Grade 6 Spanish Language Arts

Grade 6 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 exploratory language to discover individual interpretations and share personal responses

selects from ideas and observations of others to develop thinking and understanding

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

assesses a collection of favourite oral, print, visual and multimedia texts; and discuss preferences for particular forms

assesses personal language use; and set personal goals to enhance language learning and use

uses prior knowledge and experiences selectively to make sense of new information in a variety of contexts

explains and supports personal viewpoints, and revise previous understanding

searches for ways to reorganize ideas and information to extend understanding

asks a variety of questions to clarify information and develop new understanding

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

uses comprehension strategies appropriate to the type of text and purpose

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

recognizes key characteristics of various oral, print, visual and multimedia genres

examines key elements and techniques in oral, print, visual and multimedia texts

identifies how and why word structures and meaning change; and use accurate word meaning according to context

experiments with words and sentence patterns to create word pictures

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

summarizes and focuses personal knowledge of a topic to determine information needs

formulates relevant questions to focus information needs

contributes to group knowledge of topics to help identify and focus information needs, sources and purposes for group inquiry or research

creates and follows a plan to collect and record information

records personal knowledge of a topic and collaborate to generate information for 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 gather important information

uses organizational patterns of oral, print, visual and multimedia text to construct meaning; and skim, scan and read closely to gather information

organizes information and ideas, using a variety of strategies and techniques

records information in own words, cite authors and titles appropriately, and provide publication dates of sources

recognizes gaps in the information gathered; and locate additional information needed for a particular form, audience and purpose

assesses knowledge gained through the inquiry or research process, form personal conclusions, and generate new questions for further inquiry or research

focuses a topic for oral, prints and visual texts, using a variety of strategies

uses a variety of text forms for particular audiences and purposes

uses listening, reading and viewing experiences as models for organizing ideas in own oral, print and visual texts

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

revises for content, organization and clarity

writes legibly and at a pace appropriate to context and purpose when composing and revising; and select and use a variety of design elements, such as spacing, graphics, titles and headings, when appropriate

chooses descriptive language; and use varied sentence lengths and structures to clarify and enhance ideas

emphasizes key ideas and information to enhance audience understanding and enjoyment

identifies and eliminate sentence fragments and run-on sentences

applies spelling conventions, using appropriate strategies and patterns when editing and proofreading; and use a variety of resources to determine the spelling of common exceptions

applies writing conventions when editing and proofreading

prepares and shares information on a topics, using print, audiovisual and dramatic forms to engage the audience

uses appropriate volume, phrasing, intonation, nonverbal cues, such as body language and facial expressions, and presentation space to enhance communication

demonstrates critical listening and viewing behaviours, and show respect for the presenter

compares personal ways of responding and thinking with those of others

explores cultural representations in oral, print, visual and multimedia texts from various communities

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

selects and uses appropriate language and forms to acknowledge special events and honour accomplishments in and beyond the school

assists group members to maintain focus and complete tasks

selects and assumes roles to assist in the achievement of group goals

demonstrates sensitivity to appropriate language use and tone when communicating orally

assesses own contributions to group process; set personal goals for enhancing work with others; and monitor group process, using checklists

consistently and independently use all elements of the sound symbol system

recognizes that one word may have multiple meanings, and recognize that various words and expressions may express the same idea

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

uses basic mechanical features correctly and for effect, including colons, ellipses and parentheses

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

listens to and understands the main points of an extended 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 or unstructured situation

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

produces, spontaneously and/or with preparation, an extended series of interrelated ideas dealing with a familiar topic in structured and unstructured situations

views and understands events and/or representations within and beyond the school context

uses a variety of forms to create representations of ideas, events and/or information

identifies socially appropriate language in specific situations

correctly uses learned idiomatic expressions in new contexts

recognizes some common regional variations in language

recognizes important social conventions in everyday interactions

uses appropriate nonverbal behaviours in a variety of familiar contexts

identifies and uses a variety of cognitive strategies to enhance language learning; e.g., look for patterns and relationships, uses previously acquired knowledge to facilitate a learning task

identifies and uses a variety of metacognitive strategies to enhance language learning; e.g., decide in advance to attend to specific aspects of input, listen or read for key words

identifies and uses a variety of social and affective strategies to enhance language learning; e.g., participate actively in conferencing and brainstorming as prewriting and postwriting exercises

identifies and uses a variety of interactive strategies; e.g., start again using a different tactic when communication breaks down, uses a simple word similar to the concept they want to convey and invite correction

identifies and uses a variety of interpretive strategies; e.g., infer probable meaning of unknown words or expressions from contextual clues

identifies and uses a variety of productive strategies; e.g., be aware of and uses the steps of the writing process

identifies and uses a variety of cognitive strategies to enhance general learning; e.g., uses mental images to remember new information

identifies and uses a variety of cognitive strategies to enhance general learning; e.g., uses mental images to remember new information

identifies and uses a variety of social and affective strategies to enhance general learning; e.g., take part in group decision-making processes

explores and reflects on various facets of self-identity

recognizes the effects of positive and negative treatment on self and others

recognize the personal value and significance of language and culture

identifies the immediate and lifelong benefits and potential advantages of a multilingual/multicultural education in a Canadian and international context

identifies some major historical elements, events, figures and developments of cultures of the Spanishspeaking world

identifies some major contemporary elements, events, figures and developments of cultures of the Spanish-speaking world

explores diversity of the cultures of the Spanishspeaking world in Canada

explores and reflects on change in the cultures of the Spanishspeaking world at the international level

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

explores the impact of diversity in other regions of the world, and compare with the impact of diversity in Canada

examines the common human needs and experiences of people around the world

provides positive contributions and leadership within the school and/or community

explores the meaning of personal and social conscience; and demonstrate problem-solving and decision-making skills

participates in and contributes to group activities effectively; and recognize that cooperation is important

accepts differences in characteristics and abilities of peers and others

identifies own interests, and explores future opportunities for learning and employment