revising

chooses descriptive language and sentence patterns to clarify and enhance ideas

uses effective openings and closings that attract and sustain reader or audience interest

identifies and eliminates sentence fragments

understands spelling conventions, using a variety of spelling patterns when editing and proofreading; and predict the spelling of unfamiliar words, using a variety of resources to confirm correctness

uses writing conventions, and applies these conventions when editing and proofreading

prepares and shares information on a topic, using print and nonprint aids to engage and inform a familiar audience

uses gestures and facial expressions to enhance oral presentations; and uses emphasis and appropriate pacing, and arrange presentation space to focus audience attention

shows respect for the presenter through active listening and viewing behaviours

acknowledges differing responses to common experiences

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

connects the actions of individuals in oral, print, visual and multimedia texts to personal experiences

selects and use languages appropriate in tone and form to recognize and honour people and events

distinguishes between on-task and off-task ideas and behaviours in a group

assumes the responsibilities for various group roles

demonstrates sensitivity to appropriate language use when communicating orally

assesses group process, using checklists; and determine areas for development

uses, independently, in oral and written situations, all elements of the sound symbol system

uses vocabulary and expressions appropriately in 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 apply these features for effect

uses basic discourse features in oral, print and visual texts, and apply these features for effect

listens to and understands the main points of an oral presentation on a familiar topic in structured and unstructured situations

produces a prepared or spontaneous 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 and unstructured situations

produces, spontaneously and with guidance, a series of interrelated ideas on a familiar topic in structured and unstructured situations

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

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

uses formal and informal language in familiar situations

uses learned idiomatic expressions to enhance communication

experiences a variety of regional variations in language

recognizes simple social conventions in informal conversations

uses appropriate nonverbal behaviours in a variety of familiar contexts

identifies and uses a variety of cognitive strategies to enhance language learning; e.g., identifies similarities and differences between aspects of the language being learned and their own language

identifies and uses a variety of metacognitive strategies to enhance language learning; e.g., reflect on the listening, speaking, reading and writing process, check copied writing for accuracy

identifies and uses a variety of social and affective strategies to enhance language learning; e.g., understand that making mistakes is a natural part of language learning, experiment with various forms of expression, note their acceptance or nonacceptance by more experienced speakers

identifies and uses a variety of interactive strategies; e.g., assess feedback from a conversation partner to recognize when a message has not been understood

identifies and uses a variety of interpretive strategies; e.g., uses knowledge of the sound symbol system to aid reading comprehension

identifies and uses a variety of productive strategies; e.g., uses knowledge of sentence patterns to form new sentences

identifies and uses a variety of cognitive strategies to enhance general learning; e.g., write down key words and concepts in abbreviated form verbal, graphic or numerical to assist with performance of a learning task

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

identifies and uses a variety of social and affective strategies to enhance general learning; e.g., encourage themselves to try, even though they might make mistakes

identifies influences on development of one's self-concept and self-identity

recognizes that individuals changes in many ways, and that perception of oneself can change over time and depending on ones context

identifies immediate and lifelong personal benefits derived from studying language and culture

recognizes the uniqueness of multilingual/multicultural education in a Canadian context

explores some key historical elements, events, figures and developments of cultures of the Spanish-speaking world

explores some key contemporary elements, events, figures and developments of cultures of the Spanish-speaking world

explores diversity of the cultures of the Spanishspeaking world at the provincial level

explores and reflect on change in the cultures of the Spanish speaking world within Canada

develops skills that promote open, authentic relationships with others in class and school

explores, compares and reflects on how diversity in Canada has an impact on self

explores, compares and reflects on common human needs and experiences of Canadians

demonstrates concern for the quality of one's work in and out of school

recognizes the positive and negative aspects of the consequences of one's actions; and demonstrate honesty and reliability in a variety of situations

examines the role of the individual in group activities; and reflect on effectiveness of own contributions

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

identifies individual strengths and areas for further development; and establish personal goals and action plans