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Word Work and Saskatchewan Curriculum Correlations                                            Grade 6Page 23/24 from Saska...
CC6.3 Use pragmatic (e.g., function and purpose), textual (e.g., paragraphs), syntactic (e.g.,complete sentences with appr...
Grade 7Page 23/24 from Saskatchewan CurriculumCR7.3 Use pragmatic (e.g.,author’s purpose and point of view), textual (e.g....
subjects, verbs, and pronouns), semantic/lexical/ morphological (e.g., avoid overused andmisused words), graphophonic (e.g...
Grade 8Page 23/24 from Saskatchewan CurriculumCR8.3 Use pragmatic (e.g., intended audience and tone), textual (e.g., how a...
pronounce words with proper emphasis), and other cues (e.g, arrange and balance words andvisuals as well as fonts) to cons...
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Transcript of "Word work and curriculum correlations my"

  1. 1. Word Work and Saskatchewan Curriculum Correlations Grade 6Page 23/24 from Saskatchewan CurriculumNote: Italicized text in blue below refers to those indicators that are emphasized at this gradelevel.CR6.3 Use pragmatic (e.g., function and purpose of texts), textual (e.g., form/ genre,sequence of ideas), syntactic (e.g., word order and emphasis on particular words),semantic/lexical/ morphological (e.g., capture particular aspect of intended meaning),graphophonic (e.g., sound-symbol patterns and relationships), and other cues (e.g., thespeaker’s non-verbal cues) to construct and confirm meaning.f. Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate foraudience, purpose, and context and capture particular aspect of intended meaning; recognizecommon prefixes (e.g., anti, auto, pre, trans), suffixes (e.g., tion, ment), and root words (e.g.,run, view); use reference tools to determine meaning of words; recognize words usedfiguratively (e.g., personification, similes, metaphors) and for imagery.g. Graphophonic: Recognize and comprehend word families and sound-symbol patterns andrelationships.
  2. 2. CC6.3 Use pragmatic (e.g., function and purpose), textual (e.g., paragraphs), syntactic (e.g.,complete sentences with appropriate subordination and modification), semantic/lexical/morphological (e.g., figurative words), graphophonic (e.g., spelling strategies), andother cues (e.g., appropriate volume and intonation) to construct and to communicatemeaning.d. Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, andcontext; avoid overused and misused words (e.g., “really good”); use reference tools todetermine meaning of words; use words figuratively (e.g., personification, similes, andmetaphors) and for imagery; correctly spell common words; use Canadian spelling; use avariety of strategies and resources to learn the correct spelling of words.e. Graphophonic: Clearly enunciate and carefully, and correctly pronounce words; utilizespelling rules and strategies to correctly spell appropriate words.
  3. 3. Grade 7Page 23/24 from Saskatchewan CurriculumCR7.3 Use pragmatic (e.g.,author’s purpose and point of view), textual (e.g., how authororganized text), syntactic (e.g., main and subordinate ideas), semantic/lexical/morphological(e.g., figurative language and specific word meanings by their context, common affixes, andallusions), graphophonic (e.g., word patterns), and other cues (e.g., non-verbal cues,headings, charts, and diagrams) to construct and confirm meaning when viewing, listening,and reading. Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate foraudience, purpose, and context and capture a particular aspect of intended meaning; usecontext, prefixes, suffixes, and root words, sounds, and reference tools to determine meaningof words; recognize words used figuratively and for imagery; identify and interpret figurativelanguage and words with multiple meanings; understand and explain “shades of meaning” inrelated words (e.g., quietly, softly).Graphophonic: Recognize and explain onomatopoeia, alliteration, derivatives, bases, andaffixes.CC7.4 Use pragmatic (e.g., use language that demonstrates respect for others), textual (e.g.,use common organizational patterns within texts), syntactical (e.g., ensure agreement of
  4. 4. subjects, verbs, and pronouns), semantic/lexical/ morphological (e.g., avoid overused andmisused words), graphophonic (e.g., enunciate clearly), and other cues (e.g., use appropriategestures and facial expressions) to construct and to communicate meaning.Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, andcontext and capture a particular aspect of intended meaning; avoid overused and misusedwords (e.g., “could of”); use common homonyms (e.g., their/they’re/there; its/it’s; too/two/to)and commonly confused words (e.g., who/whom) correctly; use words figuratively and forimagery; spell most words correctly using Canadian spelling, use a variety of strategies andresources (e.g., dictionaries, thesauruses, spell check) to learn the correct spelling and meaningof words.Graphophonic: Enunciate clearly and carefully; pronounce words correctly; recognizeonomatopoeia and alliteration; use basic spelling strategies, rules, and word families to spellwords correctly at grade level; spell derivatives correctly by applying the spellings of bases andaffixes.
  5. 5. Grade 8Page 23/24 from Saskatchewan CurriculumCR8.3 Use pragmatic (e.g., intended audience and tone), textual (e.g., how author organizedtext to achieve unity and coherence), syntactic (e.g., variety of sentence structures),semantic/ lexical/morphological (e.g., imagery), graphophonic (e.g., stress, pitch, andjuncture of a word), and other cues (e.g., layout and accompanying graphics) to construct andto confirm meaning.Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate foraudience, purpose, and context and capture a particular aspect of intended meaning; recognizesynonyms used for variety; use context, prefixes, suffixes, root words, sounds, and referencetools including dictionaries, thesauri, and handbooks to determine meaning of words; recognizewords used figuratively and for imagery.Graphophonic: Recognize and comprehend word patterns, the stress, pitch, and juncture of aword, affixes, root words, onomatopoeia, and alliteration.CC8.4 Use pragmatic (e.g., use appropriate language register), textual (e.g., use artisticdevices such as figurative language), syntactical (e.g., combine sentences to form compoundand complex sentences for variety, interest, and effect), semantic/lexical/morphological (e.g.,use words to capture a particular aspect of meaning), graphophonic (e.g., correctly
  6. 6. pronounce words with proper emphasis), and other cues (e.g, arrange and balance words andvisuals as well as fonts) to construct and to communicate meaning.Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, andcontext and capture a particular aspect of intended meaning; use specific words andsynonyms for variety; use common homonyms (e.g., whose/who’s) and often confused words(e.g., lend/borrow) correctly; use reference tools including dictionaries, thesauri, andhandbooks to determine meaning of words, to check spelling, and to verify usage; recognizeand use words figuratively and for imagery; spell most words correctly using Canadian spelling;use a variety of strategies and resources to learn the correct spelling of words; use knowledgeof spelling generalizations.Graphophonic: Enunciate clearly and carefully, and correctly pronounce words with properemphasis; use knowledge of a range of spelling patterns, including sound-symbol relationshipsand rules, to help identify, analyze, and correct spelling errors.

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