Word Work and Saskatchewan Curriculum Correlations
Grade 6
Page 23/24 from Saskatchewan Curriculum
Note: Italicized text in blue below refers to those indicators that are emphasized at this grade
level.
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., the
speaker’s non-verbal cues) to construct and confirm meaning.
f. Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for
audience, purpose, and context and capture particular aspect of intended meaning; recognize
common 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 used
figuratively (e.g., personification, similes, metaphors) and for imagery.
g. Graphophonic: Recognize and comprehend word families and sound-symbol patterns and
relationships.
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), and
other cues (e.g., appropriate volume and intonation) to construct and to communicate
meaning.
d. Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and
context; avoid overused and misused words (e.g., “really good”); use reference tools to
determine meaning of words; use words figuratively (e.g., personification, similes, and
metaphors) and for imagery; correctly spell common words; use Canadian spelling; use a
variety of strategies and resources to learn the correct spelling of words.
e. Graphophonic: Clearly enunciate and carefully, and correctly pronounce words; utilize
spelling rules and strategies to correctly spell appropriate words.
Grade 7
Page 23/24 from Saskatchewan Curriculum
Note: Italicized text in blue below refers to those indicators that are emphasized at this
grade level.
CR7.3 Use pragmatic (e.g.,author’s purpose and point of view), textual (e.g., how author
organized text), syntactic (e.g., main and subordinate ideas), semantic/lexical/morphological
(e.g., figurative language and specific word meanings by their context, common affixes, and
allusions), 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 for
audience, purpose, and context and capture a particular aspect of intended meaning; use
context, prefixes, suffixes, and root words, sounds, and reference tools to determine meaning
of words; recognize words used figuratively and for imagery; identify and interpret figurative
language and words with multiple meanings; understand and explain “shades of meaning” in
related words (e.g., quietly, softly).
Graphophonic: Recognize and explain onomatopoeia, alliteration, derivatives, bases, and
affixes.
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
subjects, verbs, and pronouns), semantic/lexical/ morphological (e.g., avoid overused and
misused words), graphophonic (e.g., enunciate clearly), and other cues (e.g., use appropriate
gestures and facial expressions) to construct and to communicate meaning.
Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and
context and capture a particular aspect of intended meaning; avoid overused and misused
words (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 for
imagery; spell most words correctly using Canadian spelling, use a variety of strategies and
resources (e.g., dictionaries, thesauruses, spell check) to learn the correct spelling and meaning
of words.
Graphophonic: Enunciate clearly and carefully; pronounce words correctly; recognize
onomatopoeia and alliteration; use basic spelling strategies, rules, and word families to spell
words correctly at grade level; spell derivatives correctly by applying the spellings of bases and
affixes.
Grade 8
Page 23/24 from Saskatchewan Curriculum
Note: Italicized text in blue below refers to those indicators that are emphasized at this
grade level.
CR8.3 Use pragmatic (e.g., intended audience and tone), textual (e.g., how author organized
text to achieve unity and coherence), syntactic (e.g., variety of sentence structures),
semantic/ lexical/morphological (e.g., imagery), graphophonic (e.g., stress, pitch, and
juncture of a word), and other cues (e.g., layout and accompanying graphics) to construct and
to confirm meaning.
Semantic/Lexical/Morphological: Recognize and comprehend words that are appropriate for
audience, purpose, and context and capture a particular aspect of intended meaning; recognize
synonyms used for variety; use context, prefixes, suffixes, root words, sounds, and reference
tools including dictionaries, thesauri, and handbooks to determine meaning of words; recognize
words used figuratively and for imagery.
Graphophonic: Recognize and comprehend word patterns, the stress, pitch, and juncture of a
word, affixes, root words, onomatopoeia, and alliteration.
CC8.4 Use pragmatic (e.g., use appropriate language register), textual (e.g., use artistic
devices such as figurative language), syntactical (e.g., combine sentences to form compound
and 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
pronounce words with proper emphasis), and other cues (e.g, arrange and balance words and
visuals as well as fonts) to construct and to communicate meaning.
Semantic/Lexical/Morphological: Use words that are appropriate for audience, purpose, and
context and capture a particular aspect of intended meaning; use specific words and
synonyms 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, and
handbooks to determine meaning of words, to check spelling, and to verify usage; recognize
and 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 knowledge
of spelling generalizations.
Graphophonic: Enunciate clearly and carefully, and correctly pronounce words with proper
emphasis; use knowledge of a range of spelling patterns, including sound-symbol relationships
and rules, to help identify, analyze, and correct spelling errors.