Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and
audiences.
Grade
Outcome
Kindergarten
CCK.3 Use oral language to
 Converse
 engage in play
 express ideas
 share personal
experiences.
One
CC1.3 Speak clearly and audibly
about
 Ideas
 Experiences
 Preferences
 Questions
 conclusions
in a logical sequence, using
expression and dramatization
when appropriate.
Two
CC2.3 Speak clearly and audibly in
an appropriate sequence for a
familiar audience and a specific
purpose when
 recounting stories and
experiences, giving directions
 offering an opinion and
providing reasons
 explaining information and
directions.
Big Ideas/
Enduring
Understandings
Talking helps us play together.
Talking helps us be understood.
Conversation is how we learn
about ideas and each other.
How we move our body gives a
message.
Essential
Questions
Why do I need to use words to
play?
How can I use words to be
understood?
Conversation is when two or more
people talk to each other.
Certain body movements hold
meaning.
Speaking requires thought and
planning.
Speaking clearly and making sure I
am heard is necessary to be
understood.
Our bodies give a message when
we speak.
How do I speak to get my message
understood?
Does my body language match my
words?
A logical sequence is an order that
makes sense.
Expression is varying voice and
face.
Dramatization is acting out a story
or idea.
Everyone has the right to an
opinion.
Speaking clearly and making sure I
am heard is necessary to be
understood.
Our bodies give a message when
we speak.
What is an opinion?
What is a fact?
Who’s listening?
Know
Indicators/Do
Recounting stories and experiences
follows a sequence (beginning,
middle, and end.)
Directions and explanations are
clear when they are sequential.
Opinions are what I think, feel, like,
or dislike.
Opinions are supported with
reasons.
Facts are truths.
Three
CC3.3 Speak to present ideas and
information appropriately in informal
(eg)
 interacting appropriately with
others to share ideas and
opinions,
 complete task
 discuss concerns or problems
and some formal situations
 giving oral explanations
 delivering short simple reports
 demonstrating and describing
basic procedures
for different audiences and purposes.
Techniques are chosen to enhance the
message and engage the audience.
A beginning, middle and end are
important in both formal and informal
speaking.
Four
CC4.3 Speak to present and express a
range of ideas and information in
formal and informal speaking
situations including:
 giving oral explanations
 delivering brief reports or
speeches
 demonstrating and describing
procedures
for differing audiences and purposes.
Five
CC5.3 Speak to express and support a
range of ideas and information in
formal and informal speaking situations
 giving oral presentations and
reports
 retelling a narrative
 explaining a display to others
 working in groups
for particular audiences and purposes.
Formal speaking is dependent on
effective planning.
Discussions require specific skills.
Everyone is responsible for contributing
to a discussion, but will do so in different
ways.
Ideas shared through spoken words
have added meaning when supported by
external sources.
What techniques work for me? Why?
How should I speak?
What’s a good discussion?
What planning goes into delivering a
presentation?
A formal situation is predetermined
with a specific purpose and audience.
There are techniques to use when
speaking that engage your audience.
There is a difference in language use
between formal and informal speaking
situations.
Discussions become effective when
specific elements are included.
Formal speaking requires the use of
specific skills.
Central ideas and information are
easier to understand when they include
examples and details, anecdotes and
experiences.
Cause and effect, and similarities and
differences are common patterns to
use when speaking.
What strengths can I bring to a
discussion?
What supports bring extra meaning to
my ideas?
Ideas and information need the support
of examples, details, facts and
explanations.
Questions engage the listener and
highlight organizational structure.
Every member of a group has a
responsibility and role.
Select and use appropriate strategies (before, during, and after) to communicate meaning when speaking.
See strategy description in ELA Curriculum pgs. 21, 22 or 23
See Appendix B Instructional Tools to Support Before, During and After Strategies
Speak in Formal and Informal situations:
How will I share my ideas and opinions?
Use oral language to share and
express ideas (personal experiences
and preferences):
Informal situations:
 Sharing and talking
 Play
 Answering questions
Use oral language to share and express
ideas in:
Informal situations
 sustain a conversation
 interact with other
 exchange ideas on a topic
 sharing and talking
Use oral language to share and express
ideas in:
Informal situations
 sharing and talking
 answering questions
 giving directions
 retelling
Use oral language to present and express
ideas in:
Informal situations
 clarify and extend personal
understanding
 interact courteously with others
 share ideas and opinions
Use oral language to present & express
ideas in:
Informal situations
 contribute to class discussions by
 expressing ideas, opinions, & feelings
 interacting with others to share ideas
and opinions
Use oral language to present, express &
support ideas in:
Informal situations
 Fulfill role as group member
 respect and respond sensitively to the
ideas, opinions, and interpretations of
others.
 Initiate conversation
 Participate in group activities
 Manipulate sounds, rhymes, and
words
 Incorporate words and phrases
form books into play (new
vocabulary)
 Retelling
Formal
 Show and Tell
 Introducing themselves
 engage in play
Formal situations
 giving oral presentations
 Rehearse and deliver brief short
 poems
 rhymes
 songs
 stories
 fingerplays
 introductions
 engage in play
Formal situations
 report on a topic with facts and
details
 deliver brief recitations
 poems
 rhymes
 verses
 fingerplays
 choral readings
 oral presentations
Organize ideas in appropriate format and sequence ideas and information clearly and logically.
 Speak to others politely.
Speak clearly and loud enough for
others to hear.
 Stay on topic
 Group ideas in an order that
makes sense
Logical sequence
 Beginning middle and end
Central idea
 Stay on topic
 Who, what, when, where, why
and how
Use language for effect - creative expression
 complete tasks
 discuss concerns or problems
 sustain conversations by extending
others’ contributions
Formal situations
 giving oral explanations
 delivering short simple reports
 demonstrating and describing basic
procedures
 deliver recitations
 poems
 short plays
 choral readings
 asking for support
 completing tasks
 explaining concerns or problems.
Formal situations
 Retell traditional FNM narrative
 Recite
 poems
 Monologues
 Dramatic dialogues
 make informational presentations
that frame a key question that
includes facts and details and
incorporates information from more
than one reliable source
Formal situations
 oral presentations
 dramatization (role play)
 discussion circles
 introduce a visitor to the class or school
 give directions.
Will my audience 'get' my message?
Logical sequence
 Beginning middle and end
 Necessary details
Central idea
 Stay on topic
 Who, what, when, where,
why and how
Logical sequence
 Beginning middle and end
 Link words
Central idea
 Concrete details
 Details develop character, setting
and plot
Logical sequence
 Introductions & conclusions
 Appropriate structure
 Cause & effect
 Similarity & difference
 Key question to guide listener
Explain or clarify main idea or information:
 details, examples, anecdotes, or
experiences
 more than one reliable source
 interviews, books
 newspaper articles
 television or radio reports
Logical sequence
 Organizational Structure
 Situation, plot, point of view, setting
 Framing questions to guide listener
 Point of view
Clarify & support idea/information
 Evidence & examples
 simple facts, details, examples, and
explanations
Do I speak in a way that engages my audience?
Engage audience with appropriate:
 Clear speech and diction
 Pitch
 pace
 volume
 Tone
 Fluency
 Expression
 Facial expression and gestures
 Eye contact and body language
Use cues to construct and communicate meaning:
 Use and apply language including
making requests and seeking
information, simple greetings,
expressing personal ideas,
interacting, planning or developing
play.
 Recognize the different functions of
language (more formal language
used in the classroom than on the
playground)
 Use language in all types of play.
 Tell or dramatize a story using own
words and appropriate gestures.
How can I use language to help me communicate clearly and effectively?
Am I using language effectively?
Pragmatic:
What is the context of my composition? Who is Audience? What is my Purpose?
 Use common social greeting and
expressions (e.g., “Thank you.”);
 Use language appropriate to
situation
 Consider what and why something
needs to be communicated.
 Identify and think about purpose and
audience.
 Think about and identify intended
purpose and audience for
communication.
 Demonstrate an awareness of audience
and use level of language (register)
appropriate to purpose and intended
audience
 Adjust tone to situation.
Evidence of
Understanding
 Stay on topic and group ideas and
information in an order that makes
sense.
 Create simple oral stories of several
sentences
 Organize main idea with two or more
related details.
 Explain and retell events in more
than short phrases (i.e., in basic
sentences).
 Use simple, complete sentences
when speaking.
 Use past tense correctly.
 Use complete sentences often with
six or more words (in speech, 6.8
words by June)
 Incorporate words and phrases
from books into play and use basic
vocabulary to talk about an
experience or object.
 Choose and use words to add
interest or to clarify
 Manipulate sounds, rhymes, and
words (i.e., creates rhymes,
identifies initial and final consonant
sounds).
 Use correct pronouns for familiar
words.
 Correctly pronounce familiar and
commonly used words
 Sounding out (elongating) all
substantial sounds when speaking a
word
 Use correct pronouns for familiar
words.
 Use simple gestures, volume, and
tone of voice to communicate ideas
and needs
 Use simple gestures, volume, and
tone of voice to communicate ideas
and needs
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
story time
circle time
play situations.
conversations with others.
Poems
Rhymes
Songs
inger plays.
Tell a story
dramatize a story
 retell stories
 small-group work
 recite
 poems
 rhymes
 songs
 stories
 lines from a play
 oral presentations about familiar
experiences or interests
Textual: How are texts organized?
 Present ideas in a logical sequence
 Organize ideas before speaking
 use familiar patterns to present ideas
(e.g., description, sequence, problemsolution).
 Organize ideas in logical and cohesive
manner
 Use common connecting words to link
ideas (e.g., first, next, finally)
 Use effective openings and closing in
presentations
Syntactical:
What is the best structure for my sentence?
 Use complete sentences (in speech
 Use complete sentences (7.5 words in
7.5 words)
speech)
 Use a variety of sentence types (e.g.,  Use correct subject-verb agreement
statements, questions, exclamations)  Use verbs, adjectives, and adverbs
 Use adjectives and adverbs for
correctly
description
 Use connecting words (e.g., In the
 Use negative correctly
morning, so , but, finally)
 Formulate complete sentences of varied
lengths (average length in speech 9
words)
 Use simple and compound sentences and
a variety of sentence types correctly and
appropriately (e.g., questions,
exclamations)
 Use verb tense correctly and
appropriately (e.g., past, present, and
future)
Do the words I use convey my intended meaning?
 Choose and use descriptive words;
 Choose words that are interesting and
 Use compound words and contractions
appropriate for their purpose (e.g., to
correctly;
describe vividly);
 Use irregular plurals correctly (e.g.,
 Use synonyms and antonyms;
children);
Semantic/Lexical/Morphological:
 Use words explored in class
 Choose and use descriptive words to
enhance communication (including
verbs, nouns, and adjectives with
prompting);
 Substitute one word for another in a
meaningful way (e.g., building for
house)
Graphophonic:
Can I use the relationships and patterns in words to ensure accuracy?
 Correctly pronounce familiar and
Use clear and correct pronunciation and
Use clear and correct pronunciation and
commonly used words
enunciation to communicate
enunciation to communicate
 Use correct pronouns for familiar
words.
Other Cues:
What features enhance my meaning?
 Use simple gestures, volume and
 Use appropriate tone of voice, volume,
tone of voice to communicate ideas
gestures, and stance when speaking or
and needs
reading aloud
 Speak and read aloud in clear voice
 Use pauses effectively for emphasis
with appropriate volume, pace, and
expression
Products
 recount stories & experiences
 oral explanations
 give directions
 short simple reports
 offer an opinion
 describe basic procedures
 Conversations
 provide reasons
 Group discussions
 explain information and
directions
 Recitations
 conversations
 Oral presentations
 play
 Report to class
 recount stories or experiences
 Narrative presentations
 report
 Retell a narrative
 recitation
 Oral story from a First Nations and
 poems
Metis perspective
 rhymes
 Read
 Use appropriate tone of voice and
gestures in social activities
 Read aloud in a clear voice with
appropriate volume, pace, and expression

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

Oral explanations
Brief reports or speeches
Demonstrate or describe procedures
Narrative presentations
Retell traditional First Nations and
Metis narrative
 Oral summaries
 Recitations
 Poems
 Monologue
 Dramatic dialogue
 Use knowledge of forms, characteristics,
and organizational patterns of texts to
communicate ideas in a clear and logical
manner
 Use simple, compound, and complex
sentences
 Vary sentence length and structure for
effect (average length in speech 9 words)
 Use subject-verb and noun-pronoun
agreement correctly.
 Select and use words to create specific
effects;
 Use precise and descriptive words;
 Use new words from listening, viewing,
and reading in speaking
 Use specialized terms in different subject
areas appropriately;
 Use clear and correct pronunciation and
enunciation to communicate
 Use appropriate gestures, eye contact, and
facial expressions
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
Oral presentations
Oral reports
Explain a display
Group work
Narrative presentation
Informative presentation
First Nations and Metis traditional
narrative
 Oral response to text
 Oral presentations
 Dramatization
 Discussion circles
 Introduce visitor

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
verses
finger plays
choral reading
oral presentation about familiar
experiences, interests
give directions
class discussions
dramatize a scene from a folktale or
traditional first Nations or Metis
narrative
recorded speaking, oral
presentations, recitations, story
telling, choral reading, student lead
directions
 Prose
 Scripts
 Poetry
 Dramatic interpretations
 Experiences
 Stories
 Poems
 plays
Observations
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Use exemplars to illustrate to students their own progress from beginning of year through until the end of the year.
Informal observation of talk
Formal observation checklists
Digital documentation of process
Small group work
Conversations
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Discussions: whole class. Small group, partner
Response to questions
Formal student-teacher conferences
Self-assessments
Living Sky School Division No. 202
January 13, 2013
 Give directions
 Group discussion
 Group work