Kindergarten to Senior 4 Ukrainian Language Arts Manitoba Curriculum Framework of Outcomes
Kindergarten to Senior 4 Ukrainian
Language ArtsManitoba Curriculum
Framework of Outcomes
coverlarge.qxp 4/1/2005 7:19 AM Page 1
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
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
4
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
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
5
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
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
6
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.
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
7
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.
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
8
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.
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
9
Ukrainian Language Arts Kindergarten to Senior 4 Introduction
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
• compose text, using appropriate formsthat match content, audience andpurpose
• 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
UKRAINIAN LANGUAGE ARTSKINDERGARTEN TO SENIOR 4
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
Ukrainian Language Arts Kindergarten to Senior 4
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
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
17
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
1.1 Discover and Explore
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
1.1 Discover and Explore
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
18
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
1.1 Discover and Explore
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
19
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
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
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
21
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
1.2 Clarify and Extend
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
1.2 Clarify and Extend
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
22
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
1.2 Clarify and Extend
Students will listen, speak, read, write, view, and represent in Ukrainian to explore thoughts, ideas, feelings, and experiences
23
Ukrainian Language Arts Kindergarten to Senior 4
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.
26
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
• make connections amongtexts, prior knowledge andpersonal experiences
• 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 connections amongtexts, prior knowledge andpersonal experiences
• 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
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.
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 textual cues to construct and confirmmeaning in interpreting text
• 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 textual cues to construct and confirmmeaning in interpreting text
• use semantic, morphological,phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning; and use a variety of referenceresources to determine word meaning incontext
2.1 General Comprehension Strategies
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
• use textual cues to construct and confirmmeaning in interpreting text
Cueing Systems• use semantic, morphological,
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 textual cues to construct and confirmmeaning in interpreting text
• 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
• use textual cues to construct and confirmmeaning in interpreting text
• use semantic, morphological,phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning and interpret texts
2.1 General Comprehension Strategies
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.
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
Cueing Systems• use semantic, morphological,
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
• use semantic, morphological,phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning 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
• use semantic, morphological,phonological, graphophonic and syntacticcueing systems to construct and confirmmeaning and interpret texts
2.1 General Comprehension Strategies
29
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.
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.
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
For a sample list of text forms, see Appendix A.
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.
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
2.2 Respond to Texts
For a sample list of text forms, see Appendix A.
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
2.2 Respond to 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.
32
For a sample list of text forms, see Appendix A.
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
2.2 Respond to Texts
33
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.
For a sample list of text forms, see Appendix A.
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.
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
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.
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
• create original texts to communicate anddemonstrate understanding of forms andtechniques
2.3 Understand Forms and Techniques
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
Create Original Texts• create original texts to communicate and
demonstrate understanding of forms andtechniques
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
• create original texts to communicate anddemonstrate understanding of forms andtechniques
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
• create original texts to communicate anddemonstrate understanding of forms andtechniques
2.3 Understand Forms and Techniques
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.
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
Create Original Texts• create original texts to communicate and
demonstrate understanding of forms andtechniques
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
• create original texts to communicate anddemonstrate understanding of forms andtechniques
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
• create original texts to communicate anddemonstrate understanding of forms andtechniques
2.3 Understand Forms and Techniques
37
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.
Ukrainian Language Arts Kindergarten to Senior 4
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
General Outcome 3Students will listen, speak,
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
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
43
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
3.2 Select and Process
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
3.2 Select and Process
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
3.2 Select and Process
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
47
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
3.3 Organize, Record, and Assess
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
3.3 Organize, Record, and Assess
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
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
3.3 Organize, Record, and Assess
Students will listen, speak, read, write, view, and represent in Ukrainian to manage ideas and information.
51
Ukrainian Language Arts Kindergarten to Senior 4
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
General Outcome 4Students will listen, speak,
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
4.1 Generate and Focus
For a sample list of text forms, see Appendix A.
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
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
4.1 Generate and Focus
For a sample list of text forms, see Appendix A.
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
• compose text, using appropriate formsthat match content, audience andpurpose
• identify and use a variety oforganizational patterns in own oral,print and visual texts; and composeappropriate introductions andconclusions
4.1 Generate and Focus
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
56
For a sample list of text forms, see Appendix A.
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
4.1 Generate and Focus
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
57
For a sample list of text forms, see Appendix A.
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
59
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
4.2 Enhance and Improve
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
4.2 Enhance and Improve
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
60
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
4.2 Enhance and Improve
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
61
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
63
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
4.3 Attend to Conventions
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
4.3 Attend to Conventions
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
64
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
4.3 Attend to Conventions
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
65
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
67
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
4.4 Present and Share
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
• demonstrate critical listening andviewing behaviours, and show respect forthe presenter
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
• demonstrate critical listening andviewing behaviours, and show respect forthe presenter
4.4 Present and Share
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
68
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
• demonstrate critical listening andviewing behaviours, and show respect forthe presenter
4.4 Present and Share
Students will listen, speak, read, write, view, and represent in Ukrainian to enhance the clarity and artistry of communication.
69
Ukrainian Language Arts Kindergarten to Senior 4
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
General Outcome 5Students will listen, speak,
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.
72
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
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
73
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
5.1 Develop and Celebrate Community
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
5.1 Develop and Celebrate Community
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
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
5.1 Develop and Celebrate Community
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
75
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
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
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
77
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
5.2 Encourage, Support, and Work with Others
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
5.2 Encourage, Support, and Work with Others
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
78
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
5.2 Encourage, Support, and Work with Others
Students will listen, speak, read, write, view, and represent in Ukrainian to celebrate and build community.
79
UKRAINIAN LANGUAGE ARTSKINDERGARTEN TO SENIOR 4
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
Ukrainian Language Arts Kindergarten to Senior 4
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
Ukrainian Language Arts Kindergarten to Senior 4
84
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
Ukrainian Language Arts Kindergarten to Senior 4
85
• 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
Ukrainian Language Arts Kindergarten to Senior 4
86
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
Ukrainian Language Arts Kindergarten to Senior 4
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.
Ukrainian Language Arts Kindergarten to Senior 4
88
Ukrainian Language Arts Kindergarten to Senior 4
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
• use, in modelled situations,the following grammaticalelements:
Grade 3
• use the Ukrainian alphabetaccurately, orally and inwriting-phonemes, doubleconsonants and blends
• use vocabulary andexpressions appropriately invarious situations in theclassroom and schoolenvironment
• use, in modelled situations,the following grammaticalelements:
6.1 Linguistic Elements
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.
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
• use, in modelled situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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
Grammatical Elements• use, in modelled situations, the
following grammatical elements:
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
• use, in modelled situations, thefollowing grammatical elements:
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
• use, in modelled situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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.
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
Grammatical Elements• use, in modelled situations, the
following grammatical elements:
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
• use, in modelled situations, thefollowing grammatical elements:
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
• use, in modelled situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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.
93
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.
94
Kindergarten
Grammatical Elements• use, in modelled situations,
the following grammaticalelements:
Grade 1
• use, in modelled situations,the following grammaticalelements:
Grade 2
• use, in modelled situations,the following grammaticalelements:
Grade 3
• use, in modelled situations,the following grammaticalelements:
6.1 Linguistic Elements
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.
95
Grade 4
Grammatical Elements• use, in modelled situations, the
following grammatical elements:
Grade 5
• use, in modelled situations, thefollowing grammatical elements:
Grade 6
• use, in modelled situations, thefollowing grammatical elements:
6.1 Linguistic Elements
Grade 7
Grammatical Elements• use, in modelled situations, the
following grammatical elements:
Senior 1
• use, in modelled situations, thefollowing grammatical eleme
Grade 8
• use, in modelled situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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.
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
Grammatical Elements• use, in modelled situations, the
following grammatical elements:
Senior 4Senior 3
6.1 Linguistic Elements
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.
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
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.
98
Kindergarten
Grammatical Elements• use, in structured
situations, the followinggrammatical elements:
Grade 1
• use, in structuredsituations, the followinggrammatical elements:
Grade 2
• use, in structuredsituations, the followinggrammatical elements:
Grade 3
• use, in structuredsituations, the followinggrammatical elements:
6.1 Linguistic Elements
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.
99
Grade 4
Grammatical Elements• use, in structured situations, the
following grammatical elements:
Grade 5
• use, in structured situations, thefollowing grammatical elements:
Grade 6
• use, in structured situations, thefollowing grammatical elements:
6.1 Linguistic Elements
Grade 7
Grammatical Elements• use, in structured situations, the
following grammatical elements:
Senior 1
• use, in structured situations, thefollowing grammatical elements:
Grade 8
• use, in structured situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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.
100
Senior 2
Grammatical Elements• use, in structured situations, the
following grammatical elements:
Senior 4
• use, in structured situations, thefollowing grammatical elements:
Senior 3
• use, in structured situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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.
101
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.
102
Kindergarten
Grammatical Elements• use, in structured
situations, the followinggrammatical elements:
Grade 1
• use, in structuredsituations, the followinggrammatical elements:
Grade 2
• use, in structuredsituations, the followinggrammatical elements:
Grade 3
• use, in structuredsituations, the followinggrammatical elements:
6.1 Linguistic Elements
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.
103
Grade 4
Grammatical Elements• use, in structured situations, the
following grammatical elements:
Grade 5
• use, in structured situations, thefollowing grammatical elements:
Grade 6
• use, in structured situations, thefollowing grammatical elements:
6.1 Linguistic Elements
Grade 7
Grammatical Elements• use, in structured situations, the
following grammatical elements:
Senior 1
• use, in structured situations, thefollowing grammatical elements:
Grade 8
• use, in structured situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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.
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
Grammatical Elements• use, in structured situations, the
following grammatical elements:
Senior 4
• use, in structured situations, thefollowing grammatical elements:
Senior 3
• use, in structured situations, thefollowing grammatical elements:
6.1 Linguistic Elements
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.
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.
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.
106
Kindergarten
Grammatical Elements• use, independently and
consistently, the followinggrammatical elements:
Grade 1
• use, independently andconsistently, the followinggrammatical elements:
Grade 2
• use, independently andconsistently, the followinggrammatical elements:
Grade 3
• use, independently andconsistently, the followinggrammatical elements:
6.1 Linguistic Elements
Note: Grammatical elements that students are able to use independentlyand consistently are to be maintained for the duration of the student’sbilingual programming.
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.
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
• use, independently and consistently,the following grammatical elements:
6.1 Linguistic Elements
Note: Grammatical elements thatstudents are able to useindependently and consistently areto be maintained for the duration ofthe student’s bilingual programming.
Grade 7
Grammatical Elements• use, independently and consistently,
the following grammatical elements:
Senior 1
• use, independently and consistently,the following grammatical elements:
Grade 8
• use, independently and consistently,the following grammatical elements:
6.1 Linguistic Elements
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.
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
Grammatical Elements• use, independently and consistently,
the following grammatical elements:
Senior 4
• use, independently and consistently,the following grammatical elements:
Senior 3
• use, independently and consistently,the following grammatical elements:
6.1 Linguistic Elements
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.
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.
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.
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
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.
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
6.2 Language Competence
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
6.2 Language Competence
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.
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
6.2 Language Competence
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.
113
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.
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
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.
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
6.3 Sociocultural/Sociolinguistic Competence
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
6.3 Sociocultural/Sociolinguistic Competence
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.
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
6.3 Sociocultural/Sociolinguistic Competence
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.
117
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.
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.
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.
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
6.4 Language Learning Strategies
Further examples of language learning strategies are available on pages 83 to 85.
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
6.4 Language Learning Strategies
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.
120
Further examples of language learning strategies are available on pages 83 to 85.
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
6.4 Language Learning Strategies
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.
121
Further examples of language learning strategies are available on pages 83 to 85.
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.
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.
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.
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
6.5 Language Use Strategies
Further examples of language use strategies are available on pages 85 to 86.
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
6.5 Language Use Strategies
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.
124
Further examples of language use strategies are available on pages 85 to 86.
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
6.5 Language Use Strategies
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.
125
Further examples of language use strategies are available on pages 85 to 86.
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.
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.
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.
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
6.6 General Learning Strategies
Further examples of general learning strategies are available on pages 87 to 88.
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
6.6 General Learning Strategies
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.
128
Further examples of general learning strategies are available on pages 87 to 88.
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
6.6 General Learning Strategies
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.
129
Further examples of general learning strategies are available on pages 87 to 88.
UKRAINIAN LANGUAGE ARTSKINDERGARTEN TO SENIOR 4
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.
Ukrainian Language Arts Kindergarten to Senior 4
133
Culture
Ukrainian Language Arts Kindergarten to Senior 4
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.
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.
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
1 See cluster heading 7.2.
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
Valuing Ukrainian Language andCulture1
• 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
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.
138
1 See cluster heading 7.2.
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
Valuing Ukrainian Language andCulture1
• 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
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.
139
1 See cluster heading 7.2.
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.
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
• 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
• recognize diverse elementsof the Ukrainian languageand culture in school and/orthe local community
• gather information todemonstrate change withinthe Ukrainian language andculture
Grade 3
• 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
• 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
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.
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
7.2 Ukrainian Centre
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
7.2 Ukrainian Centre
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.
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
7.2 Ukrainian Centre
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.
143
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.
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
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.
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
7.3 Building Community
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
7.3 Building Community
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.
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
7.3 Building Community
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.
147
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.
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
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.
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
7.4 Global Citizenship
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
7.4 Global Citizenship
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.
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
7.4 Global Citizenship
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.
151
UKRAINIAN LANGUAGE ARTSKINDERGARTEN TO SENIOR 4
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
155
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
156