Grade 5 Ukrainian Language Arts

Grade 5 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

Discovers and Explores

Clarifies and Extend

General Comprehension Strategies

Responds to Texts

Understands Forms and Techniques

3.1 Plans and Focuses

3.2 Selects and Processes

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 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

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

seeks others viewpoints 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 share 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

arranges ideas and information in a variety of ways to clarify understanding

asks open-ended 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 in interpreting text

uses semantic, morphological, phonological, graphophonic and syntactic 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, myths, biographies, poetry, news reports, fantasy and guest speakers; 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 descriptive and figurative language in oral, print, visual and multimedia texts

understands and uses a variety of oral, literary and media forms and texts

identifies key elements, including plot, setting and character; and explore techniques used in oral, print, visual and multimedia texts, such as use of colour, font, sound, word choice and visual imagery

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

experiments with words and sentences patterns to create word pictures, 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 and experiences of a topic 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

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

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

Organizes, Records and Assesses

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

records 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

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 pre-established criteria

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

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

chooses descriptive language and sentence patterns to clarify and enhance ideas

prepares organized compositions and reports, using sound effects and visuals, such as graphs, charts and diagrams, that engage the audience

identifies and eliminates sentence fragments

recognizes spelling conventions in learned vocabulary, 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 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, uses emphasis and appropriate pacing, and arranges 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 experiences of individuals in oral, print, visual and multimedia texts to personal experiences

selects and uses language 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, and stays on task

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

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

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

uses, in modelled and structured 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 or media 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 the main idea and supporting details of texts dealing with a familiar topic in structured situations

produces, spontaneously or with guidance, texts on familiar topics 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 enh

experiences 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., group together sets of things (vocabulary, structures) with similar characteristics, identifies similarities and differences between aspects of the Ukrainian language and their own language (punctuation, rules of capitalization)

identifies and uses a variety of metacognitive strategies to enhance language learning; e.g., reflect on the listening, 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

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

identifies and uses a variety of interpretive strategies; e.g., uses morphological cues 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., record 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

expresses own self-concept, and understand that others perceptions of them may differ from own

recognizes the effect of putups and put-downs on self and others

identifies the benefits and contributions of the Ukrainian language and culture to self

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

explores key historical elements, events, figures and developments of the Ukrainian language and culture; e.g., early Ukrainian immigrants, adapting to a new life

explores key contemporary elements, events, figures and developments of the Ukrainian language and culture; e.g., authors, artists, athletes

explores diversity of the Ukrainian language and culture at the provincial level

explores and reflect on change in the Ukrainian language and culture at the provincial level

develops skills that promote cooperation and mutual respect within the classroom and the school

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

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

demonstrates concern for the quality of own contribution to the classroom or community

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

reflects on the effectiveness of own contributions, and examine the role of the individual in group activities

accepts differences in characteristics and abilities of peers and others

dentifies individual strengths and areas for further development, and establish personal goals and action plans