Grade 6 Ukrainian Language Arts

Grade 6 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.

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 Extend

2.1 General Comprehension Strategies

2.2 Responds to Texts

2.3 Understands Forms and Techniques

3 Manages ideas and information in Ukrainian

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 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 exploratory language to discover own interpretations and share personal responses

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

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

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

assess 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 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, such as interpretive language uses strategies,2 appropriate to the type of text and purpose

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 variety of reference resources to determine word meaning in context

experiences texts from a variety of genres and cultural traditions, such as autobiographies, travelogues, comics, short films, myths, legends and dramatic performances; and share responses to these texts

compares the challenges and situations encountered in own daily life with those experienced by people in other times, places and cultures as portrayed in oral, print, visual and multimedia texts

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

recognizes and applies key characteristics of various oral, literary and media genres

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

identifies and group words according to commonalities

alter words, forms and sentence patterns to create new versions of texts for a variety of purposes

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

3.1 Plans and Focuses

summarizes and focuses personal knowledge and experience 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

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 and gather important information

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

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

records information in own words, cites authors and titles appropriately, and provides publication dates of sources

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

assess 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, print 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 with peers own stories and creations in various ways; and gives support and offer feedback to peers, using pre-established criteria

revises text for content, organization and clarity

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

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

prepares organized compositions, presentations, reports, and inquiry or research projects, using templates or pre-established organizers

identifies and eliminates sentence fragments and run-on sentences

applies spelling conventions, using appropriate strategies and patterns when editing and proofreading; and uses a variety of resources to determine the spelling of familiar and unfamiliar words

applies writing conventions in sentences, titles, headings, salutations and addresses when editing and proofreading

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

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

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

compares own ways of responding and thinking with those of others

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

connects the thoughts, feelings and experiences 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

applies knowledge of the Ukrainian alphabet consistently and accurately in familiar and unfamiliar contexts

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

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

uses basic mechanical features correctly and for effect

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 a lengthy 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 the main idea and supporting details of lengthy texts dealing with a familiar topic in structured situations

produces, spontaneously or with preparation, lengthy texts dealing with familiar topics in structured and unstructured situations

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

creates multiple representations of ideas, events and/or information, using a variety of forms

identifies socially appropriate language in specific situations

uses learned idiomatic expressions correctly 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., listen or read for key words, monitor own speech and writing to check for persistent errors

identifies and uses a variety of social and affective strategies to enhance language learning; e.g., participate actively in brainstorming and conferencing 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., look for patterns and relationships like verb endings

identifies and uses a variety of metacognitive strategies to enhance general learning; e.g., identifies their own needs and interests

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

explores and reflects on various facets of self-identity and how it changes

understands what stereotyping is

recognizes the value and significance of the Ukrainian language and culture to self

identifies benefits and potential advantages of a bilingual/multicultural education in a Canadian and international context

identifies major historical elements, events, figures and developments of the Ukrainian language and culture; e.g., immigration

identifies major contemporary elements, events, figures and developments of the Ukrainian language and culture; e.g., political figures, dance groups, choirs

explores diversity of the Ukrainian language and culture in Canada

explores and reflects on change in the Ukrainian language and culture within Canada

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 this with the impact of diversity in Canada

examines the common needs and experiences of people around the world

takes initiative and provide positive contributions to the school and community

explores the meaning of personal and social conscience, and demonstrate problemsolving and decision-making skills

recognizes that cooperation is important, and participate in and contribute to group activities effectively

recognizes and respects individual differences, and recognize the worth of every individual

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