Word work and curriculum correlations my


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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. Grade 7Page 23/24 from Saskatchewan CurriculumCC7.4 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 ofsubjects, 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.
  3. 3. 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.