Language Arts
Grade 5: Oral Communication |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes; |
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2.
use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes; |
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3.
reflect on and identify their strengths as listeners and speakers, areas for improvement,
and the strategies they found most helpful in oral communication situations. |
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Specific Expectations
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1.
Listening to Understand |
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Purpose:
1.1 identify a range of purposes for listening in a variety of situations,
formal and informal, and set goals related to specific listening tasks (e.g.,
to understand learning strategies modelled by the teacher during
think-alouds; to develop a response to a commentary on an issue; to share
information and ideas about a topic with peers during conversations,
discussions, and meetings; to become familiar with and appreciate the sounds
of different types of poetry) |
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Active
Listening Strategies: 1.2 demonstrate an understanding of appropriate
listening behaviour by adapting active listening strategies to suit a range
of situations, including work in groups (e.g., ask questions to clarify
understanding before responding; affirm and build on the ideas of others;
summarize and respond constructively to ideas expressed by others; use brief
vocal prompts to signal agreement or interest during conversations: Yes; Say
that again, please; Tell me more) |
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Comprehension
Strategies: 1.3 identify a variety of listening comprehension strategies and
use them appropriately before, during, and after listening in order to
understand and clarify the meaning of oral texts (e.g., ask questions about
facts, inferences, and value judgements to focus and clarify understanding of
the themes in an oral text; summarize and synthesize ideas to deepen
understanding of an oral text; use self-questioning and predict questions
that might be asked to monitor understanding while listening) |
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Demonstrating
Understanding: 1.4 demonstrate an understanding of the information and ideas
in oral texts by summarizing important ideas and citing a variety of
supporting details (e.g., summarize an episode of a favourite television program
for a small group; summarize the ideas in a book read aloud to the class) |
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Making
Inferences/Interpreting Texts: 1.5 make inferences about oral texts using
stated and implied ideas in the texts as evidence (e.g., ask questions to generate
inferences about an oral text: What would happen if...? I wonder what was
meant by...?) |
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Extending
Understanding: 1.6 extend understanding of oral texts by connecting the ideas
in them to their own knowledge, experience, and insights; to other texts,
including print and visual texts; and to the world around them (e.g., relate
the content of an oral presentation to that of books, articles, movies,
television shows, or videos on the same topic; discuss issues related to the
topic of an oral text; use role play and drama to explore ideas, emotions, or
issues presented in oral texts) |
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Analysing
Texts: 1.7 analyse oral texts and explain how specific elements in them contribute
to meaning (e.g., ideas and information, word choice, tone of voice, pace of
delivery, body language). Teacher prompt: "Did the speaker's tone of
voice communicate a different message from his or her actual words?" |
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Point
of View: 1.8 identify the point of view presented in oral texts and ask
questions to identify missing or possible alternative points of view (e.g.,
use drama or role play to explore the perspective of the minor characters in
a play; respond to a speaker who expresses an alternative point of view on an
issue; ask a variety of people for their views about a topic). Teacher
prompts: "How would the content of this text change if it were presented
from a different point of view?" "How would the language the author
uses need to change to reflect a different point of view?" "What
other voices do you think should be heard on this topic?" "Is the
text fair?" |
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Presentation
Strategies: 1.9 identify a range of presentation strategies used in oral texts
and analyse their effect on the audience (e.g., the use of emotive language,
one-sided arguments, or exaggerated claims). Teacher prompt: "Why do you
think the speaker repeats that phrase so often?" |
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2.
Speaking to Communicate |
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Purpose:
2.1 identify a variety of purposes for speaking (e.g., to justify opinions
and thinking in discussion and dialogue groups; to ask questions or explore
solutions to problems in small groups; to share information or ideas about a
topic with a group; to share data; to entertain; to interact in social
situations; to contribute meaningfully and work constructively in groups) |
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Interactive
Strategies: 2.2 demonstrate an understanding of appropriate speaking behaviour
in a variety of situations, including paired sharing, dialogue, and small-
and large- group discussions (e.g., ask questions to clarify understanding
before responding; respond to a group member's comment by making a personal
connection to their own experience; show awareness of and sensitivity towards
the background and experiences of other group members when expressing their
own views) |
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Clarity
and Coherence: 2.3 communicate orally in a clear, coherent manner, presenting
ideas, opinions, and information in a readily understandable form (e.g.,
present an argument that has a clearly stated purpose, point-by-point
development, and relevant supporting details) |
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Appropriate
Language: 2.4 use appropriate words and phrases from the full range of their
vocabulary, including inclusive and non-discriminatory language, and
stylistic devices suited to the purpose, to communicate their meaning
accurately and engage the interest of their audience (e.g., use evocative
images, personal anecdotes, quotations, vocabulary from curriculum subject
areas, and appropriate technical terminology to achieve particular effects) |
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Vocal
Skills and Strategies: 2.5 identify some vocal effects, including tone, pace,
pitch, volume, and a variety of sound effects, and use them appropriately and
with sensitivity towards cultural differences to help communicate their
meaning (e.g., use a formal or informal tone as required by the context) |
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Non-Verbal
Cues: 2.6 identify a variety of non-verbal cues, including facial expression,
gestures, and eye contact, and use them in oral communications, appropriately
and with sensitivity towards cultural differences, to help convey their
meaning (e.g., use facial expression appropriately to indicate agreement or
confusion during a discussion) |
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Visual
Aids: 2.7 use a variety of appropriate visual aids (e.g., posters, charts, maps,
globes, computer-generated organizers) to support or enhance oral
presentations (e.g., use ministry-licensed software to create a Venn diagram
to compare two different biographies) |
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3.
Reflecting on Oral Communication Skills and Strategies |
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Metacognition:
3.1 identify, in conversation with the teacher and peers, what strategies
they found most helpful before, during, and after listening and speaking and what
steps they can take to improve their oral communication skills. Teacher
prompts: "How do you check to be sure you understand correctly what
others are saying during a discussion?" "How do you make decisions
about when to speak and when to listen?" |
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Interconnected
Skills: 3.2 identify, in conversation with the teacher and peers, how their
skills as viewers, representers, readers, and writers help them improve their
oral communication skills. Teacher prompts: "What have you learned as a
writer that you can use to make your oral presentations more effective?"
"What do you think the connection is between your experience as a reader
and your ability to understand what you hear?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.