Teacher Template – ELA 30A

I Can Statements

Indicator/ Assignment

Date Assessed

Grade/ Mark

Reflection

CR A 30.1

I can view, listen to, read, comprehend, and respond to a variety of grade-appropriate First Nations, Métis, Saskatchewan, and Canadian texts that address: identity, social responsibility, and social action.

- I can view First Nations, Metis, Saskatchewan and Canadian texts that address identity, social responsibility, and social action.

- I can listen to First Nations, Metis, Saskatchewan and Canadian texts that address identity, social responsibility, and social action.

- I can read First Nations, Metis, Saskatchewan and Canadian texts that address identity, social responsibility, and social action.

 - I can understand First Nations, Metis, Saskatchewan and Canadian texts that address identity, social responsibility, and social action.

- I can respond to First Nations, Metis, Saskatchewan and Canadian texts that address identity, social responsibility, and social action.

CR A 30.2

I can view and evaluate critically information and ideas obtained from First Nations, Métis, Saskatchewan, and Canadian visual and multimedia texts including an advertisement, news broadcast, poster, and film.

- I can view information and ideas from First Nations, Metis, Saskatchewan, and Canadian visual texts, such as advertisements, a news broadcast, a poster, and a film.

- I can evaluate and analyze visual information from First Nations, Metis, Saskatchewan, and Canadian visual texts, such as advertisements, a news broadcast, a poster, and a film. 

CR A 30.3

I can listen to, comprehend, and develop coherent and plausible interpretations of grade-appropriate literary and informational texts created by First Nations, Métis, Saskatchewan, and Canadian speakers and authors from various communities.

- I can listen to oral literary and informational texts created by First Nations, Metis, Saskatchewan, and Canadian speakers and authors from various communities.

- I can understand oral literary and informational texts created by First Nations, Metis, Saskatchewan, and Canadian speakers and authors from various communities.

- I can develop clear and logical interpretations of oral literary and informational texts created by First Nations, Metis, Saskatchewan, and Canadian speakers and authors from various communities.

CR A 30.4

I can read, demonstrate comprehension of, and apply knowledge from grade-appropriate informational (including editorials, reviews, and articles) and literary (including fiction, script, poetry, and non-fiction) texts from First Nations, Métis, Saskatchewan, and Canadian authors as a basis for understanding self and the multiplicity of voices and perspectives that make up Canadian culture.

- I can read informational texts, such as editorials, reviews, and articles from First Nations, Metis, Saskatchewan, and Canadian authors as a way to understand the individual and diverse voices of Canadian culture.

- I can read literary texts, such as fiction, script, poetry, and non-fiction, from First Nations, Metis, Saskatchewan, and Canadian authors as a way to understand the individual and diverse voices of Canadian culture.

- I can show understanding after reading informational texts, such as editorials, reviews, and articles, from First Nations, Metis, Saskatchewan, and Canadian authors as a way to understand the individual and diverse voices of Canadian culture.

- I can show understanding after reading literary texts, such as fiction, script, poetry, and non-fiction, from First Nations, Metis, Saskatchewan, and Canadian authors as a way to understand the individual and diverse voices of Canadian culture.

- I can use what I learn after reading informational texts, such as editorials, reviews, and articles, from First Nations, Metis, Saskatchewan, and Canadian authors as a way to understand the individual and diverse voices of Canadian culture.

- I can use what I learn from literary texts, such as fiction, script, poetry, and non-fiction, from First Nations, Metis, Saskatchewan, and Canadian authors as a way to understand the individual and diverse voices of Canadian culture.

Can I differentiate between literal and figurative statements and recognize satire, parody, and irony?

Can I interpret allusions, symbols, and symbolic patterns in literary texts?

Can I use knowledge from texts as a basis to understand self and society by using literary texts for understanding individual and social issues?

CC A 30.1

I can create a range of visual, multimedia, oral, and written texts that explore identity, social responsibility, and social action.

- I can create visual texts that explore identity, social responsibility, and social action, such as photographs / illustrations, maps, charts, graphs, posters, and billboards.

- I can create multimedia texts that explore identity, social responsibility, and social action, such as documentaries, podcasts, blogs with hyperlinks, a Prezi project or a commercial.

- I can create oral texts that explore identity, social responsibility, and social action, such as a narrative, speech, an announcement, a discussion, presentation, or conversation.

- I can create written texts that explore identity, social responsibility, and social action, such as a poem, short story, script, essay, article or blog post.

CC A 30.2

I can create and present visual and multimedia representations including using photographs to explain a range of contemporary course-related perspectives or landscapes.

- I can create a visual or multimedia presentation on a contemporary Canadian landscape or perspective.

- I can present a visual or multimedia presentation on a contemporary Canadian landscape or perspective.

CC A 30.3

I can present and express a range of ideas and information in formal (including a panel presentation and a business or community meeting) and informal (including discussions and collaborative work) situations for differing audiences and purposes.

- I can present ideas / information in formal situations for differing audiences and purposes, such as a panel presentation and a business or community meeting.

- I can present ideas / information in informal situations for differing audiences and purposes, such as discussions and collaborative work.

CC A 30.4

I can create a variety of informational (including an inquiry/research paper and an editorial) and literary (including a real or invented narrative and a literary criticism essay) texts that are appropriate to a variety of audiences and purposes including informing, persuading, and entertaining.

- I can create informational texts that are appropriate to a variety of audiences and purposes including informing, persuading, and entertaining, such as an inquiry paper, research paper, minutes of a meeting and editorial.

- I can create literary texts that are appropriate to a variety of audiences and purposes including informing, persuading, and entertaining, such as a real or invented narrative, a chapter of a novel, a short story, and a literary criticism essay.

- I can create written text considering elements of writing (purpose, speaker, audience, and form) in a variety of writing genres, such as narrative, expository, persuasive, informative, and descriptive.

AR A 30.1

I can assess own work for precision, clarity, and artistry.

- I can review and analyze my own work for content, organization, delivery, audience response, and style.

- I can identify skills and strategies to use for viewing, listening, reading, representing, speaking, and writing in order to improve communication.

AR A 30.2

I can reflect on personal growth and successes in language learning and consider the role and importance of language learning when developing personal goals and plans as a self-directed, curious, self-appraising, and open-minded learner.

- I can reflect on my own personal growth and successes in language learning.

- I can consider the role and importance of language learning when developing goals and plans to improve.

- I can demonstrate that I am self-directed, curious about ways to improve, self-assess my own work effectively, and be an open-minded learner.