End-Of-Cycle Outcomes Cycle 1

End-Of-Cycle Outcomes Cycle 1

English Language Arts Essential Knowledges ~ Cycle 1

COMPETENCY 2 ~ EVALUATION CRITERIA
–Chooses own topic and text type
–Uses signs,symbols,illustrations and words to communicate to a familiar audience
–Produces a range of text types to serve an expressivefunction that are personal
–Uses a limited range of developmentally appropriatespelling strategies,including purposeful approximations
–Begins to adapt ideas and structures drawn fromreading/viewing experiences to own texts
–Talks about own writing in context of portfolio
WRITINGSYSTEM: UNDERSTANDINGLANGUAGE
The student understands that writing is a communication system and assigns meaningto her/his texts by:
•Self-selection of own topics,structures and features,based on purpose andaudience
•Writing to a familiar audience (peers,family,trusted adults) in order toexpress meaning(s):
–Pictures,symbols and/or signs integrated with print.See alsoCompetency 3 on integrating visuals into writing,and theCross-Curricular Competency,Creativity
–Identification of purpose for writing
–Specific structures and features of familiar texts incorporated intoown writing,e.g.uses “Once upon a time…”and “Happilyever after”from fairy tales
WRITINGPROCESS
The student follows a writing process that includes:
Writing on a daily basis:
–Own topics and text types chosen to meet a specific purpose,audience and context,e.g.what will I write? Who is it for?Should I use words and pictures? See also Competency 1for reading-writing connections and Competency 3 for differentkinds of media texts
•Writing for specific purposes and in different contexts which include:
–Getting things done
–Personal needs
–For pleasure
–Clarifying thoughts
–Solving problems
–Expressing ideas and feelings
–Recording experiences
–Developing and exploring new ideas and information
•Discussions with peers and teacher in order to:
–Share ideas for topics,purposes,text types.See also Competency 4for importance of talk in learning
–Plan,share,clarify and extend thinking.See also Competency 4on language for learning and peer collaboration
• Exploratory prewriting activities appropriate to purpose, audience and context for writing:
–Brainstorming for information and asking questions
–Drawing on ideas,prior experiences and personal memories
–Drawing,planning,talking
–Reading,listening to,viewing and talking about stories,songs,poems and books
–Using graphic organizers
–Telling and retelling stories
–Drawing on prior knowledge,e.g.of the media.See also respondingand production processes in Competency 3
•Writing activities that nourish the development of a process for producingwritten texts:
–Regular,sustained time to write on a daily basis
–Drafts of own writing with focus on making meaning
–Rereading of own writing with focus on meaning
–Sharing own writing with peers
–One or two strategies for crafting and revising own writing,on atrial-and-error basis:
-Talking about own writing
–Self-edits with focus on a limited number (1 or 2) of writingconventions at own developmental level:
-Checks for end punctuation in pairs by reading aloud
–Re-presentation of personally meaningful texts as published piecesfor intended familiar audience
KNOWLEDGEOFTEXTS: READING-WRITINGCONNECTIONS
The student comes to understand that texts are social and cultural products by:
•Experimentation with familiar structures and features of different text typesin own writing:
–Based on wide repertoire of texts read,viewed in the media andencountered in her/his community
–To suit own purpose and audience
•Development of understanding of writing conventions which include grammar (sentence structure and syntax),usage (agreement and word choice)and mechanics (spelling,capitalization and punctuation):
–Development of spelling conscience:rules,generalizations andpatterns of written language,i.e.spelling,applied at appropriatedevelopmental level
–Growing repertoire of developmentally appropriate spellingstrategies:
-Approximations,phonetic representation,visual patterns andcommon letter sequences,common structural patterns
PROFILE OFSELF ASWRITER
The student develops profile of self as writer in the context of a community of writers inthe classroom by:
•Writing daily for personally significant purposes:
–See Writing Process—purpose and context for writing,above
•Personal contribution to the development of a writing community in theclassroom through:
–Connections made between reading,writing and interactions withpeers,risk-taking in order to learn the writer’s craft,decisions madeabout own writing
–Repertoire of favourite self-expressive,narrative andinformation-based text types reflects reading,listening,viewing,visual representations and writing.See also Competency 1 and 3for text types
SELFEVALUATION
The student learns to apply her/his knowledge about language and texts deliberately,consciously and with increasing control and enjoyment,on the basis of conversationswith teacher and peers about her/his writing that involve:
•An integrated ELA portfolio:
–Sharing of portfolio with teacher in order to talk and reflect aboutwriting on a regular basis throughout cycle
–Focus on pleasure taken in writing and in discussion with teacherand peers.See Competency 4 for use of team strategies and talkin learning
–Student-initiated talk about some writing strategies and aboutfavourite pieces of writing with teacher
–Organization of written texts,i.e.with guidance in Cycles One andTwo.See also other competencies in this program

End-of-Cycle Outcomes – Cycle 1

By the end of Cycle Onethe student writes daily and is arisk-taker who is able to choose her/his own topics andpurposes for writing in order to produce personallymeaningful texts for a familiar audience of peers,familyand friends. It is the connection to what is personallymeaningful to her/him that fuels the student’s desire towrite.S/he uses signs,symbols,illustrations and words tocommunicate,in combinations that are both deliberateand experimental.Her/his focus is on producing a rangeof text types,all of which serve an expressive functionand are deeply personal, in that they are related toher/his experiences, ideas, feelings, family and friends. S/he is aware of a limited range of developmentallyappropriate spelling strategies,such as patterns and generalizations,and uses these in a trial-and-error fashion.The student is able to use invented spelling that demonstrates her/his growing awareness of written language.S/he understands that talk is essential to her/his writingprocess.S/he talks about the books she hears,reads andviews and begins to use,in her/his writing,ideas andstructures from theseexperienceswithfamiliar andfavourite texts.Much of her/his writing is exploratory andgoes no further than an initial draft s/he may developsome writing for personally significant purposes and afamiliar audience by deciding on a few revisions toher/his initial draft of writing before arriving at a text thatsatisfies her/him,but this process is not yet consolidated.Ongoing assessment and evaluation of the student’sdevelopment is based on a collection of her/his writingover time rather than on one or two pieces of information. The context or situation in which assessment andevaluation take place also includes the following:a familiar,known and specific purpose for writing,access to richvarieties of print;and opportunities to follow a writingprocess and to talk about her/his writing.With guidance,s/he chooses and talks about personally significant piecesof writing from her/his integrated ELA portfolio with theteacher.