Students will demonstrate a variety of ways to use background knowledge and interests to select and engage critically with a range of culturally diverse paper based, visual, and digital texts for pleasure and personal growth.
13 specific outcomes
Specific Curriculum Outcomes
LANG-G4-RV-SCO1select engaging paper based and digital visual texts for Independent Reading based on:
• interests
• appropriate level of difficulty
• various genres
• diverse cultures
LANG-G4-RV-SCO2justify reading preferences
LANG-G4-RV-SCO3utilize background knowledge to better comprehend a topic, picture, or title before, during and after reading
LANG-G4-RV-SCO4read, view, and respond to a variety of literature from the Caribbean and other cultures
LANG-G4-RV-ELO2
Students will interact with understanding and critical thought to a variety of genres and text forms using vocabulary, comprehension strategies and graphophonic cues.
31 specific outcomes
Specific Curriculum Outcomes
LANG-G4-RV-SCO14Continue to apply knowledge of the organizational structure of fiction and nonfiction genres to construct meaning of visual and text based information
LANG-G4-RV-SCO15apply and integrate comprehension strategies listed below to demonstrate understanding of literary, visual, graphic, and informational texts: - determining main idea
• making connections
• predicting
• visualising
• inferring
• analysing
• synthesising
LANG-G4-RV-ELO3
Students will develop their understanding of how an author’s choice of vocabulary, language, genre, text form, text features and style influence the meaning of text and define the author’s craft.
14 specific outcomes
Specific Curriculum Outcomes
LANG-G4-RV-SCO45with greater competence, compare and contrast the various formats of fiction, nonfiction, poetry, and drama
LANG-G4-RV-SCO46continue to identify purpose of a variety of authors of fiction, nonfiction, and poetry
• to inform
• to entertain
• to persuade
LANG-G4-RV-SCO47with greater competence, continue to identify the purpose of a variety of illustrators of fiction, nonfiction, and poetry
• to inform
• to entertain
• to persuade
LANG-G4-RV-ELO4
Learners will generate, gather, and organize thoughts to explore, clarify and reflect on thoughts, feelings, and experiences as they create a written or representative draft, independently and collaboratively, for a range of audiences and purposes.
22 specific outcomes
Specific Curriculum Outcomes
LANG-G4-RV-SCO59continue to use personal interests or community experiences, music, books, documentaries, videos, pictures as writing prompts
LANG-G4-RV-SCO60maintain writing portfolios - drafts, revisions, personal writing prompts, etc.
LANG-G4-RV-SCO5continue to develop strategies and monitor reading effectiveness to identify reading challenges and apply appropriate fix up strategies
LANG-G4-RV-SCO6use pictures and illustrations, word structures, and text features to:
• locate information
• obtain or verify understanding of information
• develop questions
• search for answers
LANG-G4-RV-SCO7continue to develop and demonstrate critical questioning strategies to gather information from favourite visual, musical, and written text re:
• point of view
• purpose
• bias
• subtle messages
LANG-G4-RV-SCO8follow and correct when necessary, multi-step written instructions e.g., how to assemble a product or play a board game.
LANG-G4-RV-SCO9use Independent Reading Time to develop
• reading fluency (accuracy, phrasing, and intonation)
• recognise quotation marks and marker words (said, shouted, whispered, etc.) to determine the mood of the speaker in the text
• connect punctuation in text to meaningful interpretation of sentences and paragraphs
• change the rate of reading depending on the mood of the text
• practice meaningful word solving strategy (root word, chunking, affixes, context clues
LANG-G4-RV-SCO10use text-based information and personal experiences to anticipate outcomes and solve problems connect funds of knowledge to analyze and ask questions of author’s message in visual and/or text-based information through the use of:
• analysis
• synthesis
• inference
• application
LANG-G4-RV-SCO11describe the effect of illustrations on the mood, setting and plot of written or visual text.
LANG-G4-RV-SCO12reflect on the purpose and positive or negative influences of different types of popular texts e.g., websites, advertisements, social media, etc.
LANG-G4-RV-SCO13analyze the techniques used by various media texts created to inform, entertain, persuade
LANG-G4-RV-SCO16demonstrate understanding of text through a variety of oral, written, and visual responses such as:
• artistic representations (visual arts, song, dance)
• discussions
• graphic organizers
• oral and written responses to questions
• poetry
• letters
LANG-G4-RV-SCO17respond critically with greater insight to texts by asking and formulating responses to questions such as:
• what if?
• is it possible that . . .?
• what else?
• what was the author trying to tell us?
• do I agree / why or why not?
• how do you know?
• why do you think that?
LANG-G4-RV-SCO18choose from a range of human, paper based and digital sources to add to existing information e.g., community experts, online searches, web, and text based reference materials, etc.
LANG-G4-RV-SCO19describe with greater competence how the setting of fiction and nonfiction genres impacts the plot or the event/s described
LANG-G4-RV-SCO20deepen application of knowledge of characterization by:
• describing the character’s attributes (traits, motivations, or feelings);
• using evidence from the text to support generalizations about the character;
• comparing and contrasting characters within a selection or between/among two or more selections;
• explaining how the actions of characters contribute to the sequence of events
• describing the impact of a character’s response to a problem, the character’s goal, and what the character says or thinks
LANG-G4-RV-SCO21increase ability to create connections between the vocabulary of Home Language(s) and Standard English
LANG-G4-RV-SCO22extend the development of reading vocabulary through reading a range of genres, authors, and topics
LANG-G4-RV-SCO23advance reading vocabulary through the application of
• antonyms
• synonyms
• homophones
• homographs
• homonyms
LANG-G4-RV-SCO24use, with greater competence, a paper based or online dictionary and thesaurus to learn the meaning and other features of known and unknown words
LANG-G4-RV-SCO25build on existing knowledge and skills of common prefixes and suffixes to determine meaning of new vocabulary.
LANG-G4-RV-SCO26Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
LANG-G4-RV-SCO27extend vocabulary through the use of words encountered in cross-curricular lessons.
LANG-G4-RV-SCO28demonstrate continued ability to apply knowledge of the change in tense (-t,-ed), number (-s, -es), and degree (-er and –est) signified by inflected endings to decode words
LANG-G4-RV-SCO29identify and apply figurative devices to enhance understanding of text:
• similes
• metaphors
• onomatopoeia
• personification
LANG-G4-RV-SCO30demonstrate with increasing competence an understanding of how word order impacts meaning
LANG-G4-RV-SCO31apply knowledge of how reading fluency impacts understanding
LANG-G4-RV-SCO32 participate in shared reading opportunities. to:
• enhance fluency
• guide intonation
• convey the mood and intent of the text
• expand vocabulary
• increase comprehension
LANG-G4-RV-SCO33further develop awareness of how word choice and phrasing may be used to describe persons and events in positive or negative ways
LANG-G4-RV-SCO34with increased competence, apply background knowledge and context clues to read unknown words
LANG-G4-RV-SCO35deepen application of knowledge of roots, affixes, and syllabication to decode unknown words
LANG-G4-RV-SCO36utilize phonics and word analysis skills, when necessary, with increasing automaticity:
• vowel patterns ( ou/ow, oi/oy, oo, aw) - the sounds of common digraphs and diphthongs
• complex letter pattern
• words with silent letters
LANG-G4-RV-SCO37use background knowledge and information from poetry and expository, narrative, and descriptive texts to make and modify predictions.
LANG-G4-RV-SCO38distinguish between main idea and supporting information in poetry and expository, narrative, and descriptive texts.
LANG-G4-RV-SCO39deepen ability to use prior knowledge of written and visual information to form a judgment about a particular point or issue.
LANG-G4-RV-SCO40continue to refine meaningful and critical use of text features to locate and use information (titles, subtitles, table of contents, glossary, index, etc.)
LANG-G4-RV-SCO41evaluate the purpose of graphic information (illustrations, fonts, charts, photographs, pictures, maps) in poetry and expository, narrative, and descriptive texts as an aid to comprehension .
LANG-G4-RV-SCO42recognize and provide examples of how author’s choice of vocabulary, phrases, and sentences evoke emotions, enhance description, and create humour,
LANG-G4-RV-SCO43provide examples of how illustrators create mood in visual text..
LANG-G4-RV-SCO44discuss the effectiveness and possible hidden messages of emoticons and social media posts.
LANG-G4-RV-SCO48develop an understanding of an author’s style of plot development of fiction: fables, folk tales, fairy tales, and adventure stories.
• use of time sequence
• use of descriptive language
• use of dialogue
LANG-G4-RV-SCO49begin to notice the purpose of an author’s use of structures such as:
• paragraphing in fiction and nonfiction
• stanzas, line breaks, rhyme in poetry
• dialogue markers, scenes, stage directions in drama
LANG-G4-RV-SCO50demonstrate understanding as a variety of text features are used to locate information (table of contents, glossary, index, charts, titles, and subtitles, etc.)
LANG-G4-RV-SCO51continue to develop independence in the use charts, diagrams, and other graphic information in an expository selection as an aid to understanding the text.
LANG-G4-RV-SCO52begin to develop skills to generate questions based on charts, diagrams, etc.
LANG-G4-RV-SCO53participate in discussions that compare and contrast how the local and international contexts of topic, setting, plot, and characters influence fiction, nonfiction, and poetry
LANG-G4-RV-SCO54identify examples of how an author introduces and develops characters through:
• descriptive language
• informal and formal language
• Home Language(s) and Standard English
• dialogue
LANG-G4-RV-SCO55reflect on the purpose of messages relayed through social media platforms as agents to inform, influence, disinform, bully, etc.
LANG-G4-RV-SCO56begin to explore an author’s use of implied and explicit messages through a critical lens:
• in all genres
• in advertisements
• in product labels
LANG-G4-RV-SCO57begin to develop understanding of an illustrator’s use of implied and explicit messages
LANG-G4-RV-SCO58begin to collect interesting examples of language use and apply to writing:
• interesting vocabulary
• interesting phrases or expressions
use digital blogs, storytelling, nonfiction, news, and instructional sites to explore various genres of writing
LANG-G4-RV-SCO62brainstorm individually and collaboratively to gather ideas for their writing
LANG-G4-RV-SCO63Use a variety of paper-based and digital resources to gather information to support and enhance the brainstorming process
LANG-G4-RV-SCO64identify and maintain the topic, purpose, audience, and form of writing throughout the brainstorming process.
LANG-G4-RV-SCO65reflect with greater depth on ideas gathered and add, revise, or delete to suit the topic and genre
LANG-G4-RV-SCO66examine samples of different genres as models for organizing a sequence of events, changes in setting, and character development
LANG-G4-RV-SCO67develop competence in organizing and arranging ideas and information to write for an intended purpose and audience.
LANG-G4-RV-SCO68organize and strengthen writing during drafting stage
LANG-G4-RV-SCO69create and use simple paper based or digital graphic organizers to aid the organization of ideas (e.g., five-finger plan, story map, web, list, five Ws, and graphic organizers for specific forms of writing.)
LANG-G4-RV-SCO70continue to participate in and contribute to independent and shared writing opportunities (e.g., posters for school events, thank-you letters to classroom guests, lists, recipes, labels, etc.) throughout the writing process
LANG-G4-RV-SCO71explore and experiment with various ways to express their thoughts and ideas in various text forms
LANG-G4-RV-SCO72continue to utilize strategies to organize ideas into a draft that supports the topic, enhances clarity, and sequences logically
LANG-G4-RV-SCO73demonstrate understanding by using linking words and phrases to develop a logical progression of ideas and thoughts (e.g., because, therefore, since, for example) to connect opinions and reasons
LANG-G4-RV-SCO74explore and represent in written pieces:
• introductory/topic sentences
• concluding sentences
• paragraphs
• a range of vocabulary to match the genre and purpose of the writing
LANG-G4-RV-SCO75develop purpose and use of form of simple, compound, and complex sentences.
LANG-G4-RV-SCO76build on existing knowledge of the various genres:
• narrative writing
• expository writing
• descriptive writing
• persuasive writing
• poetry - (rhyme, limerick, shape)
• book reports
LANG-G4-RV-SCO77write a draft of three or four paragraphs of the assigned genre
LANG-G4-RV-SCO78create drafts using alternate formats such as storyboard, comics, posters, etc.
LANG-G4-RV-SCO79participate in opportunities to share ideas and initial drafts with peers
LANG-G4-RV-SCO80produce fiction, non-fiction, poetry, and visual drafts that incorporate content from other core areas
