Language ArtsSenior 4 Ukrainian Kindergarten to

Kindergarten to Senior 4 Ukrainian

Language ArtsManitoba Curriculum

Framework of Outcomes

coverlarge.qxp 4/1/2005 7:19 AM

KINDERGARTEN TO SENIOR 4UKRAINIAN LANGUAGE ARTS

Manitoba Curriculum Framework of Outcomes

2005

Manitoba Education, Citizenship and Youth

Manitoba Education, Citizenship and Youth Cataloguing in Publication Data

491.7982421 Kindergarten to Senior 4 Ukrainian language arts :Manitoba curriculum framework of outcomes

Includes bibliographical references.ISBN 0-7711-3391-X

1. Ukrainian language—Study and teaching (Secondary)—English speakers. 2. Ukrainian language—Study and teaching as a second language—Manitoba.I. Manitoba. Manitoba Education, Citizenship and Youth.

Copyright © 2005, the Crown in Right of Manitoba as represented by the Minister of Education,Citizenship and Youth. Manitoba Education, Citizenship and Youth, School Programs Division, 1970Ness Avenue, Winnipeg, Manitoba R3J 0Y9.

Every effort has been made to acknowledge original sources and to comply with copyright law. If casesare identified where this has not been done, please notify Manitoba Education, Citizenship and Youth.Errors or omissions will be corrected in a future edition. Sincere thanks to the authors, artists, andpublishers who allowed their original material to be adapted or reproduced.

Manitoba Education, Citizenship and Youth gratefully acknowledges the contributions of the following individuals in the development ofKindergarten to Senior 4 Ukrainian Language Arts: Manitoba Curriculum Framework of Outcomes.

Janice Aubry, International Languages Consultant, Edmonton Public Schools and Program Manager, International Languages, Alberta EducationDr. Joan Boyer, Second Languages Consultant, Saskatchewan LearningZoriana Feseruk, Teacher, Oak Bank Elementary School, Sunrise S.D.Alice Grywinski, Teacher, Springfield Heights School, River East Transcona S.D.Marusia Haluk, Teacher, Ralph Brown School, Winnipeg S.D.Darrel Haraymchuk, Teacher, Smith-Jackson School, Mountain View S.D.Lynn Harrison, Desktop Publisher, Manitoba Education, Citizenship and YouthArusia Huk, Teacher, Springfield Heights School, River East Transcona S.D.Stephen Jaddock, Teacher, Mackenzie Middle School, Mountain View S.D.Hannya Klimenko, Teacher, Bernie Wolfe Community School, River East Transcona S.D.Marusia Kulyk, Teacher, R.F. Morrison School, Seven Oaks S.D.Jan Oakley, Publications Editor, Manitoba Education, Citizenship and YouthNadia Prokopchuk, Ukrainian Education Consultant, Saskatchewan LearningDelores Smorang, Teacher, Chief Peguis Junior High, River East Transcona School DivisionJohn Sokolowski, Team Leader, Languages, Alberta EducationSonia Szaura, Teacher, Springfield Middle School, Sunrise S.D.Tony Tavares, Consultant for Multicultural Education, International Languages and ESL, Manitoba Education, Citizenship and YouthGreg Udod, Teacher, Happy Thought School, Lord Selkirk S.D.

Ukrainian Language Arts Kindergarten to Senior 4 Acknowledgements

iii

Acknowledgements

Introduction 1

Language Arts: General Language Component 11

Language Arts: Specific Language Component 81

Language Arts: Culture 131

Appendix A: Sample List of Text Forms 153

Ukrainian Language Arts Kindergarten to Senior 4 Contents

v

Contents

UKRAINIAN LANGUAGE ARTSKINDERGARTEN TO SENIOR 4

INTRODUCTION

BackgroundKindergarten to Senior 4 Ukrainian Language Arts: ManitobaCurriculum Framework of Outcomes is the product of acollaborative effort to develop common curricula forinternational and heritage languages involving the provincesof Alberta, Saskatchewan, and Manitoba.

Under the auspices of the Western and Northern CanadianProtocol for Collaboration in Basic Education1 (WNCP), anumber of collaborative projects were launched, one of whichresulted in the 1999 Common Curriculum Framework forBilingual Programming in International Languages:Kindergarten to Grade 12: Western Canadian Protocol forCollaboration in Basic Education. Subsequently, the threeprovinces agreed to collaborate in the development ofcurricula for Ukrainian-English bilingual programming,using the aforementioned common curriculum framework asa basis for the development of the Ukrainian-specificcurriculum framework, with Alberta as the lead province.This initiative resulted in the Common CurriculumFramework for Ukrainian Language Arts: Kindergarten toGrade 12: Western Canadian Protocol (2003).

Kindergarten to Senior 4 Ukrainian Language Arts: ManitobaCurriculum Framework of Outcomes has been shaped bythese two collaborative initiatives. Material from four relatedresources was utilized and adapted for use in Manitoba.These were:________________1 Originally the name of the protocol was Western Canadian Protocol for

Collaboration in Basic Education (WCP). The name was changed toWestern and Northern Canadian Protocol for Collaboration in BasicEducation (WNCP) to more accurately reflect the participation of all thepartners in the protocol.

• Common Curriculum Framework for BilingualProgramming in International Languages: Kindergarten toGrade 12: Western Canadian Protocol for Collaboration inBasic Education (1999)

• Ukrainian Language Arts: Kindergarten to Grade 9.Alberta Learning (2003)

• Ukrainian Language Arts 10-20-30, Interim. AlbertaLearning (2004)

• The Common Curriculum Framework for UkrainianLanguage Arts: Kindergarten to Grade 12: WesternCanadian Protocol (2003)

Program RationaleUkrainian bilingual programming contributes topersonal developmentUkrainian bilingual programming establishes anenvironment in which Ukrainian is constantly used forpurposes of communication, personal satisfaction, andlearning. Students are provided with numerous opportunitiesto learn and use the language in meaningful, purposefulways to meet their needs, interests, and abilities. TheUkrainian language is used to explore ideas and experiences,to construct meaning, and to communicate understanding.Effective language acquisition occurs through the integrateddelivery of subject-area content, language instruction, andcultural information, while fostering in students a positiveattitude toward self and others.

Ukrainian language learning is a lifelong endeavourLanguage learning is an active process that begins at birthand continues throughout life. Language is acquired atvarious rates throughout a learner’s stages of growth,

Ukrainian Language Arts Kindergarten to Senior 4 Introduction

3

Introduction

developing progressively according to individual criteria.Students enhance their language abilities by applying theirknowledge of language in new and ever more complexcontexts with increasing sophistication. They reflect on anduse prior knowledge to extend and enhance theirunderstanding of language. The learning environment,supportive of the learner and encouraging the learner to takerisks, recognizes that errors are an integral part of thelanguage learning process. By learning, experimenting withand applying new language structures and vocabulary in avariety of contexts, students develop language proficiency.

Language learning in Ukrainian bilingualprogramming fosters cross-language competenceMost children develop a strong repertoire of language skillsin their first language in preschool years. Many of theseskills are transferable to new language learning. Similarly, inacquiring a new language, students develop new languagelearning skills that can then be applied to their firstlanguage. In this way, continuous concurrent development offirst and second language skills, or skills in additionallanguages, is fostered through Ukrainian bilingualprogramming. Opportunities for proficiency and skilldevelopment in both languages are maximized.

Language learning in Ukrainian bilingualprogramming enhances all communication skillsThe development of communication skills is vital toUkrainian bilingual programming. Achievement in the sixskill areas of listening, speaking, reading, writing, viewingand representing contributes to the development of effectivecommunicators. These skills are interrelated andinterdependent; facility in one strengthens and supports theothers. Proficiency in these language skills involves thedevelopment of comprehension and language production. This

program of studies is designed to promote the development oflanguage skills for a wide range of purposes, in a wide rangeof contexts, at increasing levels of fluency.

Language learning in Ukrainian bilingualprogramming develops through the communicativeapproachThe communicative approach in second language instructionemphasizes the importance of communicating a message.Learners require support as they strive to express andunderstand thoughts, ideas and feelings in two languages.The accuracy of language, oral or written, althoughimportant for precision of communication, is secondary tocommunicating the message. The communicative approachacknowledges the important relationship between accuracyand effective communication, but places slightly lessemphasis on accuracy and form.

Language learning in Ukrainian bilingualprogramming promotes the acquisition of learningstrategiesLanguage acquisition in Ukrainian bilingual programming iseffectively supported by providing students with explicitinstruction in language learning strategies, language usestrategies and general learning strategies. This program ofstudies, therefore, provides a variety of learning outcomes atall levels that promote the development of strategiccompetencies applicable to many learning circumstances.

Ukrainian bilingual programming promotesintracultural and intercultural awarenessLanguage and culture are intensely intertwined. Language isa primary means by which cultural information istransmitted; culture influences linguistic form and content.Students in Ukrainian bilingual programming bring to their


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program a range of cultural backgrounds and experiences.This program of studies provides opportunities and supportfor students to explore their own cultural backgrounds,experiences and identities, as well as those of members of theschool community, the local community and othercommunities from various parts of the world. The Culturesection of this program examines the dynamic nature ofUkrainian culture through the various perspectives ofhistorical elements, contemporary elements, diversity andchange. It also provides opportunities for the exploration ofsimilarities and differences among and within world cultures.

Ukrainian bilingual programming develops globalcitizenship skillsEffective participation in the global marketplace, workplaceand society requires strong communication, interpersonal andteam skills, and strong knowledge and understanding ofcultures. Ukrainian bilingual programming provides a richenvironment for the development of the essential knowledge,skills and attitudes that promote effective global citizenshipand enhance the economic and career potential of thestudent. This program of studies has been developed tosupport the intellectual, social, emotional, creative, linguisticand cultural development of students in a Ukrainianbilingual program.

Conceptual MapThis program of studies provides outcomes for language andculture in general and for Ukrainian language and culturespecifically. However, students in a Ukrainian bilingualprogram also study English language arts and content fromvarious subjects taught in Ukrainian. The conceptual mapbelow represents one relationship between the outcomes forUkrainian language arts and other components of aUkrainian bilingual program.

Areas of ExperienceStudents may achieve the outcomes of the UkrainianLanguage Arts Kindergarten to Grade 9 Program of Studiesin the context of personal, public and educationalexperiences. The following chart, while not intended to beprescriptive, provides some sample areas of experience thatmay be incorporated from Kindergarten to Senior 4.

EnglishLanguage

Culture Culture

Culture

UkrainianLanguage

Subject AreaExperiences

General

Language


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A Spiral ProgressionLanguage learning is integrative, not merely cumulative.Each new element that is added must be integrated into thewhole of what has gone before. The model that bestrepresents the students' language learning progress is anexpanding spiral. Their progression is not only vertical (e.g.,increased proficiency) but also horizontal (e.g., broader rangeof applications and experience with more text forms1,contexts and so on). The spiral also represents how languagelearning activities are best structured. Particular areas ofexperience, learning strategies or language functions, forexample, are revisited at different points in the program, butfrom a different perspective, in broader contexts or at aslightly higher level of proficiency each time. Learning isextended, reinforced and broadened with each successivepass.

_________________1 For a sample list of text forms, see the end of this program of studies.

��

��

��

Personal Public Educational

K-3 My familyMy homeMy bodyClothing for

each seasonGames and songsFavourite foodsMy birthday

My family treeHelping at homeMy roomFriendsMy hobbies and

pastimesHappy and sadFavourite times

of the year

Family traditionsFashionPeer pressureExtracurricular

activitiesCooking at home

4-6 Going shoppingGoing on vacationJobs people doBeing a good

neighbourHolidays and

festivalsAround school

Public transportWhat’s on TV?My communityPeople who help

othersGoing to the doctor

Going out(restaurants,movies,sports shows)

EmergenciesCartoons and

comicsCommunity serviceSummer holidays

7-S1 Stories and rhymesToday’s weatherDomestic/wild

animalsCounting thingsSongs and dancesSports and games

Caring for petsFood and nutritionMaps and plansMaking things

growSpatial

relationshipsMaking music/art

Healthy livingSpace travelHelping the

environmentPeoples that make

up CanadaShort stories

and poemsThe arts around the

worldHow much will it

cost?

S2-S4 Family relationships

Special friendsPersonal identity

and styleLeisure time

Career optionsGetting

informationConsumerismMediaPublic institutionsTravel

Literature andthe arts

Personal financesTechnologyPeace and human

rightsResponsible

citizenshipLifelong fitness


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Purpose of the Program of StudiesThis program of studies provides a progression of specificoutcomes from Kindergarten to Senior 1. Most often, theoutcomes reflect a progression of development that matchesthe developmental stages of the students. The specificoutcomes for each grade reflect the knowledge, skills andattitudes that students are expected to achieve by the end ofthe grade. Students are expected to demonstrate the specificoutcomes for the current grade and build upon their priorknowledge and skills from previous grades.

The outcomes presented are designed to represent theprogression of knowledge, skills and attitudes expected ofstudents who have had no prior exposure to Ukrainian uponentry into Kindergarten. Nevertheless, students with priorexposure to Ukrainian can equally be challenged within thisprogram.

Program OverviewFor ease of use, this program of studies is divided into twosections:• Language Arts

— General Language Component— Specific Language Component

• Culture

These sections are designed to overlap in many areas. It isimportant that the sections be implemented in an integratedmanner.

Language ArtsThe Language Arts section of this program of studies isintended to reflect an integrated, interdependent approach tolanguage learning within a bilingual programming context.Ukrainian language arts includes a General LanguageComponent and a Specific Language Component.

The General Language Component parallels The CommonCurriculum Framework for English Language Arts,Kindergarten to Grade 12: Western Canadian Protocol forCollaboration in Basic Education, 1998. In this manner, bothEnglish language instruction and Ukrainian languageinstruction support the development of common languageknowledge, skills and attitudes. The general outcomes in theGeneral Language Component, with only minor revisions,mirror those in the English Language Arts Framework, butthe specific outcomes have been adapted and refined moreextensively for delivery in Ukrainian.

The Specific Language Component provides the detailedlinguistic elements of Ukrainian, descriptors of languagecompetence for each grade, and outcomes to supportsociocultural/sociolinguistic and strategic learning.

While the Specific Language Component outlines thelinguistic elements that students will need to be able to usethe language, the General Language Component provides thecontext and purpose for using the language, and outlines theknowledge, skills and attitudes that students are to develop.The two components should be developed concurrently, sothat the language being learned is the language thatstudents will need and be able to apply.


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CultureThe Culture section fosters the development of essentialknowledge, skills and attitudes related to self, the Ukrainianlanguage and culture, the community and the world. Thissection is intended to be integrated with language learning,as well as with the learnings related to other subject areas,and is an essential part of daily activities in Ukrainianbilingual programming.

General OutcomesThe general outcomes are broad statements that form thebasis of this program of studies. Each general outcomeoutlines the key learnings that each section of the program isdesigned to support. The general outcomes describe thecommon goals that all students in the Kindergarten toGrade 9 learning sequence are expected to achieve.

Ukrainian bilingual programming is designed to promote all-round personal development by fostering social, emotional,moral, intellectual and creative growth. To support thisgrowth and development, the Ukrainian Language ArtsKindergarten to Senior 1 program is built upon the followingseven general outcomes.

Language Arts: General Language ComponentGeneral Outcome 1Students will listen, speak, read, write, view and represent inUkrainian to explore thoughts, ideas, feelings andexperiences.

General Outcome 2Students will listen, speak, read, write, view and represent inUkrainian to comprehend and respond personally andcritically to oral, print, visual and multimedia texts.

General Outcome 3Students will listen, speak, read, write, view and represent inUkrainian to manage ideas and information.

General Outcome 4Students will listen, speak, read, write, view and represent inUkrainian to enhance the clarity and artistry ofcommunication.

General Outcome 5Students will listen, speak, read, write, view and represent inUkrainian to celebrate and build community.

Language Arts: Specific Language ComponentGeneral Outcome 6Students will acquire Ukrainian to understand andappreciate languages, and use Ukrainian confidently andcompetently in a variety of situations for communication,personal satisfaction and further learning.

CultureGeneral Outcome 7Students will explore, understand, appreciate and valueUkrainian culture in Canada and the world for personalgrowth, enrichment and satisfaction and for participating inand contributing to an interdependent and multiculturalglobal society.


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Specific OutcomesEach general outcome includes specific outcomes thatstudents are to achieve by the end of each grade level.Specific outcomes are grouped under cluster headings withineach of the seven general outcomes. The specific outcomes arefurther categorized by strands identified in the left margin.Grade-specific descriptions are then provided for each specificoutcome at each grade level. A specific strand supporting ageneral outcome is developed over three consecutive pages,according to the main grade divisions: Kindergarten toGrade 3, Grade 4 to Grade 6, and Grade 7 to Senior 1.

It is strongly recommended when addressing any specificoutcome in this document that the specific outcomes prior toand following the given outcome and grade level be consultedfor a clearer understanding as to context and intendeddevelopmental sequence. Similarly, any given specificoutcome must be understood with reference to the strand andgeneral outcome categories.


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10

Grade 7

Generate Ideas• experiment with various ways to

generate ideas and focus a topic

Choose Forms• compose text, using appropriate forms

that match content, audience andpurpose

Organize Ideas• identify and use appropriate

organizational patterns in own oral,print and visual texts

Senior 1

• use a variety of techniques to generateand select ideas for oral, print and visualtexts

• compose text, using appropriate formsthat match content, audience andpurpose

• identify and use a variety oforganizational patterns in own oral,print and visual texts; and usetransitional features

Grade 8

• consider form and audience whengenerating ideas and focusing a topic


• identify and use a variety oforganizational patterns in own oral,print and visual texts; and composeappropriate introductions andconclusions

4.1 Generate and Focus

For a sample list of text forms, see Appendix A.

read each page horizontally for developmental flow ofoutcomes from grade to grade

specific outcome statements for each grade read

eac

h pa

ge v

erti

cally

for

out

com

es e

xpec

ted

at t

he e

nd o

f ea

ch g

rade

cluster heading forspecific

outcomes

strand headingfor specificoutcomes


LANGUAGE ARTSGENERAL LANGUAGE COMPONENT

The General Language Component has been structured anddeveloped similarly to The Common Curriculum Frameworkfor English Language Arts, Kindergarten to Grade 12:Western Canadian Protocol for Collaboration in BasicEducation, 1998, but it has been adapted for delivery inUkrainian. The General Language Component provides thecontext and purpose for the development and use ofUkrainian.

The commonalities with the English Language ArtsFramework facilitate an integrated, contextualized approachto language learning. They also establish the essentiallanguage learnings that are common to both Englishlanguage programming and Ukrainian languageprogramming, supporting and promoting a collaborative andintegrated approach to language instruction.

The specific outcomes established for each grade level areintended to reflect achievement expectations to bedemonstrated in the Ukrainian language.

General OutcomesThe following five general outcomes outline the key learningsthat the General Language Component is designed tosupport.

General Outcome 1Students will listen, speak, read, write, view and represent inUkrainian to explore thoughts, ideas, feelings andexperiences.

General Outcome 2Students will listen, speak, read, write, view and represent inUkrainian to comprehend and respond personally andcritically to oral, print, visual and multimedia texts.

General Outcome 3Students will listen, speak, read, write, view and represent inUkrainian to manage ideas and information.

General Outcome 4Students will listen, speak, read, write, view and represent inUkrainian to enhance the clarity and artistry ofcommunication.

General Outcome 5Students will listen, speak, read, write, view and represent inUkrainian to celebrate and build community.

Ukrainian Language Arts Kindergarten to Senior 4

13

Language ArtsGeneral Language Component


15

Clarify andExtend

Discover andExplore

Express ideas Develop understanding

Explain opinions

Combine ideas

Extend understandingSet goals

Consider others’ideas

Experiment with language

Expresspreferences

General Outcome 1Students will listen, speak,

read, write, view, andrepresent in Ukrainian

to explore thoughts,ideas, feelings, and

experiences.

Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences

16

Kindergarten

Express Ideas• participate in and represent

a range of experiences

Consider Others’ Ideas• participate in a range of

experiences

Experiment with Language• use a variety of forms to

explore and express familiarevents, ideas andinformation

Express Preferences• demonstrate enjoyment of an

oral, print, visual ormultimedia text

Set Goals• participate in teacher-led

group reading activities, anddemonstrate reading andwriting behaviours

Grade 1

• express personal experiencesand familiar events

• listen to and acknowledgeexperiences and feelingsshared by others

• use a variety of forms toexplore and express familiarevents, ideas andinformation

• express preferences for avariety of oral, print, visualand multimedia texts

• participate in reading andwriting activities

Grade 2

• make and talk aboutpersonal observations

• ask for others’ ideas andobservations to develop ownpersonal understanding

• use a variety of forms toorganize and give meaningto familiar experiences,ideas and information

• collect and share favouriteoral, print, visual andmultimedia texts

• choose to read and write

Grade 3

• describe personalobservations, experiencesand feelings

• consider others’ ideas andobservations to develop ownpersonal understanding

• experiment with language toexpress feelings, and talkabout memorableexperiences and events

• explain why an oral, print,visual or multimedia text isa personal favourite

• develop a sense of self asreader, writer and illustrator

1.1 Discover and Explore


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Grade 4

Express Ideas• describe and reflect upon personal

observations and experiences to reachtentative conclusions

Consider Others’ Ideas• explore connections among a variety of

own and others' insights, ideas andresponses

Experiment with Language• explore and experiment with a variety of

forms of expression for particularpersonal purposes

Express Preferences• collect and explain preferences for

particular forms of oral, print, visual,and multimedia texts

Set Goals• identify areas of personal

accomplishment in language learningand use

Grade 5

• use personal experiences as a basis forexploring and expressing opinions andunderstanding

• seek others’ viewpoints to build onpersonal responses and understanding

• explore and experiment with a variety offorms of expression for particularpersonal purposes

• review a collection of favourite oral,print, visual, and multimedia texts; andshare responses to preferred forms

• identify and discuss areas of personalaccomplishment and areas forenhancement in language learning anduse

Grade 6

• use exploratory language to discover owninterpretations and share personalresponses

• select from others' ideas andobservations to develop own thinkingand understanding

• explore and experiment with a variety offorms of expression for particularpersonal purposes

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

• assess personal language use, and setpersonal goals to enhance languagelearning and use


Grade 7

Express Ideas• use exploratory language to discuss and

record a variety of opinions andconclusions

Consider Others’ Ideas• compare own insights and viewpoints

with those of others

Experiment with Language• expand self-expression in oral, print and

visual forms

Express Preferences• explore oral, print, visual and

multimedia texts

Set Goals• assess personal language use, and revise

personal goals to enhance languagelearning and use

Senior 1

• question and reflect on personalresponses and interpretations, and applypersonal viewpoints to diverse situationsor circumstances

• acknowledge the value of ideas andopinions of others in exploring andextending personal interpretations andviewpoints

• expand self-expression in oral, print andvisual forms

• explore a variety of oral, print, visualand multimedia texts

• self-monitor growth in language learningand use, using predetermined criteria

Grade 8

• explore diverse ideas to developconclusions, opinions and understanding

• integrate new understanding withprevious viewpoints and interpretations

• expand self-expression in oral, print andvisual forms

• explore oral, print, visual andmultimedia texts

• describe developing abilities in personallanguage learning and use



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Senior 2

Express Ideas• apply exploratory language to discover

and expand understanding andviewpoints

Consider Others’ Ideas• seek information to add to current

understanding

Experiment with Language• expand forms of self-expression in oral,

written and visual forms

Express Preferences• explore a variety of texts and genres by

various writers, artists, storytellers, andfilmmakers other than those of personalpreference

Set Goals• demonstrate confidence in personal

language learning and use in a variety offormal and informal contexts

Senior 4

• speculate on and hypothesize aboutideas, observations and opinions

• discuss personal understanding andinterpretations

• expand forms of self-expression in oral,written and visual forms

• experience a variety of texts and genresby various writers, artists, storytellers,and filmmakers for enjoyment andsatisfaction

• demonstrate self-direction, self-appraisaland open-mindedness in languagelearning and use; recognize self as alifelong learner

Senior 3

• summarize and speculate on ideas,observations and opinions of self andothers

• formulate and express personalunderstanding and interpretations

• expand forms of self-expression

• explain the value of pursuing personalpreferences for a variety of texts andgenres by various writers, artists,storytellers, and filmmakers

• demonstrate self-direction, self-appraisaland open-mindedness in languagelearning and use



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20

Kindergarten

Develop Understanding• recognize connections

between new experiencesand prior knowledge

Explain Opinions• explore new experiences and

ideas

Combine Ideas• group ideas and information

to make sense

Extend Understanding• wonder about new ideas and

observations

Grade 1

• connect new experiences andinformation with priorknowledge

• express new experiences andideas

• group and sort ideas andinformation to make sense

• demonstrate curiosity aboutideas and observations tomake sense of experiences

Grade 2

• connect new information,ideas and experiences withprior knowledge andexperiences

• describe new experiencesand ideas

• arrange ideas andinformation to make sense

• ask basic questions to makesense of experiences

Grade 3

• examine how newexperiences, ideas andinformation connect to priorknowledge and experiences

• explain new experiences andideas

• arrange ideas andinformation in more thanone way to make sense forself and others

• ask questions to clarify andextend understanding

1.2 Clarify and Extend


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Grade 4

Develop Understanding• connect new information and experiences

with prior knowledge to constructmeaning in different contexts

Explain Opinions• express new concepts and understanding

in own words

Combine Ideas• organize ideas and information in ways

that clarify and shape understanding

Extend Understanding• ask questions to clarify information and

develop new understanding

Grade 5

• reflect on prior knowledge andexperiences to arrive at newunderstanding

• explain personal viewpoints

• arrange ideas and information in avariety of ways to clarify understanding

• ask open-ended questions to clarifyinformation and develop newunderstanding

Grade 6

• use prior knowledge and experiencesselectively to make sense of newinformation in a variety of contexts

• explain personal viewpoints, and reviseprevious understanding

• search for ways to reorganize ideas andinformation to extend understanding

• ask a variety of questions to clarifyinformation and develop newunderstanding


Grade 7

Develop Understanding• recognize the value of connecting prior

knowledge and experiences with newknowledge and experiences to shape andextend understanding

Explain Opinions• summarize and represent personal

viewpoints in meaningful ways

Combine Ideas• expand own repertoire of ways to

reorganize ideas and information toextend understanding

Extend Understanding• ask specific and focused questions for

elaboration and clarification, and discussexperiences and understanding

Senior 1

• reflect on new understanding in relationto prior knowledge, and identify gaps inpersonal knowledge

• review and refine personal viewpointsthrough reflection, feedback and self-assessment

• structure and restructure ideas andinformation in personally meaningfulways to clarify and extendunderstanding

• consider diverse opinions, and assessnew information

Grade 8

• recognize the importance of reflecting onprior experiences and knowledge torevise conclusions and understanding

• articulate, represent and explainpersonal viewpoints

• identify or invent personally meaningfulways of organizing ideas and informationto clarify and extend understanding

• ask specific and focused questions,reconsider initial understanding in lightof new information, and listen to diverseopinions



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Senior 2

Develop Understanding• analyze connections between new and

prior knowledge and ideas to clarifyunderstanding for self and others

Explain Opinions• reflect on changing personal viewpoints

and anticipate possible consequences

Combine Ideas• develop and use a repertoire of

organizational structures to clarify ideasand information and to bring order toown thinking

Extend Understanding• ask discriminating questions to

interpret, evaluate and reflect on ideasand information

Senior 4

• analyze and synthesize connectionsbetween new and prior knowledge, ideasand experiences to clarify and shapeunderstanding

• reflect critically on changing viewpoints,and identify questions and ideas thatmerit further thought or reflection

• select and use a variety of organizationalstructures to clarify ideas andinformation and to bring order to ownthinking

• examine and interpret alternativeperspectives, and arrive at and articulatenew understanding

Senior 3

• analyze and synthesize connectionsbetween new and prior knowledge, ideasand experiences to clarify and shapeunderstanding

• reflect on changing personal viewpointsand anticipate possible consequences

• expand repertoire of organizationalstructures to clarify ideas andinformation and to bring order to ownthinking

• explore divergent viewpoints forrelevance and validity



23


25

Priorknowledge

GeneralComprehension

StrategiesRespond to

Texts

Experience various texts

Connect self, texts, and culture

Appreciate the artistry of texts

Create original texts

Experiment with languageVocabulary

Techniques and elements

Forms and genres

Comprehensionstrategies

Textual cues

Cueing systems

Understand Forms and Techniques

General Outcome 2Students will listen, speak, read,

write, view, and represent inUkrainian to comprehend and

respond personally and criticallyto oral, print, visual,and multimedia texts

Students will listen, speak, read, write, view, and represent in Ukrainian to comprehend and respond personally and critically to oral, print, visual, and multimedia texts.

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Kindergarten

Prior Knowledge• make connections among

oral language, texts andpersonal experiences

Comprehension Strategies• anticipate meaning from

familiar print, symbols andimages

Textual Cues• recognize environmental

print, symbols and images incontext; and recognize ownname

Cueing Systems• recognize that text is

organized in specificpatterns and that textsymbols represent sounds,words or ideas

Grade 1

• make connections amongtexts, prior knowledge andpersonal experiences

• ask basic questions toanticipate meaning, and usestrategies to confirmunderstanding

• use textual cues, such aspictures and patterns, toconstruct and confirmmeaning

• use semantic, morphological,phonological, graphophonicand syntactic cues, such asinitial consonants andsyllabication, to constructand confirm meaning

Grade 2


• anticipate meaning,recognize relationships anddraw conclusions; and use avariety of strategies toconfirm understanding

• use textual cues, such asstory models and titles, toconstruct and confirmmeaning

• use semantic, morphological,phonological, graphophonicand syntactic cues, such assyllabication/word familiesand sight words, to constructand confirm word meaningin context

Grade 3


• make and confirmpredictions and inferences,and draw conclusions

• use textual cues, such asparagraphing andindentation, to construct andconfirm meaning

• use semantic, morphological,phonological, graphophonicand syntactic cues, such asprefixes and suffixes, toconstruct and confirm wordmeaning in context

2.1 General Comprehension Strategies


27

Grade 4

Prior Knowledge• make and record connections among

personal experiences, prior knowledgeand a variety of texts

Comprehension Strategies• confirm or reject inferences, predictions

or conclusions based on textualinformation; and check and confirmunderstanding by rereading

Textual Cues2

• use textual cues to construct and confirmmeaning in interpreting text

Cueing Systems• use semantic, morphological,

phonological, graphophonic and syntacticcues, and a variety of print and nonprintresources, to construct and confirmmeaning

Grade 5

• make and record connections amongpersonal experiences, prior knowledgeand a variety of texts

• use a variety of comprehension strategiesto confirm understanding and self-correct


• use semantic, morphological,phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning; and use a dictionary todetermine word meaning in context

Grade 6

• make and record connections amongpersonal experiences, prior knowledgeand a variety of texts

• use comprehension strategies, such asinterpretive language use strategies1,appropriate to the type of text andpurpose


• use semantic, morphological,phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning; and use a variety of referenceresources to determine word meaning incontext


1 For examples, refer to the interpretive language use strategies on page 86.2 Examples of textual cues are included in the interpretive language use strategies on page 86.

Grade 7

Prior Knowledge• make and record connections among

previous experiences, prior knowledgeand textual material

Comprehension Strategies• use comprehension strategies

appropriate to the type of text andpurpose, and use a variety of strategiesto remember ideas

Textual Cues1



phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning and interpret texts

Senior 1

• analyze and explain connections amongprevious experiences, prior knowledgeand textual material

• use comprehension strategiesappropriate to the type of text andpurpose, and enhance understanding byrereading and discussing relevantpassages


• use semantic, morphological,phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning and interpret texts

Grade 8

• make and record connections amongprevious experiences, prior knowledgeand textual material; and apply theseconnections to new contexts

• use a variety of comprehension strategiesto make sense of texts and rememberideas





28

1 Examples of textual cues are included in the interpretive language use strategies on page 86.

Senior 2

Prior Knowledge• analyze and explain connections between

diverse experiences, prior knowledge anda variety of texts

Comprehension Strategies• use comprehension strategies

appropriate to the type of text andpurpose, and enhance understanding byrereading and discussing relevantpassages

Textual Cues• use textual cues and prominent

organizational patterns within texts toconfirm meaning and interpret texts


phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning and interpret texts

Senior 4

• analyze and explain connections betweendiverse experiences, prior knowledge anda variety of texts

• apply and adjust strategies forcomprehending a variety of texts; verifyaccuracy of understanding whenparaphrasing and summarizing ideas

• use textual cues, prominentorganizational patterns within texts andstylistic techniques to construct andconfirm meaning and interpret texts


Senior 3

• analyze and explain connections betweendiverse experiences, prior knowledge anda variety of texts

• apply and adjust strategies forcomprehending a variety of texts, anduse a personal repertoire of strategies tomonitor interpretations

• use textual cues, prominentorganizational patterns within texts andstylistic techniques to construct andconfirm meaning and interpret texts



29



30

Kindergarten

Experience Various Texts• participate in shared

listening, reading andviewing experiences, usingtexts from a variety ofgenres and culturaltraditions, such as picturebooks, language patternbooks/predictable books,stories, photographs, rebusstories and illustrations

Connect Self, Texts, andCulture• share personal experiences

related to oral, print, visualand multimedia texts; andrepresent the actions ofpeople in texts

Appreciate the Artistry ofTexts• share feelings evoked by

oral, print, visual andmultimedia texts

Grade 1

• participate in sharedlistening, reading andviewing experiences, usingtexts from a variety ofgenres and culturaltraditions, such as poems,oral storytelling, patternbooks, audiotapes, storiesand cartoons

• share personal experiencesrelated to oral, print, visualand multimedia texts; andtalk about the actions ofpeople

• share feelings and moodsevoked by oral, print, visualand multimedia texts

Grade 2

• participate in sharedlistening, reading andviewing experiences, usingtexts from a variety ofgenres and culturaltraditions, such as legends,puppet plays, videoprograms, songs, riddles andinformational texts

• describe similarities betweenexperiences and traditionsencountered in daily life andthose portrayed in oral,print, visual and multimediatexts

• identify and express thefeelings of people in oral,print, visual and multimediatexts

Grade 3

• participate in listening,reading and viewingexperiences, using texts froma variety of genres andcultural traditions, such asfolk music and dance,illustrated storybooks, CD-ROMs, plays and fables

• compare own experiencesand traditions with those ofvarious communities andcultures portrayed in oral,print, visual and multimediatexts

• identify mood created inoral, print, visual andmultimedia texts

2.2 Respond to Texts



31

Grade 4

Experience Various Texts• experience texts from a variety of genres

and cultural traditions, with and withoutsupport, such as personal narratives,plays, video programs, adventure stories,folk tales, informational texts, mysteries,poetry, CD-ROM programs and fairytales; and share responses to these texts

Connect Self, Texts, and Culture• identify similarities and differences

between personal experiences and theexperiences of people from variouscultures portrayed in oral, print, visualand multimedia texts

Appreciate the Artistry of Texts• identify words that form mental images

and create mood in oral, print, visualand multimedia texts

Grade 5

• experience texts from a variety of genresand cultural traditions, such as historicalfiction, myths, biographies, poetry, newsreports, fantasy and guest speakers; andshare responses to these texts

• identify similarities and differencesbetween personal experiences and theexperiences of people from variouscultures portrayed in oral, print, visualand multimedia texts

• identify descriptive and figurativelanguage in oral, print, visual andmultimedia texts

Grade 6

• experience texts from a variety of genresand cultural traditions, such asautobiographies, travelogues, comics,short films, myths, legends and dramaticperformances; and share responses tothese texts

• compare the challenges and situationsencountered in own daily life with thoseexperienced by people in other times,places and cultures as portrayed in oral,print, visual and multimedia texts

• identify and respond to descriptive andfigurative language in oral, print, visualand multimedia texts



Grade 7

Experience Various Texts• experience oral, print and other media

texts from a variety of genres andcultural traditions, such as journals,short stories, poetry, letters, CD-ROMprograms, mysteries, historical fiction,drawings and prints; and discusspreferences

Connect Self, Texts, and Culture• compare own understanding of people,

cultural traditions and values portrayedin oral, print, visual and multimediatexts with that of others

Appreciate the Artistry of Texts• identify descriptive and figurative

language in oral, print, visual andmultimedia texts; and discuss how itenhances understanding of people,places, actions and events

Senior 1

• experience oral, print and other mediatexts from a variety of genres andcultural traditions, such as broadcastadvertisements, poetry, documentaries,films, electronic magazines, essays,realistic fiction and folk wisdom; andinterpret the texts

• examine how personal experiences,community traditions, and Canadianand Ukrainian perspectives arepresented in oral, print, visual andmultimedia texts

• identify and describe techniques used tocreate mood in oral, print, visual andmultimedia texts

Grade 8

• experience oral, print and other mediatexts from a variety of genres andcultural traditions, such as magazinearticles, journals, poetry, Internetpassages, opinion pieces, fantasy,nonfiction, advertisements andphotographs; and compare own interestswith those of others

• describe how similar ideas, people,experiences and traditions are conveyedin various oral, print, visual andmultimedia texts

• identify and respond to language andvisual images that create mood andevoke emotion in oral, print, visual andmultimedia texts



32


Senior 2

Experience Various Texts• experience texts from a variety of genres

and cultural traditions, such as studentwork, historical non-fiction, e-mail,computer programs, and other examplescited in previous grades; explaininterpretations of the text

Connect Self, Texts, and Culture• compare the portrayals of people, events

or perspectives from a variety of oral,literary and media texts; apply personalperspective

Appreciate the Artistry of Texts• discuss how word choice and supporting

details in oral, literary and media textsaffect purpose and audience

Senior 4

• experience a range of texts from avariety of genres and cultural traditions;consider alternative interpretations andevaluations, (for examples, refer toprevious grades)

• compare the themes and valuesportrayed in a variety of oral, literaryand media texts; apply personalperspective

• analyze how word choice and visualimages in oral, literary and media textscreate a composite meaning and effect

Senior 3

• experience texts from a variety of genresand cultural traditions; explain variousinterpretations of the same text, (forexamples, refer to previous grades)

• compare the themes portrayed in avariety of oral, literary and media texts;apply personal perspective

• examine how word choice in oral, literaryand media texts alters and enhancesmood or meaning and affects audience


33




34

Kindergarten

Forms and Genres• distinguish between what is

realistic and imaginary inoral, literary and mediaforms and texts

Techniques and Elements• develop a sense of story

through listening, readingand viewing experiences

Vocabulary• demonstrate curiosity about,

and experiment with,sounds, letters, words andword patterns

Experiment with Language• appreciate the sounds and

rhythms of language

Create Original Texts• create original oral and

media texts

Grade 1

• recognize different oral,literary and media formsand texts

• represent the beginning,middle and end of oral,print, visual and multimediatexts; and identifycharacters

• experiment with parts ofwords, word combinationsand word patterns

• appreciate repetition, rhymeand rhythm in sharedlanguage experiences

• create oral and media textsto communicate anddemonstrate understandingof modelled forms

Grade 2

• recognize that informationand ideas can be expressedin a variety of forms andtexts

• relate the beginning, middleand end of oral, print, visualand multimedia texts; andidentify the main character

• explore commonalities inword families to increasevocabulary

• demonstrate interest in thesounds and rhythms ofwords, word combinationsand phrases in oral, literaryand media presentations

• create basic texts tocommunicate anddemonstrate understandingof modelled forms

Grade 3

• recognize the distinguishingfeatures of a variety of formsand texts

• identify the sequence ofevents in oral, print, visualand multimedia texts; thetime and place in which theyoccur; and the main andsupporting characters

• build knowledge of wordpatterns and commonalitiesin word families

• identify examples ofrepeated sounds and poeticeffects that contribute toenjoyment; and recognizehumour in oral, print, visualand multimedia texts

• create original texts tocommunicate anddemonstrate understandingof forms and techniques

2.3 Understand Forms and Techniques


35

Grade 4

Forms and Genres• identify similarities and differences

between various oral, literary and mediaforms and texts

Techniques and Elements• explain connections between events and

roles of main characters in oral, print,visual and multimedia texts

Vocabulary • build knowledge of word patterns by

identifying prefixes, suffixes and roots

Experiment with Language• recognize how words and word

combinations, such as wordplay,repetition and rhyme, influence orconvey meaning; and recognize thatexaggeration can be used to conveyhumour

Create Original Texts• create original texts to communicate and

demonstrate understanding of forms andtechniques

Grade 5

• understand and use a variety of oral,literary and media forms and texts

• identify key elements, including plot,setting and character; and exploretechniques used in oral, print, visual andmultimedia texts, such as use of colour,font, sound, word choice and visualimagery

• expand knowledge of words and wordrelationships, using a variety of sources

• experiment with words and sentencepatterns to create word pictures, andidentify ways in which exaggeration isused to convey humour

• create original texts to communicate anddemonstrate understanding of forms andtechniques

Grade 6

• recognize and apply key characteristicsof various oral, literary and media genres

• identify key elements and techniques inoral, print, visual and multimedia texts

• identify and group words according tocommonalities

• alter words, forms and sentence patternsto create new versions of texts for avariety of purposes



Grade 7

Forms and Genres• recognize the appropriate use of various

genres according to purpose, audienceand content

Techniques and Elements• apply techniques of plot development in

oral, print, visual and multimedia texts;and explore their impact

Vocabulary • apply knowledge of word patterns to

recognize and expand vocabulary

Experiment with Language• identify creative uses of language in oral,

print, visual and multimedia texts



Senior 1

• explain preferences for particular oral,literary and media forms and genres forspecific purposes, audiences and content

• identify techniques of persuasion in oral,print, visual and multimedia texts

• recognize uses and misuses of slang,colloquialism and jargon

• analyze creative uses of language inpopular culture; and recognize howfigurative language and techniquescreate a dominant impression, mood,tone and style


Grade 8

• use various forms and genresappropriately, according to purpose,audience and content

• analyze techniques of plot developmentin oral, print, visual and multimediatexts; and describe how they interact tocreate effects

• appreciate variations in language, accentand dialect in communities, regions andcountries; and recognize the derivationand use of words, phrases and jargon

• identify creative uses of language inpopular culture, and explain howimagery and figures of speech create toneand mood in texts




36

Senior 2

Forms and Genres• describe and apply various oral, literary

and media forms and genres

Techniques and Elements• examine how plot, character and setting

contribute to an overall theme, andrecognize the effectiveness of techniquesused in oral, literary and media texts

Vocabulary • examine how word usage evolves over

time and culture, such as immigration,history, geography, and so on

Experiment with Language• analyze ways in which creative uses of

language influence thought, emotion andmeaning; identify how symbols are usedto represent abstract ideas



Senior 4

• understand how choice of genre and formaffects audience response; applyappropriately

• evaluate how elements and techniquesare combined to achieve the artist'spurpose and desired effect

• recognize the derivation of specializedlanguage and the role of culture andinvention in word creation and usage,such as computer terminology, sports,arts and entertainment, and so on

• apply creative uses of language; evaluatethe effectiveness of literary and mediatechniques and devices


Senior 3

• recognize and apply uniquecharacteristics of a variety of oral,literary and media forms and genres

• analyze how plot, character, setting andmood enhance meaning, and evaluatethe effectiveness of techniques used inoral, literary and media texts

• examine how word usage evolves overtime and culture, such as archaiclanguage, slang, colloquialisms, jargon,and so on

• evaluate ways in which creative uses oflanguage develop a style; evaluate theeffectiveness of literary and mediatechniques and devices



37



39

Plan and Focus

Select and Process

Personal knowledgeand experience

Organize, Record, and Assess

Identify personal and peer knowledge

Identify sources

Evaluatesources

Access information

Make sense of information

Organize information

Record information Evaluate information

Develop new understanding

Ask questions

Participate ingroup inquiry

Create and followa plan


read, write, view, andrepresent in Ukrainian

to manage ideas andinformation.

Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.

40

Kindergarten

Personal Knowledge andExperience• demonstrate personal

knowledge of a topic

Ask Questions• ask essential questions to

satisfy personal curiosityand information needs in theclassroom context

Participate in GroupInquiry• ask and answer essential

questions to satisfy groupcuriosity and informationneeds in the classroomcontext

Create and Follow a Plan• listen to and follow simple

directions in the classroomcontext

Grade 1

• contribute personalknowledge and experience ofa topic to gather information

• ask basic questions to satisfypersonal curiosity andinformation needs

• ask and answer basicquestions to satisfy groupcuriosity and informationneeds

• listen actively and followdirections for gatheringinformation

Grade 2

• record and share personalknowledge and experience ofa topic

• ask questions to understanda topic, and identifyinformation needs

• contribute information andquestions to assist in groupunderstanding of a topic ortask

• recall and follow directionsfor accessing and gatheringinformation

Grade 3

• identify and categorizepersonal knowledge andexperience of a topic todetermine information needs

• ask topic-appropriatequestions, and identify andcommunicate informationneeds

• contribute information ingroup discussions to assistin group understanding of atopic or task

• recall and follow asequential plan for accessingand gathering information

3.1 Plan and Focus


41

Grade 4

Personal Knowledge and Experience• categorize personal knowledge and

experience of a topic to determineinformation needs

Ask Questions• ask general and specific questions on

topics, using predetermined categories

Participate in Group Inquiry• identify relevant personal knowledge of a

topic and possible categories of questionsand purposes for group inquiry orresearch

Create and Follow a Plan• select and use a plan for gathering

information

Grade 5

• summarize personal knowledge andexperience of a topic to determineinformation needs

• formulate general and specific questionsto identify information needs

• share personal knowledge of a selectedtopic to help formulate relevantquestions appropriate to a specificaudience and purpose for group inquiryor research

• gather and record information and ideas,using a plan

Grade 6

• summarize and focus personalknowledge and experience of a topic todetermine information needs

• formulate relevant questions to focusinformation needs

• contribute to group knowledge of topicsto help identify and focus informationneeds, sources and purposes for groupinquiry or research

• create and follow a plan to collect andrecord information

3.1 Plan and Focus

Grade 7

Personal Knowledge and Experience• determine personal knowledge and

experience of a topic to generate possibleareas of inquiry or research

Ask Questions• formulate, with guidance, a variety of

relevant questions on a topic to establisha purpose for seeking information

Participate in Group Inquiry• contribute to group knowledge of topics

to help identify and focus informationneeds, sources and purposes for groupinquiry or research

Create and Follow a Plan• prepare and use a plan to access

information and ideas from a variety ofsources, such as teachers, peers, printand nonprint materials, and electronicsources

Senior 1

• assess personal knowledge andexperience of a topic to identify possibleareas of inquiry or research

• develop a variety of focused questions toestablish a purpose for gatheringinformation

• contribute ideas, knowledge andstrategies to help identify groupinformation needs and sources

• prepare and use a plan to access, gatherand evaluate information and ideas froma variety of human, print and electronicsources

Grade 8

• determine the depth and breadth ofpersonal knowledge and experience of atopic to generate possible areas ofinquiry or research

• formulate, independently, relevant mainand subordinate questions on a topic toestablish a purpose for gatheringinformation

• contribute ideas, knowledge andquestions to help establish group inquiryor research focuses and purposes

• prepare and use a plan to access, gatherand record relevant information from avariety of human, print and electronicsources

3.1 Plan and Focus


42

Senior 2

Personal Knowledge and Experience• use personal expertise and that of others

on a topic to determine inquiry orresearch focus

Ask Questions• develop focused inquiry or research

questions to anticipate personal andaudience needs on a topic

Participate in Group Inquiry• collaborate to identify group knowledge

base and determine inquiry or researchtopic focus

Create and Follow a Plan• prepare, use and adjust an inquiry or

research plan as needed to accessrelevant information and ideasindependently using a variety ofmethods

Senior 4

• reflect on personal understanding andknowledge to determine topic interests,gaps in knowledge and inquiry orresearch objectives

• develop effective, focused inquiry orresearch questions

• collaborate to determine own knowledgebase and that of others, and determineinquiry or research topic focus

• prepare, use and revise an inquiry orresearch plan, and locate, access,evaluate and select relevant informationindependently from a variety of sources

Senior 3

• reflect on own expertise and informationand that of others to identify topicinterests, depth of knowledge andinformation needs for inquiry or research

• formulate and adjust inquiry or researchquestions to focus a topic and purpose

• collaborate to identify group knowledgebase and determine inquiry or researchtopic focus

• prepare, use and revise an inquiry orresearch plan, and locate, access andrecord relevant information from avariety of sources

3.1 Plan and Focus


43


44

Kindergarten

Identify Personal and PeerKnowledge• identify self and others as

sources of information

Identify Sources• seek information from others

in the classroom context

Evaluate Sources• recognize when information

answers the questions asked

Access Information• use visual and auditory cues

to understand ideas andinformation

Make Sense of Information• use prior knowledge to make

sense of information

Grade 1

• identify and share basicpersonal knowledge relatedto experiences

• seek information from avariety of sources

• recognize when informationanswers the questions asked

• understand that librarymaterials have a specificorganizational system, anduse visual and auditory cuesto make meaning

• make and check predictions,using prior knowledge andoral, visual and print textfeatures to understandinformation

Grade 2

• participate in groupdiscussion to generateinformation on a topic, andidentify sources of additionalinformation

• answer questions, usingoral, visual and printinformation sources

• compare gathered ideas andinformation with personalknowledge

• use the specific libraryorganizational system tolocate information and ideas,and use visual and auditorycues to make meaning

• make connections betweenprior knowledge, ideas andinformation, and oral, visualand print text features

Grade 3

• record and share personalknowledge of a topic

• access information, using avariety of sources

• match information to inquiryor research needs

• use knowledge of visual andauditory cues andorganizational devices tolocate and gatherinformation and ideas

• determine the main ideas ininformation, using priorknowledge, predictions andconnections

3.2 Select and Process


45

Grade 4

Identify Personal and Peer Knowledge• record and share personal knowledge of a

topic to focus inquiry or research

Identify Sources• identify a variety of information sources

to answer inquiry or research questions

Evaluate Sources• review information to determine its

usefulness to inquiry or research needs,using pre-established criteria

Access Information• use knowledge of visual and auditory

cues and organizational devices to locateand gather a variety of information andideas

Make Sense of Information• determine main and supporting ideas,

using prior knowledge, predictions,connections, inferences, and visual andauditory cues; and locate and/or listenfor key words

Grade 5

• record, select and share personalknowledge of a topic to focus inquiry orresearch

• identify a variety of information sourcesto answer inquiry or research questions

• review information to determine itsusefulness to inquiry or research needs,using pre-established criteria

• use a variety of tools to accessinformation and ideas, and use visualand auditory cues to identify importantinformation

• recognize organizational patterns of oral,visual and print text; and skim, scan andlisten for key words and phrases

Grade 6

• record personal knowledge of a topic, andcollaborate to generate information forinquiry or research

• identify a variety of information sourcesto answer inquiry or research questions

• review information to determine itsusefulness to inquiry or research needs,using pre-established criteria

• use a variety of tools to accessinformation and ideas, and use visualand auditory cues to identify and gatherimportant information

• use organizational patterns of oral,visual and print text to constructmeaning; and skim, scan, listen, viewand read closely to gather information


Grade 7

Identify Personal and Peer Knowledge• select and organize personal and peer

knowledge of a topic to establish aninformation base for inquiry or research

Identify Sources• choose appropriate information sources

to meet inquiry and research needs

Evaluate Sources• use pre-established criteria to evaluate

the currency, usefulness and reliabilityof information sources in answeringinquiry or research questions

Access Information• expand and use a repertoire of skills,

including visual and auditory skills, toaccess information and ideas from avariety of sources

Make Sense of Information• determine literal and implied meanings

of oral, visual and print texts, using avariety of strategies and cues

Senior 1

• access, record and appraisepersonal/peer knowledge of a topic toestablish an information base for inquiryor research

• identify and use information sourcesthat provide a variety of perspectives,when inquiring or researching

• evaluate information sources for possiblebias, using criteria designed for aparticular inquiry or research plan

• expand and use a variety of skills,including visual and auditory skills, toaccess information and ideas from avariety of sources

• identify a variety of factors, such asorganizational patterns of text, pagelayouts, font styles, colour, voice-oversand camera angles, that affect meaning;scan to locate specific informationquickly; and summarize, report andrecord main ideas of extended oral,visual and print texts

Grade 8

• access, record and appraise personal andpeer knowledge and understanding of atopic to establish an information base forinquiry or research

• distinguish between information sourcesthat present fact and opinion, wheninquiring or researching

• develop and use criteria for evaluatinginformation sources for a particularinquiry or research plan

• recall, expand and use a variety of skills,including visual and auditory skills, toaccess information and ideas from avariety of sources

• construct meaning, using directstatements, implied meaning andinferences; and adjust rate of reading orviewing according to purpose, topic,density of information and organizationalpatterns of text



46

Senior 2

Identify Personal and Peer Knowledge• access, record and appraise personal

expertise on an inquiry or research topic;initiate inquiry or research, using pre-established criteria

Identify Sources• identify a range of diverse information

sources to satisfy inquiry or researchneeds

Evaluate Sources• evaluate the quality of information

sources and perspectives for a particularinquiry or research plan

Access Information• expand and use a variety of skills to

access information and ideas from avariety of sources

Make Sense of Information• identify a variety of factors that affect

meaning, and use effective listening,reading and viewing techniques

Senior 4

• identify personal knowledge of a topic;design projects to generate additionalknowledge and ideas

• identify a range of diverse forms ofinformation sources to satisfyinformation needs

• evaluate potential information sourcesfor breadth, depth, reliability, validityand accessibility

• use information retrieval knowledge andskills to access and make sense ofinformation; create personalizedstrategies to accomplish a task based ontime available and depth of topic

• identify and analyze a variety of factorsthat affect meaning, and listen, read andview actively for themes, main ideas andsupporting details of speakers andwriters

Senior 3

• access, record and appraise personalexpertise on an inquiry or research topic;focus inquiry or research according topre-established organization of a project

• identify a range of information sourceson an inquiry or research topic

• evaluate the reliability and credibility ofinformation sources

• use a combination of informationretrieval knowledge and skills forparticular topics and purposes; expandand use a variety of skills to accessinformation and ideas from a variety ofsources

• identify and analyze a variety of factorsthat affect meaning, skim and scan forrequired information, and use effectivelistening, reading and viewingtechniques



47


48

Kindergarten

Organize Information• categorize objects and

visuals according tosimilarities and differences

Record Information• represent and share

information and ideas

Evaluate Information• share information gathered

on a specific topic

Develop New Understanding• participate in information-

gathering experiences

Grade 1

• identify and categorizeinformation according tosimilarities, differences andsequences

• represent and express keyfacts and ideas in visualform or with words

• use gathered information asa basis for communication

• recall, share and recordinformation-gatheringexperiences in visual or textform

Grade 2

• categorize relatedinformation and ideas, usinga variety of strategies

• record key facts and ideas inown words, and identifytitles and writers of sources

• examine gatheredinformation, with teacherguidance, to decide what toshare or omit

• recall, discuss and recordinformation-gatheringexperiences

Grade 3

• organize and explaininformation and ideas, usinga variety of strategies, suchas clustering, categorizingand sequencing

• record facts and ideas, usinga variety of strategies; andlist authors and titles ofsources

• determine, with teacherguidance, whether collectedinformation is sufficient orinadequate for theestablished purpose

• use gathered informationand questions to review andadd to knowledge

3.3 Organize, Record, and Assess


49

Grade 4

Organize Information• organize information and ideas in logical

sequences, using a variety of strategies

Record Information• record facts and ideas, using a variety of

strategies; and list authors and titles ofsources

Evaluate Information• analyze collected information to identify

categories or aspects of a topic that needmore information

Develop New Understanding• use gathered information and questions

to review and add to knowledge, andconsider new questions regarding theinquiry or research process and content

Grade 5

• organize information and ideas intocategories, using a variety of strategies

• record key words, phrases and images bysubtopics; and cite authors and titles ofsources appropriately

• recognize gaps in the informationgathered, and locate additionalinformation needed

• determine information needs during theinquiry or research process, and discussand assess inquiry or researchexperiences

Grade 6

• organize information and ideas, using avariety of strategies and techniques

• record information in own words, citeauthors and titles appropriately, andprovide publication dates of sources

• recognize gaps in the informationgathered; and locate additionalinformation needed for a particular form,audience and purpose

• assess knowledge gained through theinquiry or research process, formpersonal conclusions, and generate newquestions for further inquiry or research


Grade 7

Organize Information• organize information and ideas in order

of priority, according to topic and taskrequirements

Record Information• summarize major ideas and supporting

details in point form, and referencesources using a consistent format

Evaluate Information• recognize gaps in the information

gathered; and locate additionalinformation needed for a particular form,audience and purpose

Develop New Understanding• assess knowledge gained through the

inquiry or research process, formpersonal conclusions, and generate newquestions for further inquiry or research

Senior 1

• organize information and ideas bydeveloping and selecting appropriatecategories and organizational structures

• summarize and record information in avariety of forms, paraphrasing and/orquoting relevant facts and opinions; andreference sources using a consistentformat

• distinguish between main andsupporting information to evaluateusefulness, relevance and completeness;and address information gaps forparticular forms, audiences andpurposes

• reflect on new knowledge and its valueto self, and determine personal inquiryand research strengths and learninggoals

Grade 8

• organize information and ideas byselecting or developing categoriesappropriate to a particular topic andpurpose

• make notes using headings andsubheadings or graphic organizersappropriate to a topic, and referencesources using a consistent format

• assess the appropriateness of the amountand quality of information collected; andrecognize and address information gapsfor particular forms, audiences andpurposes

• organize new information and connect itto prior knowledge, and reflect on theimpact of new information on the inquiryor research process



50

Senior 2

Organize Information• organize and reorganize information and

ideas in a variety of forms for differentpurposes

Record Information• record information and ideas, using a

variety of organizational structuresappropriate to purpose, and referencesources

Evaluate Information• evaluate collected information for

completeness, accuracy, relevance andeffectiveness, and address informationgaps for particular forms, audiences andpurposes

Develop New Understanding• integrate new information with prior

knowledge to form new ideas; reflect onimplications of conclusions

Senior 4

• organize information and ideas accordingto topic, purpose, form of presentationand final product

• record and summarize information andperspectives from a variety of sourcesand presentation forms

• evaluate collected information forcompleteness, accuracy, currency,relevance and effectiveness for particularforms, audiences and purposes

• evaluate the contribution of newinformation to personal knowledge base;self-assess inquiry, research, authoringand presentation skills

Senior 3

• develop flexibility and independence inorganizing information and ideas, usinga variety of strategies selected forspecific purposes

• record and summarize facts andinformation from a variety of sources;reference sources

• evaluate collected information forcompleteness, accuracy, currency andrelevance for particular forms, audiencesand purposes

• synthesize a variety of perspectives;consider alternative methods of reachinginquiry or research goals



51


53

Enhance andImprove

Present and

Share

Generate andFocus

Attend to

Conve

ntions

Choose forms

Generate ideas

Enhance presentation

Appraise own and others’ work

Revisecontent

Enhance legibility

Enhance artistry

Attentive listeningand viewing

Effective oral and visualcommunication

Organize ideas

Share ideas andinformation

Punctuation andcapitalization

Spelling

Grammarand usage


read, write, view, andrepresent in Ukrainianto enhance the clarity

and artistry ofcommunication.

Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.

54

Kindergarten

Generate Ideas• share ideas from personal

experiences

Choose Forms• participate in shared text

experiences

Organize Ideas• recognize that ideas

expressed in oral languagecan be represented andrecorded

Grade 1

• contribute ideas frompersonal experiences fororal, print and visual texts

• share ideas and experiences,using simple text forms

• organize visuals to expressideas and tell stories

Grade 2

• generate and contributeideas on particular topics fororal, print and visual texts

• share ideas and experiences,using various text forms forparticular audiences

• organize visuals and print toexpress ideas and tell stories

Grade 3

• generate and contributeideas on particular topics fororal, print and visual texts

• use a variety of text formsfor particular audiences andpurposes

• arrange ideas in own oral,print and visual texts, usingorganizers




55

Grade 4

Generate Ideas• generate and contribute ideas on

particular topics for oral, print andvisual texts, using a variety of strategies

Choose Forms• use a variety of text forms for particular

audiences and purposes

Organize Ideas• develop and arrange ideas in own oral,

print and visual texts, using organizers

Grade 5

• focus a topic for oral, print and visualtexts, using a variety of strategies

• use a variety of text forms for particularaudiences and purposes

• develop and arrange ideas in own oral,print and visual texts, using a variety oforganizers

Grade 6

• focus a topic for oral, print and visualtexts, using a variety of strategies

• use a variety of text forms for particularaudiences and purposes

• use listening, reading and viewingexperiences as models for organizingideas in own oral, print and visual texts



Grade 7

Generate Ideas• experiment with various ways to

generate ideas and focus a topic

Choose Forms• compose text, using appropriate forms

that match content, audience andpurpose

Organize Ideas• identify and use appropriate

organizational patterns in own oral,print and visual texts

Senior 1

• use a variety of techniques to generateand select ideas for oral, print and visualtexts


• identify and use a variety oforganizational patterns in own oral,print and visual texts; and usetransitional features

Grade 8

• consider form and audience whengenerating ideas and focusing a topic


• identify and use a variety oforganizational patterns in own oral,print and visual texts; and composeappropriate introductions andconclusions



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Senior 2

Generate Ideas• synthesize ideas from personal

experiences and other sources to focus atopic

Choose Forms• use a variety of forms* to match content,

audience and purpose

Organize Ideas• experiment with more than one

organizational structure for own oral,written and visual texts

Senior 4

• consider personal needs and topic,purpose and audience when generatingideas

• use a variety of forms* appropriate toidentified content, audience and purpose

• understand the importance of organizingoral, written and visual texts to achievespecific purposes; organize appropriately

Senior 3

• generate, evaluate and select ideas toachieve personal communicationpurposes; choose a form appropriate toaudience and purpose

• use and adapt a variety of forms* tomatch content, audience and purpose

• use organizational structures andtechniques encountered in listening,reading and viewing experiences toenhance own oral, written and visualtexts



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58

Kindergarten

Appraise Own and Others’Work• participate in the sharing of

own creations and those ofothers

Revise Content• express lack of

understanding

Enhance Legibility• trace and copy letters, and

explore letter keys on thekeyboard

Enhance Artistry• use familiar words to

describe ideas

Enhance Presentation• use visuals to express ideas,

feelings and information

Grade 1

• talk about own creations andthose of others, using basic,common expressions

• ask simple questions toclarify meaning

• form recognizable letters;and use letters, numbersand basic function keys onthe keyboard

• use familiar words or simplesentences to describe ideas

• use familiar words withvisuals to express ideas,feelings and information

Grade 2

• talk about own creations andthose of others, usingcommon expressions

• ask basic questions to clarifyideas

• strive for consistency inletter size and shape, printletters in the correctdirection, and use thekeyboard to produce text

• experiment with words andsentence patterns, withsupport

• combine illustrations andsimple print texts to expressideas, feelings andinformation

Grade 3

• share own stories andcreations with peers, andrespond to questions orcomments

• revise own ideas toaccommodate new ideas andinformation

• print or write letters legibly;and space wordsappropriately, bothmanually and using akeyboard

• experiment with words andsimple sentence patterns

• combine illustrations andprint texts to express ideas,feelings and information

4.2 Enhance and Improve


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Grade 4

Appraise Own and Others’ Work• share own stories and creations in

various ways; and provide feedback topeers, with guidance

Revise Content• revise text to focus on main ideas and

relevant information

Enhance Legibility• write legibly, using a handwriting style

that is consistent in alignment, shapeand spacing; and experiment with theuse of templates and familiar softwarewhen composing and revising

Enhance Artistry• select from a range of word choices, and

use simple sentence patterns tocommunicate ideas and information

Enhance Presentation• prepare neat and organized

compositions, reports and charts thatengage the audience

Grade 5

• share own stories and creations invarious ways; and give support and offerfeedback to peers, using preestablishedcriteria

• revise text to create an interestingimpression, and check for sequence ofideas

• write legibly, and use word processingwhen composing and revising

• choose descriptive language and sentencepatterns to clarify and enhance ideas

• prepare organized compositions andreports, using sound effects and visuals,such as graphs, charts and diagrams,that engage the audience

Grade 6

• share with peers own stories andcreations in various ways; and givesupport and offer feedback to peers,using preestablished criteria

• revise text for content, organization andclarity

• write legibly and at a pace appropriate tocontext and purpose when composingand revising; and select and use avariety of design elements, such asspacing, graphics, titles and headings,when appropriate

• choose descriptive language and usevaried sentence lengths and structures toclarify and enhance ideas

• prepare organized compositions,presentations, reports, and inquiry orresearch projects, using templates or pre-established organizers


Grade 7

Appraise Own and Others’ Work• share own work in a variety of ways; and

appraise particular aspects of own workand that of others, using pre-establishedcriteria

Revise Content• revise text to create effective sentences

that convey content clearly

Enhance Legibility• determine the appropriateness of

handwriting or word processing for aparticular task, when composing andrevising; and combine print and visualswhen engaged in desktop publishing

Enhance Artistry• select words to enhance clarity and

artistry, and use varied sentence lengthsand structures

Enhance Presentation• prepare compositions, reports, and

inquiry or research projects, using avariety of text organizers

Senior 1

• share own work in a variety of ways;appraise own work and that of others,using appropriate criteria; and suggestrevisions to own work and that of others,using a variety of strategies

• review a previous draft, and revise it torefine communication and enhance self-expression

• format for legibility and effect, use wordprocessing effectively and efficientlywhen composing and revising, andcombine print and visuals from varioussources when engaged in desktoppublishing

• identify figures of speech, and selectappropriate words and sentence patternsduring revision to enhance clarity andartistry

• prepare compositions, presentations,reports, and inquiry or research projectswith adequate detail and effectiveorganization for audience understanding

Grade 8

• share and discuss particular qualities ofsamples from own collection of work; andaccept and provide constructivesuggestions for revising own work andthat of others

• revise text to enhance meaning andeffect

• format for legibility and effect whencomposing and revising, and enhance thecoherence of documents

• select appropriate words and sentencepatterns during revision to enhanceclarity and artistry

• prepare compositions, reports,presentations, and inquiry or researchprojects, using a variety of textorganizers



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Senior 2

Appraise Own and Others’ Work• share own work in a variety of forums,

and appraise own work and respond tothe work of others, using pre-establishedcriteria

Revise Content• create a dominant impression, and

recognize a variety of communicationstyles appropriate in both public andpersonal contexts

Enhance Legibility• use desktop publishing to adapt, combine

and create documents

Enhance Artistry• analyze drafts and revise to enhance

clarity of expression

Enhance Presentation• prepare compositions, presentations,

reports, essays and inquiry or researchprojects in an effective order and withadequate detail

Senior 4

• share own work in a variety of forums,and respond to and appraise theeffectiveness of own work and that ofothers

• apply communication styles for a varietyof purposes, such as dramatic effect,personal introduction and formal debate,and use precise and appropriatelanguage in context

• use a combination of technological andnontechnological forms to publish andcreate multimedia presentations

• analyze drafts and revise to ensureunity, emphasis and coherence

• use logical and persuasive language, andincorporate information into a variety offorms and styles for effective, creativeexpression of ideas, feelings andinformation

Senior 3

• share own work in a variety of forums,and respond to and appraise own ideas,language use and forms and those ofothers relative to purpose and audience

• use words that are precise, use vividadjectives and adverbs, and experimentwith figurative language

• use a combination of technological andnontechnological forms to createmultimedia presentations anddocuments

• analyze drafts and revise to ensurecoherence and unity

• use a variety of styles and formats fordescriptive, narrative and expositorycompositions, and use research tosupport and enhance description



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62

Kindergarten

Grammar and Usage• check for complete

sentences, with guidance

Spelling• connect sounds with letters

Capitalization andPunctuation• recognize some basic writing

conventions

Grade 1

• check for completesentences; and makesentences complete, withguidance

• copy familiar words

• imitate basic writingconventions

Grade 2

• check for completesentences, and makesentences complete

• spell familiar words, usingbasic strategies andresources

• use basic writingconventions

Grade 3

• edit a text to ensure itincludes complete sentences

• spell familiar words, using avariety of strategies andresources

• use basic writingconventions when editingand proofreading

4.3 Attend to Conventions


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Grade 4

Grammar and Usage• edit for complete sentences and to

eliminate unnecessary repetition ofwords

Spelling • recognize spelling conventions in learned

vocabulary, using a variety of strategies,resources and spelling patterns

Capitalization and Punctuation• use basic writing conventions when

editing and proofreading

Grade 5

• identify and eliminate sentencefragments

• recognize spelling conventions in learnedvocabulary, using a variety of spellingpatterns when editing and proofreading;and predict the spelling of unfamiliarwords, using a variety of resources toconfirm correctness

• use writing conventions when editingand proofreading

Grade 6

• identify and eliminate sentencefragments and run-on sentences

• apply spelling conventions, usingappropriate strategies and patternswhen editing and proofreading; and usea variety of resources to determine thespelling of familiar and unfamiliar words

• apply writing conventions in sentences,titles, headings, salutations andaddresses when editing and proofreading


Grade 7

Grammar and Usage• edit for basic grammatical accuracy

Spelling • apply spelling conventions to familiar

and unfamiliar words; and useappropriate resources when editing andproofreading

Capitalization and Punctuation• apply writing conventions in a variety of

sentence structures when editing andproofreading

Senior 1

• edit for basic grammatical accuracy,sentence variety, word choice and styleappropriate to audience and purpose

• apply various spelling conventions, anduse a variety of resources when editingand proofreading

• apply writing conventions in referencesto sources when editing and proofreading

Grade 8

• edit for basic grammatical accuracy andto eliminate unnecessary repetition ofwords and ideas

• apply spelling conventions to familiarand unfamiliar words; and useappropriate resources when editing andproofreading

• apply writing conventions in dialoguesand quotations when editing andproofreading



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Senior 2

Grammar and Usage• edit for basic grammatical accuracy,

appropriate style and emphasis forintended audience and purpose

Spelling • know and apply spelling conventions

consistently, and monitor for correctnesswhen editing and proofreading, usingappropriate resources

Capitalization and Punctuation• know and apply writing conventions in

headings, subheadings andbibliographies when editing andproofreading

Senior 4

• adjust grammatical structures to ensureclarity and achieve desired style andform

• know and apply spelling conventionsconsistently when editing andproofreading, and manipulate vocabularyand spelling conventions for stylisticeffect

• know and apply writing conventions foreffect when editing and proofreading

Senior 3

• proofread for errors in language usageand grammar

• know and apply spelling conventionsconsistently when editing andproofreading, and manipulate vocabularyand spelling conventions for stylisticeffect

• know and apply writing conventions forstylistic effect when editing andproofreading



65


66

Kindergarten

Share Ideas and Information• use illustrations and other

materials to shareinformation and ideas

Effective Oral and VisualCommunication• express and represent ideas

through various media andforms

Attentive Listening andViewing• demonstrate active listening

and viewing behaviours

Grade 1

• share information and ideasin a brief presentation to afamiliar audience, and useillustrations and othermaterials to aid thepresentation

• share information and ideaswith a group

• demonstrate active listeningand viewing behaviours

Grade 2

• share information and ideason a topic with a familiaraudience, and clarifyinformation by responding tobasic questions

• present information andideas

• demonstrate attentiveaudience behaviours

Grade 3

• share information and ideason a topic with a familiaraudience, and clarifyinformation by responding toquestions

• present information andideas in an appropriate form

• demonstrate appropriateaudience behaviours

4.4 Present and Share


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Grade 4

Share Ideas and Information• present information and ideas on a topic

to engage a familiar audience, using apre-established plan; and use print andnonprint aids to enhance thepresentation

Effective Oral and VisualCommunication• describe and explain information and

ideas to a particular audience; and selectand use appropriate volume, intonationand nonverbal cues

Attentive Listening and Viewing• demonstrate appropriate audience

behaviours, and show respect for thepresenter

Grade 5

• prepare and share information on atopic, using print and nonprint aids toengage and inform a familiar audience

• use gestures and facial expressions toenhance oral presentations, useemphasis and appropriate pacing, andarrange presentation space to focusaudience attention

• show respect for the presenter, throughactive listening and viewing behaviours

Grade 6

• prepare and share information on atopic, using print, audiovisual anddramatic forms to engage the audience

• use appropriate volume, phrasing,intonation, presentation space andnonverbal cues, such as body languageand facial expressions, to enhancecommunication

• demonstrate critical listening andviewing behaviours, and show respect forthe presenter


Grade 7

Share Ideas and Information• facilitate small-group activities and

short, whole-class sessions to shareinformation on a topic, using pre-established active learning strategies,such as role-plays, language games andsimulations

Effective Oral and VisualCommunication• present short oral presentations and

reports, using verbal and nonverbal cues,such as diction, pacing, presence, facialexpressions and gestures, to focusaudience attention and project emotionappropriate to the subject and point ofview

Attentive Listening and Viewing• demonstrate critical listening and

viewing behaviours, and show respect forthe presenter

Senior 1

• plan and conduct peer-involved classactivities or discussions to shareindividual inquiry or research andunderstanding on a topic

• choose vocabulary, voice productionfactors and nonverbal cues tocommunicate effectively to a variety ofaudiences; and use a variety of mediaand display techniques to enhance theeffectiveness of oral presentations


Grade 8

• plan and facilitate small-group activitiesand short, whole-class sessions to shareinformation on a topic, using a variety ofengaging methods, such aspresentations, role-plays and visual aids

• explain, share and present orally, usingconventions of public speaking in avariety of settings, such as small-grouppresentations and whole-classpresentations; and use visual aids toenhance the effectiveness of oralpresentations




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Senior 2

Share Ideas and Information• plan and present sessions on particular

topics, using a variety of techniques

Effective Oral and VisualCommunication• communicate meaning, emphasis and

mood effectively; organize language forspecific purposes, audiences andoccasions; apply conventions of publicspeaking in a variety of settings

Attentive Listening and Viewing• demonstrate critical listening and

viewing behaviours, and show respect forthe presenter

Senior 4

• organize and conduct class sessions on aspecific topic, using various strategies

• select, adapt and shape language andpresentation formats appropriate tospecific subjects, purposes, audiencesand occasions

• demonstrate critical understanding ofpresentation purpose

Senior 3

• plan and present or facilitate sessions onparticular topics, using a variety oftechniques

• use voice production factors andnonverbal cues to communicate meaning,mood and interest, use tone and tempofor dramatic effect, give prepared talksfrom notes or memory, participateeffectively in interviews, and participatein personal and public communication,such as giving speeches and readingpoetry




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71

Develop and CelebrateCommunity

Encourage, Support, and Work with Others

Evaluate group process

Work in groups

Cooperate with othersShare and compare responses

Celebrate specialoccasions

Relate texts to culture

Appreciate diversity

Use language to show respect


read, write, view, andrepresent in Ukrainianto celebrate and build

community.

Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.

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Kindergarten

Share and CompareResponses• represent and draw about

self and family

Relate Texts to Culture• listen actively to stories, and

demonstrate curiosity

Appreciate Diversity• connect aspects of stories to

personal feelings andexperiences

Celebrate Special Occasions• contribute to group

experiences to create andcelebrate

Grade 1

• tell and draw about self andfamily

• listen to stories from oral,print, visual and multimediatexts from differentcommunities

• connect aspects of storiesand characters to personalfeelings and experiences

• share ideas and experiencesto create and celebrate

Grade 2

• tell, draw and write aboutself, family and community

• explore similarities amongstories from oral, print,visual and multimedia textsfrom different communities

• connect aspects of storiesand characters to personalfeelings and experiences

• participate in sharedlanguage experiences tocelebrate individual andclass achievements andcultural events

Grade 3

• record ideas andexperiences, and share themwith others

• compare ideas within storiesfrom oral, print, visual andmultimedia texts fromdifferent communities

• connect situations portrayedin oral, print, visual andmultimedia texts to personalexperiences

• participate in languageexperiences to acknowledgeand celebrate individualand class achievements andcultural events

5.1 Develop and Celebrate Community


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Grade 4

Share and Compare Responses• understand relationships between own

ideas and experiences and those of others

Relate Texts to Culture• examine ideas within stories from oral,

print, visual and multimedia texts fromvarious communities

Appreciate Diversity• connect portrayals of individuals or

situations in oral, print, visual andmultimedia texts to personal experiences

Celebrate Special Occasions• use language appropriate in tone and

form when participating in classroomand school activities

Grade 5

• acknowledge differing responses tocommon experiences

• discuss ideas, events and figures withinstories from oral, print, visual andmultimedia texts from variouscommunities

• connect the experiences of individuals inoral, print, visual and multimedia textsto personal experiences

• select and use language appropriate intone and form to recognize and honourpeople and events

Grade 6

• compare own ways of responding andthinking with those of others

• explore cultural representations in oral,print, visual and multimedia texts fromvarious communities

• connect the thoughts, feelings andexperiences of individuals in oral, print,visual and multimedia texts to personalexperiences

• select and use appropriate language andforms to acknowledge special events andhonour accomplishments in and beyondthe school


Grade 7

Share and Compare Responses• demonstrate growing self-confidence

when expressing and sharing thoughts,ideas and feelings

Relate Texts to Culture• explain ways in which oral, print, visual

and multimedia texts reflect topics andthemes in life

Appreciate Diversity• interpret the choices and motives of

individuals encountered in oral, print,visual and multimedia texts; andexamine how they relate to self andothers

Celebrate Special Occasions• use appropriate language to participate

in public events, occasions orcelebrations

Senior 1

• recognize that differing perspectives andunique reactions enrich understanding

• recognize ways in which oral, print,visual and multimedia texts capturespecific elements of a culture or period inhistory

• reflect on ways in which the choices andmotives of individuals encountered inoral, print, visual and multimedia textsprovide insight into those of self andothers

• participate in celebrating special events,and recognize the important andsignificant influence of language

Grade 8

• express personal reactions to a variety ofexperiences and texts, and acknowledgethe reactions of others

• compare ways in which oral, print, visualand multimedia texts from a variety ofcultures explore similar ideas

• compare the choices and behaviours ofindividuals presented in oral, print,visual and multimedia texts withpersonal choices, values and behaviours

• explore various ways in which languageis used across cultures, age groups andgenders to honour and celebrate peopleand events



74

Senior 2

Share and Compare Responses• recognize and act upon the importance of

respecting evidence, truth and views ofothers when discussing, describing orrecording experiences

Relate Texts to Culture• recognize and discuss ways in which

oral, literary and media texts reflectcultural and attitudinal influences

Appreciate Diversity• analyze the role of language and oral,

literary and media texts in revealing andexplaining the human condition

Celebrate Special Occasions• participate in using language to mark

special events and occasions, andrecognize that language performs asymbolic and ceremonial function

Senior 4

• recognize that communication influencesknowledge and personal reflections

• analyze ways in which cultural andsocial experiences shape personalresponses to oral, literary and mediatexts

• analyze how language and oral, literaryand media texts reflect and affect thehuman condition

• analyze how language reflects andshapes human experiences

Senior 3

• identify situations that requirediscussion to achieve mutualunderstanding and act accordingly

• recognize and discuss the impact ofhistorical setting, culture and literarytradition on a variety of oral, literaryand media texts

• analyze how language and oral, literaryand media texts define personal rolesand experiences

• recognize and use the influence oflanguage to signify the importance ofspecial events that celebrate humanexperiences



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76

Kindergarten

Cooperate with Others• participate in group

activities

Work in Groups• demonstrate attentiveness

in group activities

Use Language to ShowRespect• recognize variations in

language use

Evaluate Group Process• help others and ask others

for help

Grade 1

• work in partnerships andgroups

• take turns sharinginformation and ideas

• recognize that individualsadjust language use fordifferent situations

• find ways to be helpful toothers

Grade 2

• cooperate in small groups

• contribute related ideas andinformation in whole-classand small-group activities

• adjust own language use fordifferent situations

• acknowledge theachievements of others

Grade 3

• cooperate in a variety ofpartnership and groupstructures

• ask others for their ideas,and express interest in theircontributions

• appreciate variations inlanguage use in a variety ofcontexts in the immediatecommunity

• understand how classmembers help each other

5.2 Encourage, Support, and Work with Others


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Grade 4

Cooperate with Others• appreciate that everyone in a group has

to work together to achieve group tasks,and act accordingly

Work in Groups• take roles and share responsibilities as

group members

Use Language to Show Respect• show consideration for those whose

ideas, abilities and language use differfrom own

Evaluate Group Process• show appreciation and offer constructive

feedback to peers, and seek support fromgroup members

Grade 5

• distinguish between on-task and off-taskideas and behaviours in a group, andstay on task

• assume the responsibilities for variousgroup roles

• demonstrate sensitivity to appropriatelanguage use when communicating orally

• assess group process, using checklists;and determine areas for development

Grade 6

• assist group members to maintain focusand complete tasks

• select and assume roles to assist in theachievement of group goals

• demonstrate sensitivity to appropriatelanguage use and tone whencommunicating orally

• assess own contributions to groupprocess; set personal goals for enhancingwork with others; and monitor groupprocess, using checklists


Grade 7

Cooperate with Others• contribute to group efforts to reach

consensus or conclusions

Work in Groups• present group conclusions or findings to

classmates

Use Language to Show Respect• respect diverse languages, ideas, texts

and traditions; and recognizecontributions of self, peers and thecommunity

Evaluate Group Process• evaluate group process and personal

contributions according to pre-established criteria

Senior 1

• recognize the importance of effectivecommunication in working with others

• organize and complete group taskseffectively

• use inclusive language and actions thatsupport people across races, cultures,genders, ages and abilities

• establish and use criteria to evaluategroup process and personalcontributions, and propose suggestionsfor development

Grade 8

• engage in dialogue to understand thefeelings and viewpoints of others, andcontribute to group harmony

• plan, organize and participate inpresentations of group findings

• demonstrate respect for other people'slanguage, history and culture

• evaluate the quality of own contributionsto group process, and set goals and plansfor development



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Senior 2

Cooperate with Others• make and encourage contributions that

advance a group's ideas or thinking

Work in Groups• present group ideas and findings

effectively to unfamiliar audiences

Use Language to Show Respect• use communication that supports

balanced, fair and accurate portrayals ofpeople across races, cultures, genders,ages and abilities

Evaluate Group Process• identify areas where others may require

support and monitor own ability toprovide needed support

Senior 4

• demonstrate flexibility in working withothers, engage in self-initiated peerlearning situations, and recognize themerits and limitations of group work

• explain differences in roles between thatof group leader and that of groupmember in a variety of situations

• recognize and monitor personal role increating and sustaining a positivelearning community

• demonstrate accountability as anindividual and as a group member

Senior 3

• build and maintain cooperativerelationships with others, and engage inpeer coaching

• demonstrate facility in functioning as agroup member and a group leader

• support group members in addressingexploitative or discriminatory situations,and explore and value diverseperspectives

• monitor and assess personal efforts andproducts regularly within a groupcontext



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LANGUAGE ARTSSPECIFIC LANGUAGE COMPONENT

The Specific Language Component provides the linguisticelements of the Ukrainian language that students areexpected to acquire at various grade levels. The linguisticelements that are addressed include the sound-symbolsystem, lexicon, grammatical elements, mechanical featuresand discourse features. The Specific Language Componentalso provides descriptors of proficiency at each grade level inthe areas of listening, speaking, reading, writing, viewingand representing, as well as outcomes to supportsociocultural/sociolinguistic competence and strategiclearning.

The Specific Language Component is intended to outline thelinguistic skills that students will need to achieve theoutcomes in the General Language Component. The twocomponents are interrelated and are intended to be deliveredin an integrated manner.

Strategies in the Specific Language Component are groupedunder three cluster headings-language learning strategies,language use strategies and general learning strategies. Eachof the strands under these cluster headings deals with aspecific category of strategy. Language learning and generallearning strategies are categorized as cognitive,metacognitive and social/affective. The language usestrategies are organized by communicative mode: interactive,interpretive, productive.

The strategies that students choose depend on the task theyare engaged in as well as on other factors, such as theirpreferred learning style, personality, age, attitude andcultural background. Strategies that work well for one person

may not be effective for another person, or may not besuitable in a different situation. For this reason it is notparticularly useful to say that students should be aware of, orable to use, a specific strategy in a particular grade.Consequently, the specific outcomes describe the students'knowledge of and ability to use general types of strategies.More specific strategies for each general category or type areincluded in the comprehensive list of strategies below. Thespecific strategies provided in the comprehensive list are notprescriptive but are provided as an illustration of how thegeneral strategies in the specific outcomes might bedeveloped.

Teachers need to know and be able to demonstrate a broadrange of strategies from which students are then able tochoose in order to communicate effectively. Strategies of allkinds are best taught in the context of learning activitieswhere students can apply them immediately and then reflecton their use.

Comprehensive List of StrategiesLanguage Learning StrategiesCognitive• listen attentively• perform actions to match words of a song, story or rhyme• learn short rhymes or songs, incorporating new vocabulary

or sentence patterns• imitate sounds and intonation patterns• memorize new words by repeating them silently or aloud• seek the precise term to express meaning


83

Language ArtsSpecific Language Component

• repeat words or phrases in the course of performing alanguage task

• make personal dictionaries• experiment with various elements of the language• use mental images to remember new information• group together sets of things-vocabulary, structures-with

similar characteristics• identify similarities and differences between aspects of the

Ukrainian language and English• look for patterns and relationships• use previously acquired knowledge to facilitate a learning

task• associate new words or expressions with familiar ones,

either in Ukrainian or in English• find information, using reference materials like

dictionaries, textbooks and grammars• use available technological aids to support language

learning; e.g., cassette recorders, computers• use word maps, mind maps, diagrams, charts or other

graphic representations to make information easier tounderstand and remember

• place new words or expressions in a context to make themeasier to remember

• use induction to generate rules governing language use• seek out opportunities outside of class to practise and

observe• perceive and note down unknown words and expressions,

noting also their context and function

Metacognitive• check copied writing for accuracy• make choices about how you learn• rehearse or role-play language• decide in advance to attend to the learning task• reflect on learning tasks with the guidance of the teacher• make a plan in advance about how to approach a language

learning task• reflect on the listening, reading and writing process• decide in advance to attend to specific aspects of input• listen or read for key words• evaluate own performance or comprehension at the end of a

task• keep a learning log• experience various methods of language acquisition, and

identify one or more considered to be particularly usefulpersonally

• be aware of the potential of learning through directexposure to the language

• know how strategies may enable coping with textscontaining unknown elements

• identify problems that might hinder successful completionof a task, and seek solutions

• monitor own speech and writing to check for persistenterrors

• be aware of own strengths and weaknesses, identify ownneeds and goals, and organize strategies and proceduresaccordingly


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Social/Affective• initiate or maintain interaction with others• participate in shared reading experiences• seek the assistance of a friend to interpret a text• reread familiar self-chosen texts to enhance understanding

and enjoyment• work cooperatively with peers in small groups• understand that making mistakes is a natural part of

language learning• experiment with various forms of expression, and note

their acceptance or nonacceptance by more experiencedspeakers

• participate actively in brainstorming and conferencing asprewriting and postwriting exercises

• use self-talk to feel competent to do the task• be willing to take risks, and try unfamiliar tasks and

approaches• repeat new words and expressions occurring in own

conversations, and make use of these new words andexpressions as soon as appropriate

• reduce anxiety by using mental techniques, such aspositive self-talk or humour

• work with others to solve problems, and get feedback ontasks

• provide personal motivation by arranging own rewardswhen successful

Language Use StrategiesInteractive• use words from own first language or English to get

meaning across; e.g., use a literal translation of a phrase inthe first language, use a first language word but pronounceit as in Ukrainian

• acknowledge being spoken to• interpret and use a variety of nonverbal clues to

communicate; e.g., mime, pointing, gestures, drawingpictures

• indicate lack of understanding verbally or nonverbally; e.g.,raised eyebrows, blank look

• ask for clarification or repetition when the message has notbeen understood

• use the other speaker's words in subsequent conversation• assess feedback from a conversation partner to recognize

when the message has not been understood; e.g., raisedeyebrows, blank look

• start again, using a different tactic, when communicationbreaks down

• use a simple word similar to the concept to convey, andinvite correction

• invite others into the discussion• ask for confirmation that a form used is correct• use a range of fillers, hesitation devices and gambits to

sustain conversations• use circumlocution to compensate for lack of vocabulary• repeat part of what someone has said to confirm mutual

understanding• summarize the point reached in a discussion to help focus

the talk


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• ask follow-up questions to check for understanding• use suitable phrases to intervene in a discussion• self-correct if errors lead to misunderstandings

Interpretive• use gestures, intonation and visual supports to aid

comprehension• make connections between texts on the one hand and prior

knowledge and personal experience on the other• use illustrations to aid reading comprehension• determine the purpose of listening• listen or look for key words• listen selectively based on purpose• make predictions about what is expected to be heard or

read, based on prior knowledge and personal experience• use knowledge of the sound-symbol system to aid reading

comprehension• infer probable meanings of unknown words or expressions

from contextual clues• prepare questions or a guide to note down information

found in a text• use key content words or discourse markers to follow an

extended text• reread several times to understand complex ideas• summarize information gathered• assess own information needs before listening, viewing or

reading• use skimming and scanning to locate key information in

texts

Productive• mimic what the teacher says• use nonverbal means to communicate• copy what others say or write• use words visible in the immediate environment• use resources to increase vocabulary• use familiar repetitive patterns from stories, songs, rhymes

or media• use illustrations to provide detail when producing own

texts• use various techniques to explore ideas at the planning

stage, such as brainstorming or keeping a notebook or logof ideas

• use knowledge of sentence patterns to form new sentences• be aware of and use the steps of the writing process:

prewriting (gathering ideas, planning the text, researching,organizing the text), writing, revision (rereading, movingpieces of text, rewriting pieces of text), correction(grammar, spelling, punctuation), publication (reprinting,adding illustrations, binding)

• use a variety of resources to correct texts; e.g., personaland commercial dictionaries, checklists, grammars

• take notes when reading or listening to assist in producingown text

• revise and correct final version of text• use circumlocution and definition to compensate for gaps in

vocabulary• apply grammar rules to improve accuracy at the correction

stage• compensate for avoiding difficult structures by rephrasing


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General Learning StrategiesCognitive• classify objects and ideas according to their attributes; e.g.,

red objects and blue objects, or animals that eat meat andanimals that eat plants

• use models• connect what is already known with what is being learned• experiment with and concentrate on one thing at a time• focus on and complete learning tasks• record key words and concepts in abbreviated form-verbal,

graphic or numerical-to assist with performance of alearning task

• use mental images to remember new information• distinguish between fact and opinion when using a variety

of sources of information• formulate key questions to guide research• make inferences, and identify and justify the evidence on

which these inferences are based• use word maps, mind maps, diagrams, charts or other

graphic representations to make information easier tounderstand and remember

• seek information through a network of sources, includinglibraries, the Internet, individuals and agencies

• use previously acquired knowledge or skills to assist with anew learning task

Metacognitive• reflect on learning tasks with the guidance of the teacher• choose from among learning options• discover how own efforts can affect learning

• reflect upon own thinking processes and how you learn• decide in advance to attend to the learning task • divide an overall learning task into a number of subtasks• make a plan in advance about how to approach a task• identify own needs and interests• manage the physical environment in which you have to

work• keep a learning journal, such as a diary or a log• develop criteria for evaluating own work• work with others to monitor own learning • take responsibility for planning, monitoring and evaluating

learning experiences

Social/Affective• watch others’ actions and copy them• seek help from others• follow own natural curiosity and intrinsic motivation to

learn• participate in cooperative group learning tasks• choose learning activities that enhance understanding and

enjoyment• be encouraged to try, even though mistakes might be made• take part in group decision-making processes• use support strategies to help peers persevere at learning

tasks; e.g., offer encouragement, praise, ideas• take part in group problem-solving processes• use self-talk to feel competent to do the task• be willing to take risks, and try unfamiliar tasks and

approaches


87

• monitor own level of anxiety about learning tasks, and takemeasures to lower it if necessary; e.g., deep breathing,laughter

• use social interaction skills to enhance group learningactivities

General OutcomeThe following general outcome outlines the key learningsthat the Specific Language Component is designed tosupport.

General Outcome 6Students will acquire Ukrainian to understand andappreciate languages, and use Ukrainian confidently andcompetently in a variety of situations for communication,personal satisfaction and further learning.


88


89

Language LearningStrategies

Language Use

Strategies

LinguisticElements

Language

Competence

Gener

al Lea

rnin

g

Strateg

ies

Socioc

ultura

l/

Sociol

ingu

istic

Compete

nce

Lexicon

Sound-symbol system

Reading

Speaking

Listening

Writing

Register

Idiomaticexpressions

Nonverbalcommunication

Variations inlanguage Social

conventionsViewing

Representing

Cognitive

Metacognitive

Social/affective

Interactive

Interpretive

Grammaticalelements

Mechanical features

Discourse features

ProductiveSocial/affective

Metacognitive

Cognitive

General Outcome 6Students will acquire Ukrainian to

understand and appreciate languages,and use Ukrainian confidently and

competently in a variety ofsituations for communication,

personal satisfaction, andfurther learning.

Students will acquire Ukrainian to understand and appreciate languages, and use Ukrainian confidently and competently in a variety of situations for communication, personal satisfaction, and further learning.

90

Kindergarten

Sound-Symbol System• listen to, identify and begin

to produce basic sounds ofthe Ukrainian language

Lexicon• repeat and recognize basic

vocabulary and expressionsused in daily situations inthe immediate environment

Grammatical Elements• use, in modelled situations,

the following grammaticalelements:

Grade 1

• listen to, identify andproduce basic sounds of theUkrainian language; andconnect some sounds to theappropriate symbols

• use simple vocabulary andexpressions in dailysituations

• use, in modelled situations,the following grammaticalelements:

Grade 2

• use, orally and in writing,the Ukrainian alphabet-consonants and vowels

• experiment with and usevocabulary and expressionsin a variety of contexts inthe classroom and schoolenvironment


Grade 3

• use the Ukrainian alphabetaccurately, orally and inwriting-phonemes, doubleconsonants and blends

• use vocabulary andexpressions appropriately invarious situations in theclassroom and schoolenvironment


6.1 Linguistic Elements


91

Grade 4

Sound-Symbol System• apply knowledge of the Ukrainian

alphabet accurately in a variety ofcontexts, orally and in reading andwriting

Lexicon• use vocabulary and expressions

appropriately in a variety of classroomand school contexts, and experiment withvocabulary and expressions incommunity contexts

Grammatical Elements• use, in modelled situations, the

following grammatical elements:

Grade 5

• apply knowledge of the Ukrainianalphabet accurately in unfamiliarcontexts, orally and in reading andwriting

• use vocabulary and expressionsappropriately in a variety of classroom,school and community contexts

• use, in modelled situations, thefollowing grammatical elements:

Grade 6

• apply knowledge of the Ukrainianalphabet consistently and accurately infamiliar and unfamiliar contexts

• recognize that one word may havemultiple meanings, and recognize thatvarious words and expressions mayexpress the same idea



Grade 7

Sound-Symbol System• apply knowledge of the Ukrainian

alphabet consistently and accurately in avariety of contexts

Lexicon• use multiple words or phrases to express

the same idea



Senior 1

• apply knowledge of the Ukrainianalphabet consistently and accurately in avariety of contexts

• select the most appropriate or effectivewords or phrases to express ideasaccurately


Grade 8

• apply knowledge of the Ukrainianalphabet consistently and accurately in avariety of contexts

• select the most appropriate or effectivewords or phrases to express ideas




92

Senior 2

Sound-Symbol System• accurately apply knowledge of the

Ukrainian sound-symbol system in avariety of contexts

Lexicon• improve the effectiveness of messages by

independently accessing neededvocabulary



Senior 4

• accurately apply knowledge of theUkrainian sound-symbol system in avariety of contexts

• use vocabulary and expressions withincreasing accuracy, appropriateness andeffectiveness in a variety of contexts


Senior 3

• accurately apply knowledge of theUkrainian sound-symbol system in avariety of contexts

• use vocabulary and expressions withincreasing accuracy and appropriatenessin a variety of contexts




93


94

Kindergarten

Grammatical Elements• use, in modelled situations,

the following grammaticalelements:

Grade 1


Grade 2


Grade 3




95

Grade 4



Grade 5


Grade 6



Grade 7



Senior 1

• use, in modelled situations, thefollowing grammatical eleme

Grade 8




96

*Modelled Situations: This term is used to describe learning situations where a modelof specific linguistic elements is consistently provided and immediately available.Students in such situations will have an emerging awareness of the linguistic elementsand be able to apply them in very limited situations. Limited fluency and confidencecharacterize student language.Examples include:• using sample dialogues which are read to the students by the teacher• the teacher modelling sentence patterns to the students which they may repeat after

the teacher; e.g., greeting-response• the student following a written example of a repeated sentence or grammar pattern

Senior 2



Senior 4Senior 3



97

*Modelled Situations: This term is used to describe learning situations where a modelof specific linguistic elements is consistently provided and immediately available.Students in such situations will have an emerging awareness of the linguistic elementsand be able to apply them in very limited situations. Limited fluency and confidencecharacterize student language.Examples include:• using sample dialogues which are read to the students by the teacher• the teacher modelling sentence patterns to the students which they may repeat after

the teacher; e.g., greeting-response• the student following a written example of a repeated sentence or grammar pattern


98

Kindergarten

Grammatical Elements• use, in structured

situations, the followinggrammatical elements:

Grade 1

• use, in structuredsituations, the followinggrammatical elements:

Grade 2


Grade 3




99

Grade 4

Grammatical Elements• use, in structured situations, the


Grade 5

• use, in structured situations, thefollowing grammatical elements:

Grade 6



Grade 7



Senior 1


Grade 8




100

Senior 2



Senior 4


Senior 3




101


102

Kindergarten

Grammatical Elements• use, in structured

situations, the followinggrammatical elements:

Grade 1


Grade 2


Grade 3




103

Grade 4



Grade 5


Grade 6



Grade 7



Senior 1


Grade 8




104

*Structured Situations: This term is used to describe learning situations where a familiar context for the use ofspecific linguistic elements is provided and students are guided in their use. Students in such situations will haveincreased awareness and emerging control of the linguistic elements and be able to apply them in familiar contexts withteacher guidance. Student language is characterized by increasing fluency and confidence.

Examples include:• When discussing a familiar topic, the language used for students is known and understood. If there is a guest speaker

invited to discuss the topic, the speaker may have an accent which the students are familiar with. The speaker willspeak using vocabulary the students know well.

• When reading a story, there are illustrations to help the reader comprehend the meaning of the written text. Thetopic, vocabulary, and the grammar elements within the story are familiar to the student.

• When teaching a specific grammar element, it is reviewed and practised with teacher guidance and direction.

Senior 2



Senior 4


Senior 3




105

*Structured Situations: This term is used to describe learning situations where a familiar context for the use ofspecific linguistic elements is provided and students are guided in their use. Students in such situations will haveincreased awareness and emerging control of the linguistic elements and be able to apply them in familiar contexts withteacher guidance. Student language is characterized by increasing fluency and confidence.

Examples include:• When discussing a familiar topic, the language used for students is known and understood. If there is a guest speaker

invited to discuss the topic, the speaker may have an accent which the students are familiar with. The speaker willspeak using vocabulary the students know well.

• When reading a story, there are illustrations to help the reader comprehend the meaning of the written text. Thetopic, vocabulary, and the grammar elements within the story are familiar to the student.

• When teaching a specific grammar element, it is reviewed and practised with teacher guidance and direction.


106

Kindergarten

Grammatical Elements• use, independently and

consistently, the followinggrammatical elements:

Grade 1

• use, independently andconsistently, the followinggrammatical elements:

Grade 2


Grade 3



Note: Grammatical elements that students are able to use independentlyand consistently are to be maintained for the duration of the student’sbilingual programming.


107

Grade 4

Grammatical Elements• use, independently and consistently,

the following grammatical elements:

Grade 5

• use, independently and consistently,the following grammatical elements:

Grade 6



Note: Grammatical elements thatstudents are able to useindependently and consistently areto be maintained for the duration ofthe student’s bilingual programming.

Grade 7



Senior 1


Grade 8




108

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for theduration of the student’s bilingual programming.

*Independently and consistently: This term is used todescribe learning situations where students use specificlinguistic elements in a variety of contexts with limitedteacher guidance. Students in such situations will haveconsistent control of the linguistic elements and be able toapply them in a variety of contexts with limited teacherguidance. Fluency and confidence characterize studentlanguage.Examples include:• A Grade 6 student should be able to describe his

favourite friends and their past times freely and with ahigh level of language proficiency with another student.

• A Grade 5 student should be able to use personalpronouns and indicate choices correctly, freely, and withconfidence in written and oral contexts.

Senior 2



Senior 4


Senior 3




109

Note: Grammatical elements that students are able to use independently and consistently are to be maintained for theduration of the student’s bilingual programming.

*Independently and consistently: This term is used to describe learning situations where studentsuse specific linguistic elements in a variety of contexts with limited teacher guidance. Students in suchsituations will have consistent control of the linguistic elements and be able to apply them in a variety ofcontexts with limited teacher guidance. Fluency and confidence characterize student language.Examples include:• A Grade 6 student should be able to describe his favourite friends and their past times freely and with

a high level of language proficiency with another student.• A Grade 5 student should be able to use personal pronouns and indicate choices correctly, freely, and

with confidence in written and oral contexts.


110

Kindergarten

Listening• listen and respond to basic

phrases in the learningenvironment

Speaking• repeat and create simple,

patterned oral phrases inthe learning environment

Reading• recognize some letters

Writing• copy letters

Viewing• view and respond to familiar

events and representationsin the learning environment

Representing• imitate and create simple

representations of familiarideas, events andinformation

Grade 1

• listen to and understandsimple oral sentences in thelearning environment

• produce, orally, simplesentences in structuredsituations

• recognize and understandsimple words in structuredsituations

• copy simple words andsentences

• view and understand simple,familiar events andrepresentations in thelearning environment

• create simplerepresentations of familiarideas, events andinformation

Grade 2

• listen to and understandsimple oral sentences in avariety of familiar situations

• produce, spontaneously andwith guidance, simple oralsentences in a variety offamiliar situations

• read and understand simplewords and sentences instructured situations

• produce, with guidance,simple words and sentenceson familiar topics

• view and understand simple,familiar events andrepresentations

• use a variety of forms tocreate simplerepresentations of ideas,events and information

Grade 3

• listen to and understand aseries of oral sentences or ashort oral presentation on afamiliar topic in structuredsituations

• produce, spontaneously orwith guidance, a series ofinterrelated ideas on afamiliar topic

• read and understand aseries of sentences or a shorttext on a familiar topic instructured situations

• produce, spontaneously orwith guidance, simple textson a familiar topic instructured situations

• view and understand simpleevents and representations

• use a variety of forms tocreate representations ofideas, events andinformation

6.2 Language Competence


111

Grade 4

Listening• listen to and understand a short oral or

media presentation on a familiar topic instructured and unstructured situations

Speaking• produce, spontaneously and/or with

guidance, a short oral presentation on afamiliar topic in a structured situation

Reading• read and understand the main idea of

texts dealing with familiar topics instructured and unstructured situations

Writing• produce, spontaneously or with guidance,

simple texts on familiar topics instructured and unstructured situations

Viewing• view and understand a variety of simple

events and/or representations

Representing• create multiple representations of the

same familiar ideas, events and/orinformation

Grade 5

• listen to and understand the main pointsof an oral or media presentation on afamiliar topic in structured andunstructured situations

• produce a prepared or spontaneous oralpresentation on a familiar topic in astructured situation

• read and understand the main idea andsupporting details of texts dealing with afamiliar topic in structured situations

• produce, spontaneously or with guidance,texts on familiar topics in structuredand unstructured situations

• view and understand a series of simpleevents and/or representations

• create multiple representations of thesame ideas, events and/or information

Grade 6

• listen to and understand the main pointsof a lengthy oral or media presentationon a familiar topic in structured andunstructured situations

• produce a prepared or spontaneous oralpresentation on a familiar topic in astructured or unstructured situation

• read and understand the main idea andsupporting details of lengthy textsdealing with a familiar topic instructured situations

• produce, spontaneously or withpreparation, lengthy texts dealing withfamiliar topics in structured andunstructured situations

• view and understand events and/orrepresentations within and beyond theschool context

• create multiple representations of ideas,events and/or information, using avariety of forms


Grade 7

Listening• listen to and understand the main points

of lengthy oral or media presentations ona variety of familiar topics in structuredand unstructured situations

Speaking• produce a prepared or spontaneous oral

presentation on a familiar topic instructured and unstructured situations

Reading• read and understand a lengthy series of

interrelated ideas dealing with a familiartopic in structured and unstructuredsituations

Writing• produce, spontaneously and/or with

preparation, a lengthy series of simpleand complex ideas on a familiar topic instructured and unstructured situations

Viewing• view and understand complex

representations of familiar ideas, eventsand information

Representing• create complex representations of

familiar ideas, events and information

Senior 1

• listen to and understand the main pointsand some supporting details of oralpresentations containing simple andcomplex ideas and dealing with a varietyof familiar topics in a variety ofsituations

• produce prepared or spontaneous oralpresentations on familiar and unfamiliartopics in a variety of structured andunstructured situations

• read and understand texts containingsimple and complex ideas on familiarand unfamiliar topics

• organize and develop ideas cohesively onfamiliar and unfamiliar topics,spontaneously and/or with preparation

• view and understand a variety ofcomplex representations of ideas, eventsand information

• use a variety of forms to create complexrepresentations of ideas, events andinformation

Grade 8

• listen to and understand the main pointsof oral presentations containing simpleand complex ideas and dealing with avariety of familiar topics in structuredand unstructured situations

• produce a spontaneous oral presentationon a familiar or unfamiliar topic, andproduce a prepared oral presentation onan unfamiliar topic in structured andunstructured situations

• read and understand texts containingsimple and complex ideas on a variety offamiliar topics in structured andunstructured situations

• produce, spontaneously, a lengthy seriesof simple and complex ideas on a varietyof familiar topics in structured andunstructured situations

• view and understand complexrepresentations of ideas, events andinformation

• create complex representations of ideas,events and information



112

Senior 2

Listening• understand main points and supporting

details of oral lectures, presentationsand media on familiar topics, andrepresenting familiar speaking styles

Speaking• present and support thoughts and ideas

on familiar topics

Reading• understand main points and supporting

details of texts on familiar topics,ranging from simple to complex ideas

Writing• with preparation, organize and develop

ideas coherently and effectively inwriting on a range of topics

Viewing• view and understand a variety of

complex representations of ideas, eventsand/or information

Representing• create effective representations of ideas,

events and information

Senior 4

• understand main points and supportingdetails of oral lectures, presentationsand media on familiar and unfamiliartopics, representing familiar andunfamiliar speaking styles

• present and support thoughts and ideason familiar and unfamiliar topics withspontaneity, coherence and effectiveness

• understand main points and supportingdetails of texts of varying complexity onfamiliar and unfamiliar topics

• spontaneously organize and developideas coherently and effectively inwriting on a range of topics

• view and understand a variety ofcomplex representations of ideas, eventsand/or information

• create coherent and effectiverepresentations of a variety of ideas,events and information

Senior 3

• understand main points and supportingdetails of oral lectures, presentationsand media on familiar and unfamiliartopics and representing familiar andsome unfamiliar speaking styles

• present and support thoughts and ideaswith coherence on familiar andunfamiliar topics

• understand main points and supportingdetails of texts of varying complexity onfamiliar and unfamiliar topics

• organize and develop ideas, mainly withpreparation, coherently and effectivelyin writing on a range of topics

• view and understand a variety ofcomplex representations of ideas, eventsand/or information

• create coherent and effectiverepresentations of ideas, events andinformation



113


114

Kindergarten

Register• speak at a volume

appropriate to classroomsituations

Idiomatic Expressions• imitate age-appropriate

idiomatic expressions

Variations in Language• experience a variety of

voices; e.g., male and female,young and old

Social Conventions• imitate simple routine social

interactions

Nonverbal Communication• imitate some common

nonverbal behaviours usedin Ukrainian culture

Grade 1

• respond to tone of voice

• imitate age-appropriateidiomatic expressions

• experience a variety ofvoices; e.g., male and female,young and old

• use basic social expressionsappropriate to the classroom

• understand the meaning ofand imitate some commonnonverbal behaviours usedin Ukrainian culture

Grade 2

• distinguish between formaland informal situations

• understand and use somesimple idiomatic expressionsas set phrases

• acknowledge individualdifferences in speech

• use basic politenessconventions

• experiment with using somesimple nonverbal means ofcommunication

Grade 3

• recognize that some topics,words or intonations areinappropriate in certaincontexts

• understand and use avariety of simple idiomaticexpressions as set phrases

• accept individual differencesin speech

• use appropriate oral forms ofaddress for people frequentlyencountered

• recognize that somenonverbal behaviours maybe inappropriate in certaincontexts

6.3 Sociocultural/Sociolinguistic Competence


115

Grade 4

Register• experiment with formal and informal

uses of language in familiar contexts

Idiomatic Expressions• use learned idiomatic expressions in new

contexts

Variations in Language• experience a variety of accents and

variations in speech

Social Conventions• recognize verbal behaviours that are

considered impolite

Nonverbal Communication• recognize appropriate nonverbal

behaviours for people frequentlyencountered

Grade 5

• use formal and informal language infamiliar situations

• use learned idiomatic expressions toenhance communication

• experience regional variations inlanguage

• recognize simple social conventions ininformal conversations

• use appropriate nonverbal behaviours ina variety of familiar contexts

Grade 6

• identify socially appropriate language inspecific situations

• use learned idiomatic expressionscorrectly in new contexts

• recognize some common regionalvariations in language

• recognize important social conventions ineveryday interactions

• use appropriate nonverbal behaviours ina variety of familiar contexts


Grade 7

Register• explore formal and informal uses of

language in a variety of contexts

Idiomatic Expressions• use learned idiomatic expressions in a

variety of contexts

Variations in Language• recognize influences resulting in

variations in language

Social Conventions• interpret the use of social conventions

encountered in oral and print texts

Nonverbal Communication• recognize nonverbal behaviours that are

considered impolite

Senior 1

• explore differences in register betweenspoken and written texts

• identify influences on idiomaticexpressions, such as region, age,occupation

• recognize influences resulting invariations in language

• interpret and use appropriate oral andwritten forms of address with a varietyof audiences

• recognize a variety of nonverbalcommunication techniques in a variety ofcontexts

Grade 8

• use suitable, simple formal language in avariety of contexts

• examine the role of idiomaticexpressions in culture

• recognize influences resulting invariations in language

• interpret and use important socialconventions in interactions

• avoid nonverbal behaviours that areconsidered impolite



116

Senior 2

Register• identify differences in register between

spoken and written texts

Idiomatic Expressions• interpret unfamiliar idiomatic

expressions in a variety of contexts

Variations in Language• identify some common regional or other

variations in language

Social Conventions• use politeness conventions in a variety of

contexts

Nonverbal Communication• use non-verbal communication

techniques in a variety of contexts

Senior 4

• use the appropriate level of formalitywith a variety of people in a variety ofcontexts

• interpret unfamiliar and use learnedidiomatic expressions appropriately in avariety of situations

• adapt to some variations in language

• interpret and use a variety of socialconventions in a variety of situations

• interpret and use a variety of non-verbalcommunication techniques in a variety ofcontexts

Senior 3

• adjust language to suit audience andpurpose

• explore and interpret idiomaticexpressions in popular, contemporaryculture

• experiment with some variations inlanguage

• use politeness conventions in a variety ofcontexts

• use non-verbal communicationtechniques in a variety of contexts



117


118

Kindergarten

Cognitive• use simple cognitive

strategies, with guidance, toenhance language learning;e.g., listen attentively,perform actions to matchwords of a song, story orrhyme

Metacognitive• use simple metacognitive

strategies, with guidance, toenhance language learning;e.g., reflect on learning taskswith the guidance of theteacher

Social/Affective• use simple social and

affective strategies, withguidance, to enhancelanguage learning; e.g.,imitate or model interactionwith others

Grade 1

• use simple cognitivestrategies, with guidance, toenhance language learning;e.g., memorize new words byrepeating them silently oraloud

• use simple metacognitivestrategies, with guidance, toenhance language learning;e.g., make choices about howthey learn with the guidanceof the teacher

• use simple social andaffective strategies, withguidance, to enhancelanguage learning; e.g.,participate in patternedreading experiences

Grade 2

• use simple cognitivestrategies, with guidance, toenhance language learning;e.g., learn short rhymes orsongs, incorporating newvocabulary or sentencepatterns, imitate sounds andintonation patterns

• use simple metacognitivestrategies, with guidance, toenhance language learning;e.g., rehearse or roleplaylanguage

• use simple social andaffective strategies, withguidance, to enhancelanguage learning; e.g., seekthe assistance of a friend tointerpret a text

Grade 3

• use a variety of simplecognitive strategies, withguidance, to enhancelanguage learning; e.g.,make personal dictionaries,experiment with variouselements of the language

• use a variety of simplemetacognitive strategies,with guidance, to enhancelanguage learning; e.g.,decide in advance to attendto the learning task

• use a variety of simple socialand affective strategies, withguidance, to enhancelanguage learning; e.g.,reread familiar self-chosentexts to enhanceunderstanding andenjoyment

6.4 Language Learning Strategies

Further examples of language learning strategies are available on pages 83 to 85.


119

Grade 4

Cognitive• identify and use a variety of cognitive

strategies to enhance language learning;e.g., use mental images to remember newinformation, repeat words or phrases inthe course of performing a language tasksuch as echo acting

Metacognitive• identify and use a variety of

metacognitive strategies to enhancelanguage learning; e.g., make a plan inadvance about how to approach alanguage learning task

Social/Affective• identify and use a variety of social and

affective strategies to enhance languagelearning; e.g., work cooperatively withpeers in small groups

Grade 5

• identify and use a variety of cognitivestrategies to enhance language learning;e.g., group together sets of things(vocabulary, structures) with similarcharacteristics, identify similarities anddifferences between aspects of theUkrainian language and their ownlanguage (punctuation, rules ofcapitalization)

• identify and use a variety ofmetacognitive strategies to enhancelanguage learning; e.g., reflect on thelistening, reading and writing process,check copied writing for accuracy

• identify and use a variety of social andaffective strategies to enhance languagelearning; e.g., understand that makingmistakes is a natural part of languagelearning, experiment with various formsof expression

Grade 6

• identify and use a variety of cognitivestrategies to enhance language learning;e.g., look for patterns and relationships,use previously acquired knowledge tofacilitate a learning task

• identify and use a variety ofmetacognitive strategies to enhancelanguage learning; e.g., listen or read forkey words, monitor own speech andwriting to check for persistent errors

• identify and use a variety of social andaffective strategies to enhance languagelearning; e.g., participate actively inbrainstorming and conferencing asprewriting and postwriting exercises



Grade 7

Cognitive• select and use a variety of cognitive

strategies to enhance language learning;e.g., associate new words or expressionswith familiar ones, either in theUkrainian language or in their ownlanguage

Metacognitive• select and use a variety of metacognitive

strategies to enhance language learning;e.g., evaluate own performance orcomprehension at the end of a task, keepa learning log, be aware of the potentialof learning through direct exposure tothe language

Social/Affective• select and use a variety of social and

affective strategies to enhance languagelearning; e.g., use self-talk to feelcompetent to do the task

Senior 1

• select and use appropriate cognitivestrategies to enhance language learningin a variety of situations; e.g., use wordmaps, mind maps, diagrams, charts orother graphic representations to makeinformation easier to understand andremember

• select and use appropriate metacognitivestrategies to enhance language learningin a variety of situations; e.g., know howstrategies may enable coping with textscontaining unknown elements

• select and use appropriate social andaffective strategies to enhance languagelearning in a variety of situations; e.g.,repeat new words and expressions thatoccur in conversations in which theyparticipate, make use of these newwords and expressions as soon asappropriate

Grade 8

• select and use a variety of cognitivestrategies to enhance language learning;e.g., find information using referencematerials like dictionaries, textbooks andgrammars, use available technologicalaids to support language learning

• select and use a variety of metacognitivestrategies to enhance language learning;e.g., experience various methods oflanguage acquisition and identify one ormore that are particularly usefulpersonally

• select and use a variety of social andaffective strategies to enhance languagelearning; e.g., be willing to take risks, tryunfamiliar tasks and approaches



120


Senior 2

Cognitive• select and use appropriate cognitive

strategies to enhance language learningin a variety of situations, such as placenew words or expressions in a context tomake them easier to remember, and soon

Metacognitive• select and use appropriate metacognitive

strategies to enhance language learningin a variety of situations, such asidentify problems that might hindersuccessful completion of a task and seeksolutions, and so on

Social/Affective• select and use appropriate social and

affective strategies to enhance languagelearning in a variety of situations, suchas reduce anxiety by using mentaltechniques, and so on

Senior 4

• effectively use appropriate cognitivestrategies to enhance language learningin a variety of contexts, such as perceiveand note down unknown words andexpressions, noting also their contextand function, and so on

• effectively use appropriate metacognitivestrategies to enhance language learningin a variety of contexts, such as be awareof their own strengths and weaknesses,identify their own needs and goals, andorganize their strategies and proceduresaccordingly, and so on

• effectively use appropriate social andaffective strategies to enhance languagelearning in a variety of contexts, such asprovide personal motivation byarranging rewards for themselves whensuccessful, and so on

Senior 3

• effectively use appropriate cognitivestrategies to enhance language learningin a variety of situations, such as useinduction to generate rules governinglanguage use, seek out opportunitiesoutside of class to practise and observe,and so on

• effectively use appropriate metacognitivestrategies to enhance language learningin a variety of situations, such asmonitor their own speech and writing tocheck for persistent errors, and so on

• effectively use appropriate social andaffective strategies to enhance languagelearning in a variety of situations, suchas work with others to solve problems,get feedback on tasks, and so on



121



122

Kindergarten

Interactive• use simple interactive

strategies, with guidance;e.g., use words from theirfirst language to get theirmeaning across,acknowledge being spoken to

Interpretive• use simple interpretive

strategies, with guidance;e.g., use gestures, intonationand visual supports to aidcomprehension

Productive• use simple productive

strategies, with guidance;e.g., mimic what the teachersays, use nonverbal meansto communicate

Grade 1

• use simple interactivestrategies, with guidance;e.g., interpret and use avariety of nonverbal clues tocommunicate

• use simple interpretivestrategies, with guidance;e.g., make connectionsbetween texts and priorknowledge and personalexperience

• use simple productivestrategies, with guidance;e.g., copy what others say orwrite, use words that arevisible in the immediateenvironment

Grade 2

• use simple interactivestrategies, with guidance;e.g., indicate lack ofunderstanding verbally ornonverbally

• use simple interpretivestrategies, with guidance;e.g., use illustrations to aidreading comprehension

• use simple productivestrategies, with guidance;e.g., use familiar repetitivepatterns from stories, songs,rhymes or media

Grade 3

• use a variety of simpleinteractive strategies, withguidance; e.g., ask forclarification or repetitionwhen they do notunderstand

• use a variety of simpleinterpretive strategies, withguidance; e.g., determine thepurpose of listening, listenor look for key words

• use a variety of simpleproductive strategies, withguidance; e.g., useillustrations to providedetail when producing theirown texts

6.5 Language Use Strategies

Further examples of language use strategies are available on pages 85 to 86.


123

Grade 4

Interactive• identify and use a variety of interactive

strategies; e.g., use the other speaker'swords in subsequent conversation

Interpretive• identify and use a variety of interpretive

strategies; e.g., listen selectively basedon purpose, make predictions about whatthey expect to hear or read based onprior knowledge and personal experience

Productive• identify and use a variety of productive

strategies; e.g., use various techniques toexplore ideas at the planning stage ingraphic organizers

Grade 5

• identify and use a variety of interactivestrategies; e.g., assess feedback fromconversation partner to recognize whenthe message has not been understood

• identify and use a variety of interpretivestrategies; e.g., use morphological cues toaid reading comprehension

• identify and use a variety of productivestrategies; e.g., use knowledge ofsentence patterns to form new sentences

Grade 6

• identify and use a variety of interactivestrategies; e.g., start again using adifferent tactic when communicationbreaks down, use a simple word similarto the concept they want to convey andinvite correction

• identify and use a variety of interpretivestrategies; e.g., infer probable meaning ofunknown words or expressions fromcontextual clues

• identify and use a variety of productivestrategies; e.g., be aware of and use thesteps of the writing process



Grade 7

Interactive• select and use a variety of interactive

strategies; e.g., invite others into thediscussion, ask for confirmation that aform used is correct

Interpretive• select and use a variety of interpretive

strategies; e.g., prepare questions or aguide to note down information found inthe text

Productive• select and use a variety of productive

strategies; e.g., use resources to increasevocabulary

Senior 1

• select and use appropriate interactivestrategies in a variety of situations; e.g.,repeat part of what someone has said toconfirm mutual understanding

• select and use appropriate interpretivestrategies in a variety of situations; e.g.,reread several times to understandcomplex ideas

• select and use appropriate productivestrategies in a variety of situations; e.g.,use a variety of resources to correct texts

Grade 8

• select and use a variety of interactivestrategies; e.g., use a range of fillers,hesitation devices and gambits to sustainconversations, use circumlocution tocompensate for lack of vocabulary

• select and use a variety of interpretivestrategies; e.g., use key content words ordiscourse markers to follow an extendedtext

• select and use a variety of productivestrategies; e.g., take notes when readingor listening to assist in producing theirown text



124


Senior 2

Interactive• select and use appropriate interactive

strategies in a variety of situations, suchas summarize the point reached in adiscussion to help focus the talk, and soon

Interpretive• select and use appropriate interpretive

strategies in a variety of situations, suchas summarize information gathered, andso on

Productive• select and use appropriate productive

strategies in a variety of situations, suchas proof read and edit final version oftext, apply grammar rules to improveaccuracy at the correction stage, and soon

Senior 4

• effectively use appropriate interactivestrategies in a variety of contexts, suchas use suitable phrases to intervene in adiscussion, self-correct if errors lead tomisunderstandings, and so on

• effectively use appropriate interpretivestrategies in a variety of contexts, suchas use skimming and scanning to locatekey information in texts, and so on

• effectively use appropriate productivestrategies in a variety of contexts, suchas compensate for avoiding difficultstructures by rephrasing, and so on

Senior 3

• effectively use appropriate interactivestrategies in a variety of situations, suchas ask follow-up questions to check forunderstanding, and so on

• effectively use appropriate interpretivestrategies in a variety of situations, suchas assess their own information needsbefore listening, viewing or reading, andso on

• effectively use appropriate productivestrategies in a variety of situations, suchas use circumlocution and definition tocompensate for gaps in vocabulary, andso on



125



126

Kindergarten

Cognitive• use simple cognitive

strategies to enhancegeneral learning; e.g.,classify objects and ideasaccording to their attributes

Metacognitive• use simple metacognitive

strategies to enhancegeneral learning; e.g., reflecton learning tasks, such asrole playing, with theguidance of the teacher

Social/Affective• use simple social and

affective strategies toenhance general learning;e.g., watch others' actionsand copy them

Grade 1

• use simple cognitivestrategies to enhancegeneral learning; e.g., usemodels

• use simple metacognitivestrategies to enhancegeneral learning; e.g., choosefrom among learning options

• use simple social andaffective strategies toenhance general learning;e.g., seek help from others

Grade 2

• use simple cognitivestrategies to enhancegeneral learning; e.g.,connect what they alreadyknow with what they arelearning

• use simple metacognitivestrategies to enhancegeneral learning; e.g.,discover how their effortscan affect their learning

• use simple social andaffective strategies toenhance general learning;e.g., follow their naturalcuriosity and intrinsicmotivation to learn

Grade 3

• use simple cognitivestrategies to enhancegeneral learning; e.g.,experiment with andconcentrate on one thing ata time

• use simple metacognitivestrategies to enhancegeneral learning; e.g., decidein advance to attend to thelearning task

• use simple social andaffective strategies toenhance general learning;e.g., participate incooperative group learningtasks

6.6 General Learning Strategies

Further examples of general learning strategies are available on pages 87 to 88.


127

Grade 4

Cognitive• identify and use a variety of cognitive

strategies to enhance general learning;e.g., focus on and complete learningtasks

Metacognitive• identify and use a variety of

metacognitive strategies to enhancegeneral learning; e.g., divide an overalllearning task into a number of subtasks,with guidance

Social/Affective• identify and use a variety of social and

affective strategies to enhance generallearning; e.g., choose learning activitiesthat enhance understanding andenjoyment

Grade 5

• identify and use a variety of cognitivestrategies to enhance general learning;e.g., record key words and concepts inabbreviated form-verbal, graphic ornumerical-to assist with performance ofa learning task

• identify and use a variety ofmetacognitive strategies to enhancegeneral learning; e.g., make a plan inadvance about how to approach a task

• identify and use a variety of social andaffective strategies to enhance generallearning; e.g., encourage themselves totry even though they might makemistakes

Grade 6

• · identify and use a variety of cognitivestrategies to enhance general learning;e.g., look for patterns and relationshipslike verb endings

• identify and use a variety ofmetacognitive strategies to enhancegeneral learning; e.g., identify their ownneeds and interests

• identify and use a variety of social andaffective strategies to enhance generallearning; e.g., take part in groupdecision-making processes



Grade 7

Cognitive• select and use a variety of cognitive

strategies to enhance general learning;e.g., distinguish between fact andopinion when using a variety of sourcesof information

Metacognitive• select and use a variety of metacognitive

strategies to enhance general learning;e.g., manage the physical environment inwhich they have to work

Social/Affective• select and use a variety of social and

affective strategies to enhance generallearning; e.g., use support strategies tohelp peers persevere at learning tasks

Senior 1

• select and use appropriate cognitivestrategies to enhance general learning ina variety of situations; e.g., makeinferences, identify and justify theevidence on which their inferences arebased

• select and use appropriate metacognitivestrategies to enhance general learning ina variety of situations; e.g., work withothers to monitor their own learning

• select and use appropriate social andaffective strategies to enhance generallearning in a variety of situations; e.g.,take risks, try unfamiliar tasks andapproaches

Grade 8

• select and use a variety of cognitivestrategies to enhance general learning;e.g., formulate key questions to guideresearch

• select and use a variety of metacognitivestrategies to enhance general learning;e.g., keep a learning journal such as adiary or a log

• select and use a variety of social andaffective strategies to enhance generallearning; e.g., take part in groupproblem-solving processes



128


Senior 2

Cognitive• select and use appropriate cognitive

strategies to enhance general learning ina variety of situations, such as use wordmaps, mind maps, diagrams, charts orother graphic representations to makeinformation easier to understand andremember, and so on

Metacognitive• select and use appropriate metacognitive

strategies to enhance general learning ina variety of situations, such as developcriteria for evaluating their own work,and so on

Social/Affective• select and use appropriate social and

affective strategies to enhance generallearning in a variety of situations, suchas use self-talk to make themselves feelcompetent to do the task, and so on

Senior 4

• 1. effectively use appropriate cognitivestrategies to enhance general learning ina variety of contexts, such as usepreviously acquired knowledge or skillsto assist with a new learning task, andso on

• effectively use appropriate metacognitivestrategies to enhance general learning ina variety of contexts, such as takeresponsibility for planning, monitoringand evaluating learning experiences, andso on

• effectively use appropriate social andaffective strategies to enhance generallearning in a variety of contexts, such asuse social interaction skills to enhancegroup learning tasks, and so on

Senior 3

• select and use appropriate cognitivestrategies to enhance general learning ina variety of situations, such as seekinformation through a network ofsources including libraries, the worldwide web, individuals and agencies, andso on

• select and use appropriate metacognitivestrategies to enhance general learning ina variety of situations, such as reflectupon their thinking processes and howthey learn, and so on

• select and use appropriate social andaffective strategies to enhance generallearning in a variety of situations, suchas monitor their level of anxiety aboutlearning tasks and take measures tolower it if necessary, and so on



129



LANGUAGE ARTSCULTURE

The Culture section supports the development of a positiveself-concept, a strong self-identity as a bilingual/multiculturallearner and a positive identification with Ukrainian languageand culture. This section provides opportunities for theexploration of the Ukrainian culture from the perspectives ofhistorical elements, contemporary elements, diversity andchange. It promotes the development of a sense ofcommunity, an understanding of similarities and differencesamong people, and an appreciation for personal contributionsto society. It also is designed to help students develop anunderstanding of global interrelatedness andinterdependence, as well as cultural sensitivity, and tosupport their preparation for effective participation in theglobal marketplace and workplace.

The Culture section is intended to be integrated withlanguage learning, as well as learnings related to othersubject areas, and is an essential part of daily activities inUkrainian bilingual programming. This program of studiesdivides the Language Arts and Culture sections for ease ofuse only.

While Ukrainian cultural learning is unquestionably bestconducted in Ukrainian, certain concepts may be too complexto be undertaken in the language. On such occasions, limitedand judicious use of English may be resorted to in order tofacilitate learning.

General OutcomeThe following general outcome outlines the key learningsthat the Culture section is designed to support.

General Outcome 7Students will explore, understand, appreciate and valueUkrainian culture in Canada and the world for personalgrowth, enrichment and satisfaction and for participating inand contributing to an interdependent and multiculturalglobal society.

Note: Additional outcomes that deal with cultural contentmay be found elsewhere in this program of studies, includingsections under General Outcome 5, as well as under clusterheading 6.3 Sociocultural/Sociolinguistic Competence.


133

Culture


135

Understandingself-identity

Self-Identity

UkrainianCulture

Historicalelements

Contemporaryelements

Diversity

Change

Appreciating similarity

Contributing to communityAppreciating diversity

Positive group membership

Developingpositive self-identity

Valuing Ukrainianlanguage and

culture

Valuing bilingualism/multiculturalism

BuildingCommunity

General Outcome 7Students will explore, understand,

appreciate, and value Ukrainian culturein Canada and the world for personalgrowth, enrichment, and satisfaction,

and for participating in and contributingto an interdependent and

multicultural society.

Students 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.

136

Kindergarten

Understanding Self-Identity• represent self and family

Developing Positive Self-Identity• recognize own importance as

a person

Valuing UkrainianLanguage and Culture1

• participate in Ukrainianlanguage and culturalactivities in the classroomand school

Valuing Bilingualism/Multiculturalism• participate in classroom and

school cultural activities

Grade 1

• tell and draw about self andfamily, and appreciate ownuniqueness

• understand and accept ownimportance as a person

• participate in Ukrainianlanguage and culturalactivities and traditions

• participate in classroom,school and communitycultural activities

Grade 2

• express own self-concept,and extend thatunderstanding to includenew ideas and perspectives

• understand own place andimportance in the home andschool

• participate in and appreciateUkrainian language andcultural activities andtraditions

• participate in and appreciatebilingual/multiculturaleducational activities

Grade 3

• explore and examine varioussources of information fordevelopment of own self-concept

• understand own strengthsand abilities

• recognize and appreciatevarious elements ofUkrainian language andculture

• recognize and appreciatevarious elements of abilingual/ multiculturaleducation

7.1 Self-Identity

1 See cluster heading 7.2.


137

Grade 4

Understanding Self-Identity• identify influences on development of

own self-concept and self-identity

Developing Positive Self-Identity• learn that respect for oneself is essential,

and understand that self-concept isdetermined by external and internalforces

Valuing Ukrainian Language andCulture1

• recognize and appreciate variouselements of Ukrainian language andculture

Valuing Bilingualism/Multiculturalism• participate in activities that promote and

celebrate the bilingual/multiculturaleducation experience

Grade 5

• express own self-concept, andunderstand that others’ perceptions ofthem may differ from own

• recognize the effect of "put-ups" and"put-downs" on self and others

• identify the benefits and contributions ofthe Ukrainian language and culture toself

• recognize the uniqueness of bilingual/multicultural education in a Canadiancontext

Grade 6

• explore and reflect on various facets ofself-identity and how it changes

• understand what stereotyping is

• recognize the value and significance ofthe Ukrainian language and culture toself

• identify benefits and potentialadvantages of a bilingual/multiculturaleducation in a Canadian andinternational context

7.1 Self-Identity


Grade 7

Understanding Self-Identity• understand self-concept and the factors

that affect it

Developing Positive Self-Identity• recognize the effects of positive and

negative treatment


• explore and analyze how Ukrainianlanguage and culture has influenced andenriched own life

Valuing Bilingualism/Multiculturalism• explore and analyze how being

bilingual/multicultural has influencedand enriched own life

Senior 1

• understand self-concept and itsrelationship to overall development,achievement and decisions for the future

• understand stereotyping and its effect onthe individual, community and society

• explore how own past and presentUkrainian language and culturalexperiences, understanding andknowledge may be assets in futureopportunities

• explore how own past and presentbilingual/multicultural experiences,knowledge and understanding may beassets in future opportunities

Grade 8

• examine own identity, and reflect on itseffect on relationships and choices

• understand ways in which the individualhas rights to safeguard againststereotyping in Canadian society

• explore and analyze how Ukrainianlanguage and culture has enriched thelives of significant individuals at thecommunity, national and internationallevels; and identify lifelong benefits toself

• explore and analyze howbilingualism/multiculturalism hasenriched the lives of significantindividuals at the community, nationaland international levels; and identifylifelong benefits to self

7.1 Self-Identity


138


Senior 2

Understanding Self-Identity• understand that self-identity and self-

concept change

Developing Positive Self-Identity• identify areas of personal strength and

possible future opportunities; plan forfuture self-development and growth


• participate in and contribute tocommunity-based activities in whichknowledge and skills related toUkrainian language and culture will beapplied

Valuing Bilingualism/Multiculturalism• participate in and contribute to

community-based activities in whichbilingual/ multicultural knowledge andskills will be applied

Senior 4

• articulate, express and celebrate one'sown unique identity

• identify personal strengths in planningfor a career or further studies

• identify activities that will promote ownlifelong language and culturaldevelopment

• identify activities that will promote ownlifelong bilingual/multiculturaldevelopment

Senior 3

• understand that self-identity and self-concept can change over time and invarious contexts

• explore the alignment of personalstrengths with possible future and careeropportunities

• participate in and contribute tointercultural interactions, such asexchanges, inter-visitations and penpalactivities, with members of theUkrainian culture

• participate in and contribute tointercultural interactions, such asexchanges, inter-visitations and penpalactivities

7.1 Self-Identity


139



140

Kindergarten

Historical Elements• participate in activities and

experiences that reflecttraditional elements of theUkrainian culture; e.g.,krapanky, hahilky, carols

Contemporary Elements• participate in activities and

experiences that reflectcontemporary elements ofthe Ukrainian language andculture

Diversity• experience linguistic/cultural

elements of diverse originsfrom within the Ukrainianlanguage and culture

Change• participate in events

marking changes

Grade 1

• participate in activities andexperiences that reflecttraditional elements of theUkrainian language andculture; e.g., Christmas,Easter

• participate in activities andexperiences that reflectcontemporary elements ofthe Ukrainian language andculture

• experience linguistic/culturalelements of diverse originsfrom within the Ukrainianlanguage and culture

• illustrate that change occursin one's immediateenvironment

Grade 2



• recognize diverse elementsof the Ukrainian languageand culture in school and/orthe local community

• gather information todemonstrate change withinthe Ukrainian language andculture

Grade 3



• identify diverse elements ofthe Ukrainian language andculture in school and/or thelocal community

• identify how people's actionsand lifestyles change toaccommodate the changingneeds of people

7.2 Ukrainian Centre


141

Grade 4

Historical Elements• explore elements in the immediate

environment that reflect the historicalroots of the Ukrainian language andculture; e.g., the first wave ofimmigrants, settlement areas

Contemporary Elements• explore elements in the immediate

environment that reflect thecontemporary features of the Ukrainianlanguage and culture; e.g., monuments,art work, buildings

Diversity• explore diversity of the Ukrainian

language and culture in the immediateenvironment

Change• explore and reflect on change within own

family and community

Grade 5

• explore key historical elements, events,figures and developments of theUkrainian language and culture; e.g.,early Ukrainian immigrants, adapting toa new life

• explore key contemporary elements,events, figures and developments of theUkrainian language and culture; e.g.,authors, artists, athletes

• explore diversity of the Ukrainianlanguage and culture at the provinciallevel

• explore and reflect on change in theUkrainian language and culture at theprovincial level

Grade 6

• identify major historical elements,events, figures and developments of theUkrainian language and culture; e.g.,immigration

• identify major contemporary elements,events, figures and developments of theUkrainian language and culture; e.g.,political figures, dance groups, choirs

• explore diversity of the Ukrainianlanguage and culture in Canada

• explore and reflect on change in theUkrainian language and culture withinCanada


Grade 7

Historical Elements• explore how major historical events,

figures and developments of Ukrainianculture have influenced contemporaryculture in Canadian contexts; e.g., greatfigures, periods of history, immigration,tragic historical events

Contemporary Elements• explore how contemporary events, figures

and developments of Ukrainian culturehave influenced contemporary culture inCanadian contexts; e.g., current events,celebrations, fine arts, lifestyles

Diversity• explore the diversity of Ukrainian

culture at the international level

Change• explore how changes in Ukrainian

culture have influenced own life

Senior 1

• explore the influence and contributionsof major historical events, figures anddevelopments of Ukrainian cultureworldwide; e.g., great figures, periods ofhistory, immigration, tragic historicalevents

• recognize and appreciate the influenceand contributions of major contemporaryevents, figures and developments ofUkrainian culture worldwide; e.g.,current events, celebrations, literaryarts, pop culture

• examine the influence of diversity withinUkrainian culture on its owndevelopment

• compare changes in Ukrainian culture tochanges in other cultures

Grade 8

• analyze how major historical events,figures and developments of Ukrainianculture have influenced contemporaryculture in Canadian contexts; e.g., greatfigures, periods of history, immigration,tragic historical events

• explore how contemporary events, figuresand developments of Ukrainian culturehave influenced contemporary culture inCanadian contexts; e.g., current events,celebrations, sports and recreation, popculture

• explore the influence of diversity withinUkrainian culture on its owndevelopment

• explore the significance of changes inUkrainian culture to the rest of theworld



142

Senior 2

Historical Elements• recognize and appreciate the influence

and contributions of major historicalevents, historical figures and culturaldevelopments

Contemporary Elements• analyze the influence and contributions

of major contemporary events,contemporary figures and culturaldevelopments in Ukrainian language andculture

Diversity• explore various aspects of diversity,

regionally and nationally

Change• examine historical influences that have

impacted Ukrainian language andculture

Senior 4

• identify and analyze how historicalexperiences have shaped thecontemporary Ukrainian language andculture group in local, Canadian andinternational contexts

• identify and analyze the impact ofcontemporary influences on Ukrainianlanguage and culture in local, Canadianand international contexts

• examine how historical and currentinfluences have contributed to diversitywithin contemporary Ukrainianlanguage and culture

• identify and analyze the significance ofhistorical and contemporary changes ofthe Ukrainian language and culture onthe rest of the world

Senior 3

• examine various perspectives regardingthe influence and contributions of majorhistorical events, historical figures andcultural developments

• examine various perspectives regardingthe influence and contributions of majorcontemporary events, contemporaryfigures and cultural developments of theUkrainian language and culture

• explore various aspects of diversity atthe international level

• examine contemporary influences thathave impacted the Ukrainian languageand culture



143


144

Kindergarten

Positive Group Membership• contribute to and cooperate

in group activities

Appreciating Diversity• recognize differences

between self and peers

Appreciating Similarity• recognize similarities

between self and peers

Contributing to Community• participate in and contribute

to classroom activities

Grade 1

• develop a special awarenessand concern for classmates

• explore diversity in theschool and within ownfamily

• explore similarities betweenself and peers and withinown family

• participate in, cooperate inand contribute to classroomand school activities

Grade 2

• practise consideration forothers

• recognize and appreciatediversity in the family,school and community

• recognize and appreciatesimilarities between self andothers

• participate cooperatively ingroup activities, bycontributing ideas andsupporting others

Grade 3

• experience that helpingothers is rewarding

• explore diversity in theclassroom, school and localcommunity; and reflect onits significance to self

• explore similarities amongmembers of the immediatecommunity, and reflect onthe significance of this toself

• participate cooperatively indaily classroom duties, andsupport peers andclassmates

7.3 Building Community


145

Grade 4

Positive Group Membership• encourage and support classmates and

schoolmates

Appreciating Diversity• explore diversity in the immediate and

local community, and reflect on itssignificance to self

Appreciating Similarity• explore similarities among members of

the local community, and reflect on thesignificance of this to self

Contributing to Community• demonstrate a desire to assist others,

and contribute to classroom orcommunity activities

Grade 5

• develop skills that promote cooperationand mutual respect within the classroomand the school

• explore, compare and reflect on howdiversity in Canada has an impact onself and others

• explore, compare and reflect on commonhuman needs and experiences ofCanadians

• demonstrate concern for the quality ofown contribution to the classroom orcommunity

Grade 6

• use skills that promote cooperation andmutual respect within the classroom andthe school

• explore the impact of diversity in otherregions of the world, and compare thiswith the impact of diversity in Canada

• examine the common needs andexperiences of people around the world

• take initiative and provide positivecontributions to the school andcommunity


Grade 7

Positive Group Membership• demonstrate respect for the rights and

opinions of others

Appreciating Diversity• examine diversity in the school and

community; and reflect on its impact onself, relationships and personal choices

Appreciating Similarity• examine similarities among peers and

members of the school and community,and reflect on the impact of this on self

Contributing to Community• participate and contribute effectively,

and reflect on personal contributions togroup activities

Senior 1

• support classmates and peers in groupactivities

• explore and analyze how diversity hascontributed to and enriched Canadiansociety

• explore and analyze how similaritiesamong cultures have contributed to andenriched Canadian society

• appreciate the contributions of differentindividuals and groups to the Ukrainiancommunity

Grade 8

• demonstrate positive group memberbehaviours

• examine diversity in the school andcommunity; and reflect on its impact onself, school and community

• examine similarities that exist amongcultures in Canadian society; examinecultural similarities in the school andcommunity; and reflect on the impact ofthis on self, school and community

• appreciate the contributions of differentindividuals and groups to the community



146

Senior 2

Positive Group Membership• demonstrate respect for the rights and

opinions of others; understand thatsocial, political and economic issues arecomplex

Appreciating Diversity• identify and analyze how Canada's

response to diversity has changed;identify the benefits of a pluralisticapproach

Appreciating Similarity• identify and explain how common human

experiences and needs are reflected inculture, social structure and day-to-daypatterns of behaviour in Canada

Contributing to Community• participate in various school and

community events to promoteintercultural understanding

Senior 4

• demonstrate understanding that varioussocial, political and economic systemsimpose different values on the rights andopinions of others

• participate in various individual, group,school and community activities thatcelebrate diversity and promoteintercultural understanding

• examine and appreciate how commonhuman experiences and needs arereflected in various societies around theworld

• participate and contribute to individual,group, school and community activitiesusing own knowledge and skills relatedto the Ukrainian language and culture

Senior 3

• demonstrate respect for the rights andopinions of others focusing on social,political and economic issues

• analyze and understand the significanceof diversity in shaping contemporary andfuture opportunities for growth

• examine how common humanexperiences and needs are reflected inculture, social structure and day-to-daypatterns of behaviour in differentsocieties

• participate in various school, communityand Canadian events to promoteintercultural understanding



147


148

Kindergarten

Responsible Citizenship• demonstrate personal and

social responsibility in theclassroom

Interdependence• participate and cooperate in

tasks and activities withpartners and in groups

Intercultural Skills• adapt to new situations

Future Opportunities• share or demonstrate

personal strengths orachievements

Grade 1

• demonstrate personal andsocial responsibility in theclassroom and school

• recognize own and others’contributions to a group

• work and play with otherswho are different, andrecognize that rules can bedifferent for different people

• share or demonstratepersonal strengths and areasfor further development

Grade 2

• demonstrate personal andsocial responsibility in theclassroom, school andcommunity

• recognize the advantages ofworking with a partner orwithin a group, andrecognize that one affectsand is affected by the actionsof others

• identify and describe causesof conflict in the classroom,and listen with attention tothe opinions of others

• identify personal strengthsand areas for improvement

Grade 3

• recognize that growing upinvolves making decisionsand accepting consequences

• identify the advantages anddisadvantages of workingcollaboratively with apartner or group

• explore ways to resolveinterpersonal conflict, andinitiate and maintain newrelationships

• identify personal strengthsand areas for improvementand/or change, and setpersonal goals

7.4 Global Citizenship


149

Grade 4

Responsible Citizenship• respect the feelings, rights and property

of others; and accept responsibility forown actions

Interdependence• recognize that people must depend on

others to meet their needs, and recognizethe effects of one's actions on others

Intercultural Skills• engage in activities that reflect other

ways of doing things or otherperspectives

Future Opportunities• identify personal strengths and areas for

improvement and/or change, andestablish personal goals and action plans

Grade 5

• recognize the positive and negativeaspects of the consequences of one'sactions, and demonstrate honesty andreliability in a variety of situations

• reflect on the effectiveness of owncontributions, and examine the role ofthe individual in group activities

• accept differences in characteristics andabilities of peers and others

• identify individual strengths and areasfor further development, and establishpersonal goals and action plans

Grade 6

• explore the meaning of personal andsocial conscience, and demonstrateproblem-solving and decision-makingskills

• recognize that cooperation is important,and participate in and contribute togroup activities effectively

• recognize and respect individualdifferences, and recognize the worth ofevery individual

• identify own interests, and explorefuture opportunities for learning andemployment


Grade 7

Responsible Citizenship• understand and analyze the rights and

responsibilities of citizens, and provideexamples

Interdependence• explore different roles and

responsibilities of a group member

Intercultural Skills• explore representations of one's culture

as perceived by others, and examineexamples of societal conflict

Future Opportunities• explore learning and work opportunities

around the world

Senior 1

• explore how public policies, includingcultural diversity, are affected by publicopinion, the media and political groups

• identify ways in which individuals,community members and societalmembers are interrelated andinterdependent

• appreciate that various constitutionaldocuments and charters have governedthe behaviour of various cultural groups,and appreciate and understand the valueof different perspectives

• examine personal plans for furtherdevelopment of skills, knowledge andattitudes that are required for effectiveparticipation in the global workplace andmarketplace

Grade 8

• identify how citizen action can affectpublic policy, including cultural diversity

• identify the impact of actions of anindividual upon the group

• explore ways in which group conflict canbe resolved in Canadian society, andrecognize and acknowledge the value ofdifferent perspectives as opposed tostereotypical thinking

• explore essential skills, knowledge andattitudes required for effectiveparticipation in the global workplace andmarketplace



150

Senior 2

Responsible Citizenship• understand, identify and analyze a

citizen's role and responsibility ininterrelated local, national andinternational contexts

Interdependence• explore ways in which peoples and

nations are linked in an interrelatedglobal system

Intercultural Skills• examine attitudes and values that

contribute to cross-culturalunderstanding

Future Opportunities• explore career fields in which bilingual

and multicultural knowledge, skills andattitudes can be applied in the globalworkplace

Senior 4

• examine global conflict and cooperationbetween nations

• examine the local and globalconsequences of individual and collectivedecision making

• demonstrate cultural sensitivity andawareness of cultural diversity ineveryday situations through appropriatebehaviour and language

• apply bilingual and multiculturalknowledge and skills in specific activitiesthat will promote skill development andopportunities for future participation inthe global workplace

Senior 3

• participate in group decision making andproblem solving in ways thatdemonstrate concern for others andunderstanding of responsibilities ascitizens

• explore how global links andinterdependency affect one’s role as acitizen in one nation among many others

• identify how intercultural andmulticultural organizations haveimpacted on global citizenship

• apply bilingual and multicultural skillsin specific activities that will furtherdevelop the skills required for effectiveparticipation in the global workplace



151


APPENDIX ASAMPLE LIST OF TEXT FORMS

The following list is not intended to be prescriptive but isprovided to suggest possibilities for expanding students’experience with different text forms.

Written Texts• Advertisements• Biographies and autobiographies• Brochures, pamphlets, and leaflets• Catalogues• Dictionary and grammar items• Encyclopedia entries• Folk tales and legends• Forms• Graffiti• Instructions and other “how to” texts• Invitations• Journals, agendas, diaries, and logs• Labels and packaging• Letters—business and personal• Lists, notes, personal messages• Maps• Menus• Myths• Newspaper and magazine articles• Novels• Plays• Poetry

• Programs• Questionnaires• Recipes• Reports and manuals• Short stories • Signs, notices, announcements• Stories• Textbook articles• Tickets, timetables, and schedules

Oral Texts• Advertisements• Announcements• Ceremonies• Debates• Formal and informal conversations• Interviews• Lectures• Messages• Oral stories and histories• Plays and other performances• Radio programs• Readers’ theatre• Reports and presentations• Songs and raps• Telephone conversations

Ukrainian Language Arts Kindergarten to Senior 4 Appendix A

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Appendix A: Sample List of Text Forms

Multimedia Texts• Board games• Comic strips• Computer games and programs• Movies and films• Slide/tape/CD and video/DVD presentations• Television programs• Websites

Ukrainian Language Arts Kindergarten to Senior 4 Appendix A

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Language ArtsSenior 4 Ukrainian Kindergarten to

Documents

Transcript of Language ArtsSenior 4 Ukrainian Kindergarten to